Adolescent Development

hp252 exam 2

Puberty

Period of rapid physical and hormonal change marking sexual maturity and reproductive capability.

Primary Sex Characteristics

Organs directly involved in reproduction (e.g., testes, ovaries).

Secondary Sex Characteristics

Physical traits not directly involved in reproduction (e.g., body hair, voice changes, breast development).

Timing of Puberty

Begins earlier for girls (around 10–11) than boys (around 12–13). Influenced by genetics, nutrition, and environment.

Early Maturation (Girls)

Associated with increased risk of low self-esteem, anxiety, depression, and negative peer influence.

Early Maturation (Boys)

Linked with confidence and leadership but also aggression and risk-taking.

Late Maturation (Girls)

Often positive; fewer body image issues and stronger identity formation.

Late Maturation (Boys)

May experience lower self-esteem and social difficulties initially.

Recommended Physical Activity for Adolescents

At least 60 minutes of moderate to vigorous activity per day.

Sleep and Delayed Phase Preference

Adolescents’ circadian rhythms shift later; need 8–10 hours of sleep but often get less.

Prefrontal Cortex Changes

Matures last; responsible for planning, impulse control, and decision-making.

Corpus Callosum

Thickens to improve communication between brain hemispheres.

Limbic System

Brain’s emotional center (includes amygdala); develops earlier than the prefrontal cortex.

Amygdala

Processes emotions and social signals; overactive in adolescence leading to heightened emotions.

Mismatch in Brain Development

Emotional regions mature before control regions — explains impulsivity and risk-taking behavior in teens.

Piaget’s Formal Operational Stage

Begins around age 11; involves abstract thinking, hypothetical reasoning, and logical problem-solving.

Hypothetical-Deductive Reasoning

Ability to generate and test hypotheses systematically.

Difference Between Concrete and Formal Operations

Concrete focuses on tangible situations; formal involves abstract and hypothetical reasoning.

Information Processing in Adolescence

Improved working memory, attention, and processing speed due to brain maturation.

Metacognition in Adolescence

Increases awareness of one’s thought processes; can lead to self-consciousness.

Adolescent Egocentrism

Belief that others are constantly watching and judging them.

Imaginary Audience

Feeling like everyone is observing and evaluating one’s actions.

Personal Fable

Belief that one’s experiences are unique and invincible (e.g., “Nothing bad can happen to me”).

Transition to Middle or Junior High School

Often linked with academic decline and lower self-esteem; supportive environments ease the adjustment.

School Dropout Trends

Higher among students from low-income or minority backgrounds; linked to poor academic engagement and support.

Self-Concept in Adolescence

Becomes more abstract, differentiated, and self-reflective.

Self-Esteem Influences

Shaped by peer acceptance, body image, school success, and supportive relationships.

Erikson’s Identity vs. Role Confusion Stage

Adolescents explore different roles and values to form a coherent sense of identity.

Psychosocial Moratorium

Period of exploration before making long-term identity commitments.

Marcia’s Identity Achievement

Explored and committed to values/goals; strong sense of self.

Marcia’s Identity Foreclosure

Commitment made without exploration; often reflects parental or societal expectations

Marcia’s Identity Moratorium

In the midst of exploring alternatives; no commitment yet.

Marcia’s Identity Diffusion

Lack of exploration and commitment; uncertainty about beliefs and goals.

Kohlberg’s Postconventional Stage

Moral reasoning guided by universal ethical principles, not just rules.

Gilligan’s Care Perspective

Emphasizes moral reasoning based on relationships and compassion rather than abstract justice.