Adolescent Development

EDUC 501 Midterm (Physical, Cognitive, Emotional, Social, and Social Media Use)

General Features of Puberty 

Primary Sexual Characteristics: Reproductive systems & organs
Secondary Sexual Characteristics: Visible body features that signal sexual maturity (breast development or muscle mass increase)

Differences between primary sexual characteristics and secondary sexual characteristics 

Primary sexual characteristics are directly involved in reproduction, whereas secondary sexual characteristics are physical traits that indicate sexual maturity without direct reproductive function.

Factors that could EITHER delay or accelerate the onset of puberty

Overall: Heredity (genetics), nutrition/exercise, low-resource environments versus resource-rich environments, and early family experiences

Accelerate: threats to emotional health
Delay: threats to physical health

Prefrontal Cortex

works on decision-making (consequences: not fully conclude process until mid-to-late-20s)

Piaget’s theory of cognitive development (as applied to adolescence) - formal operational stage ability 1 gained (hypothetico-deductive reasoning)

a problem-solving approach (ability to form hypothesis and deduce logical testable inferences)

Cognitive abilities gained during adolescence

increased working memory

emergent improvements in inhibition

more selective/flexible attention

improved planning capabilities

more effective cognitive strategies

increases in knowledge

expanded meta-cognition*

improved cognitive self-regulation

All 4 “forms & features” of child-adultification as described by Burton (2007) - Precocious Knowledge

involves witnessing situations & acquiring knowledge that are advanced for the child’s age

Erikson’s theory of psychological development, as applied to adolescence

Identity versus role confusion (identity exploration followed by identity commitment)

Identity statues (identity achievement)

both identity exploration AND commitment

General differences in identity formation across cultures (individualistic culture)

Prioritizes self-interest and personal preferences, which can give rise to identities marked by “enduring personal essence”

Kohlberg’s theory of moral development Conventional level stage 3

• the morality of interpersonal cooperation 

  • moral decisions made based on the expectations of others and the desire to maintain good relationships

  • focus placed on being seen as “good” by others resulting in efforts to conform to social norms, fulfill expected roles, and show concern for other’s approval

Autonomy 

“a sense of oneself as a separate, self-governing individual” (Berk, 2023, p. 340).

Common mental health concerns or psychological problems in adolescence

Depression is the most common mental health (5 or more symptoms):

• depressed mood, most of the day, adolescents can be irritable mood

• markedly diminished interest/pleasure in all or almost all things

• significant weight loss when not dieting or weight gain (decreased or increased appetite)

• insomnia or hypersomnia nearly every day

• psychomotor agitation or retardation nearly every day (observable by other, not subjective feelings or restlessness or being slowed down)

• fatigue or loss of energy nearly every day

• feelings of worthlessness or excessive or inappropriate guilt nearly every day

• diminished ability to think or concentrate, or indecisiveness, nearly every day

• recurrent thought of death, recurrent suicidal ideation without a specific plan, or a suicide attempt or a specific plan for dying by suicide

Each piece of advice for new stepparents from the perspectives of adolescent stepchildren highlighted by Jensen (2025)

• prepare for the role of stepparent-hood

• be real with the child (authentic)

• be patient with the child

• don’t force a relationship (allow child to have control)

• carefully integrate (approach role within the larger family environment)

• prioritize the adolescent

• back away from discipline (resist movement toward a disciplinary function)

• flexibility seize opportunities to interact (engage in meaningful interaction with the adolescent)

• support existing & new relationships

• get on the same page as the real parent to the child

• avoid drama

• don’t try to fix or replace - thoughtfully contribute

• prioritize the adolescent

• support adolescent adjustment to changes

• make an effect

• let the adolescent be who they are

Ways social media use can promote adolescent well-being

can:

• support identity development

• provide online social support

• showcase healthy behaviors

• enable access to online professional support

Kohlberg’s theory of moral development Conventional level stage 4

• the social-order maintaining orientation

  • moral decisions made based on an understanding of societal rules and laws (“what will contribute to the greater good of society?”)

  • focus placed on upholding laws, respecting authority, and performing one’s societal role

Core concepts of autonomy (emotional component)

relying on oneself & less on parents for support & guidance

Core concepts of autonomy (behavioral component)

making decisions independently by carefully weighing one’s own judgment and the suggestions of others to arrive at a personally satisfying, well-reasoned course of action 

General differences in identity formation across cultures (Collectivistic Culture)

Prioritizes groups and relational interdependence, can give rise to identities marked by a “constantly transforming self” in response to changing roles & relationships within the larger social collectives to which one belongs

Identity statues (identity moratorium)

only identity exploration

Identity statues (identity foreclosure)

only identity commitment (follow parents’ path)

Identity statues (identity diffusion)

neither identity exploration NOR commitment

All 4 “forms & features” of child-adultification as described by Burton (2007) - Mentored Adultification

Involves a child assuming an adult-like role with limited supervision from an adult

All 4 “forms & features” of child-adultification as described by Burton (2007) - Peerification/Spousification

Involves a child behaving more like a caregiver’s peer

All 4 “forms & features” of child-adultification as described by Burton (2007) - Parentification

Involves a child operating as a full-time, quasi-parent to their siblings and caregiver(s)

Cognitive ability consequences during adolescence

idealism & criticism

self-consciousness/self-focusing (imaginary audience or personal fable)

Piaget’s theory of cognitive development (as applied to adolescence) - formal operational stage ability 2 gained (propositional thought)

ability to evaluate the logic of proportions (verbal statements)

Amygdala

impacts adolescent risk-taking/boredom-avoidance, focused on processing emotions (consequences: RISK-TAKING)

Consequences of cognitive abilities

Leads to high levels of impulsivity & sensation-seeking during adolescence