Chapter 1 Flashcards
What did Plato and Aristotle view Adolescence?
third distinct stage of life after infancy (birth to age 7) and childhood (ages 7 to 14). and adolescence extended to 14 - 21.
What did Plato argue about education for adolescence?
he argued serious education should begin only at adolescence. before age 7, there is no point in education because the mind is too undeveloped. and the only education for 7-14 should focus on sports and music, which children can grasp.
Aristotle views on children
viewed children as similar to animals in that both are ruled by the impulsive pursuit of pleasure.
Aristotle views on adolescence
it is only in adolescence that we become capable of exercising reason and making rational choices. however it takes an entire course of adolescence for reason to become fully established.
Aristotle views on adolescence sexual desires
at the beginning of adolescence, impulses remain in charge and even become problemtic now that sexual desires have developed. it is only toward the end of adolescence about age 21, that reason establishes firm control over the impulses.
Most famous + influential books of early christianity
Saint Augustine’s autobiographical ‘confessions’ which he wrote in about 400 AD.
What was Saint Augustine’s confessions book about?
Augustine describes his life from early childhood until his conversion to Christianity at age 33. A considerable portion of the autobiography focuses on his teens and early 20s, when he was a reckless young man living an impulsive, pleasure-seeking life. He drank large quantities of alcohol, spent money extravagantly, had sex with many young women, and fathered a child outside of marriage. In the autobiography, he repents his reckless youth and argues that conversion to Christianity is the key not only to eternal salvation but to the rule of reason over passion here on earth, within the individual.
Children’s Crusade?
Took place in 1212. composed of young people in their teens, including many university students. in those days university students were younger than today, usually entering between ages 13 and 15.
What did the christian crusaders set out to do?
The young crusaders set out from Germany for the Mediterranean coast, believing that when they arrived there the waters would part for them as the Red Sea hadfor Moses. They would then walk over to the Holy Land (Jerusalem and the areas where Jesus had lived), where they would appeal to the Muslims to allow Christian pilgrims to visit the holy sites. Adults, attempting to take the Holy Land by military force, had already conducted several Crusades. The Children’s Crusade was an attempt to appeal to the Muslims in peace, inspired by the belief that Jesus had decreed that the Holy Land could be gained only through the innocence of youth.
What happened to the young crusaders?
Unfortunately, the “innocence” of the young people—their lack of knowledge and experience—made them a ripe target for the unscrupulous. Many of them were robbed, raped, or kidnapped along the way. When the remainder arrived at the Mediterranean Sea, the sea did not open after all, and the shipowners who promised to take them across sold them instead to the Muslims as slaves. The Children’s Crusade was a total disaster, but the fact that it was undertaken at all suggests that many people of that era viewed adolescence as a time of innocence and saw that innocence as possessing a special value and power.
What is the term life-cycle service?
Beginning in about 1500, many young people in European societies took part in what historians term life-cycle service, a period in their late teens and 20s in which young people would engage in domestic service, farm service, apprenticeships in various trades and crafts.
What did the life-cycle service entail?
Life-cycle service involved moving out of the family household and into the household of a “master” to whom the young person was in service for a period lasting (typically) 7 years. Young women were somewhat less likely than young men to engage in life-cycle service, but even among women a majority left home during adolescence, most often to take part in life-cycle service as a servant in a family.
Where else was life-cycle service common?
Life-cycle service also was common in the United States in the early colonial period in New England (beginning in the 17th century), but in colonial New England such service usually took place in the home of a relative or family friend (Rotundo, 1993).
When did the life-cycle service end?
In the young United States, the nature of adolescence soon began to change. Life-cycle service faded during the 18th and 19th centuries. As the American population grew and the national economy became less based in farming and more industrialized, young people increasingly left their small towns in their late teens for the growing cities. In the cities, without ties to a family or community, young people soon became regarded as a social problem in many respects. Rates of crime, premarital sex, and alcohol use among young people all increased in the late 18th and early 19th centuries
What was the response to delinquent behaviour in early 19th century?
In response, new institutions of social control developed—religious associations, literary societies, YMCAs, and YWCAs—where young people were monitored by adults
What were adolescence called before the term was invented?
it was only toward the end of the 19th century and the beginning of the 20th century that adolescence became a widely used term (Kett, 1977). Before this time, young people in their teens and early 20s were more often referred to as youth or simply as young men and young women (Modell & Goodman, 1990). However, toward the end of the 19th century important changes took place in Western countries that made a change of terms appropriate.
Years 1890-1920 what did they establish for young people?
Key changes during these years included the enactment of laws restricting child labor, new requirements for children to attend secondary school, and the development of the field of adolescence as an area of scholarly study. For these reasons, historians call the years 1890–1920 the “Age of Adolescence”
1900 U.S census reported what?
reported that three-quarters of a million children ages 10 to 13 were employed in factories, mines, and other industrial work settings. Few states had laws restricting the ages of children in the workplace, even for work such as coal mining (Tyack, 1990). Nor did many states restrict the number of hours children or adults could work, so children often worked 12-hour days for as little as 35¢ a day.
What changed during child labour?
Along with laws restricting child labor came laws requiring a longer period of schooling. Up until the late 19th century, many states did not have any laws requiring children to attend school, and those that did required attendance only through primary school
Children in schools
However, between 1890 and 1920 states began to pass laws requiring attendance not only in primary school but in secondary school as well. As a consequence, the proportion of adolescents in school increased dramatically; in 1890, only 5% of young people age 14 to 17 were in school, but by 1920 this figure had risen to 30%
Who wrote the first textbook on adolescence?
work of G. Stanley Hall and the beginning of the study of adolescence as a distinct field (Modell & Goodman, 1990). Hall (1904) wrote the first textbook on adolescence, published in 1904 as a two-volume set ambitiously titled Adolescence: Its Psychology and Its Relations to Physiology, Anthropology, Sociology, Sex, Crime, Religion, and Education. Hall’s text covered a wide range of topics, such as physical health and development, adolescence cross-culturally and historically, and adolescent love. A surprising number of Hall’s observations have been verified by recent research, such as his description of biological development during puberty, his assertion that depressed mood tends to peak in the mid-teens, and his claim that adolescence is a time of heightened responsiveness to peers (Arnett, 2006a).
Criticisms of G Stanley
However, much of what he wrote is dated and obsolete (Youniss, 2006). To a large extent, he based his ideas on the now-discredited theory of recapitulation, which held that the development of each individual recapitulates or reenacts the evolutionary development of the human species as a whole. He believed the stage of adolescence reflected a stage in the human evolutionary past when there was a great deal of upheaval and disorder, with the result that adolescents today experience a great deal of storm and stress as a standard part of their development.
The Storm and Stress Debate
One of G. Stanley Hall’s ideas that is still debated today among scholars is his claim that adolescence is inevitably a time of storm and stress. According to Hall, it is normal for adolescence to be a time of considerable upheaval and disruption. As Hall described it (Arnett, 1999), adolescent storm and stress is reflected in especially high rates of three types of difficulties during the adolescent period: conflict with parents, mood disruptions, and risk behavior (such as substance use and crime).
What evolutionary idea did Hall (1904) favour?
Hall (1904) favored the Lamarckian evolutionary ideas that many prominent thinkers in the early 20th century considered to be a better explanation of evolution than Darwin’s theory of natural selection. In Lamarck’s now-discredited theory, evolution takes place as a result of accumulated experience. Organisms pass on their characteristics from one generation to the next not in the form of genes (which were unknown at the time Lamarck and Darwin devised their theories) but in the form of memories and acquired characteristics. These memories and acquired characteristics would then be reenacted or recapitulated in the development of each individual in future generations. Thus Hall, considering development during adolescence, judged it to be “suggestive of some ancient period of storm and stress”. In his view, there must have been a period of human evolution that was extremely difficult and tumultuous; ever since, the memory of that period had been passed from one generation to the next and was recapitulated in the development of each individual as the storm and stress of adolescent development.
Margaret Mead (1928) what did she say about hall’s claims?
Anthropologists, led by Margaret Mead (1928), countered Hall’s claim that a tendency toward storm and stress in adolescence is universal and biological by describing non-Western cultures in which adolescence was neither stormy nor stressful. In contrast, psychoanalytic theorists, particularly Anna Freud (1946, 1958, 1968, 1969), have been the most outspoken proponents of the storm and stress view.
What did Anna Freud View adolescents?
Anna Freud viewed adolescents who did not experience storm and stress with great suspicion, claiming that their outward calm concealed the inward reality that they must have “built up excessive defenses against their drive activities and are now crippled by the results”. She viewed storm and stress as universal and inevitable, to the extent that its absence signified a serious psychological problem: “To be normal during the adolescent period is by itself abnormal”
What do scholars think of storm and stress view today?
The claim that storm and stress is characteristic of all adolescents, and that the source of it is purely biological, is clearly false. Scholars today tend to emphasize that most adolescents like and respect their parents, that for most adolescents their mood disruptions are not so extreme that they need psychological treatment, and that most of them do not engage in risk behavior on a regular basis.
Modified storm and stress view:
Research evidence supports the existence of some degree of storm and stress with respect to conflict with parents, mood disruptions, and risk behavior. Not all adolescents experience storm and stress in these areas, but adolescence is a period when storm and stress is more likely to occur than at other ages. Conflict with parents tends to be higher in adolescence than before or after adolescence (Hofer et al., 2013; Van Doorn et al., 2011). Adolescents report greater extremes of mood and more frequent changes of mood, compared with preadolescents or adults (Larson & Richards, 1994), and depressed mood is more common in adolescence than it is in childhood or adulthood (Bond et al., 2005; Petersen et al., 1993). The different aspects of storm and stress have different peak ages: conflict with parents in early to midadolescence, mood disruptions in midadolescence, and risk behavior in late adolescence and emerging adulthood (Arnett, 1999).
Stanley Hall (1904) age range of adolescent criteria
initiated the scientific study of adolescence early in the 20th century, he defined the age range of adolescence as beginning at 14 and ending at 24
In contrast today what is the adolescent criteria?
In contrast, today’s scholars generally consider adolescence to begin at about age 10 and end by about age 18. Studies published in the major journals on adolescence rarely include samples with ages higher than 18 (Arnett, 2000a).
