College aantekeningen
College aantekeningen Adolescent Development Exam 1
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- Universiteit Utrecht (UU)
College aantekeningen Adolescent Development Exam 1
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Exam 1Session 1 (Content Lecture 1). Introduction to Adolescent Development (Dubas)
This first lecture will set the stage for our inquiry into the study of adolescent development. How are the beginning and end of
adolescence defined? Should adolescence be considered a unique life phase? How has G. Stanley Hall brought adolescence
to the attention of the scientific community and what remains of his influence today? What are some theoretical foundations for
the field? Why do humans have an adolescent period? How has this period changed over the last 100 years?
Required Readings:
Textbook Introduction and Chapter 3
Project stars: the role of personal characteristics in normative and non-normative romantic and sexual development
• Door Baams
• Role of physical (puberty, attractiveness) and personality characteristics in romantic and sexual development
• How do these individual characteristics interact with contextual factors in predicting specific developmental paths?
• Large-scale, national, longitudinal research project on pubertal development, love, romantic relationships, and
sexuality among adolescents (11-17 jaar), N = 1470
ART project (Adolescent Risk Taking):
• Door Defoe
• Dutch: N = 607, longitudinal
• St. Martin: N = 450, longitudinal
• 10 risk behaviors = alcohol, delinquency, gambling, internet, extreme sports, smoking, school, unsafe sex, soft drugs,
traffic
When being different becomes the norm: how microaggressions affect dutch lesbian, gay, bisexual, and transgender youth
• Door Baams
• Three studies: online sample (N=267), school sample (N=600), qualitative interviews
a. Conceptualizing adolescence
The health paradox of adolescence
• Adolescence is the healthiest and most resilient period of the lifespan
• From childhood to adolescence: more strength speed, rt, mental reasoning, immune function, more resistance to cold,
heat, hunger, dehydration, and most types of injury
• Yet overall morbidity and rates increase 200-300% from childhood to late adolescence (meer ziekte) er is iets
dat de adolescent in een risico positie zet
Sources of morbidity and mortality in adolescence
• Primary causes of death/disability are related to problems of control of behaviour and emotion
• More rates of accidents, suicides, homicides, depression, alcohol & substance use, violence, reckless behaviors,
eating disorders, health problems related to risky sexual behaviors
• More risk-taking, sensation-seeking, and erratic (emotionally influenced) behaviour
Recognized for a long time
• Youth are heated by nature as drunken men by wine = Aristoteles
• I would that there were no age between ten and twenty-three…for there is nothing in between but getting wenches
with child, wronging the ancientry, stealing, fighting… = Shakespeare
Scientific questions that are raised by this paradox (Ronald Dahl)
What is the empirical evidence that adolescents are heated by nature?
Are these changes based in biology? In the hormones of puberty? In specific brain changes that underspin some
behavioural and emotional tendencies & problems that emerge in adolescence?
What are the implications for interventions? Should we intervene?
If we don’t intervene
• Onset of problems such as nicotine dependence, alcohol and drug use, poor health habits, etc. will show up as
mortality (dood) in adulthood
• Many adult onset problems such as depression can be traced to early episodes in adolescence
The Father of Adolescence = G. Stanley Hall (1904) (1st president of APA)
• Adolescence: Its Psychology and Its Relations to Physiology, Anthropology, Sociologiy, Sex, Crime, Religion, and
Education (2 volumes)
• Recapitulation Theory = each person goes through stages in both the psychic and somatic senses = false theory
• Storm and Stress = adolescence is period of stress & problems, all adolescents are risk takers overschatting
Arnett (1999) = Review of storm and stress
• Oversimplifies a complex issue niet iedereen ervaart storm & stress
• Many adolescents navigate this interval with minimal difficulties sommige geen problemen
• However, empirical evidence for:
– Increased conflicts with parents (intensity)
– Mood volativity (and negative mood)
– Increased risk behavior, recklessness and sensation seeking
• Modified view of storm and stress
- Not a myth, real for many, but not all and not necessarily related to psychopathology
,Conceptualizing (the study of) Adolescence across Time
• Aristotle: Youth are heated by Nature as drunken men by wine.
• “G.S. Hall (1904) a period of heightened “storm and stress.”
• 1920 Margaret Meade – questioned storm and stress in all cultures
• 1930-50s – psychoanalytic perspective – Anna Freud – storm and stress is normal
• 1960s and 1970s: attempts to understand the problems as due to “raging hormones.”
• 1980s Petersen (1988) questioned the idea that all youth experience trouble (11% chronic difficulties, 32%
intermitent, 57% healthy)
• 1990s Arnett (1999) revised (herzien) the idea of storm and stress
• 1990s-2000s context and time period recognized as important, thus different developmental trajectories (Dubas, Miller
& Petersin, 2003) with consideration of time and context
• 2000s evolutionary ideas applied to recast concept of risk
• 2010s neuroscience models of the adolescent brain in relation
to behavior
Developmental trajectories of binge drinking during college
How to conceptualize Adolescent Development from a scientific
standpoint?
• Adolescence –interactions between biology, behavior and
social context
• Interdisciplinary approach needed
b. Defining adolescence
Adolescence
• The period between the onset of sexual maturation and the attainment of adult roles and responsibilities
• The transition from: child status (requires adult monitoring) to adult status (self-responsibility for behavior)
John P. Hill (1973) first president of the Society for Research on Adolescence
• Framework for the Study of Adolescence
• Primary Changes – the developmental changes that make adolescence distinctive
• Secondary changes – the psychological consequences of the interaction between the primary changes and the
settings – organized into the domains of identity, autonomy, intimacy, sexuality, and achievement
3 universal Primary changes – what distinguishes an adolescent from a child?
• Biological changes of puberty (& brain)
• Development of abstract thinking
• Social redefinition of an individual from a child to an adult (or at the very least a non-child)
Age Boundaries are not consistent across researchers
• Steinberg text:
– Early Adolescence (10-13 years)
– Middle adolescence (14-17 years)
– Late Adolescence (18-21)
– Young Adulthood (22-30)
• Others:
– Emerging Adulthood (18 -25 years) then young adulthood
Developmental Tasks
1. Accepting one’s physical body and keeping it healthy
2. Achieving new and more mature relationships with age mates of both sexes
3. Achieving emotional autonomy from parents and other adults
4. Achieving a satisfying gender role
5. Preparing for a job or career
6. Making decisions about marriage and family life
7. Becoming socially responsible
8. Developing a workable philosophy, a mature set of values, and worthy ideals
Adolescence consists of component processes
• Rapid Physical Growth
• Sexual Maturation
• Secondary Sexual Characteristics
• Motivational and Emotional Changes
• Cognitive Development
• Maturation of Judgement, Self-Regualtion Skills
• Brain Changes linked to each component
• Relative synchrony but not perfect
c. Adolescence is context
The past 150 years have witnessed a quiet revolution in human development that still
sweeps across the globe today: children nearly everywhere are growing faster, reaching
, reproductive and physical maturity at earlier ages, and achieving larger adult sizes than perhaps ever in human history. - Carol
M. Worthman, Ph.D.
Secular trend in age at menarche
Schlegel & Barry (1990)
• 187 non-industrialized cultures
• Adolescence recognized as interval between childhood and adult status
• End of childhood marked by a ritual (linked to age or puberty)
• Onset of adult status
o Marriage
o Workroles (e.g.,hunting)
o Owning property
o Becoming a parent
o Independence (absence of monitoring)
• Interval between puberty and marriage as index of length
Puberty, Marriage, and Adult Roles in Traditional Human Societies
• Among girls, marriage occurred within two years of the onset of puberty in 63% of the societies
• Among boys the ability to take a wife would require a specific level of achievement (e.g., making a kill on a hunt)
• Boys 64% were married within four years of puberty
Puberty, Marriage and Adult Roles in Contemporary Societies (United States)
• Average age at menarche is now age 12
• Average age of first marriage for females is 27
• Pattern reflects recent changes:
o 1970 timing of first marriage in the U.S. age 21 for women & age 23 for men
o 2015 age 27 for women B(irth): 26.3 & age 29 for men B: 31
Contemporary Japan
• Average age at menarche has decreased four years over the past century
• In 1875 menarche at 16.5 years
• In 1975 menarche 12.2 years
• Average age at first marriage in Japan now
o 26 years for women B 30.3 & 28.4 years for men
Contemporary Europe (selected countries) Age at Marriage (M) and first birth (B)
• The Netherlands
o Females M 2012: 30 B 2016: 29.4
o Males M 2012: 33.1
• Italy
o Females M 2011: 30.6 B 2016: 30.3
o Males M 2011: 33.7
• Denmark
o Females M 2012: 32.2 B 28.7
o Males M 2012: 34.8
Puberty, Marriage and Adult Roles in Contemporary Societies
• Not simply changing attitudes about marriage
• Many other adult social roles
– Starting careers, owning a home, choosing to become parents, are
now occurring a decade or more after puberty
• Adolescence has expanded from a 2-4 year period in traditional
societies to an 6-15 year interval in contemporary societies
• These changes have advantages (academic, economic) and costs
(vulnerabilities)
Maturity Gap = Illustrates how changes in nutrition has led to an almost world-
wide lengthening of the adolescent period... but other (rapid) contextual changes
are also likely to affect adolescents...
The Mismatch of biological (mature reproductive capacity) and psychological
transitions (‘adult roles’) = maturity gap
Maturity Gap – chronological hostages of a time warp Moffitt (1993) as cited in
Hawley (2010)
1. Biologically capable and compelled to be sexual beings but asked to delay most positive aspects of adult life.
2. Cannot work until 16 and labor not respected by adults
• Role-less
• Economic liabilities
3. Segregated
• Youth culture
• Sexual socialization
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