Psychology 355: Adolescent Psychologyone way to categorize developmental schemes is to consider the combinations of person and environment by the degree of active or passive involvement in development.25 million adolescents in late 2000’s Time when a person changes the most: relationships, families, peers, schools, brains, appearances, neuronsAdolescents were adults in late 18 and 1900’spassive person-passive environment models: inactive individuals who have a inactive environment imprinted upon themstatic models: for example the old "kids are miniature adults" idea that pervaded western thought at the beginning of this centurythis idea still pervades contemporary thought ....for example parents and teachers often attribute adult intentions to child and adolescent behaviorpassive person-active environment: behavioral conditioning theories that infer a “blank slate” such as operant behavior models in which an active agent in the environment directs an individual’s developmentbehavioral theories tend to be uni-directional and they focus on quantity of behavior as a consequence of external reinforcement rather than on qualityactive persons-passive environments: cognitive theories like Piaget or Chomskytransformation models postulate that what exists earlier in development will effect current functioningdevelopment proceeds in an orderly fashion along a developmental trajectorytypically changes proceed from global to more segregated and specific functioning or from more simple to more complex types of behaviorsoften the theorists who have proposed transformative models (Erickson, Piaget, etc.) emphasize several themesthere is an invariant order or stages to developmentno stage can be skippedeach stage is more complex than the preceding, and represents a transformation of the preceding stage of developmenteach stage has its foundation in the preceding stage and serves as a foundation for succeeding stagesHowever, we know that development is even more complex than these transformation models assumedevelopment is discontinuous  progression and regressionsometimes children and adolescents undergo regression, where they revert to behaviors characteristic of previous stages of development.sometimes developmental competencies are very specific to situations and therefore “spotty” smart in some settings, immature in otherschildren adapt to their social environment and this alters development sometimes for the better, sometimes notactive persons-active environments: individuals change reality and reality changes individuals ..... the idea of reciprocal determinism.transactional models: an adolescent is a product of the continuous dynamic interaction between the child and the experience provided by family and social context.This perspective is the main thesis behind Bronfenbrenner’s Social Ecology TheoryBronfenbrenner theorized that people inhabit a variety of ‘nested’ systemsNested systems are like a Russian doll: the individual is surrounded by:the microsystem: the immediate physical setting in which a person resides; peers/peer relationships, school, family/parents, and the roles we assume in these contextsthe mesosystem: a system of Microsystems; a mesosystem is the interactions between the major microsystems in a person’s lifeFor a child, the interface between school and home, or between community agencies and families, are mesosystemsthe exosystem: an exosystem encompasses or surrounds the meso-and microsystems in which a person is imbedded; churches, the state  larger social constructsExosystems exert considerable regulation and control over what occurs in a mesosystem. For example, the government regulates schools, the workplace, and to some extent family lifeMacrosystems: Macrosystems are institutional or cultural patterns that establish principles that govern the behavior of people and organizations; philosophies, belief patterns (freedom, rights)Our society is predicated on democratic principles and freedom. These principles in theory guide our societal decisions and are pervasively woven into the fabric of our cultureBronf. notes that peoples’ behavior and the ecological context they are imbedded in are inseparable ..... they are interdependent ..... he is asserting that human beings can not be studied outside of their social and physical (ecological) contextMoreover, considerable differences occur in peoples’ behavior as they shift from one ecological context to anotherMicrosystem reciprocity: Microsystems and the individuals within them engage in reciprocal causal processes that determine the behavior of people within those microsystems; people behave differently when the move from one micro/meso system to another (school  home)the functional social system: people are always behaving within a social system or network .... “no person is an island”....the physical environment also effects the social ecology.microsystem interaction effects: the behavior of individuals is effected by the interaction of various microsystems.ecological transition: as people develop so do the microsystems in which they live and the roles they perform. Not only do people change, but so do their ecological contexts. Friends and peers change, more freedom with ageexosystem and macrosystem effects: exosystems and macrosystems while remote from the individual, have a profound effect on an individual’s behaviorAdolescence is a unique time in human developmentIt involves some of the most dramatic issues in lifeSexuality, identity, life determining choicesDevelopmental malfunctions are implicated in many forms of adolescent psychopathologyDevelopment is pervasive in adolescents, happening concurrently in the biological, cognitive, and socio-emotional spheresIn some adolescents, some forms of development are further along than othersDevelopmental progression occurs more rapidly in adolescents than in adultsSimultaneous changes are always occurringThere is enormous variation across adolescents as to when they begin developmental transitionsAs a consequence of these factors, chronological age is not as useful for defining maturation in adolescents  chronological age does not correlate with psychological ageNonetheless, for ease in discussion, social scientists typically considerearly adolescence as 10-13Middle school years, sometimes most difficult timemiddle adolescence as 14-17High school yearslate adolescence as 18-22Emerging adulthoodThe physical and