Session2-adolescent development

1. ES001: EDUCATIONAL PSYCHOLOGY: LEARNERS AND LEARNING Session 2: An Overview of Key Areas of Adolescent Development
2. Session Overview Key Areas of Adolescent Development • Physical Development • Emotional Development • Social Development • Personal
Development Social Contexts and Adolescent Development • Families • Peers • Schools
3. ACTIVITY: MEMORY LANE
4. 1/31/2015 4 Take a stroll down memory lane to a time in your life when you were an adolescent. • What thoughts, experiences, and snap-
shots of events come to your mind? • How would you describe this period of your life?
5. 1/31/2015 5 Share your experiences with the rest of the group. Identify the common characteristics or common experiences in your group.
Identify some unique characteristics and experiences.
6. 1/31/2015 6 Share your group’s characteristics and experiences during adolescence with the class.
7. ACTIVITY: Aspects of Development • Categorize and
• organize the experiences and memories shared on adolescence according to the key areas of development • Discuss how and in what ways the
observations are aspects of the areas of development you have selected. • Further illustrate each of the 6 aspects of development with your own
experiences and observations • Consolidate your discussion on flip chart paper
• 8. Psychoanalytical Views of Adolescence Havighurst: Adolescent Developmental Tasks • Achieving new and more mature relationships with age
mates of both sexes • Achieving a masculine or feminine social role • Accepting one’s physique • Achieving emotional independence from parents •
Preparing for marriage, family life • Preparing for economic career • Acquiring a set of values and ethical system as a guide to behaviour • Developing
a set of ideology • Desiring and achieving socially responsible behaviour • Acquiring a positive self-identity
• 9. Childhood to Adolescence • Growth spurt, Hormonal changes, Sexual maturation • Increases in Abstract, Idealistic, and Logical Thinking • Quest for
Independence • Conflict with Parents • Increased Desire to Spend More Time with Peers • Conversations with friends become more intimate
Developmental Transitions
• 10. Developmental Transitions Adolescence to Adulthood • Approximately 18 to 25 Years of Age • Economic & Personal Temporariness •
Experimentation & Exploration
• 11. Emerging Adulthood Key Features • Identity exploration, especially in love and work • Instability • Feeling in-between • Self-focused • The age of
possibilities, a time when individuals have an opportunity to transform their lives
• 12. Becoming an Adult Possible markers of adulthood: • Economic independence • Self-responsibility • Independent decision making • Accepting
responsibility for the consequences of one’s actions • Deciding on one’s own beliefs and values • Establishing a relationship equal with parents
• 13. Becoming an Adult Resilience Refers to adapting positively and achieving successful outcomes in the face of significant risks and adverse
circumstances.
• 14. PHYSICAL DEVELOPMENT IN ADOLESCENCE
• 15. Puberty • The period of rapid physical maturation involving hormonal and bodily changes that take place primarily in early adolescence • Puberty
is often thought
• of as the most important marker for the beginning of adolescence
• 16. Physical Development Pubertal Changes: • Growth spurt – Rapid increase in height and weight • Sexual maturation
• 17. Growth Spurt • Occurs 2 years earlier for girls (age 9) than boys (11) on average • Peak occurs at 11.5 years for girls and 13.5 years for boys • Girls
increase 3.5 inches per year, boys about 4, during this period
• 18. Growth Spurt • Boys and girls who are shorter or taller than their peers before adolescence are likely to remain so during adolescence • At the
beginning of adolescence, girls tend to be as tall as or taller than boys of their age • By end of middle school, boys have caught up with them, or in
many cases even surpassed them in height
• 19. Growth Spurt • Though height in elementary school is a good predictor of height later in adolescence, as much as 30% of an individual’s height in
late adolescence is unexplained by the child’s height in elementary school
• 20. Growth Spurt • Weight gain follows roughly the same timetable as height gain • Marked weight gains coincide with the onset of puberty. • 50% of
adult body weight is gained during adolescence • During adolescence, girls tend to outweigh boys, but just as with height, by about 14 years of age,
boys begin to surpass girls in weight • Girls gain hip width while boys gain shoulder width
• 21. Sexual Maturation Males • Increase penis and testicle size • Pubic hair • Voice change • Spermarche • Armpit hair • Facial hair Females • Breasts
enlarge • Pubic hair • Armpit hair • Menarche • The age at menarche has declined
• 22. Psychological Dimensions of Puberty • Body Image Gender Differences Ethnicity Appearance Developmental Changes Mental Health Problems
Health Perceived Aspects of Being a Boy or a Girl Body Art
• 23. Psychological Dimensions of Puberty • Dissatisfaction with body may result in: • Anorexia Nervosa • Bulimia Nervosa • Binge-Eating Disorder •
Reverse Anorexia
• 24. Psychological Dimensions of Puberty • Hormones and Behavior • Menarche and the Menstrual Cycle • Early and Late Maturation • Are Puberty’s
Effects Exaggerated?
• 25. EMOTIONAL DEVELOPMENT IN ADOLESCENCE
• What is Emotion? • A feeling, or affect, that occurs when a person is in a state or an interaction that is important to him or her,
especially to his or her well-being (Campos, Frankel, & Camras, 2004).
• 27. The Emotions of Adolescence • Early adolescence is a time when emotional highs and lows occur more frequently (Rosenblum
& Lewis, 2003) • Moodiness is a normal aspect of early adolescence • Most adolescents eventually emerge from these moody
times and become competent adults • For some adolescents, intensely negative emotions can reflect serious problems
• 28. Dominant Emotions • Depression • Loneliness • Worry • Stress
• 29. • Adjustment to new environments • Social expectations of more mature behaviour • Unrealistic aspirations • School
problems • Status insecurity • Unfavorable family relationships • Obstacles to what adolescent wants to do • Risk of school failure
• Expectations of teachers and parents • Relationships with teachers and parents • Conflict with parents regarding previous
academic performance and future educational plans “Storm and Stress” Factors Influencing Emotional Development
• 30. SUICIDES: CHILDREN & YOUTH 10-14 years 15-19 years Total 1997 4 10 14 1998 3 19 22 1999 5 10 15 2000 6 15 21 2001 6 22
28 2002 0 18 18 2003 4 18 22 2004 5 7 12 2005 3 10 13 2006 2 8 10 2007 (Jan-Oct) 0 9 9 The Straits Times (January 2, 2008)
• 31. Hormones, Experience, and Emotions • As adolescents move into adulthood, their moods become less extreme, perhaps due
to their adaptation to hormone levels over time (Rosenblum & Lewis, 2003). • Both hormonal changes and environmental
experiences are involved in the changing emotions of adolescence – Pubertal change is associated with an increase in negative
emotions. However, such hormonal influences are small and are usually associated with other factors such as stress, eating
patterns, sexual activity and social relationships – Stressful experiences – e.g., school transitions, onset of sexual experiences and
romantic relationships
• 32. Emotional Competence Example Being aware that the expression of emotions plays a major role in relationships. Knowing that
expressing anger toward a friend on a
• regular basis can harm the friendship. Adaptively coping with negative emotions by using self-regulatory strategies that reduce the intensity and
duration of such emotional states. Reducing anger by walking away from a negative situation and engaging in an activity that takes one’s mind off it.
Being able to discern others’ emotions. Perceiving that another person is sad rather than afraid. Emotional Competence
• 33. Emotional Competence Emotional Competence Example Understanding that inner emotional states do not have to correspond to outer
expressions. As adolescents become more mature, they begin to understand how their emotionally expressive behavior may impact others, and take
that understanding into account in the way they present themselves. Recognizing that one can feel angry yet manage one’s emotional expression so
that it appears more neutral. Being aware of one’s emotional states without becoming overwhelmed by them. Differentiating between sadness and
anxiousness, and focusing on coping rather than becoming overwhelmed by these feelings.
• 34. SOCIAL DEVELOPMENT IN ADOLESCENCE
• 35. What is Social Development? • Describes the advances people make in their ability to interact and get along with others, and it is an essential
element of individuals’ overall development. • Enhanced social and emotional behaviours can have a strong impact on success in school and
ultimately in life.
• 36. Social Development in Adolescence Adolescent Egocentrism Imaginary Audience Personal Fable Perspective- Taking Social Problem- Solving
• 37. Violence and Aggression in Schools • School violence and aggression are persistent problems • Linked to a lack of personal and social
development
• 38. Forms of Aggressive Behaviour (including Bullying) Physical aggression Relational aggression Instrumental aggression Proactive aggression Reactive
aggression
• 39. Promoting Social Development (in Your Classroom) • Model and explicitly teach social skills • Establish rules governing acceptable classroom
behaviour • Help students understand the reasons for rules by providing examples and rationales • Have students practice social skills and give them
feedback
• 40. PERSONAL DEVELOPMENT: SELF AND IDENTITY
• Social Contexts and Adolescent Development Social Contexts of Development Families Peers
Schools
• 68. Baumrind’s Parenting Styles Authoritarian Parents are restrictive and punitive. Children tend
to be socially incompetent, anxious, and exhibit poor communication skills. Indulgent Parents are
highly involved but set few restrictions. Children have poor self-control. Neglectful Parents are
uninvolved. Children have poor self- control, don’t handle independence well, and low
achievement motivation. Authoritative Parents are nurturing and supportive, yet set limits.
Children are self-reliant, get along with peers, and have high self-esteem.
• 69. The Changing Family Working parents ? Nature of parents’ work matters Children in divorced
families ? The quality of parental relationships, timing of divorce, use of support systems, type of
custody, SES, and quality schooling all affect children. ? Elementary school children did best when
the parent and the school environment were authoritative. Children in stepfamilies ? Show more
adjustment problems than children in intact families, especially during adolescence
• 70. Ethnic and Socioeconomic Variations in Families Minority students ? Families tend to be
larger; depend
• more on the extended family for support ? Single parents are more common ? Less educated; lower income Low-income parents ? Tend to value
external characteristics such as obedience and neatness ? See education as the teachers’ job
• 71. Ethnic and Socioeconomic Variations in Families Middle-class families ? Often place high value on internal characteristics such as self-control and
delayed gratification ? See education as a mutual responsibility
• 72. Peer Statuses Neglected Infrequently “best friend”; not disliked by peers Rejected Seldom “best friend”; often actively disliked by peers Popular
Frequently nominated as best friend; rarely disliked by peers
• 73. Peer Statuses Controversial Frequently “best friend”; often disliked by peers Average Receive both positive and negative peer nominations
• 74. Early Childhood and Elementary School ? Developmentally appropriate practices ? Early Childhood Approaches ? Montessori ? Academic versus
child-centered ? Transition to elementary schools
• 75. Schools for Adolescents ? Transition to Middle or Junior High School ? Stressful due to developmental changes ? Top-dog phenomenon ? Academic
challenge
• 76. Social Contexts and Self-Esteem • Social contexts such as the family, peers, and schools contribute to the development of an adolescent’s self-
esteem (Dusek & McIntyre, 2003; Harter, 2006; Turnage, 2004). • Peer judgments gain increasing importance in adolescence
• 77. Social Contexts and Aggression • Bullies often come from homes where parents are authoritarian, hostile, and rejecting and where aggressive
behaviour is both modeled and reinforced • Their parents often have poor problem-solving skills and often advocate fighting as a solution to conflicts
• 78. Family Influences on Identity – Parenting style – Individuality • self-assertion - ability to have and communicate a point of view • separateness -
expressing how one is different from others - Connectedness • mutuality - sensitivity to and respect for others’ views • permeability - openness to
others’ views
• 79. RESOURCES FOR IMPROVING THE LIVES OF ADOLESCENTS • The Development of Self-Representations in Childhood and Adolescence by Susan
Harter (2006). In W. Damon & R. Lerner (Eds.),
• enter school and other places where they interact with children. During middle childhood, children continue to grow and improve physically, while also growing mentally as they
attend school. They maintain friendships in large same-sex groups and begin forming ideas about gender roles and jobs. During adolescence, people go through puberty as their
bodies mature and become capable to reproduce. Teens attempt to assert their individual identity while still needing rules and limits to continue to help them make good life
decisions. During later adolescence, young adults begin the tasks of finding a life calling or job and of finding or creating their own next-generation family.
• Even more milestones and more in-depth information will be explained in future articles. Hopefully, they will give you the tools that as a caregiver you need to give your children
the best possible basis to grow and to succeed.
•
•
• What Are the Developmental Tasks Facing Adolescents?
•

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By Daniel F. Perkins — University of Florida IFAS Extension
• Updated on Jul 26, 2007
• The major task facing adolescents is to create a stable identity and become complete and productive adults. Over time, adolescents develop a sense of themselves that
transcends the many changes in their experiences and roles. They find their role in society through active searching which leads to discoveries about themselves.
• The changes experienced during puberty bring new awareness of self and others' reactions to them. For example, sometimes adults perceive adolescents to be adults because
they physically appear to be adults. However, adolescents are not adults. They need room to explore themselves and their world. Thus, as adults, we need to be aware of their
needs and provide them
 • Conclusion
• The many developmental tasks facing adolescents are challenging, but they are not insurmountable. Adolescents are testing
independence; yet they are not, and do not want to be, totally independent. Parents and adults need to provide a supportive
environment for adolescents to search and explore their identity.
• Parents and adults walk a tightrope. Adolescents need them to play an active role in their lives. However, adults need to provide
adolescents some room to be responsible for their own decisions and be accountable for the consequences of those decisions.
• When adolescents make the wrong decision, they need the support and guidance of parents and adults to help them learn from
these experiences. By knowing the developmental tasks of adolescents, parents and adults can help turn mistakes made by
adolescents into opportunities that enhance adolescents' mastery of life skills.
• At times the interaction between parents/adults and adolescents will be challenging and uncertain, but it is essential that parents
and adults remain steadfast in their commitment to the adolescent. Parents and adults have an important role to play and can
have a positive impact on the lives of adolescents.
• This series of three bulletins has shown the complexity of the changes that confront individuals beginning their second decade of
life. Indeed, adolescence is marked by a multitude of changes -- biological, physical, intellectual and emotional.
• The information from this series operates as a "road map" of what to anticipate from adolescents. Using this road map, parents
and other adults can support adolescents on their journey toward reaching their destinations -- becoming competent and
productive adults.
• Resources
• Vernon, A., & Al-Mabuk, R. H. (1995). What growing up is all about: A parent's guide to child and adolescent development.