Chapter 11 ADOLESCENCE

1. Chapter 11ADOLESCENCE Section 1:Physical Development Section 2:Social Development Section 3:Identity Formation Section 4:Changes of Adolescence

2. Chapter 11 Section 1: Physical Development Question: How do males and females change physically during adolescence, and what are the psychological effects of these changes? PHYSICAL CHANGES IN BOTH SEXES • Adolescent growth spurt – lasts 2-3 years and is a period of rapid growth – 8-10 inches in height • Sexual Development – onset of puberty is the biological stage that leads to the ability to reproduce

3. Chapter 11 Section 1: Physical Development Physical Development • Most people take over the responsibilities of adulthood—going to work, caring for children, and so on—shortly after they reached sexual maturity. • Adolescence has come to cover most of the teen years. • The period is subdivided into smaller categories • Early adolescence (ages 11-14) • Middle adolescence (ages 15-18) • Late adolescence (ages 18-21)

4. Chapter 11 Section 1: Physical Development Physical Development (continued) • The biological changes that occur during adolescence are greater than those of any other time of life, with the exception of infancy. • Adolescents are aware of the changes that are taking place and of what the changes mean. • Different adolescents begin their growth spurts at different ages, and they grow at different rates.

5. Chapter 11 Section 1: Physical Development The Adolescent Growth Spurt • Last for 2 to 3 years • Most grow 8 to 12 inches in height • Girls begin growth spurt earlier than boys. • Generally occurs at are 10 or 11 in girls • Boys have growth spurt 2 years later • Psychologists believe more than 15% of adolescents have trouble adjusting to growth spurt

6. Chapter 11 Section 1: Physical Development Sexual Development • Puberty—specific developmental changes that lead to the ability to reproduce. • Primary sex characteristics—directly involved in reproduction • Secondary sex characteristics—not directly involved in reproduction • Examples: growth of hair on certain parts of the body • Deepening of the voice • In females, rounding of hips and breast

7. Chapter 11 Section 1: Physical Development Sexual Development • During puberty • Boys—produce a high level of some hormones • Girls—produce a higher level of other hormones

8. Chapter 11 Section 1: Physical Development Question: How do males and females change physically during adolescence, and what are the psychological effects of these changes? PHYSICAL CHANGES IN MALES • Testes increase the output of the hormone testosterone, which causes boys’ sexual organs to grow, their voice to deepen, and hair to grow on their faces and later on their chests. • During this period of rapid growth, boys develop broader shoulders, thicker bodies as well as develop more muscle tissue.

9. Chapter 11 Section 1: Physical Development Sexual Development • Changes in Males • Pituitary gland causes the testes to increase output of hormone testosterone • Sexual organs grow • Voices deepen • Hair begins to grow on face, and later on chest • Develop broader shoulders and thicker bodies • Develop muscle tissue and larger hearts and lungs

10. Chapter 11 Section 1: Physical Development Question: How do males and females change physically during adolescence, and what are the psychological effects of these changes? PHYSICAL CHANGES IN FEMALES • Hormones from the pituitary gland stimulate the ovaries to secrete more estrogen which spurs the growth of breast tissue and supportive tissue in the hips and buttocks making the pelvic region wider and hips rounder. • Girls also produce small amounts of androgens in the adrenal glands that stimulate pubic and underarm hair. • First menstrual cycle usually begins between the ages of 11 to 14.

11. Chapter 11 Section 1: Physical Development Sexual Development • Changes in Females • Pituitary gland stimulates ovaries to secrete more estrogen • Estrogen spurs the growth of breast tissue, supportive tissue in the hips and buttocks • Pelvic region widens, hips become rounder • Produce small amounts of Androgens (similar to testosterone) • Androgen stimulates growth of pubic and underarm hair • Estrogen regulates menstrual cycle (begins around ages 11 and 14) • Beginning of Womanhood

12. Chapter 11 Section 1: Physical Development Differences in Maturation Rates • Boys who mature early: • Tend to be more popular • Tend to be leaders within their circle of friends • Greater in size • Strength may give them a competitive edge in sports • Tend to be more self-assured and relaxed • Are not necessarily more mature • They may be pressured to perform beyond their abilities • May not be prepared to live up to the expectations of others • More likely to display behavior problems • Not all early maturing boys have problems • Boys who mature later tend to show better adjustment to adulthood

13. Chapter 11 Section 1: Physical Development Differences in Maturation rates • Girls who mature early: • May feel awkward because they are taller than their classmates • May be teased about their height • Tempted to associate with older teens, even when they are not emotionally ready for such associations • Older boys assume these girls are more mature than they really are and may pressure them to do things they do not want to do. • Not all girls who mature early encounter problems • Differences between early and late maturing girls does not last long.

14. Chapter 11 Section 1: Physical Development Activity • On a piece of paper write down your age, gender and height (in inches) • Organize the class by age and answer the following questions, How many boys and girls by age. • Organize the class by gender and answer how many boys and girls. • Organize by height, record number of boys and girls by shortest to tallest • From this data speculate as to how many were early and late maturing individuals. • Explain your response in previous question (6 to 8 sentences)

15. Chapter 11 Section 1: Physical Development Homework Practice Online • Go to http://go.hrw.com • Type in sy7 hw11 • Complete the homework practice for section 1 • Print your homework practice

16. Chapter 11 Section 2: Social Development Social Development • Adolescence—better know as “storm and stress” • Hormonal changes of adolescence do have some effect on the activity levels, mood swings, and aggressive tendencies of many adolescents. • Contemporary studies suggest that cultural and social influences may have more of an effect on adolescent behavior than hormones so. • The adolescent period ends when people become adults and take on adult responsibilities.

17. Chapter 11 Section 2: Social Development Question: What role do parents and peers play in the lives of adolescents? PARENTS AND PEERS INFLUENCE ADOLESCENTS • Teens spend more time with friends and less time at home • Teens become more independent and disputes with parents arise over issues such as rules, curfew, homework, and money • Teenagers continue to need and rely on parents and usually agree with them on issues such as moral values and educational and career goals • Adolescents are influenced by peers because they provide friendship, support, companionship and advice

18. Chapter 11 Section 2: Social Development Relationships with Parents • Parent-child relationships undergo redefinition. • As adolescents strive to become more independent from their parents, some conflicts may arise. • Striving for greater freedom often results in bickering. • Conflicts center around homework, chores, money, appearance, curfews, and dating. • The quest for independence may lead to less family time, greater emotional attachment to people who are not family members and more activities outside the home. • Greater independence from parents does not necessarily mean that adolescents withdraw emotionally from their parents or fall completely under the influence of their peers. • Adolescents tend to interact with their mothers more than they do with their fathers. • Also more likely to seek and follow advice from their mothers than from their fathers.

19. Chapter 11 Section 2: Social Development Relationships with Peers • Most adolescents maintain good relations with their parents, but peers become more important in terms of influence and emotional support. • Friendships are very important • Most adolescents tend to have one or two “best friends” and others they call “good friends” • Teens value loyalty • Having friends means more to adolescents than just having people to spend time with • They choose friends who are similar to themselves in age, background, educational goals, and attitudes toward drinking, drug use, and sexual activity. • Girls are more likely than boys to share their secrets, personal problems, and innermost feelings • Boys have close friendships however, they tend to spend time together in larger, less intimate groups.

20. Chapter 11 Section 2: Social Development Cliques and Crowds • Adolescents not only have close friends; they tend to belong to one or more larger peer groups • Cliques—peer groups of 5 to 10 people who spend a great deal of time with one another, sharing activities and confidences. • Crowds—larger groups of people who do not spend as much time together but share attitudes and group identity.

21. Chapter 11 Section 2: Social Development Peer Influences • Parents often worry that their adolescent children’s needs for peer approval will influence them to engage in risky or unacceptable behavior. • Peers are more likely to urge adolescents to work for good grades and complete high school than they are to try to involve them in drug abuse, sexual activity or delinquency. • Adolescents are more likely to follow their peers in terms of dress, hairstyles, speech patterns, and taste in music. • They are more likely to agree with their parents on issues such as moral values and educational and career goals. • In early adolescence, peer pressure is relatively weak, but it increases in middle adolescence, peaking at about the age of 15. • Peer pressure seems to decrease after the age of 17.

22. Chapter 11 Section 2: Social Development Dating and Romantic Relationships • Dating usually develops in stages • First stage—adolescents place themselves in situations where they will probably meet peers of the other sex—at after school events. • Second stage—group dating. Joining a mixed group at the movies. • Final stage—they may pair off as couples for traditional dating.

23. Chapter 11 Section 2: Social Development People date for several reasons • Simple because they enjoy spending time with somebody they like. • Help adolescents learn how to relate positively to other people • Help prepare adolescents for the more serious courtship activities that come later in life. • Among younger adolescents, dating relationships tend to be casual and short-lived. • In later adolescence, relationships tend to be more stable and committed.

24. Chapter 11 Section 2: Social Development Homework Practice Online • Go to http://go.hrw.com • Type in sy7 hw11 • Complete the homework practice for section 2 • Print your homework practice

25. Chapter 11 Section 3: Identity Formation Question: What is identity formation? IDENTITY FORMATION Identity formation is the process of developing a sense of who one is and what one stands for.

26. Chapter 11 Section 3: Identity Formation Erik Erikson’s Eight Stages • Stage 1—Infancy (0-1) • Trust versus Mistrust • Coming to trust the mother and the environment—to associate surroundings with feelings of inner goodness • Stage 2—Early Childhood (2-3) • Autonomy versus shame and doubt • Developing the wish to make choices and the self-control to exercise choice • Stage 3—Preschool years (4-5) • Initiative versus guilt • Adding planning and “attaching” to choice; becoming active and on the move • Stage 4—Grammar School years (6-12) • Industry versus inferiority • Becoming eagerly absorbed in skills, tasks, and productivity; mastering the fundamentals of technology

27. Chapter 11 Section 3: Identity Formation Erik Erikson’s Eight Stages (continued) • Stage 5—Adolescence (13-18) • Identity versus role diffusion • Connecting skills and social roles to formation of career objectives • Stage 6—Young adulthood (19-30) • Intimacy versus isolation • Committing the self to another; engaging in sexual love • Stage 7—Middle adulthood • Generativity versus stagnation • Needing to be needed; guiding and encouraging the younger generation • Stage 8—Late adulthood • Integrity versus despair • Accepting the timing and placing of one’s own life cycle; achieving wisdom and dignity

28. Chapter 11 Section 3: Identity Formation Identity Development • To find an identity that is comfortable, adolescents may experiment with different values, beliefs, roles, and relationships. • Erikson believed that teens who do not succeed in forging an identity may become confused about who they really are and what they want to do in life. • Identity crisis is a turning point in a person’s development when the person examines his or her values and makes or changes decisions about life roles.

29. Chapter 11 Section 3: Identity Formation Identity Status • The adolescent identity crisis arises as teenagers face decisions about their future work, moral standards, religious commitment or political orientation. • There are four categories of adolescent identity status or reaction patterns and processes. • identity moratorium • identity foreclosure • identity diffusion • identity achievement.

30. Chapter 11 Section 3: Identity Formation Identity Moratorium • A moratorium is a “time out” period. Teens delay making commitments about important questions. • Adolescents experimenting with different ways of life in their search for an identity may adopt distinctive ways of dressing or behaving. • Adolescents who remain in moratorium longer than other teens may become somewhat anxious as they struggle to find anchors in an unstable world. • It is not unusual for your people to actively explore their life alternatives for a decade or more.

31. Chapter 11 Section 3: Identity Formation Identity Foreclosure • Identity foreclosure—make a commitment that forecloses or shuts out other possibilities. • The commitment is based on the suggestions of others rather than on their own choices. • An adolescent who is “foreclosed” might decide to become a lawyer because one or both parents are lawyers. • Although following a path recommended by a respected adult eliminates the need to make some hard choices, some adolescents become foreclosed too early.

32. Chapter 11 Section 3: Identity Formation Identity Diffusion • Identity diffusion seem to be constantly searching for meaning in life and for identity because they have not committed themselves to a set of personal beliefs or an occupational path. • Identity diffusion is characteristic of children in middle school and early high school • If it continues into the 11th and 12th grades, identity diffusion can lead to an “I don’t care” attitude.

33. Chapter 11 Section 3: Identity Formation Identity Achievement • Identity achievement category have coped with crises and have explored options. • Although they have experienced an identity crisis, they have emerged from it with a solid set of beliefs or with a life plan. • Many young people do not reach identity achievement until well after high school. It is normal to change majors in college and to change careers. • It is common to adjust one’s personal goals and beliefs as one matures and views the world from a new or broader perspective.

34. Chapter 11 Section 3: Identity Formation Gender and Ethnicity in Identity Formation • All adolescents struggle at some point with issues concerning who they are and what they stand for. • The nature of the struggle is different for males and females and for adolescents from different ethnic backgrounds.

35. Chapter 11 Section 3: Identity Formation Gender and Identity Formation • Erikson’s views of the development of identity were intended to apply primarily to boys. • People develop the capacity to form intimate relationships in the young adult stage of development. • The development of interpersonal relationships was more important than occupational issues and values to women’s identity. • He believed that women’s identities were intimately connected with their roles as wives and mothers. • Many women work outside the home. • Female adolescents are now more apt to approach identity formation like male adolescents. • Female adolescents express concern about how they will balance the day-to-day demands of work and family life • Women in the United States still bear most of the responsibility for rearing the children and maintaining the home.

36. Chapter 11 Section 3: Identity Formation Ethnicity and Identity formation • Identity formation is often more complicated for adolescents from ethnic minority groups. • Adolescents faced with two sets of cultural values: those of their ethnic group and those of the larger society. • Prejudice and discrimination can also contribute to the problems faced by adolescents from ethnic minority groups as they strive to forge a sense of identity. • Adolescents whose father and mother are from different cultural backgrounds must also wrestle with balancing two cultural heritages. • The children may experience some emotional conflicts.

37. Chapter 11 Homework Practice Online • Go to http://go.hrw.com • Type in sy7 hw11 • Complete the homework practice for section 3 • Print your homework practice

38. Chapter 11 Section 3: Identity Formation Review CATEGORIES OF ADOLESCENT IDENTITY STATUS • Identity moratorium – delaying commitment • Identity foreclosure – making an early and unwavering commitment • Identity diffusion – soul searching or wandering without commitment • Identity achievement – commitment made after a period of soul searching

39. Chapter 11 Section 4: Changes of Adolescence Question: What are some of the challenges that adolescents face in today’s society? CHALLENGES OF TODAY’S ADOLESCENTS • Dealing with eating disorders such as AnorexiaNervosa and Bulimia Nervosa • Substance abuse • Sexuality – how and when to express it • Juvenile delinquency – participation in illegal activities

40. Chapter 11 Section 4: Changes of Adolescence Question: What are some of the challenges that adolescents face in today’s society? EATING DISORDERS • Anorexia Nervosa – a life-threatening disorder characterized by self-starvation and distorted body image • Bulimia Nervosa – recurrent binge eating followed by dramatic measures to eliminate food such as vomiting

41. Chapter 11 Section 4: Challenges of Adolescence Facing Challenges • Adolescence is a rewarding time of life for many young people. • Some adolescents have problems that seem too large to handle. • Adolescents who are not accepted by their peers often experience loneliness and feelings of low self-esteem.

42. Chapter 11 Section 4: Changes of Adolescence Eating Disorders • Adolescent growth spurt makes it important for teenagers to receive adequate nutrition. • Average for girls---2,200 calories a day • Average for boys---3,000 calories a day • Teens who primarily eat foods such as hamburgers, pizza, potato chips, and candy may not be getting the nutrients their growing bodies need. • The two main types of eating disorders are anorexia and bulimia nervosa.

43. Chapter 11 Section 4: Changes of Adolescence Anorexia Nervosa • Anorexia nervosa is a life threatening disorder characterized by self-starvation and a distorted body image. • Adolescents with anorexia usually weigh less the 85 % of what would be considered a healthy weight • Women with anorexia greatly outnumber men with the disorder. • Girls with anorexia usually deny that they are wasting away. • Many girls with anorexia become obsessed with food. They surround themselves with cookbooks, take on the family shopping chores and prepare elaborate dinners—for others. • Women with anorexia may lose 25 % or more of their body weight in a year. • About 4 to 5 % of women with anorexia die from causes related to the problem, such as weakness or imbalances in body chemistry.

44. Chapter 11 Section 4: Changes of Adolescence Bulimia Nervosa • Bulimia nervosa is characterized by recurrent cycles of binge eating followed by dramatic measures to eliminate food, such as vomiting. • The great majority of people with bulimia are females. • They compensate for what they have eaten by fasting, strict dieting, and vigorous exercise. • They tend to be perfectionists about their body shape and weight.

45. Chapter 11 Section 4: Changes of Adolescence Origins of Anorexia Nervosa and Bulimia Nervosa • More women than men develop these problems. • Some ideas for why: • Represents a woman’s effort to return to a stage before puberty • To avoid growing up, separating from her family and taking on adult responsibilities. • Trying to conform to an ideal body shape. • Example: Popular fashion models—9 % taller and 16% slimmer than the average woman. The 16 % equates to at least 16 pounds.

46. Chapter 11 Section 4: Changes of Adolescence Origins of Anorexia Nervosa and Bulimia Nervosa • Men involved with eating disorders are involved in sports or jobs that require them to retain a certain weight, such as wrestling, dancing, and modeling. • Men controls their weight with intense exercise. • Men are under social pressure to conform to an ideal body image—one that builds their upper bodies and trims their abdomens

47. Chapter 11 Section 4: Changes of Adolescence Origins of Anorexia Nervosa and Bulimia Nervosa • Families play a role in eating disorders. • Parents of adolescent girls with eating disorders are relatively more likely to have problems with eating and dieting themselves, to think that their daughters should lose weight and to consider their daughters to be unattractive. • Some individuals develop eat disorders as a way of coping with feelings of loneliness and alienation they experience in the home. • The disorders tend to run in families and there has been evidence pointing to genetic factors involving perfectionism as increasing the risk of these disorders.

48. Chapter 11 Section 4: Changes of Adolescence Treatment • Eating disorders are a severe health problem and people who have them require professional assistance to overcome them. • Sometimes individuals are given a choice—either to enter a treatment program or to remain in school as long as they stp losing weight and receive counseling. • They may have to see a psychologist on a regular basis and have their weight checked weekly. • Treatment is a long and difficult process. • Many issues are often involved including some that have nothing to do with food.

49. Chapter 11 Section 4: Changes of Adolescence Substance Abuse • Substance abuse usually begins with experimentation in adolescents. • Reasons for experimentation • Curiosity • Response to peer pressure • Parental abuse • Rebelliousness • Escape from boredom or pressure • Looking for excitement or pleasure

50. Chapter 11 Section 4: Changes of Adolescence Substance Abuse • Government survey of more than 15,000 teenagers across the US found the use of drugs and cigarettes increased over the 1990s, despite public education campaigns about the risks. • Cigarettes--35 % of teenagers lighting up • Marijuana—27 % of teenagers using • Cocaine—4 % • Alcohol—used at least occasionally by the majority of high school and college students • Drinking in early adolescence is a risk factor for alcohol abuse later in life