Human Development: Adolesence: By: C. Settley 2016
Human Development: Adolesence: By: C. Settley 2016
Human Development: Adolesence: By: C. Settley 2016
Development:
ADOLESENCE
By:
C. Settley
2016
Adolescence
• The stage between childhood and adulthood.
• Physical change: size and form.
• Cognitive skills.
• Social involvements.
• Views about themselves.
• Period of ‘storm and stress’- emotional turmoil/rebellious.
• Cultural and social environment plays a major role in shaping
behaviour and experiences.
• Biological changes are universal.
• This is the period in which the individual is no longer a child, but not
an adult.
Adolescence
• Bones, organs and body systems: Changes in size and capacity. Lung
performance improves, limbs grow, and bones increase in thickness and
volume. The chest and shoulders get broader in boys. In girls, the hips and
pelvis get wider.
• Nutrition and weight: Weight gain and develop new nutritional needs.
Teenagers’ stomachs and intestines increase in size, and they need an
increase in energy, proteins and minerals. Foods with plenty of calcium and
iron are particularly important at this age to support bone growth and blood
circulation.
• Sleep and rest: Sleep patterns change, with many children starting to stay
awake later at night and then sleeping until later in the day. Also, the brain
re-sets the body clock during puberty. Children going through puberty need
more sleep than they did just before puberty started.
Physical development
• Hygiene: Sweat glands in the armpits and groin area are activated for the
first time during puberty, and this can lead to increased body odour.
• Acne and skin problems: Glands in the skin on the face, shoulders and
back start to become more active during puberty, producing more oil. This
can lead to skin conditions such as pimples and acne.
Adolescent growth spurt
• The human adolescent growth spurt is the
rapid and intense increase in the rate of
growth in height and weight that occurs
during the adolescent stage of the human
life cycle. The human adolescent growth
spurt is noted in virtually all of the long
bones of the body and most other skeletal
elements.
• Page 389 in Human Development
Strengths of adolescents and
young people- page 56 in Middleton
• Positive contributions:
• They are energetic and enthusiastic
• They are creative and full of ideas
• They are capable of great loyalty
• They are concerned about the principles
of truth and justice
• They wish to improve their communities
• They believe that they can change the
world.
Cognitive development
in adolescence (Formal operational thinking)
• From ages 12 to 18, children grow in the way they think. They move
from concrete thinking to formal logical operations. It’s important to
note that:
• Each child moves ahead at his or her own rate in ability to think in
more complex ways.
• Each child develops his or her own view of the world.
• Some children may be able to use logical operations in schoolwork
long before they can use them for personal problems.
• When emotional issues come up, they can cause problems with a
child’s ability to think in complex ways.
• The ability to consider possibilities and facts may affect decision-
making. This can occur in either positive or negative ways.
Cognitive development:
Early adolescence:
• Uses more complex thinking focused on personal decision-making
in school and at home.
• Begins to form and speak his or her own thoughts and views on a
variety of topics.
Cognitive development:
Middle adolescence:
• Has some experience in using more complex thinking processes.
• Thinks about and begins to form his or her own code of ethics (for example, What do I think is right?).
• Thinks about different possibilities and begins to develop own identity (for example, Who am I?).
• Thinks about and begins to systematically consider possible future goals (for example, What do I want?)
• Has increased thoughts about more global concepts such as justice, history,
politics, and patriotism.
• Influence of parents-?
• In Stage 3 there were changes in the structure of the crowd with the
higher ranking clique members forming heterosexual cliques-
reflects the start of the process of dating.
• GIRLS:
• In early adolescence, the focus of friendship is generally common activities, with emotional
commitment quite minimal.
• Towards mid-adolescence there is a strong emphasis on loyalty and support as young women
become most anxious about rejection or exclusion from same-sex friendships.
• In later adolescence, friendships become a lot easier as they are starting to develop more of a
sense of self identity. It is at this stage that young women tend to appreciate each other’s
differences and individuality.
• BOYS:
• Young men’s friendships rarely reach the depth of intimacy that young women may achieve.
Larger peer groups are generally more important than individual friendships.
• Middle-adolescent boys have tended to describe their friends in similar ways to pre-adolescent
girls, with no emphasis on emotional support, security or closeness.
Social development
• Romantic relationships
• Group activities
• Group dating
• Informal dating
• Serious involvement
Moral development
• Kohlberg theory
• For Piaget, the highest stage of moral development,
characteristic of adolescence, is moral autonomy.
Dependent on the attainment of formal or abstract
reasoning ability, moral autonomy commonly begins at
puberty. In a game situation, like monopoly, chess,
dominos- the adolescent reveals interest not only in the
rules by which the game is played but also in possible
new rules to make the game more interesting or more
challenging.
References
• https://www.psychologytoday.com/blog/media-spotlight/201309/storming-adulthood
.
• https://www.urmc.rochester.edu/Encyclopedia/Content.aspx?ContentTypeID=90&Co
.
• https://www.goconqr.com/en/p/230410-dunphy-s-formation-of-social-groups--1963--
• http://www.livestrong.com/article/559761-conformity-in-teenagers/
• Asher, S & Gottman, J. (1981). The Development of Children's Friendships.
Cambridge University Press, Melbourne.
• Rubin, R. (1980). Children's Friendships. Harvard University Press,
Cambridge.
• Slee, P. (2002). Child, Adolescent and Family Development. Cambridge
University Press, Australia.
• Marijose- PPP Template