TB- Intro Flashcards
adolescence
The stage of development that begins with puberty and ends when individuals make the transition into adult roles, roughly speaking, from about age 10 until the early 20s.
early adolescence
The period spanning roughly ages 10 to 13, corresponding roughly to the junior high or middle school years.
middle adolescence
The period spanning roughly ages 14 to 17, corresponding to the high school years.
late adolescence
The period spanning roughly ages 18 to 21, corresponding approximately to the college years.
emerging adulthood
The period spanning roughly ages 18 to 25, during which individuals make the transition from adolescence to adulthood. Little evedence that this is a universal stae or that the majority of people in there mid 20s are in some sory of psychological or social limbo.
puberty
The biological changes of adolescence.
3 groups of American youth
early starters (finish scool, enter work, live on own, start family before 22) Employment foccoused (finish school, enter work, live on oen before 21, not marry till later) education foccoused (not expect to finsih school till after 22, not start family intilll 24 or 23)
model for studdying adolesnce
3 components
1 fundmental changes of ad
2 context of ad
3 psychosocial devolopment of ad
three fundmental changes of addolesents
1 onset of puberty
2 emergence of more advanced thinking abilite (think about hypotheticals and abstract concepts)
3 transitioninto new roles in society (includes rite of passage)
Universal - all in every sociert go through them
Context of adolesents
fundemental chneges universal, effects vaired because addolesnts is shaped by the enviorment in which changes take place
rite of passage
A ceremony or ritual marking an individual’s transition from one social status to another, especially marking the young person’s transition to adulthood
ecological perspective on human development
A perspective on development that emphasizes the broader context in which development occurs.
4 main contects in which young people spend time
familes peer groups, schools, and work&lesure settings
major psychosoal devolopments of adolesents
(are pyychosocial) identiy, atonomy, intimacy, sexuality, and achivement (& psychosocial problems)
identity
(1) discovering and understanding who we are as individuals - identity
autonomy
2) establishing a healthy sense of independence—autonomy;
intimacy
(3) forming close and caring relationships with others—intimacy;
sexuality
(4) expressing sexual feelings and enjoying physical contact with others—sexuality;
achievement
(5) being successful and competent members of society—achievement.
psychosocial problems
stage of life ost common for apperacnce of serious psychological difficulites.
Theoretical perspectives on Adolescence continuum
Hall’s Theory of Recapitulation
believed that the development of the individual paralleled the development of the human species. Infancy, in his view, was equivalent to the time during our evolution when we were more like animals than humans. Adolescence, in contrast, was seen as a transitional and turbulent time that paralleled the evolution of our species from primitive “savages” into civilized adults
important legacy of Hall’s view of adolescence
the belief that the adolescence is inevitably a period of “storm and stress.” He believed that the hormonal changes of puberty cause upheaval, both for the individual and for those around him or her. Because this turbulence is biologically determined, it is unavoidable.
important legacy of Hall’s view of adolescence
Biosocial
the belief that the adolescence is inevitably a period of “storm and stress.” He believed that the hormonal changes of puberty cause upheaval, both for the individual and for those around him or her. Because this turbulence is biologically determined, it is unavoidable.
Dual Systems Theories
biosocial
stresses changes in the anatomy and activity of the brain. Among the most prominent of these theories are so-called “dual systems” or “maturational imbalance” theories, which stress the simultaneous development of two different brain systems—
1 that governs the ways in which the brain processes rewards, punishments, and social and emotional information,
2 and another that regulates self-control and advanced thinking abilities, such as planning or logical reasoning
arousal of this first system takes place early in adolescence, while the second system is still maturing. This creates a maturational imbalance
Organismic Theories
Theories of adolescence that emphasize the interaction between the biological changes of the period and the contexts in which they take place.
Freudian Theory
Organismic
understood in terms of the psychosexual conflicts
adolescence as a time of upheaval.
puberty temporarily throws the adolescent into a period of psychological crisis by reviving old conflicts over uncomfortable sexual urges that had been buried in the unconscious
Eriksonian Theory
Organismic
believed that internal, biological developments moved the individual from one developmental stage to the next
stressed the psychosocial, rather than the psychosexual, conflicts faced by the individual at each point in time.
proposed eight stages in psychosocial development, each characterized by a specific “crisis” that arises at that point in development because of the interplay between the internal forces of biology and the demands of society.
the challenge of adolescence is to resolve the identity crisis and to emerge with a coherent sense of who one is and where one is headed
Piagetian Theory
Organismic
development was best understood by examining changes in the nature of thinkin
adolescence marks the transition from concrete to abstract though
can think in hypotheticals
influenced both by the internal biological changes of the developmental period and by changes in the intellectual environment encountered by the individual.
Learning theories
middle of continuum
stress context in which behavior takes place
intreseted in content of what is learned
Theories of adolescence that emphasize the ways in which patterns of behavior are acquired through reinforcement and punishment or through observation and imitation.
Behaviorism
Learning
reinforcement & punisment
Adolescents’ behavior is nothing more or less than the product of the various reinforcements and punishments they’ve been exposed to.
Social learning theory
Learning
more weight on the processes of observational learning and imitation
not only behaviorism but also watching and modeling those around them.
Sociological theories
attempt to understand how adolescents, as a group, come of age in society. Instead of emphasizing differences among individuals
Adolescent marginality
Sociological
vast difference in power between the adult and the adolescent generations, which may leave young people feeling marginalized, or insignificant
often prohibited from occupying meaningful roles in society, young people often become frustrated and restless.
we treat them as if they are more immature than they are
Intergenerational Conflict
Sociological
stressed the fact that adolescents and adults grow up under different social circumstances and therefore develop different sets of attitudes, values, and beliefs. As a consequence, there is inevitable tension between the adolescent and the adult generations
Historical and Anthropological Perspectives
stress that adolescence as a developmental period has varied considerably from one historical era to another. As a consequence, it is impossible to generalize about such issues of addolesents
Adolescence as an Invention
adolescence is entirely a social invention
the “stages” is nothing more than a reflection of the political, economic, and social circumstances in which we live.
Ex. puberty always around, not untill educatin did we ttreat young as a special and distinct group
Anthropological Perspectives
societies vary considerably in the ways in which they view and structure adolescence
adolescence as a culturally defined experience. differnt in modern industralied and nonindustralized societies
