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64 Cards in this Set
- Front
- Back
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Early Greece
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Aristotle and Plato focused on development of reasoning and self-determination in youth
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Middle Ages
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Adolescents viewed as miniature adults
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18th Century
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Rousseau stated that adolescents were different from adults
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Storm-and-Stress View
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G. Stanley Hall (The Father of Adolescence and follower of Darwin)
Adolescence is filled with conflicts and mood swings |
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Sociocultural View
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Margaret Mead
Adolescence is the product of culture Not biological |
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Inventionist View
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Adolescence is something fabricated
A social and historical creation A product of school, work, economics and legislation To exclude youth from employment and require secondary schooling |
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Cohort Effects
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Group born at similar point in history who share similar experiences
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Milennials
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Generation born after 1980
Increasingly tolerant and open-minded Increased use of technology |
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Stereotype
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Generalization that reflects impressions and beliefs about a broad category of people
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Adolescent Generalization Gap
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Refers to generalizations that are based on information about a limited, often highly visible group of adolescents
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A Positive View of Adolescence
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The negative stereotyping of adolescents is overdrawn (no support)
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Positive Youth Development (PYD)
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Focuses on the strengths of youth
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Five C's of Positive Youth Development
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Competence
Confidence Connection Character Caring/Compassion |
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Adolescents in the U.S.
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Growing up has never been easy
Same issues as 50 years ago For most, adolescence is not a time of rebellion, crisis, pathology and deviance But, a time of evaluation, decision-making, commitment and finding a place in the world |
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Social Context
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Settings in which development occurs
Influence by historical, economical, social and cultural factors |
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Social Policy
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Course of action designed by the national government to influence the welfare of its citizens
Children and adolescence who grow up in poverty represent a special concern |
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Global Perspective
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Depending on culture being observed
Adolescence may involve different experiences May different depending on gender, families, schools, peers and religion |
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Development
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Development is the pattern of change from conception through death
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Biological Processes
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Involve physical changes in an individual's body
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Cognitive Processes
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Changes in thought and intelligence
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Socioemotional Processes
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Changes in relationships, emotion, personality and social context
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Childhood
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PRENATAL
Conception until birth INFANCY Birth until 18 or 24 months EARLY CHILDHOOD End of infancy until about 5 or 6 years old MIDDLE AND LATE CHILDHOOD 6 until 10 or 11 years (Elementary School) |
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Adolescence
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Transition from childhood to adulthood
10 to 13 years old until late teens EARLY ADOLESCENCE Puberty (Middle School/Junior High School) LATE ADOLESCENCE Identity, dating and career |
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Adulthood
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EARLY ADULTHOOD
Late teens until 30 years old Established personal and economic independence MIDDLE ADULTHOOD 35 to 45 years old until 65 years old Focus on transmitting values and the meaning of life LATE ADULTHOOD 60 to 70 years old until death Life changes |
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Childhood to Adolescence
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Growth spurt
Hormonal changes Sexual maturation Increases in abstract, idealist and logical thinking Quest for independence Conflict with parents Increased desire to spend more time with peers Conversation with friends become more intimate |
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Adolescence to Adulthood
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18 - 25 years old
EMERGING ADULTHOOD Identity exploration (especially in work and love) Instability Feeling in-between Self-focused Age of possibilities (life transformations) BECOMING AN ADULT In the U.S. most widely recognized marker of entry into adulthood is holding a more or less permanent, full-time job Economic independence Self-responsibility In developing countries it is other marriage |
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Resilience
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Adapting positively and achieving successful outcomes despite significant risks and adverse circumstances
Intelligence High-quality parenting Mid or above SES |
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Nature versus Nurture
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Primary influence from genetics or environment?
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Continuity-Discontiunity
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Is change gradual or sudden (as in stages?)
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Early-Later Experiences
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Which are more important in development?
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Scientific Method
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Conceptualize a process or problem
Collect research information (data) Analyze data Draw conclusions |
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Theory
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Inter-related coherent set of ideas that help to explain phenomena and make predictions
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Hypotheses
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Specific and testable prediction
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Psychoanalytic Theories
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Development viewed as primarily unconscious and heavily colored by emotion
Emphasize behavior as surface characteristics Need to analyze symbolic meanings of behavior and deep inner workings of the mind Stressed early experiences with parents |
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Freud's Theory (Psychosexual)
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Five stages of psychosexual development
Adult personality determined by the way we resolve conflicts between sources of pleasure at each stage and demands of reality Personality is divided into the ID (unconscious), ego and super ego (moral) Most of our personality exists below our level of awareness Defense mechanisms are the unconscious methods of distorting reality that the ego uses to protect itself from anxiety |
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Erikson's Psychosocial Theory
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Developmental change occurs throughout life span
8 stages of social development with a crisis to resolve at every stage |
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Cognitive Theories
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Importance of conscious thought
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Piaget's Cognitive Developmental Theory
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Children actively explore the world to understand it
They go through four stages of cognitive development Each stage is qualitatively different than the next |
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Vygotsky's Sociocultural Theory
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Emphasizes the importance of social interaction (language, etc.) and culture in cognitive development
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Information-Processing Theory
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Emphasizes the way individuals manipulate information, monitor it and strategize about it (e.g. thinking and memory)
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Behaviorism
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The study of what we directly observe and measure
Behavior is learned through experiences with the environment |
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Skinner's Operant Conditioning
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Behavior is learned and often changes according to environment
Rewards and punishments |
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Bandura's Social Cognitive Theories
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Behavior, environment and personal/cognitive factors all affect development reciprocally
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Ecological Theories (Bronfenbrenner)
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Five environmental systems influence development
1. Microsystem 2. Mesosystem 3. Exosystem 4. Macrosystem 5. Chronosystem Added biological influences make up the bioecological theory |
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Eclectic Theoretical Orientation
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Selecting the best feature from each theory and putting them into application
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Puberty
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Period of rapid physical maturation involved hormonal and bodily changes
Primarily in adolescence |
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Determinants of Puberty
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Changes in the endocrine system
Weight Body fat Leptin |
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Heredity
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Programmed into the genes of every human being is the timing for the emergence of puberty (9 to 16 years for most)
Environmental factors can also influence onset and duration |
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Hormones
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Powerful chemicals secreted by the endocrine glands
Carried through body in the bloodstream Everyone has both androgens and estrogens |
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Androgens
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Main class of sex hormones
Testosterone Is an androgen Important in male pubertal development Rising levels associated with many physical changes in boys Development of external glands Increase in height Voice changes Linked to sexual desires and activity |
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Estrogens
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Main class of female sex hormones
Estradiol Is an estrogen Important in female pubertal development As levels rise changes in girls Breast development Uterine development Skeletal changes Less clear link to sexual desire and activity in girls |
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Puberty involves interaction of the HPG axis
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HYPOTHALAMUS
Monitors eating, drinking and sex Secretes GnRH PITUITARY GLAND Regulates other glands Controls growth Secretes FSH and LH GONADS, or sex glands Testes and ovaries Secrete sex hormones |
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Endocrine System
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Negative feedback system of sex hormones
Level of sex hormones too high Reduce stimulation of gonads (less GnRH --> less LH) |
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Adrenarche
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Hormonal changes in the adrenal glands
From about 6 to 9 years old in girls and about one years later in boys (before the average age of puberty) Adrenal glands begin to secrete the adrenal androgens, such as DHEA (continues through puberty) |
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Gonadarche
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Follows adrenarche by about two years (i.e. puberty)
Involves the attrition of primary seal characteristics: ovaries in females and testes in males Secondary sexual characteristics: pubic hair, breast and genital development Reactivation of HPG axis |
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Menarche
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First menstrual period
Occurs in mid to late gonadarche |
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Weight, Body Fat and Leptin
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These may signal onset menarche
Potential indicators: High weight, especially obesity, is linked to earlier pubertal developmental Certain % of body fat Increase in hormone leptin (released in response to fat stores) |
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Growth Spurt
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Puberty brings forth the most rapid increases in growth since infancy
Occurs two years earlier for girls (age 9) than boys (age 11) on average Peak of change: girls 11.5 years and boys 13.5 years Weight gain follows roughly the same timetable as height gain Changes in different areas of body between genders Girls will gain hip width and boys will gain shoulder width and leg length Facial characteristics |
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Males Order of Physical Changes
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1. Increase penis and testicle size
2. Appearance of straight pubic hair 3. Minor voice changes 4. Spermarche 5. Appearance of kinky pubic hair 6. Onset of maximum growth 7. Armpit hair 8. More detectable voice changes 9. Facial hair |
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Females Order of Physical Changes
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1. Breast enlarge
2. Pubic hair 3. Armpit hair 4. Growth in height 5. Hopes become wider than shoulders 6. Menarche occurs later in the pubertal cycles No voice changes comparable to those in males |
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Body Image
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Preoccupation with girl's bodies
More dissatisfied during puberty |
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Gender Differences
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Girls are less happy with their bodies and have more negative body images
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Body Art
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Numbers increasing
Individuality or rebellion? |
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Hormones and Behavior
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Hormonal factors thought to account for at least part of the increase in negative and variable emotions
In boys, higher levels of androgens are associated with violence and acting-out problems |
