Chapter 7 - Adolescence Flashcards

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1
Q

Puberty

A

Pubertyis the period of rapid growth and sexual development that begins in adolescence andstarts at some point between ages 8 and 14.

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2
Q

Hormones play an____ role(priming the body to behave in a certain way once puberty begins) and an______ role(triggering certain behavioral and physical changes).

A

organizational, activational

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3
Q

Two phases of puberty:

A

Puberty occurs over two distinct phases, and the first phase,adrenarche, begins at 6 to 8 years of age and involves increased production of adrenal androgens that contribute to a number of pubertal changes—such as skeletal growth. The second phase of puberty,gonadarche, begins several years later and involves increased production of hormones governing physical and sexual maturation.

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4
Q

Primary sex characteristics

A

Primary sexcharacteristicsare organs specifically needed for reproduction—the uterus and ovaries in females and testes in males.

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5
Q

Secondary sex characteristics

A

Secondary sexcharacteristicsare physical signs of sexual maturation that do not directly involve sex organs, such as development of breasts and hips in girls, and development of facial hair and a deepened voice in boys.Both sexes experience development of pubic and underarm hair, as well as increased development of sweat glands.

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6
Q

Menarche

A

The first menstrual period (menarche) is followed by more growth, which is usually completed by four years after the first menstrual period began.Girls experience menarche usually around 12–13 years old.

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7
Q

Spermarche

A

For boys, the usual sequence is growth of the testes, initial pubic-hair growth, growth of the penis, first ejaculation of seminal fluid (spermarche), appearance of facial hair, a peak growth spurt, deepening of the voice, and final pubic-hair growth. (Herman-Giddens et al, 2012).[20]Boys experience spermarche, the first ejaculation, around 13–14 years old.

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8
Q

When does the Growth Spurt happen?

A

Males experience their growth spurt about two years later than females. For girls the growth spurt begins between 8 and 13 years old (average 10-11), with adult height reached between 10 and 16 years old. Boys begin their growth spurt slightly later, usually between 10 and 16 years old (average 12-13), and reach their adult height between 13 and 17 years old. Both nature (i.e., genes) and nurture (e.g., nutrition, medications, and medical conditions) can influence both height and weight

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9
Q

Puberty and wanting to fit in

A

Most adolescents want nothing more than to fit in and not be distinguished from their peers in any way, shape or form (Mendle, 2015).[21]So when a child develops earlier or later than his or her peers, there can be long-lasting effects on mental health. Simply put,beginning puberty earlier thanpeers presents great challenges, particularly for girls.The picture for early-developing boys isn’t as clear, but evidence suggests that they, too, eventually might suffer ill effects from maturing ahead of their peers. The biggest challenges for boys, however, seem to be more related to late development.

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10
Q

Adolescence and brain development

A

The human brain is not fully developed by the time a person reaches puberty. Between the ages of 10 and 25, the brain undergoes changes that have important implications for behavior. The brain reaches 90% of its adult size by the time a person is six or seven years of age.Thus, the brain does not grow in size much during adolescence. However, the creases in the brain continue to become more complex until the late teens. The biggest changes in the folds of the brain during this time occur in the parts of the cortex that process cognitive and emotional information.

During adolescence,myelinationandsynaptic pruningin the prefrontal cortex increases, improving the efficiency of information processing, and neural connections between the prefrontal cortex and other regions of the brain are strengthened.However, this growth takes time and the growth is uneven.

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11
Q

5 facts about brain:

A
  1. It does not keep getting bigger as you get older but it continues to mature.

2.The teenage brain is ready to learn and adapt.

  1. Many mental disorders appear in adolescence: schizophrenia, anxiety, depression, bipolar, and eating disorders.
  2. The teen brain is resilient - Although adolescence is a vulnerable time for the brain and for teenagers in general, most teens go on to become healthy adults. Some changes in the brain during this important phase of development actually may help protect against long-term mental disorders.
  3. Teens need more sleep than children or adults.
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12
Q

Adolescence and limbic system, amygdala, prefrontal cortex maturation.

A

Thelimbic systemdevelops years ahead of the prefrontal cortex. Development in the limbic system plays an important role in determining rewards and punishments and processing emotional experience and social information. Pubertal hormones target theamygdaladirectly and powerful sensations become compelling (Romeo, 2013).[24]Brain scans confirm that cognitive control, revealed by fMRI studies, is not fully developed until adulthood because the prefrontal cortex is limited in connections and engagement (Hartley & Somerville, 2015).[25]Recall that this area is responsible for judgment, impulse control, and planning, and it is still maturing into early adulthood (Casey, Tottenham, Liston, & Durston, 2005).

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13
Q

KEY TAKEAWAYS: adolescent brain development

A

In sum, the adolescent years are a time of intense brain changes. Interestingly, two of the primary brain functions develop at different rates. Brain research indicates that the part of the brain that perceives rewards from risk, the limbic system, kicks into high gear in early adolescence. The part of the brain that controls impulses and engages in longer-term perspective, the frontal lobes, matureslater. This may explain why teens in mid-adolescence take more risks than older teens. As the frontal lobes become more developed, two things happen. First, self-control develops as teens are better able to assess cause and effect. Second, more areas of the brain become involved in processing emotions, and teens become better at accurately interpreting others’ emotions.[27]

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14
Q

Sleep for teens:

A

Although it may seem like teens are lazy, science shows thatmelatoninlevels (or the “sleep hormone” levels) in the blood naturally rise later at night and fall later in the morning in teens than in most children and adults. This may explain why many teens stay up late and struggle with getting up in the morning. Teens should get about 9-10 hours of sleep a night, but most teens don’t get enough sleep. A lack of sleep makes paying attention hard, increases impulsivity, and may also increase irritability and depression.[28]

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15
Q

Teens and media

A

Recent studies have indicated that the average teenager watches roughly 1500 hours of television per year, and 70% use social media multiple times a day.[30]As such, modern day adolescents are exposed to many representations of ideal, societal beauty.

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16
Q

Body dissatisfaction:

A

The concept of a person being unhappy with their own image or appearance has been defined as “body dissatisfaction.” In teenagers, body dissatisfaction is often associated with body mass, lowself-esteem, and atypical eating patterns.Scholars continue to debate the effects of media on body dissatisfaction in teens. What we do know is that two-thirds of U.S. high school girls are trying to lose weight and one-third think they are overweight, while onlyone-sixth are actually overweight (MMWR, June 10, 2016).[31]

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17
Q

Health Consequences of Anorexia

A

For those suffering from anorexia, healthconsequences include an abnormally slow heart rate and low blood pressure, which increasestherisk for heart failure. Additionally, there is a reduction in bone density (osteoporosis), muscleloss and weakness, severe dehydration, fainting, fatigue, and overall weakness. Anorexianervosa has the highest mortality rate of any psychiatric disorder. Individuals with this disorder may die from complications associated withstarvation, while others die of suicide. In women, suicide is much more common in those withanorexia than with most other mental disorders.

18
Q

Health consequences of Bulimia:

A

The binging and purging cycle of bulimia can affect the digestive system and lead to electrolyteand chemical imbalances that can affect the heart and other major organs. Frequent vomiting cancause inflammation and possible rupture of the esophagus, as well as tooth decay and stainingfrom stomach acids. Lastly, binge eating disorder results in similar health risks to obesity, including high blood pressure, high cholesterol levels, heart disease, Type II diabetes, and gallbladder disease (National Eating Disorders Association, 2016).

19
Q

Healthy sexual development (from a worldly standpoint)

A

Healthy sexual development involves more than sexual behavior. It is the combination of physical sexual maturation (puberty, age-appropriate sexual behaviors), the formation of a positive sexual identity, and a sense of sexual well-being

20
Q

Teens and sexual development:

A

As the sex hormones cause biological changes, they also affect the brain and trigger sexual thoughts. Culture, however, shapes actual sexual behaviors. Emotions regarding sexual experience, like the rest of puberty, are strongly influenced by cultural norms regarding what is expected at what age, with peers being the most influential. Simply put, the most important influence on adolescents’ sexual activity is not their bodies, but their close friends, who have more influence than do sex or ethnic group norms (van de Bongardt et al., 2015).[32]

21
Q

Negative consequences of adolescent sexual experimentation

A

The vast majority of young adolescents are not prepared emotionally or physically for oral sex and sexual intercourse. If adolescents this young do have sex, they are highly vulnerable for sexual and emotional abuse,sexually transmitted infections (STIs), HIV, and early pregnancy (https://pedsinreview.aappublications.org/content/34/1/29). For STI’s in particular, adolescents are slower to recognize symptoms, tell partners, and get medical treatment, which puts them at risk of infertility and even death.

22
Q

Freud - Genital stage

A

According to Sigmund Freud, adolescents are in the genital stage of psychosexual development.This stage begins around the time that puberty starts, and ends at death. According to Freud, the genital stage is similar to the phallic stage, in that its main concern is the genitalia; however, this concern is now conscious.The genital stage comes about when the sexual and aggressive drives have returned, but the source of sexual pleasure expands outside of the mother and father (as in the Oedipus or Electra complex).

During the genital stage the ego and superego have become more developed. This allows the individual to have a more realistic way of thinking and to establish an assortment of social relations apart from the family. The genital stage is the last stage and is considered the highest level of maturity. In this stage aperson’s concern shifts from primary-drive gratification (instinct) to applying secondary process-thinking to gratify desire symbolically and intellectually by means of friendships, intimate relationships, and family and adult responsibilities.

23
Q

binge-eating disorder:

A

an eating disorder characterized by recurrent episodes of eating large quantities of food (often very quickly and to the point of discomfort); a feeling of a loss of control during the binge; experiencing shame, distress or guilt afterwards; and not regularly using unhealthy compensatory measures (e.g., purging) to counter the binge eating. It is the most common eating disorder in the United States

24
Q

Adolescence: main points

A

Adolescence is the period of life known for the formation of personal and social identity.
Adolescents must explore, test limits, become autonomous, and commit to an identity, or sense of self.

Erik Erikson referred to the task of the adolescent as one of identity versus role confusion. Thus, in Erikson’s view, an adolescent’s main questions are “Who am I?” and “Who do I want to be?”

Early in adolescence, cognitive developments result in greater self-awareness, the ability to think about abstract, future possibilities, and the ability to consider multiple possibilities and identities at once.

Changes in the levels of certain neurotransmitters (such as dopamine and serotonin) influence the way in which adolescents experience emotions, typically making them more emotional and more sensitive to stress.

When adolescents have advanced cognitive development and maturity, they tend to resolve identity issues more easily than peers who are less cognitively developed.

As adolescents work to form their identities, they pull away from their parents, and the peer group becomes very important; despite this, relationships with parents still play a significant role in identity formation.

25
Q

Adolescent self concept

A

The idea of self-concept is known as the ability of a person to have opinions and beliefs that are defined confidently, consistently and with stability. Early in adolescence, cognitive developments result in greater self-awareness, greater awareness of others and their thoughts and judgments, the ability to think about abstract, future possibilities, and the ability to consider multiple possibilities at once. As a result, adolescents experience a significant shift from the simple, concrete, and global self-descriptions typical of young children; as children they defined themselves by physical traits whereas adolescents define themselves based on their values, thoughts, and opinions. Adolescents can conceptualize multiple “possible selves” that they could become and long-term possibilities and consequences of their choices.

26
Q

Self esteem in boys and girls

A

Self-esteem is defined as one’s thoughts and feelings about one’s self-concept and identity. Most theories on self-esteem state that there is a grand desire, across all genders and ages, to maintain, protect and enhance their self-esteem. Contrary to popular belief, there is no empirical evidence for a significant drop in self-esteem over the course of adolescence. “Barometric self-esteem” fluctuates rapidly and can cause severe distress and anxiety, but baseline self-esteem remains highly stable across adolescence. The validity of global self-esteem scales has been questioned, and many suggest that more specific scales might reveal more about the adolescent experience. Girls are most likely to enjoy high self-esteem when engaged in supportive relationships with friends, the most important function of friendship to them is having someone who can provide social and moral support. When they fail to win friends’ approval or can’t find someone with whom to share common activities and common interests, in these cases, girls suffer from low self-esteem.

In contrast, boys are more concerned with establishing and asserting their independence and defining their relation to authority. As such, they are more likely to derive high self-esteem from their ability to successfully influence their friends; on the other hand, the lack of romantic competence, for example, failure to win or maintain the affection of the opposite or same-sex (depending on sexual orientation), is the major contributor to low self-esteem in adolescent boys.

27
Q

Identity vs. Role Confusion

A

Erik Erikson referred to life’s fifth psychosocial task as one of identity versus role confusion when adolescents must work through the complexities of finding one’s own identity. Individuals are influenced by how they resolved all of the previous childhood psychosocial crises and this adolescent stage is a bridge between the past and the future, between childhood and adulthood. Thus, in Erikson’s view, an adolescent’s main questions are “Who am I?” and “Who do I want to be?”

28
Q

Marcia’s theory

A

Expanding on Erikson’s theory, Marcia (1966)[35]) described identify formation during adolescence as involving both decision points and commitments with respect to ideologies (e.g., religion, politics) and occupations. Foreclosure occurs when an individual commits to an identity without exploring options. Identity confusion/diffusion occurs when adolescents neither explore nor commit to any identities. Moratorium is a state in which adolescents are actively exploring options but have not yet made commitments. As mentioned earlier, individuals who have explored different options, discovered their purpose, and have made identity commitments are in a state of identity achievement.

29
Q

Secular psychology’s notions of different identities

A

-Religious identity
-Political identity
-Vocational identity
-Ethnic identity
-Gender identity
-Gender expression,
-Sexual orientation

30
Q

James Marcia’s theory

A

-Identity Crisis: a period of active exploration
-Commitment

These are both axes

Low crisis, low commitment = low exploration, low commitment. This is called Diffusion.

Crisis high, low commitment = Moratorium, a period of trying new things but not committing yet.

Crisis low, commitment high = Foreclosure, choosing a career and sticking with it. But you didn’t really weigh your options.

High crisis, high commitment = Identity achievement. This is the best place to be because you weighed your options and picked a good option.

MAMA = moratorium, achievement, moratorium, achievement. Is a cycle that is not a mid-life crisis, but a mid-life review.

31
Q

Parenting as teens grow more independent

A

As adolescents strive for more independence and autonomy during this time, different aspects of parenting become more salient. For example, parents’ distal supervision and monitoring become more important as adolescents spend more time away from parents and in the presence of peers. Parental monitoring encompasses a wide range of behaviors such as parents’ attempts to set rules and know their adolescents’ friends, activities, and whereabouts, in addition to adolescents’ willingness to disclose information to their parents. (Stattin & Kerr, 2000)[45] Psychological control, which involves manipulation and intrusion into adolescents’ emotional and cognitive world through invalidating adolescents’ feelings and pressuring them to think in particular ways is another aspect of parenting that becomes more salient during adolescence and is related to more problematic adolescent adjustment.[46]

32
Q

Homiphily

A

Adolescents within a peer group tend to be similar to one another in behavior and attitudes, which has been explained as being a function of homophily (adolescents who are similar to one another choose to spend time together in a “birds of a feather flock together” way) and influence (adolescents who spend time together shape each other’s behavior and attitudes).

33
Q

Peer pressure, deviant peer contagion, positive and negative peer pressure

A

Peer pressure is usually depicted as peers pushing a teenager to do something that adults disapprove of, such as breaking laws or using drugs. One of the most widely studied aspects of adolescent peer influence is known as deviant peer contagion (Dishion & Tipsord, 2011)[47], which is the process by which peers reinforce problem behavior by laughing or showing other signs of approval that then increase the likelihood of future problem behavior. Although deviant peer contagion is more extreme, regular peer pressure is not always harmful. Peers can serve both positive and negative functions during adolescence. Negative peer pressure can lead adolescents to make riskier decisions or engage in more problematic behavior than they would alone or in the presence of their family. For example, adolescents are much more likely to drink alcohol, use drugs, and commit crimes when they are with their friends than when they are alone or with their family. However, peers also serve as an important source of social support and companionship during adolescence, and adolescents with positive peer relationships are happier and better adjusted than those who are socially isolated or who have conflictual peer relationships.

34
Q

Crowds and cliques

A

Crowds are an emerging level of peer relationships in adolescence. In contrast to friendships (which are reciprocal dyadic relationships) and cliques (which refer to groups of individuals who interact frequently), crowds are characterized more by shared reputations or images than actual interactions (Brown & Larson, 2009)[48] These crowds reflect different prototypic identities (such as jocks or brains) and are often linked with adolescents’ social status and peers’ perceptions of their values or behaviors.

35
Q

Secular definition of sexual orientation

A

Sexual orientation refers to whether a person is sexually and romantically attracted to others of the same sex, the opposite sex, or both sexes.

36
Q

Contributing factors to differences in adolescent development:

A

-Culture
-Demographics
-Genetic variations

37
Q

Patterson’s early versus late starter model

A

Patterson’s (1982)[55] early versus late starter model of the development of aggressive and antisocial behavior distinguishes youths whose antisocial behavior begins during childhood (early starters) versus adolescence (late starters). According to the theory, early starters are at greater risk for long-term antisocial behavior that extends into adulthood than are late starters. Late starters who become antisocial during adolescence are theorized to experience poor parental monitoring and supervision, aspects of parenting that become more salient during adolescence. Poor monitoring and lack of supervision contribute to increasing involvement with deviant peers, which in turn promotes adolescents’ own antisocial behavior. Late starters desist from antisocial behavior when changes in the environment make other options more appealing.

38
Q

Moffitt’s model

A

Moffitt’s (1993)[56] life-course persistent versus adolescent-limited model distinguishes between antisocial behavior that begins in childhood versus adolescence. Moffitt regards adolescent-limited antisocial behavior as resulting from a “maturity gap” between adolescents’ dependence on and control by adults and their desire to demonstrate their freedom from adult constraint. However, as they continue to develop, and legitimate adult roles and privileges become available to them, there are fewer incentives to engage in antisocial behavior, leading to desistance in these antisocial behaviors.

39
Q

7 things that contribute to mass shooting:

A
  1. More guns available (really????)
  2. Mental illness
  3. Desire for revenge against bullies
  4. Widespread chronic gap between ideal achievements and actual achievements in individualistic culture.
  5. Desire for fame and notoriety.
  6. Copycat phenomenon
  7. Failure of government background checks due to incomplete databases and/or staff shortages
40
Q

Anxiety and depression and suicide in teens

A

Starting in early adolescence, compared with males, females have rates of anxiety that are about twice as high and rates of depression that are 1.5 to 3 times as high (American Psychiatric Association, 2013) [65] Although the rates vary across specific anxiety and depression diagnoses, rates for some disorders are markedly higher in adolescence than in childhood or adulthood. For example, prevalence rates for specific phobias are about 5% in children and 3%–5% in adults but 16% in adolescents. Additionally, some adolescents sink into major depression, a deep sadness and hopelessness that disrupts all normal, regular activities. Causes include many factors such as genetics and early childhood experiences that predate adolescence, but puberty may push vulnerable children, especially girls into despair.

During puberty, the rate of major depression more than doubles to an estimated 15%, affecting about one in five girls and one in ten boys. The gender difference occurs for many reasons, biological and cultural (Uddin et al., 2010) [66] Anxiety and depression are particularly concerning because suicide is one of the leading causes of death during adolescence. Some adolescents experience suicidal ideation (distressing thoughts about killing oneself) which become most common at about age 15 (Berger, 2019) [67] and can lead to parasuicide, also called attempted suicide or failed suicide. Suicidal ideation and parasuicide should be taken seriously and serve as a warning that emotions may be overwhelming.

41
Q
A