Adolescent Psychology (Developmental Psychology 2)

DEVELOPMENTAL PSYCHOLOGY 2 The Adolescence Period – Module I 0503B – Prof. Jomel Viado I. II. III. a. b. a. b. c. d. e. BS PSYCHOLOGY 1 – 2ND SEM TOPIC OVERVIEW Nature and Meaning of Adolescence What is the Period of Adolescence? Characteristics of Adolescence Approaches to the Study of Adolescents Biological Approach Cognitive Approach Psychosexual Approach Social Approach Eclectic Approach Major Developmental Tasks of Adolescence NATURE AND MEANING OF ADOLESCENCE Adolescence  transition from childhood to maturity  adolescere (Latin origin)  “to grow up” or “grow into maturity”  a bridge between childhood and adulthood  a time of adjusting to a strange and unfamiliar body, of new relationships with members of the opposite sex, and of emerging intellectual power  a period of rapid change (physical, sexual, and intellectual)  juvenile – not an adult; 18 years and below  dalaga/dalagita/dalaginding; binatilyo Maturity  a state which a person is considered fully developed physically, socially, emotionally, intellectually, spiritually  balance is not always achieved Two-stage theory of adolescence  early adolescence (12-16 yrs) – development of the skills necessary for group interaction and group membership; acquisition of skills  later adolescence (17-21 yrs) – development of skills that build on prior experiences of group interaction; refinement of skills WHAT IS THE PERIOD OF ADOLESCENCE?  Individual begins to develop a stance toward the world or an “identity”  elementary cultural skills introduced in middle childhood requires continued refinement and application to self-definition in the period of adolescence  a period of exploration VIDUYA, ARLENETTE L.  develops an extended future orientation in which they can think, dream, and plan for their future (Blakemore & Choudhury, 2006)  can anticipate common events and estimate the ages at which they will likely experience it (Crockett & Bingham, 2000)  more focused on desires and aspirations for the future and show increased selectivity in goaldirected behavior (Cantor, 1990)  exploratory behaviors that may aid in elaborating their sense of identity, providing information about the self that affects future plans. (Eccles, Barber, Stone & Hunt, 2003).  self-knowledge from experience should lead to further refinements in their aspirations and expectations towards self-achievement  thoughts about the future self are important because they presumably influence choices, decisions and activities which in turn affect subsequent accomplishments (Nurmi, 2004).  end of adolescence comes with the entrance into adulthood Pubescence  the whole period during which sexual maturation takes place  a pubescent child is one who is arriving at or has arrived at puberty Puberty  secondary sexual characteristics appear and accompany the attainment of biological sexual maturity  a series of biological events that signals the coming of other changes CHARACTERISTICS OF ADOLESCENCE 1. Adolescence is a transitional period  an intermission between earlier freedoms and subsequent responsibilities and commitments, a last hesitation before serious commitment concerning work and love (Sorenson)  individual’s status is vague, confused about the roles expected to play  “identity crisis” ; neither a child nor an adult 2. Adolescence is a period of change  rate of change in attitudes and behavior parallels the rate of physical change  concomitants of the changes that occur during adolescence: a. heightened emotionally - intensity depends on the rate at which the physical and psychological changes are taking place; early maturers are observed to be more unstable in terms of behavior. b. sexual maturing makes the young adolescent question themselves, of their capacities, and of their interests; strong feelings of instability c. changes in body, interests, and role in social group creates new problems d. interest, values and behavior patterns change 3. Adolescence can be a dreaded age  cultural stereotype of a teenager being sloppy, irresponsible inclined towards destructiveness and anti-social behavior  belief that adult’s have poor opinion of an adolescent makes the transition difficult  leads to friction and barriers with parents 4. Adolescence is a time of unrealism  Unrealistically high aspirations are in part responsible for the heightened emotionality  more unrealistic aspirations, more disappointed when not met 5. Adolescence is the threshold of adulthood  as they approach legal maturity, they are anxious to create impression that they are no longer a teenager APPROACHES TO THE STUDY OF ADOLESCENTS Different approaches of studying adolescents; theorists proposed different ways and areas of concentration in understanding adolescents BIOLOGICAL APPROACH  process of sexual maturation and physical growth that take place at puberty  maturation and functions of the male and female organs, the development of secondary sexual characteristics, and the growth trends in height and weight that take place during pubescence.  health concerns relating to nutrition, weight, physical attractiveness, and the adolescent’s emotional reactions to the changes that take place in their bodies.  biogenetic factors as the primary cause of any behavioral and psychological change  growth and behavior are under the control of internal maturational forces, leaving little room for environmental influences.  development occurs in an almost inevitable, universal pattern, regardless of the sociocultural environment. G. Stanley Hall (1844-1924)  first to take a scientific approach to the study of adolescence  Adolescence: Its Psychology and Its Relation to Physiology, Anthropology, Sociology, Sex, Crime, Religion and Education (1904)  “ontogeny recapitulates phylogeny” ; individual’s growth and development (ontogeny) mirrors or parallels (recapitulates) the evolutionary history (phylogeny) of its species.  after moving through the animal, hunter, and savagery stages – infancy, childhood, and preadolescence, respectively – adolescents found themselves in a period of “sturm an drang” (storm and stress) reflecting the turbulent nature of adolescence COGNITIVE APPROACH  qualitative changes – the way of thinking  quantitative changes – intelligence and information processing  effect of cognitive changes on the personality and behavior Piagetian Approach  emphasizes the qualitative changes in the way of thinking  considered the views of David Elkind wherein cognitive development shapes personalities Information Processing Approach  examines the progressive steps, actions, and operations that take place when they receive, perceive, remember, think about, and utilize information Psychometric Approach  measures quantitative changes in intelligence PSYCHOSEXUAL APPROACH  development of emotions and of the self, including the development of self-concept, selfesteem, gender, and identity.  mental health, emotional disorders, and the effects of stress  sexual values, behavior, and education Erik Erikson (1902-1994)  findings of modern sociopsychology and anthropology.  8 stages of human development; each stage has a psychosocial task to master  concept of adolescence as a psychosocial moratorium, a societally sanctioned intermediary period between childhood and adulthood, during which the individual through free role experimentation may find a niche in society  adolescence as a period of analyzing and trying various roles without the responsibility of assuming any one role  duration and intensity of adolescence vary in different societies; but the failure to establish identity results in role diffusion (may be responsible for the appearance of previously latent psychological disturbances) SOCIAL APPROACH  social development, relationships, dating, and the development of moral judgment, character, values, beliefs, and behavior.  consideration of adolescent society, culture and subculture.  parent-adolescent relationships, types of family structures influence on development  broken families, parent-absent, and blended families face a variety of unique problems  how modern society and social forces shape the lives of adolescents  juvenile delinquency, running away, adolescent suicide, and substance abuse  adolescents are influenced by peers, relatives and other adults, and by the religious organizations or schools and groups to which they belong, media, culture, national and community leaders, world events  adolescents are partly a product of environmental and social influences Urie Bronfenbrenner  developed and ecological model for understanding social influences  social influences may be grouped into a series of systems extending beyond the adolescent; adolescent is the center of the systems ECLECTIC APPROACH  interdisciplinary; all aspects of adolescent development  seen from different perspectives MAJOR DEVELOPMENTAL TASKS OF ADOLESCENCE Robert Havighurst (1900-1991)  eclectic approach on major developmental tasks  combines consideration of need with societal demands  skills, knowledge, functions, and attitudes that individuals must acquire at certain points in their lives  there exists a teachable moment (correct time for teaching any task) 1. Accepting one’s physique and using the body effectively  self-consciousness about the physical self  to accept their physiques and pattern of growth of their body  to care for their body and use it effectively 2. Achieving new and more mature relations with age mates of both sexes  learning social skills and behaviors required in life  to establish heterosexual friendships 3. Achieving a masculine or feminine social sex role  to re-examine the changing sex roles of their culture and to decide what aspects they must adapt 4. Achieving emotional independence from parents and other adults  develop understanding, affection, and respect without emotional dependence 5. Preparing for an economic career  to decide on a career, prepare for that career, and become independent by earning their own living  to discover what they want out of life 6. Preparing for marriage and family life  to develop the positive attitudes, social skills, emotional maturity, and necessary understanding to make marriage work 7. Desiring and achieving socially responsible behavior  development of social ideology that takes into account societal values  participation in the adult life of the community 8. Acquiring a set of values and an ethical system as a guide to behavior – developing an ideology  development of socio-politico-ethical ideology and the adoption and application of meaningful values, morals, and ideals DEVELOPMENTAL PSYCHOLOGY 2 Phyaical and Sexual Changes in Adolescence – Module II 0503B – Prof. Jomel Viado BS PSYCHOLOGY 1 – 2ND SEM TOPIC OVERVIEW I. General Physical Maturation a. Body Growth b. Internal Changes II. Effects of Puberty Changes III. Biopsychosocial Theory GENERAL PHYSICAL MATURATION Facts about adolescent growth: 1. Girls usually develop earlier than boys. 2. For both girls and boys, the rate of development is different for individuals. 3. The sequences of biological changes have remained the same as in the past. BODY GROWTH  growth spurt in early adolescence  first in the musculoskeletal: the head, hands and feet are the first to grow, extremities next before the trunk; after the trunk, the shoulders, chest, and hips grow; skull and facial bones change proportions with the forehead becoming more prominent and the jawbones develop.  growth in height is accompanied by an increase in weight and changes in body proportions. 1. Height  boys; 7.62-12.7 cm, 98% of adult height until 18  girls; 6.35-10.43 cm, 98% of adult height between 16-17  age at which the “peak” or maximal growth period occurs is approximately 14 years for boys and 12 years for girls.  rates vary for different individuals 2. Weight  before puberty; girls tend to be heavier than boys.  toward and until the end of puberty; boys become heavier than girls 3. Body proportions  350 bones through ossification turns into 206 bones in adulthood  accident-prone because their energy leads them to engage in activities for which their skeletal growth or condition is not yet mature. 4. Primary Sex Characteristics  maturation of the reproductive sex organs that make sexual union and procreation possible. VIDUYA, ARLENETTE L.  boys; development of genitals and onset of spermatogenesis  girls; means rapid development of the uterus, ovaries, and sex organ, menarche between ages 8-18 5. Secondary Sex Characteristics  visible physical characteristics other than genitalia  girls; enlargement of the breasts, widening of the hips, and development of pubic hair  boys; beard, pubic and chest hair, and the change of voice  adolescent girls become more concerned than boys about their physical changes taking place in their bodies (Guiney and Furlong, 1999; Wade and Cooper, 1999). 6. Timing  boys; early puberty results to physically stronger and more athletic than later puberty  girls; changes in the height and shape of the body sometimes interfere with early social adjustment, particularly if the girl suddenly becomes sexually attractive. 1. 2. 3. 4. INTERNAL CHANGES Digestive System  stomach becomes longer and less tubular  the intestines grow in length and circumference  the muscle in the stomach and intestinal walls become thicker and stronger  the liver increases in weight and the esophagus becomes longer. Circulatory System  heart grows rapidly  at 17 or 18, heart is 12 times as heavier as it was at birth  length and thickness of the walls of the blood vessels increase and reach a mature level when the heart does. Respiratory System  lung capacity is almost at mature level at age 17; boys reach this level several years later. Endocrine System  temporary imbalance of endocrine system due to the increased activity of the gonads  sex glands develop rapidly; mature size until late adolescence or early adulthood  boredom: bored with the play they formerly enjoyed, schoolwork, social activities and life in general.  social antagonism: often uncooperative, disagreeable, and antagonistic; open hostility between the sexes, expressed in constant criticism and derogatory comments; as puberty progresses towards emotional maturity, the child becomes friendlier, more cooperative, and more tolerant of others.  heightened emotionality: moodiness, sulkiness, temper outbursts, and a tendency to cry at the slightest provocation; a time of worry, anxiety and irritability  loss of self-confidence: lacking in selfconfidence due partly to lowered physical resistance and the constant criticism of peers and adults; most emerge from puberty with the foundations of an inferiority complex. 5. Body Tissues  skeleton stops growing at an average age of 18  other tissues continue to develop after the bones have reached their mature size  do not go unnoticed EFFECTS OF PUBERTY CHANGES  temporary but sever enough to bring about change in habitual patterns of behavior, attitudes and personality 1. Effects on Health  rapid growth and bodily changes are likely to be accompanied by fatigue, listlessness, and other unfavorable symptoms.  digestive disturbances, and appetite is finicky; upset by glandular changes in the size and position of the internal organs.  interfere with the normal functions of digestion.  anemia may also be common at this period.  early menstrual periods: headaches, backaches, cramps, and abdominal pain, accompanied by fainting, vomiting, skin irritations, swelling of the legs and ankles; resulting, tiredness, depression and irritability during menstruation; as menstruation becomes more regular, the physical and psychological disturbances tend to diminish.  headaches, backaches and achiness occur to both boys and girls; frequency and severity depends upon how rapidly the pubescent changes are occurring and how healthy the individuals were when puberty began. 2. Effects on Attitudes and Behavior  desire for Isolation: child usually withdraws from peer and family activities; often quarrels with friends and members of family; may spend much time alone, trying to understand and to accept changes in his body.  motor incoordination: rapid and uneven growth affects habitual patterns of coordination; clumsy and awkward for a time.       BIOPSYCHOSOCIAL THEORY John Hill magnitude of how biological factors, psychological and social factors affect adolescent development physical growth, genital maturation and pubertal changes can bring about a sense of autonomy to developing gender identity. psychologically: shift to independence in decision-making with concomitant feelings of confidence in personal goals and standards of behavior. social: acquiring a new self-concept of adolescence forces them to view themselves in a whole new light sexually. achieved would be the developmental task of Achievement Motivation and Behavior and Integration of Intimacy and Sex. DEVELOPMENTAL PSYCHOLOGY 2 Cognitive Development – Module III 0503B – Prof. Jomel Viado BS PSYCHOLOGY 1 – 2ND SEM I. II. III. IV. 1. 2. 3. 4. 5. a. b. c. a. b. c. TOPIC OVERVIEW Adolescent Angst Cognitive Development Quantitative and Qualitative Changes in Cognition Quantitative Changes in Intelligence Qualitative Changes in Intelligence Theory of Adolescent Egocentrism Moral Development Piaget’s Theory of Moral Reasoning Kohlberg’s Theory of Moral Reasoning Gilligan’s Morality of Caring ADOLESCENT ANGST New Thinking Skills  computation and decision-making skills. Intense Emotions  developing brain causes misinterpretations that triggers intense emotions Peer Pleasure  adolescents prefer to be in the company of their friends. Measuring Risk  feel invincible, resulting in a desire to take more risks. ‘I am the center of the universe’ – self-centered  due to hormonal changes, adolescents may feel like other people are constantly watching their every move. COGNITIVE DEVELOPMENT  development of mental processes such as thinking, understanding, and perceiving.  cognitive changes:  capable of dealing with the logic of combinations; requires the simultaneous manipulation of many factors  more able to use abstract concepts to make thought more flexible  more able to deal with the hypothetical as well as the real  able to respond to the world and its institutions with a more encompassing view.  studies have also indicated that futureoriented cognitions shape future behavior and could influence an adolescent’s participation in behavior and activities (Beal and Crockett, 2010) VIDUYA, ARLENETTE L. QUANTITATIVE AND QUALITATIVE CHANGES IN COGNITION Intellectual and cognitive spurt can be both quantitative and qualitative in nature      QUANTITATIVE CHANGES IN INTELLIGENCE alterations in the total amount of a particular skill or ability. intellectual skills tend to become more specialized during adolescence. differentiation and specialization of abilities is heavily weighted by social-cultural factors. continuity of mental skills from childhood to adolescence. changes in the individual’s life circumstances sometimes result in dramatic changes in relative intellectual standing. QUALITATIVE CHANGES IN INTELLIGENCE  changes in the manner or process of cognitive functioning.  Formal Operational Period (Jean Piaget): 1. Separation of Possibility and Reality  can think about the possible as well as the real. 2. Use of Symbols to Represent Other Symbols  ability to use a second-order symbolic system  the ability to work with relationships between symbols that represent other symbols. 3. Ability to Coordinate Multiple Factors in Problem Solving  can both raise and test hypotheses about the solution to a given problem systematically until the correct solution is discovered.  the ability to deal with many facts simultaneously.  qualitative changes to be noted: 1. Reasoning about Verbal Propositions  can solve word problems because they are able to think about symbols and words that transform concrete experiences. 2. Introspection and Examination of One’s Own Thinking  the ability to think introspectively and to further examine one’s own thoughts. 3. Ability to Understand Metaphor  able to understand the meaning of metaphors 4. Thinking in Terms of Ideals and Contrary-tofact-conditions  ability to think about the meaning of words leads the adolescent to the creation of ideals and ideal states. THEORY OF ADOLESCENT EGOCENTRISM  David Elkind  reflections through abstract though enable them to think about themselves in new ways which may result in cognitive distortions as well: 1. Imaginary Audience  thinking of always being on stage, and feel that everything they say and do is being watched and paid attention to  make adolescents extremely self-conscious, causing them to become sensitive to public criticism 2. Personal Fable  seeing themselves as important.  think that they can reach great levels of personal accomplishments easily 3. Illusions of Invulnerability  feel that they are invincible which can lead to very risky behaviors  may think that these behaviors add to their uniqueness and invulnerability.  “nothing can harm me” and “bad things won’t happen to me” MORAL DEVELOPMENT Moral Reasoning  an integral part of human development.  tied closely to cognitive development.  as intellectual powers reach their peak in adolescence, it is also expected that there would be major changes in moral reasoning. PIAGET’S THEORY OF MORAL REASONING  link between the way people think and their ability to reason about moral dilemma.  two stages in the development of moral reasoning in children: 1. Moral Realism (4-7 years)  occurs during the Pre-operational Period  also known as Heteronomous Morality.  believe that rules are sacred and unchangeable and that those who violate sanctions must be punished according to the magnitude of their offence. 2. Morality of Cooperation (7-11 years)  occurs during the Concrete Operational Period  also known as Autonomous Morality.  children believe that rules and regulations are the product of social agreements rather than sacred and unchangeable laws.  motives behind actions are given consideration and not just the consequences of the offense. KOHLBERG’S THEORY OF MORAL REASONING  Lawrence Kohlberg  relationship between cognition and moral judgments.  Six levels of moral reasoning: LEVEL DESCRIPTION I. Premoral/ Stage Punishment and Preconventional 1 Obedience Level Orientation Obedience to rules to 4-12 years avoid punishment. Stage Naïve Instrumentality 2 Obedience to rules so that rewards or favors may be obtained. II. Morality of Stage Good Boy Morality Conventional 3 Seeking and Role Conformity maintaining the approval of others. 13 years Stage Law and Order 4 Morality Conforming to norms so as to avoid censure or reprimands by authority figures. III. Morality of Stage Social Contract Self-accepted 5 Orientation Moral Obedience to Principles/Post democratically Conventional accepted laws. Morality Stage Morality of Individual 6 Conscience People who reach this stage are keenly aware of the importance of laws and social customs, but they balance their obligations against their understanding of the civil and moral rights of individual conscience.  Moral dilemmas: LEVEL RESPONSE I. Premoral/ Stage He should not steal the Preconventional 1 drug because if he gets Level caught, he will be imprisoned. 4-12 years Stage If he does steal the 2 drug and he gets caught, he should return it so he will be given a lighter punishment. II. Morality of Stage Stealing the drug Conventional 3 makes him a good Role Conformity husband. Stage No matter how much 13 years 4 he loves his wife, he should not steal the drug because nobody is above the law, not him or anybody else. III. Morality of Stage It is okay to steal the Self-accepted 5 drug because the life of Moral his wife is on the line. Principles/Post Stage Respect for life is more Conventional 6 important than any Morality other value.  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.  may discard the values they have adopted from parents in favor of values they consider more suitable.  consider the possibility of rationally changing the law and emphasize individual rights.  not everyone proceeds to this post conventional level (Mahatma Gandhi, Abraham Lincoln, Martin Luther King, and Desmond Tutu) GILLIGAN’S MORALITY OF CARING  criticized Kohlberg for constructing a theory based on an all-male sample.  men and women differ in their conceptualization of moral problems. 1. Morality of Caring: women; characterized by a concern for the feelings of others and the relationships between the principles in a moral dilemma. 2. Morality of Justice: men; characterized by the precedence of justice over interpersonal relationships.