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Summary Adolescent development SV first partial exam
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Summary of the literature of the first exam on adolescent development.
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Samenvatting Adolescent Development (200500046) Deeltentamen 3 (onvolledig). Adolescence, ISBN: 9781260565676
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Samenvatting Adolescent Development (200500046) Deeltentamen 2. Adolescence, ISBN: 9781260565676
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Samenvatting Adolescent Development (200500046) Deeltentamen 2. Adolescence, ISBN: 9781260565676
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Summary Adolescent development exam 1Introduction
Adolescence: the stage of development that begins with puberty and ends when
individuals make the transition and ends when individuals make the transition into adult
roles, roughly form about 10 until the early 20’s. Adolescent period has lengthened
because physical maturation occurs earlier and because so many individuals delay
entering work and marriage. Teenage years is a term often used as a synonym for
adolescence. This refers to the period between 13-19.
o Early adolescence: 10-13 (Junior high)
o Middle adolescence: 14-17 (high school)
o Late adolescence: 18-21 (college)
o Emerging adulthood: 18-25 (transition from adolescence to adulthood). This phase
is not an official phase because there are so many different pathways (some are
single and depend on their parents in their mid 20’s and some are married and
economic independence).
Framework for studying adolescence by John Hill:
1. The fundamental changes:
a. Biological transitions: all biological changes together are referred to as
puberty. Changes in physical appearances (breast, facial hair), increase in
height and the development of the ability to conceive children.
b. Cognitive transitions: processes that underlie how people think.
Adolescents develop hypothetical thinking, and abstract thinking.
c. Social transitions: changes in rights and privileges.
2. The context: Ecological perspective on human development: perspective on
development that emphasizes the broader context in which development occurs.
(Bronfenbrenner)
a. Family
b. Peer group
c. School
d. Leisure settings: part time job, extracurricular activities, social media
3. The psychosocial developments: psychological and social development referring to
aspects of development that are both psychological and social in nature. Such as
developing a sense of identity or sexuality.
a. Identity: domain involving self-conceptions, self-esteem and a sense of who
one is.
b. Autonomy: The psychosocial domain concerning the development and
expression of independence. Less emotional dependence on parents,
, learning to function independently, and establishing personal codes of
values and morals.
c. Intimacy: The psychosocial domain concerning the formation, maintenance
and termination of close relationships.
d. Sexuality: The psychosocial domain concerning the development and
expression of sexual feelings.
e. Achievement: the psychosocial domain concerning behaviors and feelings
in evaluative situations.
f. Psychosocial problems: Alcohol drugs use and abuse, externalizing
problems like delinquency, and internalizing problems like depression.
Theoretical perspectives:
Biological theories = Theory of recapitulation development of adolescents is
hormonal and physical primarily determined by instinct. By biological and genetic
changes of puberty are forces within the person, and hardly influenced by the
thriving forces in environment. Storm and stress that is inevitably and all we can
adolescence (G. Stanly do as a society is to manage this period. Hall.
Hall) Dual system theory or maturational imbalance: simultaneous
development of two different brain systems. One is about
BIO processing rewards, punishments, and social and emotional
information (early adolescence) and another that regulates self-
control and advanced thinking abilities like planning or logical
reasoning (late adolescence). Shulman.
Organismic theories = Freudian theory development can be understood in terms of
theories that emphasize psychosocial conflicts. Puberty throws adolescents temporarily
the interaction between in a psychosexual crisis by reviving old conflicts over
biological changes of uncomfortable sexual urges (for example towards parents).
the period and the Daughter of Freud wrote about adolescence that it is a time to
context in which they break away (detach) from parents in order to develop properly.
take place. Freud.
Eriksonian theory internal biological development clashes with
BIO * CONTEXT demands of society. Adolescence is a temporal psychosocial
identity crisis. Erikson describes 8 phases of development, each
with a specific crisis. Erikson.
Piagetarian theory development is marked by changes in
thinking, cognitive development. From concrete to abstract
thinking. Piaget.
Learning theories = Behaviorism emphasizes the process of reinforcement and
theories of adolescence punishment as the main influences on adolescent behavior.
that emphasize the Skinner. Operant conditioning theory states that punishment
, ways in which patterns causes behavior to stop while rewards stimulates certain
of behavior are acquired behavior.
through reinforcement Social learning theory states that observational learning and
and punishment or imitation causes teenage behavior. Albert Bandura. Both
through observation theories assume that there is no difference in learning behavior
and imitation. in adolescence compared to adulthood and childhood.
INDIVIDUAL*CONTEXT
Sociological theories = Adolescent marginality: power difference between adults and
theories of adolescence adolescence creates a feeling of insignificance/powerlessness.
that emphasize the Lewin and Friedenberg. This makes adolescents frustrated and
ways in which restless.
adolescents, as a group, Intergenerational conflict adolescents and adults grow up in a
are treated by society. different environment and therefor develop different sets of
attitudes values and beliefs. Mannheim and Coleman.
GROUP*CONTEXT (bijvoorbeeld volwassenen van nu vinden dat jongeren te
langzaam opgroeien maar jongeren zeggen dat ze er langer
over doen om op te groeien omdat ze financieel meer
uitdagingen hebben dan hun ouders).
Historical and Adolescence as an intervention adolescence is a social
Anthropological theories intervention. The way in which life is divided in life cycles
= developmental issues reflects political, economic and social circumstances. They say
of adolescence depend that emerging adulthood has become a stage in development
on social, political and because society made it so. Hine.
economic forces present Anthropological perspectives societies vary considerably in
at giving time. ways in which they view adolescence. It is a culturally defined
experience, only stressful and difficult in societies that are
CONTEXT modern industrial, and relax and peaceful in non-industrialized
societies. Benedict and Meat.
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