Adolescent Development Exam 3
Summary of the chapters 1 (p. 11-17), 11, 12 and the following artcless
Barzilay, S., Feldman, D., Snir, A., et al. & Wasserman, D. (2015). The interpersonal theory of
suicide and adolescent suicidal behavior. Journal of Affectf Disordfrs, 183, 68-74.
Brausch, A.M. & Guterrez, P.M. (2010). Differences in oon-Suicidal Self-Ianjury and suicide
atempts in adolescents. Journal of Youth and Adolfsefnef, 39, 233–242. dois
10.1007/s10964-009-9482-0
Morgan, C., Webb, R.T., Carr, M.J., Kontopantelis, E., Green, J., Chew-Graham, C.A., Kapur,
o., & Ashcrof, D.M. (2017). Iancidence, clinical management, and mortality ris following self-
harm among children and adolescentss Cohort study in primary care. Bricsh Mfdieal Journal,
359. dois 10.1136/bmj.j4351.
Whitloc , J. (2009). The cutng edges oon-Suicidal Self-Ianjury in Adolescence. Aet for Youth
Cfntfr of Exefllfnef: Rfsfareh Faets and Findings. To be retrieved froms
htps//www.actoryouth.net/documents/oSSIaeDec09.pdf
Shapiro, L. A. S., & Margolin, G. (2014). Growing up wireds Social networ ing sites and
adolescent psychosocial development. Clinieal Child and Family Psyehology Rftifw, 17, 1-18.
dois10.1007/s10567-013-0135-1
Val enburg, P. M., & Peter, J. (2011). Online communicaton among adolescentss An
integrated model of its atracton, opportunites, and ris s. Journal of Adolfsefnt Hfalth, 48,
121-127. dois10.1016/j.jadohealth.2010.08.020
Krabbenborg, M.A.M., Boersma, S.o., van der Veld, W.M., van Hulst, B., Vollenbergh,
W.A.M., & Wolf, J.R.L.M. (2016). A cluster randomized controlled trial testng the
effectveness of Houvasts A strengths-based interventon for homeless young adults.
Rfsfareh on Soeial Work Praecef, 1-15.
Barman-Adhi ari, A., Rice, E., Bender, K., Lengnic -Hall, R., Yoshio a-Maxwell, A., & Rhoades,
H. (2016). Social networ ing technology use and engagement in HIaV-related ris and
protectve behaviors among homeless youth. Journal of Hfalth Communieacon, 21, 809-817.
van oieuwenhuijzen, M., Junger, M., Velderman,, M.K., Wiefferen , K.H., Paulussen,
T.W.G.M., Hox, J., & Reijneveld, S.A. (2010). Clustering of health-compromising behavior and
delinquency in adolescents and adults in the Dutch populaton. Prftfnctf Mfdieinf, 48, 572-
578.
Mason, W.A., Hitch, J.E., Kosterman, R., McCarty, C.A., Herren ohl, T.Ia., & Haw ins, J.D.
(2010). Growth in adolescent delinquency and alcohol use in relaton to young adult crime,
alcohol use disorders, and ris y sexs a comparison of youth from low- versus middle-income
bac grounds. Journal of Child Psyehology and Psyehiatry 51, 1377–1385.
Furstenberg, F. (2013). Transitons to adulthoods What we can learn from the West. Thf
Annals of thf Amfriean Aeadfmy of Policeal and Soeial Seifnef, 646, 28-41.
Eurofound (2014). Mapping youth transitons in Europe., Publicatons ofce of the European
Union, Luxembourg. Please reads Executve Summary (pp. 1-3) Chapter 3 Transitons to
adulthood in Europe (pp. 17-24) and part of Chapter 4 School-to-wor transitons (pp. 42-48).
Osgood, D.W., Foster, E. M., & Courtney, M.E. (2010). Vulnerable populatons and the
transiton to adulhood. Futurf of Childrfn, 20(1), 209-229.
,Chapter 1 Introduction
Adolescence and emerging adulthood
When people referred to adolescents in the past history, they usually indicated that they meant not
just the early teen years but the late teens and into the 20s as well. Ian contrast, today’s academics
generally consider adolescence 10 to 18 years. What changed?
1. The decline that too place during the 20 th century in the typical age of the beginning of
puberty (frst puberty begins at ages 13 to 15), now it begins at the age of 10.
2. Today’s academics see 18 as the end of adolescences secondary schooling and further
educaton. Hall designated age 24 as the end of adolescences marrying and getng children.
Five characteristcs distnguish emerging adulthoods from other age periods. Emerging adulthood iss
1. The age of identty exploratonss exploring various possibilites in love and wor as they move
towards ma ing enduring choices. They develop a more defnite identty (who you are).
2. The age of instabilitys lives are unstable, thin about moving out of their parents’ houses,
instability in educaton (dropping out of university), wor and love relatonships.
3. The self-focused ages a tme in-between adolescents’ reliance on parents and adults’ long-
term commitments in love and wor and during these years emerging adults focus on
themselves (they develop nowledge, s ills and self-understanding).
4. The age of feeling in-betweens not adolescent but not fully adult either.
5. The age of possibilitess many different futures remain possible, when litle about a person’s
directon in life has been decided for certain.
Emerging adulthood doesn’t exist in all cultures. Cultures vary widely in the ages that young people
are expected to enter full adulthood and ta e on adult responsibilites. Emerging adulthood exists
only in cultures in which young people are allowed to postpone entering adult roles.
Ian this boo , we will cover three periodss Early adolescences from age 10 to 14, late adolescences
from age 15 to 18 and emerging adolescences from age 19 to about 25
The transition to adulthood
What mar s the end of emerging adulthood?
- Legally, the transiton to adulthood ta es place in most respects at age 18.
- Entering roles that are typically considered to be part of adulthoods full-tme wor , marriage
and parenthood.
- Criteria young people names acceptng responsibility for oneself, ma ing independent
decisions and becoming fnancially independent. (All three are characterized by
individualisms Cultural bfliff systfm that fmphasizfs thf dfsirability of indfpfndfnef, sflf-
sufeifney and sflf-fxprfssion. This ofen contrasted with the values of collectivisms A sft of
bfliffs assfrcng that it is important for pfrsons to mutf thfir inditidual dfsirfs in ordfr to
eontributf to thf wfll-bfing and sueefss of thf group.)
Cultural variatonss
- Some see completng military service as important for becoming an adult, others being able
to support a family fnancially, etc.
- Ian non-Western cultures, adulthood is clearly mar ed by marriage, they prize the collectvistc
value of interdependence, more than the individualistc value of interdependence. Buts more
research is necessary.
, Chapter 11 Work
Adolescent work in traditional cultures
Huntng, fshing and gatherings Huntng and fshing in traditonal cultures are typically underta en by
men, and adolescent boys learn how it is done by accompanying their fathers and other men.
Women ofen have a complementary responsibility for gathering. Huntng and gathering cultures
have rapidly changed in the past half-century in response to globalizaton, and only a few such
cultures exist in the present.
Farming and care of domestc animalss Care of domestc animals is a frequent responsibility of
adolescents and even pre-adolescents all over the world. Farming ofen requires a higher level of s ill
or experience, so this enterprise is typically carried out by fathers and sons wor ing together. Even
today, farming remains the main occupaton of a substantal proporton of the world’s populaton.
Childcare and household wor s When it comes to childcare and household wor , women and girls
have the main responsibility in most traditonal cultures.
Globalizaton and adolescent wor in traditonal culturess All traditonal cultures today are being
influenced by globalization. Globalizaton has certainly conferred some economic benefts on the
people in these culturess increased access to electricity, educaton and medical care. However, the
transiton from a pre-industrial economy to the global economy is proving to be problematc in many
casess many people wor in terrible conditons for miserable pay, including a lot of young
adolescents. Ian Iandia, a common and partcularly brutal system for exploitng adolescent labor is
called debt bondages arrangfmfnt in whieh a pfrson who is in dfbt plfdgfs his labor or thf labor of
his ehildrfn as paymfnt. The United oatons has condemned debt bondage as a modern form of
slavery, because once adolescents have been commited by their parents to debt bondage, it is
extremely difcult for them to free themselves of it. Perhaps the worst form of exploitaton of
adolescents’ wor is prosttuton.
The history of adolescent work in the West
Adolescent wor before 1900s Before industrializaton, adolescents in the West typically wor
alongside their parents, boys with their fathers mostly in farming, girls with their mothers mostly in
childcare and household wor . During the nineteenth century, adolescents made up a substantal
proporton of the wor force in factories. Wor ing in factories, mines and processing plants ofen
means wor ing long hours under dangerous and unhealthy conditons, with children and adolescents
more vulnerable to accident and injury.
Adolescent wor in the twenteth centurys This patern of adolescents being typically engaged in full-
tme wor began to change during the Age of Adolescence’, 1890 to 1920. But the changes in
paterns of child and adolescents labor too place slowly.
The adolescent workplace
What inds of jobs are held by today’s adolescents?
- Young adolescents ofen wor a few hours in a wee . There wor is more or less informal and
does not require a substantal commitment of tme. Babysitng is the most common frst job
for girls. For boys, the most common frst job is delivering newspapers or doing occasional
gardening wor for neighbors.
- For older adolescents, the wor is different (restaurant wor , retail, clerical, manual labor
and s illed labor), and the amount of tme involved tends to be greater. The wor performed
