Description
A minimum of one complete paragraph explaining your understanding of the chapter of your choice. You may include examples, experiences, and theories. Note: a paragraph is a writing structure that requires a minimum of five complete sentences.These five or more sentences should represent a valid knowledge of the topic. The Discussion also requires a Comment or Reply to a classmate’s Discussion.This Comment or Reply requires a minimum of three complete sentences. It is not only about the number of sentences, but the valid knowledge of the topic represented through out the paragraph (Discussion) and/or the three sentences (Comment or Reply). And we are talking about “university student’s sentences” not “Mary is a girl or Tom is a boy” kind of sentences…These three sentences should represent a valid knowledge of the other student’s Discussion. Note: Sentences just expressing your opinion and/or perception of your classmate’s Discussion, and/or complimenting your classmate do not count for points, i.e., “I love what you wrote about…”; “You did a great job…”; “I agree with you”…Not complying with all the above requirements will decrease the score for the Discussion.
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Chapter 9:
Moving into the Adult Social World:
Socioemotional Development in Adolescence
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
1
Icebreaker: Brainstorm
The following should be discussed as a class
This chapter includes a discussion of romantic relationships during adolescence
Imagine that you are the caregiver for a 16-year-old boy who starts talking about a crush on someone he met at school
• What sorts of restrictions would you put on their dating, if any?
• How would you talk to him about this potential relationship?
• What advice would you give?
• Would your answers change if the 16-year-old was a girl? Why or why not?
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
2
Chapter Objectives
By the end of this chapter, you should be able to:
9.1 Summarize identity development and self-esteem during adolescence
9.2 Summarize romantic relationships during adolescence, sexual behavior, and sexual minority youth
9.3 Describe how teenagers pick careers and how they’re influenced by part-time work
9.4 Describe the causes and consequences of substance use, depression, and delinquency in adolescence
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
3
9.1: Identity and Self-Esteem
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
4
Key Questions 1.1
• How do adolescents achieve an identity?
• What are the stages and results in acquiring an ethnic identity?
• How does self-esteem change in adolescence?
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
5
The Search for Identity
• Erikson believed that identity achievement vs. identity (role) confusion involves adolescents’ balancing between
selecting a single self versus trying out many possible selves
• This happens via formal operational thought as they imagine themselves in various roles
• There is a strong focus on career roles, but they also focus on talents, romance, friendships, religion, and gender
orientation
• Adolescent thought also becomes very self-oriented
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
6
Table 9.1 Four Identity Statuses
STATUS
DEFINITION
EXAMPLES
Diffusion
The Individual is overwhelmed by the task of
achieving an identity and does little to accomplish
the task.
Larry hates the idea of deciding what to do with his future, so he spends most of
his free time playing video games.
Foreclosure
The individual has a status determined by adults
rather than by personal exploration.
For as long as she can remember, Sakura’s parents have told her that she should
be an attorney and join the family law firm. She plans to study prelaw in college,
although she’s never given the matter much thought.
Moratorium
The individual is examining different alternatives
but has yet to find one that’s satisfactory.
Brad enjoys most of his high school classes. Some days he thinks it would be fun
to be a chemist, some days he wants to be a novelist, and some days he’d like to
be an elementary school teacher. He thinks it’s a little weird to change his mind so
often, but he also enjoys thinking about different jobs.
Achievement
The Individual has explored alternatives and has
deliberately chosen a specific identity.
Throughout middle school, Efrat wanted to play in the WNBA. During 9th and 10th
grades, she thought it would be cool to be a physician. In 11th grade, she took a
computing course and everything finally “clicked”—she’d found her niche. She
knew that she wanted to study computer science in college.
Marcia, J. E. (1980). Identity in adolescence. In J. Adelson (Ed.), Handbook of adolescent psychology. New York: Wiley.
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
7
Characteristics of Adolescents’ Thinking
• Adolescent egocentrism is self-absorption that is characteristic of teenagers as they search for identity
• The imaginary audience describes adolescents’ feeling that their behavior is constantly being watched by their peers
• The personal fable is the belief of many adolescents that their feelings and experiences are unique and have never
been shared by anyone else
• The illusion of invulnerability is adolescents’ belief that bad things cannot happen to them
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
8
Ethnic Identity
• Ethnic identity is a feeling of belonging and learning the special customs and traditions of their group’s culture and
heritage, developed by members of ethnic minority groups
• There are three phases to achieving this identity: it starts with disinterest, then exploration of the ethnic identity,
followed by achievement of a distinct ethnic self-concept
• Ethnic minorities benefit from a strong ethnic identity
• Their interactions with family and friends are more satisfying; they are happier and worry less
• When parents of immigrant adolescents cling to “the old ways,” problems can develop
• Youths with shifting racial identities tend to have lower self-esteem
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
9
Self-Esteem in Adolescence
• Children’s self-esteem gradually increases during the elementary school years but dips when they begin middle
school
• As children adjust to a new “pecking order” after entering middle school, their self-esteem increases and then
stabilizes during adolescence
• Adolescents particularly differentiate their social self-esteem (e.g., positive about their relationship with a parent,
but negative about romantic relationships)
• Self-worth is ethnicity and age dependent
• Adolescents’ self-esteem is based on their self-perception, the social comparisons they make, and reflected
appraisals
• For example, self-esteem is higher when they are skilled in domains they value, their parents view them
positively, they are affectionate and involved, their parents set reasonable expectations and are willing to discuss
rules and discipline, and they believe peers think highly of them
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
10
The Myth of Storm and Stress
• While many depict adolescence as a time of storm and stress, that’s a myth
• Research shows that most adolescents love their parents and feel loved, appreciated, and wanted by them
• Most look to their parents for advice and embrace many of their values
• Parent–child conflicts do happen but they are often mild, but when serious they are very distressing for parents
• These conflicts are more common when adolescents cannot regulate their emotions well
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
11
Think, Pair, and Share Activity: Adolescent Stress
Students should find a partner for this activity
As you just learned, while the idea that adolescence is inherently a time of “storm and stress” is a myth, it is certainly a
time when adolescents face different stressors than they have previously.
Discuss the following with a partner:
• What do you think teenagers find to be the most stressful, especially these days?
• What do you think causes the most conflicts in teenagers’ lives during adolescence?
• How do you think teenagers deal with these types of stressors and conflicts?
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
12
9.2: Romantic Relationships and Sexuality
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
13
Key Questions 1.2
• Why do teenagers date?
• Why are some adolescents sexually active?
• What circumstances make dating violence especially likely?
• Who are sexual and gender minority youth?
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
14
Romantic Relationships
• By the end of high school, roughly two-thirds of U.S. adolescents have dated and have had a “special” romantic
relationship
• Cultural factors influence the timing of these relationships
• Romantic relationships often build on friendships
• These relationships are often developmentally significant
• Adolescents involved in a romantic relationship are more confident and have greater self-esteem
• Adolescents involved in a romantic relationship also report more emotional upheaval and conflict
• Early dating with multiple partners can be problematic and is related to unsatisfying adult relationships later on
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
15
Sexual Behavior
• By the end of high school, two-thirds of adolescents will have had intercourse at least once
• Being sexually active is predicted by parents’ or peers’ sexually permissive attitudes, extraversion and impulsivity, and
characteristics of settings, such as when they’ve been drinking
• Peer approval and adolescents believing peers are having sex is also a factor
• Programs that teach teens about the risks and benefits of sex result in teens who have safer sex, use contraceptives,
and have fewer partners
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
16
Dating Violence
• Dating violence, which can include physical violence, emotional violence, sexual violence, or stalking, is reported by
25% of girls and 15% of boys
• Risk factors for perpetrating violence include exposure to violence at home; peers who condone the behavior; being
antisocial, aggressive, and not successful in school; and using drugs
• Harmful consequences for victims include depression, antisocial behavior, and substance abuse
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
17
Discussion Activity: Preventing Dating Violence
The class should discuss the following as a group
As you just learned, dating violence is a large issue that can have long-term consequences for those who experience it
• Based on what you learned and (if applicable) any outside experiences, how do you think schools can work to
prevent dating violence?
• What about parents—is there something that can be done to lower the levels of dating violence through
conversations at home?
• Can you think of other groups that could make an impact here? What are they, and what sort of programming would
you suggest?
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
18
Sexual Minority Youth
• Attraction to same-sex individuals often first emerges around age 10 for males and females
• It is typically preceded by years of gender nonconformity
• Sexual and gender minority youth face many challenges, including harassment, which can lead to depression and
drug use
• These youth cope more effectively when they receive support from parents and peers and when their school feels
safe and welcoming
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
19
9.3: The World of Work
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
20
Key Questions 1.3
• How do adolescents select an occupation?
• What is the impact of part-time employment on adolescents?
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
21
Career Development
Super’s three-phase theory of career development:
• First phase, crystallization, is using ideas about talents and interests to shape one’s provisional career prospects,
which usually takes place around 13–14 years old.
• Second phase, specification, is to further limit one’s prospects by learning more about career matches to one’s
interests, abilities, and personality, which usually takes place around 18 years old
• Third phase, implementation, is entering the workforce and learning firsthand about jobs, responsibility,
productivity, cooperation, and needed lifestyle changes, which takes place between late adolescence and the early
20s
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
22
Personality-Type Theory
According to Holland’s personality-type theory, work is fulfilling when it fits important facets of personality
Holland identified six personality prototypes, each suited to a set of occupations
PERSONALITY TYPE
DESCRIPTION
CAREERS
Realistic
Individuals enjoy doing physical labor and working with their
hands; they like to solve concrete problems.
Mechanic, truck driver, construction worker
Investigative
Individuals are task oriented and enjoy thinking about abstract
relations.
Scientist, technical writer
Social
Individuals are skilled verbally and interpersonally; they enjoy
solving problems using these skills.
Teacher, counselor, social worker
Conventional
Individuals have verbal and quantitative skills that they like to
apply to structured, well-defined tasks assigned to them by
others.
Bank teller, payroll clerk, traffic manager
Enterprising
Individuals enjoy using their verbal skills in positions of power,
status, and leadership.
Business executive, television producer, real estate agent
Artistic
Individuals enjoy expressing themselves through unstructured
tasks.
Poet, musician, actor
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
23
Social Cognitive Career Theory
• Another approach, the social cognitive career theory, says that progress toward a vocation rests on self-efficacy, or
youths’ beliefs about their ability to succeed in specific domains, and outcome expectations, or what they believe
will be the outcome of their behavior
• Successes and failures promote adolescents to develop beliefs about themselves, leading to interests and then goals
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
24
Part-Time Employment
• About 20% of American high school students hold part-time jobs, typically in retail
• More than 15–20 hours work per week leads to lower grades, anxiety, depression, lower self-esteem, substance
abuse, and frequent problem behaviors
• It can also lead to unrealistic ideas about money, since most teens spend most of their earnings on themselves
• From 5 to 10 hours a week leads adolescents to build skills; their self-esteem is enhanced as well
• Economic skills improve if teens save money for a larger goal
• Summer employment does not conflict with the demands of school, so generally leads to benefits
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
25
Discussion Activity: Part-Time Employment
The class should discuss the following as a group
Most teenagers have had a part-time job at some point during the high school years
• What was your most memorable job during high school, if you had one?
• What did you learn from it?
• Do you think it affected your grades or other aspects of your education? What about your social life?
• What was your least favorite part of that job, and why?
• If you chose not to be employed, what did you do instead? How do you think that compares to part-time
employment regarding what you learned doing something else?
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
26
9.4: The Dark Side
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
27
Key Questions 1.4
• Why do teenagers drink and use drugs?
• What leads some adolescents to become depressed? How can depression be treated?
• What are the causes of juvenile delinquency?
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
28
Drug Use
• In reality, most adolescents avoid drugs with one major exception: alcohol
• 50% of teenagers drank in the last year, and 33% have been drunk. Drinking is more likely when parents and peers
drink and when teens are coping with stress
• Stopping teens from drinking before it becomes habitual is essential to prevent future depression, anxiety, and
alcohol dependence
• Smoking usually begins between sixth and ninth grade, and approximately 25% of American teens experiment with
cigarettes; nearly 50% experiment with vaping
• Smoking is more likely when friends and parents smoke and less likely when parents have an authoritative
parenting style
• Comprehensive school and community programs can reduce teen drinking and smoking
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
29
Depression
• Depression during adolescence involves pervasive feelings of sadness, emptiness, irritability, anger, poor sleep, low
self-esteem, and inability to concentrate
• Depression can result from heredity, negative events, and/or feelings of lack of control
• By age 17, 20% of girls and 15% of boys have symptoms of depression
• Psychotherapy is successful in helping adolescents who are depressed
• Antidepressant drugs are also effective, but likely more effective when done in conjunction with therapy
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
30
Treating Depression: Two Approaches
• Antidepressant drugs correct imbalances in neurotransmitters, but increase suicide risk
• Therapy needs to focus on rewarding social interactions and to correctly interpret them
• Left untreated, depression can:
• Disrupt school performance/relationships
• Increase risk of adult depression
• Prevention programs reduce high-risk youth’s number of depressive episodes
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
31
Preventing Teen Suicides
• Suicide is the third most frequent cause of death (after accidents and homicide) among U.S. adolescents
• 10% have reported attempting suicide
• Girls are almost twice as likely to attempt suicide
• Native American teens are more likely to attempt suicide than other racial groups
• The strongest predictor of suicide is depression
• Signs of suicide include planning to hurt the self, talking about death, feeling hopeless or helpless, and/or feeling like
a burden to others
• Do not ignore the signs if you see them; get help
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
32
Delinquency
• Adolescent-limited antisocial behavior consists of relatively minor criminal acts by those who aren’t consistently
antisocial
• Short-lived, usually vanishing by late adolescence or early adulthood
• Life-course persistent antisocial behavior is antisocial behavior that emerges at an early age and continues
throughout life (e.g., hitting at 3, shoplifting at 12, and car theft at 16)
• Fewer than 5% of youth fit this pattern
• Contributors to life-course antisocial behavior include heredity (identical twins more similar than fraternal ones in
physical aggressiveness), biology (being temperamentally difficult), cognitive processes, family processes (particularly
parenting), and poverty
• Early prevention programs, such as Fast Track, can be effective at reducing later criminal activity
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
33
Think, Pair, and Share Activity: Antisocial Behavior
Students should find a partner for this activity
As you just learned, antisocial behavior in adolescence can sometimes be “time limited” and only happen during that
stage of life
Discuss the following with a partner:
• Why do you think antisocial behavior peaks during adolescence for most individuals, based on what you’ve learned
in this course so far and your own experiences?
• Can you think of examples from your own life (you, friends, even the media) that illustrate this type of time-limited
antisocial behavior? Please share if you’re comfortable doing so.
• Are there things that parents or teachers can do to limit this behavior? Or, alternately, are there things that would
make this kind of behavior more likely?
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
34
Peer Assessment
Students should find a partner for the following activity
Early in this chapter, you learned about the following characteristics of adolescent thought. Please define and give an
example of each, then swap your answers with your partner to check your knowledge and understanding
• Adolescent egocentrism
• Imaginary audience
• Personal fable
• Illusion of invulnerability
If you don’t agree or aren’t sure, please ask for clarification
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
35
Chapter Summary
Now that the lesson has ended, you should have learned how to:
9.1 Summarize identity development and self-esteem during adolescence
9.2 Summarize romantic relationships during adolescence, sexual behavior, and sexual minority youth
9.3 Describe how teenagers pick careers and how they’re influenced by part-time work
9.4 Describe the causes and consequences of substance use, depression, and delinquency in adolescence
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
36
Chapter 8:
Rites of Passage: Physical and Cognitive
Development in Adolescence
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
1
Icebreaker: Brainstorm
Students should break into teams and brainstorm some of the rites of passage of adolescence
• What parts of your own adolescence did you consider “rites of passage”—what specific events do adolescents go
through that are just a part of adolescence?
• How do the physical changes of adolescence lead to these other changes in teenagers’ lives?
• Are all of the rites of passage associated with adolescence positive experiences, in your view? Why or why not?
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
2
Chapter Objectives
By the end of this chapter, you should be able to:
8.1 Define changes associated with puberty and their impact on adolescents
8.2 Summarize adolescents’ needs for nutrition and exercise as well as threats to their well-being
8.3 Describe the strategies and factors that influence adolescents’ ability to remember and solve problems
8.4 Describe Kohlberg’s theory of morality
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
3
8.1: Pubertal Changes
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
4
Key Questions 1.1
• What physical changes during adolescence mark the transition to a mature young adult?
• What factors cause the physical changes associated with puberty?
• How do physical changes affect adolescents’ psychological development?
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
5
Signs of Physical Maturation
• Puberty consists of two changes that mark the change from childhood to young adulthood: the growth spurt and the
growth of breasts or testes
• Dramatic increases in height and weight, and changes in body’s fat and muscle content
• Changes in the reproductive organs that mark sexual maturity, as well as secondary sexual characteristics (body
and facial hair, growth of breasts)
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
6
The Adolescent Growth Spurt
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
7
Physical Growth
• During the adolescent growth spurt, girls gain as much as 15 pounds a year and boys 17 pounds a year
• Girls mature earlier than boys
• Body parts do not mature at the same rate
• Bones get longer and denser
• Body fat increases, more so for girls
• Muscle fibers become thicker and denser; heart and lung capacity increase, more so for boys
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
8
Brain Growth in Adolescence
• By the beginning of adolescence, the brain is 95% of adult size and weight
• Myelination and synaptic pruning are nearly complete
• Not all brain regions reach maturity:
• Brain systems sensitive to reward reach maturity
• Brain systems responsible for self-control are not fully specialized until adulthood
• Makes adolescents more likely to engage in rewarding but risky behaviors
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
9
Sexual Maturation
• Primary sex characteristics are physical signs of maturity that are directly linked to reproductive organs
• Secondary sex characteristics denote physical signs of maturity not directly linked to reproductive organs
• For girls, puberty begins with the growth of breasts and the growth spurt, followed by the appearance of pubic hair
• Menarche is the onset of menstruation in girls, usually around age 13
• For boys, puberty begins with the growth of the testes and scrotum, followed by the appearance of pubic hair, the
start of the growth spurt, and the growth of the penis
• Spermarche is the first spontaneous ejaculation of sperm-containing fluid, usually around age 13
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
10
Mechanisms of Maturation
• The pituitary releases a growth hormone, which also stimulates other glands to produce estrogen in girls and
testosterone in boys
• Estrogen and testosterone are present in boys and girls, but in different amounts
• Puberty’s timing is genetically regulated and is affected by health, nutrition, and genetics
• Menarche occurs earlier when nutrition and health care are better
• Girls start menarche earlier when they experience adverse living conditions
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
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Psychological Impact of Puberty
• Body image
• Girls are more critical of their appearance and are likely to be dissatisfied, especially when friends often discuss
appearance
• Boys are more likely to be pleased with appearance
• Most displeased when teased or peers encourage them to change the way they look
• Response to menarche and spermarche:
• Girls usually share the news with mothers right away and later
