Adolescence - Development

Question 1

Defining Adolescence

Answer 1

Biologically, defined as ranging from beginning-end of puberty (Spear, 2000), typically 12-18, but this lies on distribution so some variation

Not just puberty but other key changes that make adolescence unique when compared to pre-adolescence

Question 2

Steinberg (2005)

Answer 2

Structural and functional changes in the brain which have cognitive-affective maturational consequences, with adolescence being marked by coordination of emotional, intellectual, and behavioural capabilities > perhaps psychopathology here reflective of difficulties in coordination process

In early adolescence, changes in arousal/attention from pubertal onset precede changes that develops regulatory competence, creating disjunction between affective experience and regulation abilities, with possible links to psychopathology but needs further investigation

Question 3

Biological / Neural Changes

Answer 3

Changes in white-to-grey matter density ratios in PFC (Blakemore, 2008) associated with greater capacity for WM and metacognition, linked to maladaptive cognitions such as worry in GAD (Ellis & Hudson, 2010)

Question 4

Larson et al (2002) cognitive-affective

Answer 4

Longitudinal study with repeated measures of emotional state showed downward shift in early adolescence which improves over time, with early adolescence having greater emotional instability and stronger reactivity to stressors

Question 5

Young et al (2019)

Answer 5

Emotion regulation abilities distinct from those in pre-adolescence - children have parents perform emotionally validating/comforting behaviours in times of stress, adolescence more independent

Question 6

Ozlem-Shafer et al (2017)

Answer 6

Adaptive emotional regulation strategies associated with less anxiety symptoms, versus maladaptive strategies such as avoidance (meta-analysis)

Question 7

Larson and Ham (1993)

Answer 7

Old study but large sample size, child-reports of events from 10-15 showing increase in negative stressors with age, and little difference in number of positive events, with most stressors in peer relationships, school life, and friction at home

Question 8

Gardner and Steinberg (2005)

Answer 8

Computer game of chicken in age groups of adolescents, young adults, or adults, either on own or with same-age peers

For adolescents, when on own, didn’t differ from other groups in risk-taking behaviour, but significantly more risk-taking when with other adolescents, despite retrospective assessment of risky behaviour

Great focus on peer relationships and less resistance to them