Adolescent DevelopmentWhat is adolescence?Why is it important to study adolescent development?Slide 4How does science assist us in learning about adolescent development?Slide 6What defines the boundaries of adolescence?Makes a lot of sense to view adolescence in three stagesEarly adolescence (about ages 10-13)PowerPoint PresentationMiddle adolescence (about ages 14 through 17)Slide 12Late adolescence (or youth or emerging adulthood; approximately ages 18-early/mid twenties)Slide 14What are the fundamental changes of adolescence?Contextual variationsDifferent theoretical orientations for understanding adolescent developmentSlide 18Adolescent DevelopmentWhat is adolescence, what happens during adolescence, and why should we study adolescent development?What is adolescence?A time period marked by drastic changes as an individual develops from a child to an adult – a period of multiple transitionsApproximately age 10/11 through the early twenties (but much variation)!Why is it important to study adolescent development?Helps us understand when we should be concerned about a behavior, versus when we should not be concernedE.g., a 13 year old starts spending most of his time at home locked in his roomE.g., a 16 year old starts hanging out with all new friends, and at the same time her grades fall and she drastically changes her appearanceWhy is it important to study adolescent development?Helps us develop most effective strategies for working with adolescentsPrevention and intervention programsEducational applicationsHelps us design and implement laws and policiesE.g., should we hold 15 year olds accountable for their actions?E.g., can 17 year olds make decisions about abortions? •What about consenting to sexual relations? •What about deciding whether to join the military?How does science assist us in learning about adolescent development?We use the scientific method to…Formally test hypotheses or ideas Formally evaluate theoriesFormally evaluate prevention and intervention programsFormally evaluate educational methodologyHow does science assist us in learning about adolescent development?Through using the scientific method, we can understand when issues are stereotypes or myths, versus when something is really an issue!For example, is adolescence a horrible period for everybody?•Is it a period of storm and stress?•NOT TYPICALLY!Is it normal for an adolescent to hate his or her parents?•NOT USUALLY!What defines the boundaries of adolescence?There are many different ways of looking at this issue!Biological perspectiveEmotional perspectiveSocial perspectiveLegal perspectiveChronological perspectiveCultural perspectiveMakes a lot of sense to view adolescence in three stagesEarly, middle, and lateEarly adolescence (about ages 10-13)Transition to secondary school!Rapid pubertal growth spurt!Increased autonomy from parents!Emergence of dating for some!Characters from Movie “Thirteen” (13 year olds)The I-Carly gang (they were supposed to be 13 at start of series)Everybody’s favorite 5th grader, Bart SimpsonMiddle adolescence (about ages 14 through 17)Beginning to focus on life after secondary schoolIncreased focus on peers for intimacy and companionshipTransitions in romantic relationshipsExperimentation with identityExperimentation with drugs, alcohol, sexuality, etc. for manyThe 90210 CrowdJuno and her boyfriend from the movie “Juno”Late adolescence (or youth or emerging adulthood; approximately ages 18-early/mid twenties)Increased autonomy from parents (for some more slowly than others)Life after mandatory schoolingIncreased adult responsibilities (much variation)Critical choices regarding career, education, and romanceSome of the characters from “Teen Mom”- high school is ending, what is next?Famous perpetual college student from “Animal House”The “Jersey Shore” gangWhat are the fundamental changes of adolescence?Biological transitionsPuberty, neurological development Cognitive transitionsAbstract thought, emergence of relativistic thinkingSocial transitionsEducational, vocational, living situationsRites of passageContextual variationsSince these transitions are universal, why do different adolescents have different experiences with the transitions?Human development is an interplay between universal transitions, and the context in which the transitions take place (bioecological perspective)Adolescents differ in their social-contextual experiences and in their biological predispositions•Family situations•Peer Group situations•School situations•Work and leisure situations•Talents, struggles, physical and mental healthDifferent theoretical orientations for understanding adolescent developmentBiological/biosocial theoriesHormonal and physical changes of development are driving forces of experienceE.g., G. Stanley Hall: Hormonal changes of puberty cause upheaval (storm and stress of adolescence)Organismic theoriesBiological change is very important but social experiences also are influential in developmentE.g., Freud, Erikson, PiagetDifferent theoretical orientations for understanding adolescent developmentLearning theoriesStress context and experience (biology less important)Change occurs through contingencies of reinforcement, and/or social learning (e.g., Skinner, Bandura)Sociological theoriesStress how adolescents as a group come of age within their particular societyE.g., focus on social structure and cultural viewpointsHistorical and Anthropological theoriesFocus on historical, political, and social events surrounding one’s experiencesE.g., Influence of 9/11 and Hurricane Katrina on