Adolescence

How does adolescence develop, according to the endocrine system

Once a threshold level of body fat is reached:  Fat cells (produce leptin) signal hypothalamus to increase production of GnRH (middle childhood)  GnRH signals the Pituitary gland to produce luteinizing hormone (LH) & follicle-stimulating hormone (FSH)

How do adolescents develop with changing levels in the endocrine system

Gametes (sex glands): Eggs females) and Sperm (males)  Sex hormones (adrenal glands): estrogens (females) and androgens (males)

How does adolescence develop, according to changing levels of sex hormones

During puberty, the “set point” for androgens and estrogens increase in males and females, respectively.  Thermostat analogy  Testosterone  Males: 20x  Females: 4x  Estradiol  Males: 2x  Females: 8x

What are the primary sex characteristics of adolescence

Maturation of the reproductive organs  Females: menarche  First menstrual cycle or “period”  Males: spermarche  First ejaculation of sperm

What are the secondary sex characteristics of adolescence

Other visible parts of the body that signal (but are not directly involved with) sexual maturity (and, to some degree, differentiate males from females)  Girls: breasts, hips broaden, add fat  Boys: facial hair, voice change, shoulders broaden, add muscle  Both: underarm hair, pubic hair,

How does body growth change during puberty

Girls hit growth spurt before boys (remember how awkward middle school was!

What is the percentage of body fat of an adolescent

large proportion of body fat \= experience puberty sooner  Most girls must weigh approximately 100 pounds before experiencing first period.  Globally, urban children are more often overfed and underexercised than rural children.

What is the relationship between culture and puberty timing as it related to the secular trend

The “secular trend” downward in the age of menarche has occurred in every Western country for which records exist  i.e. girls are getting their first period SOONER than before  Possible reasons

What are the differences in response to physical maturation in girls

Early maturing  Unpopular, withdrawn, low in confidence  Less positive body image  More deviant behavior  At risk for lasting difficulties  Late maturing  Popular  Sociable, school leaders  More positive body image

What are the differences in response to physical maturation in boys

Early maturing  Popular, athletic stars, leaders  More positive body image  Viewed as well-adjusted, but report psychological stress, depressed mood  More deviant behavior  Late maturing  Unpopular  Anxiety, depression  Less positive body image

What is the formal operations in adolescence

Ability to think scientifically and apply those concepts  Systematically (step-by-step with multiple variables)  Understand theory-evidence relationships  Hypothetical-deductive reasoning  Begins with a “possible” solution and ends with an answer that can be defended and explained (with evidence)  Abstract thinking  Something that cannot be directly experienced through the senses  Only exist at the conceptual level  Examples: justice, love, friendship, time

What is the pendulum problem

unknown.

What is adolescent egocentrism

Characteristic of adolescent thinking that leads young people (ages 10 to 14) to focus on themselves to the exclusion of others  Personal fable  Invincibility fable  Imaginary audience

What is the personal fable

The belief that their thoughts, feelings, or experiences are unique, more wonderful or awful than anyone else’s.  Leads to exaggerated interpretation of one’s reality.

What is the invincibility fable

Also called the optimistic bias  The belief that cannot be overcome or even harmed by anything such as unprotected sex, drug abuse, or high-speed driving.  Facilities risk behaviors

What is the imaginary audience

Belief that other people are watching and taking note of his or her appearance, ideas, and behavior  self-conscious.  dominates social media activity

What is Eric stage is occurring at adolescence

Identity vs. Role confusion.

Explains Eric Ericksons identity vs. Role confusion

Adolescents reflect on identifications and decide which ones they want to embrace. Identity (fidelity)  Who am I

What is Marcia’s identity status categories

Achievement, Moratorium, Foreclosure, diffusion. Typical/healthy development involves moving from foreclosure or diffusion to moratorium and/or achievement

What does High-High stand for in Marcias

Identity Achievement. I thought about it and I now know what I should do with my life.

What does High-Low stand for in Marcias

Moratorium: I’m thinking about what I should do

What does Low-High stand for in Marcias

Foreclosure:”I’ve made a choice without thinking”.

What does Low-Low stand for in Marcias

Idenity Diffusion: “I don’t know and I don’t care about what I am supposed to do with my life.

What is the identity status as a function of age in childhood

In childhood and early adolescence, diffusion and foreclosure are the most common statuses.

What is the identity status as a function of age in childhood

As adolescence progresses, individuals typically move towards moratorium and/or achievement  Not all aspects of identity progress/change at the same time, however.

When is identity achieved

It depends... much individual difference  College attendance may delay identity achievement  Dellas & Jernigan (1990) watershed study of college students found that  39% had achieved identity for career  22% achievement in area of religion  13% for politics  Only 3% in same category for all 3  Reworking leads to “MAMA” cycles  Vacillate between Moratorium <-\> Achievement

What is the family systems approach

Each subsystem influences every other subsystem in the family  A change in 1) any family member or 2) family subsystem results in a period of disequilibrium (e.g., imbalance) until the family system adjusts to the change.

What are the changes in shared family time over the centuries

Although time spent together declines (especially parentchild) relationships of enduring importance  Enjoy (i.e. take advantage of) quality over quantity  Understand that across adolescence, your family time will be cut in half.

What is the parent-adolescent conflict

Most adolescents like, trust, and admire their parents  disagreements are usually about minor issues Importance of parenting style  Baumrind’s style focuses primarily on the “emotional climate”  Sources of conflict with parents  Parents seem less physically imposing  Increased cognitive abilities – better at arguing  Difference in defining autonomy  Difference in establishing authority  In traditional cultures, rare to see the “bickering” we see in the U.S.  Economic co-dependency  View of parental authority

What are the differences between peers versus Friends

Peers  People who are about the same age  Friends  People with whom you develop a valued, mutual relationship  Intimacy and disclosure  Shared emotions  Accepting  i.e. “Deeper” connection.

What is the difference when an adolescent gets a romantic partner between male and female

Females  More intimate  Talking together important for friendship  Males  Less intimate  Shared activities important for friendship  Romantic partners decrease the “value” of friendships  still important, but lower in priority

What is the effects of peer influence

Peers can lead one another into trouble and collectively provide deviancy training.  May use exaggerated similarity – “all my friends do that”  Selection effect: deviants select other deviants  Peers can also promote positive behaviors (peer influence vs. peer pressure).  Discourage deviancy  Encourage positive behaviors

What is the effects of social media

Among those reporting a positive effect (31%), most common reason is to connect with friends/family  Among those reporting a mostly negative effect (24%), most common reason is bullying or spreading rumors