Chapter 6 - Adolescence (1).pptx

Chapter 6: Adolescence Lifespan Development: A Psychological Perspective By Martha Lally and Suzanne Valentine-French In this chapter:  Physical development   Cognitive development   Growth, puberty, sleep, nutrition, pregnancy Formal operational thought, adolescent egocentrism, educatio...

Chapter 6: Adolescence Lifespan Development: A Psychological Perspective By Martha Lally and Suzanne Valentine-French In this chapter:  Physical development   Cognitive development   Growth, puberty, sleep, nutrition, pregnancy Formal operational thought, adolescent egocentrism, education Psychosocial development  Identity, self-concept, parent and peer relationships Learning objectives: Physical development in adolescence         Summarize the overall physical growth Describe the changes that occur during puberty Describe the changes in brain maturation Describe the changes in sleep Describe gender intensification Identify nutritional concerns Describe eating disorders Explain the prevalence, risk factors, and consequences of adolescent pregnancy Physical growth: Puberty    Rapid growth and sexual maturation Usually starts between 8-14 years of age Changes occur over 3-4 years   Distalproximal development – Growth proceeds from the extremities toward the torso Gain 10-11 inches and 50-75 pounds Sexual maturation  Primary sexual characteristics – Changes in reproductive organs   Growth of uterus, penis, testes Release of reproductive cells Menarche – First menstruation  Spermarche – First ejaculation of semen  Figure 6.1 Male reproductive system Figure 6.2 Female reproductive system Sexual maturation (continued)  Secondary sexual characteristics – Visible physical changes that signal sexual maturity but aren’t involved in reproduction   Males – Voice deepening, facial hair Females – Breast development, hips broaden Socioemotional aspects of puberty    Racial/ethnic differences in typical age of puberty Early puberty in girls associated with adjustment and behavioral issues Gender role intensification  Girls may downplay successes Adolescent brain  More interconnected and specialized    Myelination and synapse development continue    Corpus callosum thickens Connections strengthened between hippocampus and frontal lobes Increase thinking and processing skills Decrease plasticity Pruning in gray matter increases efficiency Adolescent brain (continued)  Limbic system regulates emotion and reward    Teens weigh risks/rewards differently than adults    Linked to hormonal changes in puberty Related to novelty seeking Increased dopamine associated with more attention paid to rewards, less to risks Oxytocin makes social connections more rewarding Combined with immature frontal lobes, may produce poor decision making Figure 6.6 Limbic system Sleep in adolescence  Adolescents need 8-10 hours of sleep each night   But on average, only get 7½ hours Poor sleep associated with academic and behavioral consequences   Poor attention and academic achievement Substance abuse, depression, irritability Sleep in adolescence (continued)  Inadequate sleep due to:    Social media Homework and other activities Changes in circadian rhythms   Harder to go to sleep before 11:00 p.m. CDC recommends school not start before 8:30 a.m.  80% of schools in U.S. start earlier than this Adolescent sexual activity: The beginnings    Sexual attraction often starts age 10-11 About 50% of teens will have sexual intercourse before graduating high school Rates of sexual activity hard to determine Adolescent sexual activity: Pregnancy  2014: Teens 15-19 have birth rate of 24 per 1000     Decline from previous years Higher than many other developed nations Numerous individual and environmental risk factors Teen parents at risk for dropping out, low SES Figure 6.8 Adolescent live births (ages 15-19) Eating disorders: The basics   Often begin in teen years Affect both males and females   Common across cultural groups   Twice as common in females Anorexia nervosa more common in nonHispanic Caucasian people Interaction of biological, environmental, and psychological factors  Often associated with distorted body image Table 6.1 DSM-5 eating disorders Anorexia Nervosa Bulimia Nervosa Binge-Eating Disorder  Restriction of energy intake leading to a significantly low body weight  Intense fear of gaining weight  Disturbance in one’s self-evaluation regarding body weight  Recurrent episodes of binge eating  Recurrent inappropriate compensatory behaviors to prevent weight gain, including purging, laxatives, fasting or excessive exercise  Self-evaluation is unduly affected by body shape and weight  Recurrent episodes of binge eating  Marked distress regarding binge eating  The binge eating is not associated with the recurrent use of inappropriate compensatory behavior Eating disorders: Consequences  Short-term and long-term health consequences     Anorexia: Osteoporosis, heart failure Bulimia: Digestive problems, tooth decay, heart trouble Binge eating: High blood pressure and cholesterol, diabetes Anorexia nervosa has highest death rate of any psychiatric condition Eating disorders: Treatment  Tailored to individual needs     Medical care Nutritional counseling Medications (e.g., antidepressants) Psychotherapy Maudsley Approach actively involves parents  Cognitive behavioral therapy (CBT) – Identifying distorted thinking patterns and changing inaccurate beliefs  Learning objectives: Cognitive development in adolescence       Describe Piaget’s formal operational stage and the characteristics of formal operational thought Describe adolescent egocentrism Describe Information Processing research on attention and memory Describe the developmental changes in language Describe the various types of adolescent education Identify changes in high school drop-out rates based on gender and ethnicity Piaget’s formal operational stage    Understand abstract principles with no physical reference (e.g., beauty, freedom, morality) Hypothetical-deductive reasoning – Developing hypotheses based on what might logically occur Understand transitivity – A relationship between two elements is carried over to other elements logically related to the first two  If A<B and B<C, then A<C Adolescent egocentrism    Heightened self-focus Imaginary audience – Belief that those around them are as concerned and focused on their appearance as they themselves are Personal fable – Belief that one is unique, special, and invulnerable to harm Consequences of formal operational thought     Greater introspection (thinking about one’s thoughts and feelings) Idealistic – Insisting on high standards of behavior Hypocrisy – Pretend to be what they are not Pseudostupidity – Approach problems at overly complex level that is too complex and fail because the tasks are too simple Information processing  Executive functions competent in adolescence   Deductive reasoning emerges   Self-regulation (ability to control impulses may still fail) Use general principle to propose specific conclusions Dual-process model   Intuitive thought is automatic, fast, and emotional Analytic thought is deliberate, conscious, and rational Figure 6.12 Inductive and deductive reasoning High school dropouts   Status dropout rate – Percentage of 16- to 24 year-olds who are not enrolled in school and do not have high school credentials 7% overall in 2013   Higher for non-Caucasian students, though gap is shrinking Similar rates for male and female students Figure 6.13 Status dropout rates of 16- through 24year-olds, by race/ethnicity: 1990 through 2013 Teenagers and working  Possible benefits    New work skills and ideas about future careers Better financial knowledge Possible drawbacks   May interfere with school or extracurriculars Associated with substance abuse and sexual activity Figure 6.15 Rates of teen employment Teenage drivers     15-20-year-olds accounted for 5.5% (11.7 million) of drivers (NHTSA, 2014) Account for 9% of fatal crashes Young male drivers cause 50% of non-fatal crashes Most frequent cause of crashes:   Inexperience Distractions (cell phones, passengers) Learning objectives: Psychosocial development in adolescence        Describe the changes in self-concept and selfesteem in adolescence Summarize Erikson’s fifth psychosocial task of identity versus role confusion Describe Marcia’s four identity statuses Summarize the three stages of ethnic identity development Describe the parent-teen relationship Describe the role of peers Describe dating relationships Self-concept and self-esteem    Self-concept develops – Abstract reasoning, ability to consider future Self-understanding often full of contradictions Self-esteem now includes perceptions of competency in romantic and career areas Erikson: Identity vs. role confusion    Confusion and experimentation regarding identity and one’s life path Psychological moratorium – Delay commitment to an identity while exploring the options Most identity formation may not occur until early adulthood Table 6.2 Marcia’s four identity statuses Commitment to an Identity Absent Present Exploration Absent Identity Diffusion Identity Foreclosure Present Identity Moratorium Identity Achievemen t Facets of identity     Religious identity Political identity Vocational identity Gender identity Ethnic identity    How people come to terms with who they are based on their ethnic or racial ancestry Requires consideration of positive and negative beliefs Resolution may depend on status and dominant culture  High-status groups tend to explore less Ethnic identity formation (Phinney, 1990)  Unexamined ethnic identity: Little consideration of issues     Lack of exposure to ethnic identity issues Little thought to the question of ethnic heritage (similar to diffusion) Adopting family’s ethnicity with little thought (similar to foreclosure) Ethnic identity search: Exploring the customs, culture, and history of one’s ethnic group   Often caused by event that “awakens” person to their ethnic group Immersion in ethnic culture Ethnic identity formation (Phinney, 1990 continued)  Achieved ethnic identity: Appreciation/understanding of ethnic heritage   Usually follows exploration May be unrelated to involvement in customs and values of their ethnic culture Other aspects of ethnic identity formation     Often little exploration in high school MAMA cycling – Moving back and forth between moratorium and achievement Bicultural identity – View self as part of both the ethnic minority group and the larger society Multiracial identity – May be harder to establish  May be questioned by others Relationships with parents   Most teens and parents get along Possible conflicts about autonomy     May have more conflicts with mothers Parents tend to control daughters more Cultural factors may affect this Secure attachment has positive outcomes   Better emotional well-being and peer relationships Less drug abuse and criminal behavior Relationships with peers      Homophily – Associate with people similar to us Deviant peer contagion – Peers reinforce problem behavior Healthy peer relationships important for wellbeing Cliques – Groups of individuals who interact frequently Crowds – Groups characterized more by shared reputations or images than actual interactions Romantic relationships   Romantic relationships may depend on culture Functions of dating       Having fun Companionship Status Sexual experimentation Mate selection Identity development Stages in dating process    Romantic relationships form in mixed-sex peer groups Middle adolescence: Brief, casual dating or group dating with established couples Late adolescence: Exclusive, intense relationships often lasting a year or more  May interfere with friendships