Lecture 10 - Adolescents (12 to 18 Years) PDF

ADOLESCENTS (12 TO 18 YEARS) part one PREPARED & PRESENTED BY:RONZA AL-TEETE LECTURE : 10 20 ،‫ نيسان‬05 RONZA AL-TEETE 1  Out line Introduction Physical development among adolescent's  psychosocial development...

ADOLESCENTS (12 TO 18 YEARS) part one PREPARED & PRESENTED BY:RONZA AL-TEETE LECTURE : 10 20 ،‫ نيسان‬05 RONZA AL-TEETE 1  Out line Introduction Physical development among adolescent's  psychosocial development among adolescent's Cognitive development among adolescent's Moral development among adolescent's Spiritual development among adolescent's 20 ،‫ نيسان‬05 RONZA AL-TEETE 2  INTRODUCTION Adolescence is the period during which an individual becomes physically and psychologically mature and acquires a personal identity. The major milestones of development in the adolescent period are the onset of puberty and the cessation of body growth. At the end of this critical period in development, the individual should be ready to enter adulthood and assume its responsibilities. The length of adolescence is culturally determined to some extent. In North America, adolescence is longer than in some cultures, extending to 18 or 20 years of age. 20 ،‫ نيسان‬05 RONZA AL-TEETE 3 Puberty is the first stage of adolescence in which sexual organs begin to grow and mature. Menarche (onset of menstruation) occurs in girls. Ejaculation (expulsion of semen) occurs in boys. For girls, puberty normally starts between 10 and 14 years; for boys, between 12 and 16 years. 20 ،‫ نيسان‬05 RONZA AL-TEETE 4 The adolescent period is often subdivided into three stages: 1. early adolescence lasts from ages 12 to 13. 2. middle adolescence extends from 14 to 16 years. 3. late adolescence extends from 17 to 18 or 20 years. Late adolescence is a more stable stage than the other two. In the late period, adolescents are involved mostly with planning their future and economic independence. 20 ،‫ نيسان‬05 RONZA AL-TEETE 5  Physical Development During puberty, growth is markedly accelerated compared to the slow, steady growth of the child. This period, marked by sudden and dramatic physical changes, is referred to as the adolescent growth spurt. In boys, the growth spurt usually begins between ages 12 and 16; in girls, it begins earlier, usually between ages 10 and 14. Because the growth spurt begins earlier in girls, many girls surpass boys in height at this time. 20 ،‫ نيسان‬05 RONZA AL-TEETE 6  PHYSICAL GROWTH: Male Physical growth continues throughout adolescence. Growth is fastest for boys at about 14 years. the maximum height is often reached at about 18 or 19 years. Some men add another 1 or 2 cm to their height during their 20s as the vertebral column gradually continues to grow.  the average male doubles his weight (10 to 18 years of age), gaining about 32 kg , and grows about 41 cm. 20 ،‫ نيسان‬05 RONZA AL-TEETE 7  PHYSICAL GROWTH: Female The fastest rate of growth in girls occurs at about age 12. reach their maximum height at about 15 to 16 years. During ages 10 to 18, the average female gains about 25 kg and grows about 24 cm. Physical growth during adolescence is greatly influenced by a number of factors: Heredity Nutrition  medical care  illness  physical and emotional environment  family size, and culture. 20 ،‫ نيسان‬05 RONZA AL-TEETE 8 Physical growth Growth is noted first in the musculoskeletal system. follows a sequential pattern: The head, hands, and feet are the first to grow to adult status.  Next, the extremities reach their adult size. Because the extremities grow before the trunk, the adolescent looks leggy, awkward, and uncoordinated. After the trunk grows to full size, the shoulders, chest, and hips grow. Skull and facial bones also change proportions: The forehead becomes more prominent, and the jawbones develop. 20 ،‫ نيسان‬05 RONZA AL-TEETE 9  GLANDULAR CHANGES The eccrine( sweat) and apocrine glands increase their secretions and become fully functional during puberty. The eccrine glands, found over most of the body, produce sweat. The apocrine glands develop in the axillae, in the anal and genital areas, in the external auditory canals, and around the umbilicus and the areola of the breasts. Apocrine sweat is released onto the skin in response to emotional stimuli only. 20 ،‫ نيسان‬05 RONZA AL-TEETE 10 Sebaceous glands also become active under the influence of androgens in both males and females. The sebaceous glands, which secrete sebum, become most active on the face, neck, shoulder, upper back, and chest and often contribute to an increased incidence of acne. 20 ،‫ نيسان‬05 RONZA AL-TEETE 11 SEXUAL CHARACTERISTICS During puberty, both primary and secondary sexual characteristics develop.  Primary sexual characteristics relate to the organs necessary for reproduction, such as the testes, penis, ovaries, vagina, and uterus.  Secondary sexual characteristics : differentiate the male from the female but do not relate directly to reproduction. Examples are pubic hair growth, breast development, and voice changes. 20 ،‫ نيسان‬05 RONZA AL-TEETE 12 Sexual characteristics: male The first noticeable sign that puberty has begun in males is the appearance of pubic hair and the enlargement of the scrotum and testes. The milestone of male puberty is considered to be the first ejaculation, which commonly occurs at about 14 years of age. Fertility follows several months later. Sexual maturity is achieved by age 18. 20 ،‫ نيسان‬05 RONZA AL-TEETE 13 Sexual characteristics: female the first noticeable sign of puberty in females is the appearance of breast buds (thelarche), although the appearance of hair along the labia may precede this. The milestone of female puberty is the menarche. which occurs about 1 1⁄2 to 2 years after breast buds appear.  At first, menstrual periods are scanty and irregular and may occur without ovulation.  Ovulation is usually established 1 to 2 years after menarche; ovulation and pregnancy, however, can occur early in menarche or as an immediate precursor to a girl’s first menstruation. Female internal reproductive organs reach adult size by about age 18 to 20. 20 ،‫ نيسان‬05 RONZA AL-TEETE 14  Tanner stages of Sexual maturity A. Female breast development: stage 1 :is the prepubertal stage. stage 2: is characterized by development of the breast buds. stage 3 :is characterized by further enlargement of the breast& areola with no separation of contours. stage 4 :is characterized by projection of areola & papillae to form secondary mounds. stage 5 : is characterized by adult configuration  Tanner stages of Sexual maturity Male genitalia development stage 1 is the pre-pubertal stage. stage 2 is characterized by enlargement of the scrotum & testes. stage 3 is characterized by lengthening of the penis & further enlargement of the scrotum & testes. stage 4 is characterized by an increase in the length & width of the penis. stage 5 is characterized by adult configuration  Psychosocial Development According to Erikson, the psychosocial task of the adolescent is the establishment of identity. The danger of this stage is role confusion. The inability to settle on an occupational identity commonly disturbs the adolescent. Because of the adolescent’s dramatic body changes, the development of a stable identity is difficult. Erikson says that adolescents help one another through this identity crisis by forming cliques and a separate youth culture. These cliques often exclude all those who are “different” in skin color, cultural background, aspects of dress, gestures, and tastes. 20 ،‫ نيسان‬05 RONZA AL-TEETE 17 Adolescents concerned about their body, their appearance, and their physical abilities. Hair styling, skin care, and clothes become very important. In their search for a new identity, adolescents have to reprocess many of the previous stages of development The task of developing trust in self and others : is again encountered when adolescents look for ideal individuals whom they can trust and with whom they can prove trustworthy. Development of autonomy: is restaged in their search for ways to express the right to choose freely. The search for an occupational role that allows expression of an autonomous, freely chosen direction is one example. Free choice and autonomy present conflicts to the adolescent. Conflict can arise between behaving well in the eyes of the parents and behaving in a manner that will lead to peer acceptance. 20 ،‫ نيسان‬05 RONZA AL-TEETE 18 The sense of initiative is also restaged. The adolescent has unlimited imagination and ambition and aspires to great accomplishments. The sense of industry is reenacted when the adolescent chooses a career. The extent to which the tasks of earlier stages have been successfully achieved influences the adolescent’s ability to develop a healthy self-concept and self-identity. The adolescent needs to establish a self-concept that accepts both personal strengths and weaknesses.  Many adolescents experience temporary difficulty in developing a positive self-image. This is due to dramatic changes in body structure and function as well as greater expectations to assume responsibilities 20 ،‫ نيسان‬05 RONZA AL-TEETE 19 Adolescents who are accepted, loved, and valued by family and peers generally tend to gain confidence and feel good about themselves. Teenagers with physical disabilities or illnesses are particularly vulnerable to peer rejection. Nurses and educators can promote peer understanding and acceptance:  by discussing within the peer group the problems an individual with a particular disability or condition might face. Establishing groups of peers who have similar problems can provide an opportunity for the individual to develop close relationships with others and feel valued and accepted. 20 ،‫ نيسان‬05 RONZA AL-TEETE 20 Although sexual identification begins at about 3 or 4 years of age, it is a significant part of adolescence. Establishing a sense of sexual identity and clarifying one’s sexual orientation occurs during late adolescence. Adult role models (e.g., parents, movie stars, music idols) can influence greatly the way adolescents think and behave, helping teens to decide which aspects of masculinity or femininity to adopt or reject. 20 ،‫ نيسان‬05 RONZA AL-TEETE 21 The young person may appear hostile or depressed at times. At this age, adolescents prefer to be with their peers rather than their parents and may seek advice from adults other than their parents. Parents sometimes are bewildered by this stage of development; instead of reducing controls, they increase them, causing the adolescent to rebel. Some of the discord in the family at this time is due to the generation gap. The values of the adolescent may differ from those of the parents. This difference may be difficult for the parents to understand and to accept. Adolescents still need guidance from their parents, although they appear to neither want it nor need it. 20 ،‫ نيسان‬05 RONZA AL-TEETE 22 adolescents need to know that their parents care about them and that their parents still want to help them. How? Discipline and guidance need to be presented in a manner that makes adolescents feel loved. They need consistency in guidance and fewer restrictions than previously. They should have the independence they can handle yet know that their parents will assist them when they need help. During adolescence, peer groups assume great importance The peer group has a number of functions.  It provides a sense of belonging, pride, social learning, and sexual roles. 20 ،‫ نيسان‬05 RONZA AL-TEETE 23 Cognitive Development Cognitive abilities mature during adolescence. Between the ages of 11 and 15, the adolescent begins Piaget’s formal operations stage of cognitive development. The main feature of this stage is that people can think beyond the present and beyond the world of reality.  Adolescents are highly imaginative and idealistic. They consider things that do not exist but that might be and consider ways things could be or ought to be. This type of thinking requires logic, organization, and consistency.  In social interactions, adolescents practice this increasing ability to think abstractly, and parents may misunderstand their child’s intent, seeing the teen as arguing or being contrary, which can lead to unnecessary confusion and conflict. 20 ،‫ نيسان‬05 RONZA AL-TEETE 24 Cognitive development The adolescent becomes more informed about the world and environment. Adolescents use new information to solve everyday problems and can communicate with adults on most subjects. The adolescent’s capacity to absorb and use knowledge is great. Adolescents usually select their own areas for learning; they explore interests from which they may evolve a career plan. Study habits and learning skills developed in adolescence are used throughout life. 20 ،‫ نيسان‬05 RONZA AL-TEETE 25 Moral Development According to Kohlberg, the young adolescent is usually at the conventional level of moral development. Most still accept the Golden Rule and want to abide by social order and existing laws. Adolescents examine their values, standards, and morals. They may discard some of the values they have adopted from parents in favor of values they consider more suitable.  When adolescents move into the post conventional or principled level, they start to question the rules and laws of society. 20 ،‫ نيسان‬05 RONZA AL-TEETE 26 Moral Development Right thinking and right action become a matter of personal values and opinions, which may conflict with societal laws. Adolescents consider the possibility of rationally changing the law and emphasize individual rights. Not all adolescents or even adults proceed to this post conventional level. 20 ،‫ نيسان‬05 RONZA AL-TEETE 27 Spiritual Development According to Fowler, the adolescent or young adult reaches the synthetic- conventional stage of spiritual development. people believe without having critically examined their beliefs. Their beliefs are in what they have been taught and in what they see “everyone else” as believing too. 20 ،‫ نيسان‬05 RONZA AL-TEETE 28