Professional Documents
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5.01 ADOLESCENCE
Dr. R. Buenaventura | February 16, 2017
LE 5
OUTLINE administrators and rules)
Smoke cigarettes/ drink alcohol/ marijuana
I. Adolescence Overwhelming turmoil: dramatic rejection of family,
II. Stages of Adolescence
friends and lifestyle alienation of the adolescent
III. Burning Issues
IV. Growth and Developmental Milestones
(Cognitive and Psychosocial) B. Middle
V. Developmental Tasks 14-16 years old
VI. Major Achievements Pursuing their goal of being independent
VII. Major Challenges
VIII. Major Risk Taking Behaviors Realistic decision making is put to a test
Sexual behavior intensifies complicated romantic
relationships
Legend:
Remember Previous
Identification with a peer group activities, styles,
Lecturer Book Trans Com
(Exams)
Trans music, idols and role models
G
! & 4 ! Sense of omnipotence parental conflicts
For most adolescents a balance between family
I. ADOLESCENCE and friends
From 2019A 4
Marked by PHYSIOLOGIC SIGNS and SURGING C. Late
SEXUAL HORMONES of puberty 17-19 years old
Period of maturation between childhood and
adulthood Continued exploration: academic, music, art, athletic
Relationships deepen, autonomy in decision making and social pursuits greater definition of self and a
grows, intellectual pursuits and social belonging are sense of belonging to groups or subcultures
sought
Identities that are established continue to be refined
Gradual process of working towards an integrated
during childhood
concept of self
Work in progress
III. BURNING ISSUES
Increases in risk taking, increased sexual behavior,
move from primary family attachment toward peer
A. Response from Group 2
affiliation
Cortical gray matter enhances the ability to a. Gender and Sexuality
understand social situations, control impulses, make building of identity separate from your parents
long range plans and think ahead and family
Identity versus identity crisis of Erik Erikson
White matter increased connectivity enhancing
which happens during adolescence
the abilities to acquire new competences needed to
master technology issues of premarital sex, teenage sex and
teenage pregnancies as in Freuds genital
II. STAGES OF ADOLESCENCE stage of development
! Correlation
C. Moral 4
Morality set of values and beliefs about codes of
behavior that conform to those shared by society
Figure 1:Classification of Tanner Stages Moral Development: (Piaget)
(source: google images) o A gradual process parallel to cognitive
development
B. Cognitive 4 o Adolescence: with expanded abilities in
differentiating the best interests for society
Focus on the development of the frontal lobe; refers from those of individuals; based on rules in
to further cognitive maturation terms of what is good for the society at large
o Higher executive functioning and competent
Knowing what is right or wrong (based on moral
decision making, which includes:
compass, beliefs)
Transition from concrete thinking to
Superego outgrowth of own parental values,
more abstract thinking
mores, culture, influence of peers
Shift from concrete operational
o internal warning signals can sometimes be
thinking to formal operational
overwhelmed by external peer influence
thinking (including ability to
think abstract) D. Psychosocial/Others (Response from Group 1)
Hypothesis ->
Generalizations/Conclusions Establishing relationship with opposite sex
o Increased ability to draw logical conclusions Puppy love
in scientific pursuits, with peer/social Openness to new experiences
interactions
o New abilities for self-observation and self- V. PSYCHOSOCIAL DEVELOPMENTAL TASKS
regulation
Adolescents are still with some degree of A. According to Havighurst, R.
omnipotent/magical thinking (recklessness),
together with more mature abstract thinking A developmental task is a task that arises at or about
o Analyzing risks and benefits; weighing a certain period in life, unsuccessful achievement of
information which leads to inability to perform tasks associated
Developing excellence in a particular field with the next period or stage in life.
Preparing for tertiary education and possible
career path; future aspirations Developmental Task Nature of Task
1. Learning to get along with To learn to look upon girls as
friends of both sexes. women and boys as men; to
become an adult among
adults; to learn to work with
others for a common purpose, During this stage, adolescents search for a sense of
disregarding personal self and personal identity, through an intense
feelings; to lead without exploration of personal values, beliefs and goals.
dominating. It is during this stage that the adolescent will re-
2. Accepting one's physical To accept one's body; to keep examine his identity and try to find out exactly who he
body and keeping it healthy. it healthy through good or she is. Erikson suggests that two identities are
nutrition, exercise, disease
involved: the sexual and the occupational.
prevention, and other health
practices. Erikson claims that the adolescent may feel
3. Becoming more self- To develop affection for uncomfortable about their body for a while until they
sufficient. parents without dependence can adapt and grow into the changes. Success in
upon them; to develop this stage will lead to the virtue of fidelity.
respect for older adults
Fidelity involves being able to commit one's self to others on the basis
without dependence upon of accepting others, even when there may be ideological differences.
them.
4. Making decisions about To explore attitudes toward ! Responses by Group
marriage and family life. family life and having children;
to acquire the knowledge This is a major stage of development where the child
necessary for home has to learn the roles he will occupy as an adult. We
management and, if desired, tend to focus on what we want to become.
child rearing. In this stage, people dictate to us what to do but we
also consider what we want to be. This is where role
5. Preparing for a job or To develop career/vocational confusion enters.
career. goals and ways to reach Our loyalty tends to lean on our peers rather than on
these goals; to be able to
your family. This explains how pwoerful peer
make a living.
pressure is in this stage.
6. Acquiring a set of values to To develop an outlook toward
guide behavior. life based on what is Defiance to authority and taking more responsibility
important. Tendency to be more self conscious
7. Becoming socially To participate as a Tendency to look up on others
responsible. responsible person with It is either I want to become this person or I want to
friends at home, and in the become the person I want to be.
community; to develop
personal moral values to
guide behavior. ! Developmental Tasks which Prepare you on Becoming an
Adult
! Parallelism of Physical and Psychosocial Development Since this is a transition from childhood to adulthood,
one aspect which is important is excelling in school
Development of self image is primarily psychosocial and because you want to get admitted in college and
cognitive but it also parallels the physical development establish your career.
When a young boy suddenly develops growth spurt Starting career choices
Biglang Tangkad phenomenon, when he comes back Development of autonomy and independence
from summer vacation, and his height is 511 while his Masculine and feminine roles
peers are only in their 54s, there is a built up of self
confidence. His self identity evolves due to the increase
in his height
C. MAJOR ACHIEVEMENTS
The major trauma is identity versus role confusion
B. According to Erikson, E. and underlying achievement would involve finding
identity. Most of the responses point to major
academic achievements.
The adolescent mind is essentially a mind or moratorium, a
psychosocial stage between childhood and adulthood, and A. Achievement as an Adolescent Issue
between the morality learned by the child, and the ethics to be
developed by the adult. (Erikson, 1963, p. 245)
Adolescence is a time period set aside to begin
The fifth stage is identity vs. role confusion, and it preparation for adult work roles.
occurs during adolescence, from about 12-18 years. It is not until adolescence that young people are able
to assess what they would like to do and what they
are good at and mesh those options into a future One way is through school performance
educational and occupational plan. (school grades).
The advanced thinking abilities of the adolescent The second way is performance on
(hypothetical, logical and systematic) allow the standardized tests known as academic
adolescent to engage in this type of decision-making. achievement.
It should be noted that sex role socialization limits the The third way is educational attainment
options of each gender. (the number of years of schooling
completed).
B. Achievement Motives and Beliefs
IV. Stress as the Link Between Socioeconomic
Status and Achievement
High need for achievement is associated with certain
Adolescents from lower-class families
parenting behaviors.
achieve less in school and complete fewer
Adolescents with high need for achievement tend to years of schooling than adolescents from
have parents who set high performance standards, middle-class homes. Early explanations for
reward success, encourage autonomy and these differences include the quality of
independence, and maintain warm parent-child early home environments and differences
relations. in parents' expectations and aspirations.
A complementary motive to need for achievement is
fear of failure. Moderate levels of fear of failure can V. Dropping Out
improve performance under certain circumstances, Social and economic changes have made
but strong fear of failure can interfere with dropping out of high school a deleterious
performance. Strong fear of failure is particularly decision often with lifelong consequences.
detrimental in educational settings.
Adolescents with a socially and
The best combination appears to be a strong need for economically disadvantaged background
achievement coupled with low fear of failure. who have a history of school problems are
Young people who have low need for achievement far more likely to drop out of high school
and who have relatively strong fear of failure may than young people without such a
become underachievers. background or history.
School environments can contribute to
I. Environmental Influences dropping out.
Environmental factors play a significant
role in educational and occupational C. Occupational Achievement
achievement during adolescence.
School environments differ and those
differences can influence an It is during middle adolescence that the young person
adolescent's ability to achieve. begins to develop occupational plans that are related
Of particular concern are schools to his or her skills and abilities. This process is known
where there is a high concentration of as crystallization.
poverty. These schools tend to be It is during this period, known as specification, that
plagued by multiple problems the adolescent narrows in on a particular career path.
(infrastructure decay, lack of textbooks,
crime) that can negatively affect even D. Romantic Relationships
the most talented students.
Identity you know who you are and you know what G. Depression
you believe in
Identity crisis- normative part of adolescence in Failure to meet the expectations of others, especially
which adolescents pursue alternative behaviors and the parents, authorities.
styles and then successfully mold the experience and
form a solid identity H. Conflict with Authorities
Role confusion- lack of cohesive or confident sense
of identity; you are not sure of who you are as a Conflict with parents
person You want to decide for yourself and follow what you
Fifth stage in Erik Eriksons theory of psychosocial think is right
development
During this stage, adolescents search for a sense of I. Socialization
self and personal identity, through an intense
exploration of personal values, beliefs and goals.
Ability to find acceptance, to find peer relationships
The adolescent mind is essentially a mind or
Sense of belonging to a peer group
moratorium, a psychosocial stage between childhood
Peer pressures
and adulthood, and between the morality learned by
Insecurities
the child, and the ethics to be developed by the
adult- Erikson, 1963
J. Academic Decisions
This is a major stage of development where the child
has to learn the roles he will occupy as an adult. It is Following what others want you to become or what
during this stage that the adolescent will re-examine you want to be for yourself
his identity and try to find out exactly who he or she
is.
During this period, they explore possibilities and
begin to form their own identity based upon the
outcome of their explorations. Failure to establish a
sense of identity within society ("I dont know what I
want to be when I grow up") can lead to role
confusion. Role confusion involves the individual not
being sure about themselves or their place in society.
In response to role confusion or identity crisis an
adolescent may begin to experiment with different