PSYCH- Adolescence

Growth in Adolescence

Puberty

Puberty: period of rapid physical maturation, occurring primarily in early adolescence, that involves hormonal and bodily changes

• Begins between ages 8–14

• Average onset:

• Girls: around 10 years

• Boys: around 12 years

• Typically takes 3–4 years to complete

Physical

• Overall physical growth spurt:

• 10–11 inches in height

• 50–75 pounds in weight

• Distal–proximal development: growth starts at extremities (hands, feet) and moves inward

• Results in temporary awkward, out-of-proportion appearance

Gender Differences

Gender Differences in Growth

• During childhood: similar height and weight

• Ages 10–14: girls often taller than boys

• Afterward: boys become taller and heavier

• Weight differences are more notable than height differences

Factors Influencing Growth

• Nutrition and activity level impact height and weight

• Overweight common in modern society due to high-fat diets and low activity

Sexual Development

Primary Sexual Characteristics:

• Males: growth of testes, penis, spermarche (first ejaculation)

• Females: uterus growth, menarche (first menstrual period)

Secondary Sexual Characteristics:

• Males: deeper voice, facial/pubic hair, broader shoulders

• Females: breast development, hip widening, body hair growth

Psychological Effects of Early Puberty (Girls)

• Higher risk of:

• Depression, anxiety, eating disorders, substance use

• Early sexual activity and behavioral issues

• Appear older → treated as more mature than they are

• May attract attention or pressure they are not ready to handle

Early and Late Maturing Boys

• Early-maturing boys:

• Often viewed as leaders but may experience peer challenges

• Faster puberty (“rapid tempo”) linked to depression and peer conflict

• Late-maturing boys:

• May feel left out or less confident

• Peer relationships improve later as development catches up

Appearance

Muscle Dysmorphia

Definition: A subtype of body dysmorphic disorder where individuals obsess over not being muscular enough

• More common in adolescent males

• Leads to excessive exercise, diet restriction, or steroid use

• Linked to low self-esteem and body dissatisfaction

Eating Disorders in Adolescence

• Often emerge due to body image pressures

• Common disorders:

• Anorexia nervosa: extreme food restriction

• Bulimia nervosa: bingeing and purging

• Binge-eating disorder: loss of control over eating

• Influenced by media, peer comparison, and early puberty

Piaget’s Formal Operational Stage Overview

• Begins around age 11–12 and continues into adulthood

• Thinking becomes abstract and logical

• Adolescents can now contemplate ideas such as:

• Beauty

• Love

• Freedom

• Morality

• Move from trial and error to hypothetical-deductive reasoning

• Enables scientific and systematic problem-solving

Hypothetical deductive reasoning

Adolescents create and test hypotheses logically

Example: The Plant Growth Experiment

An adolescent notices that some plants in her room are not growing well and forms a hypothesis: “Maybe plants grow better in sunlight than in artificial light.”

She then:

1. Identifies possible explanations (hypotheses):

• H₁: Plants grow better in sunlight.

• H₂: Plants grow better under artificial light.

• H₃: Light type doesn’t matter.

2. Deduces predictions:

• If plants need sunlight, then those placed by the window will grow taller than those under a lamp.

3. Tests each hypothesis systematically:

• Places identical plants in each lighting condition.

• Measures their growth over several weeks.

4. Draws conclusions:

• Observes results and decides which hypothesis is supported

Piaget’s Formal Operational Stage (continued)

Adolescent Egocentrism

• New abstract thinking → heightened self-focus

• Adolescents believe their thoughts are powerful and unique

• Egocentrism: Difficulty distinguishing between their own thoughts and others’

David Elkind (1967) expanded Piaget’s ideas:

• Imaginary Audience: Belief that everyone is watching and judging them→

Leads to self-consciousness and privacy-seeking

• Personal Fable: Belief that one is unique, special, and invulnerable→ Explains risk-taking behaviors

Erikson: Identity vs. Role Confusion

• Teens struggle with the question "Who am I?"

• This includes questions regarding their appearance, vocational choices and career aspirations, education, relationships, sexuality, political and social views, personality, and interests.

• Erikson saw this as a period of confusion and experimentation regarding identity and one's life path.

• During adolescence we experience psychological moratorium, where teens put on hold commitment to an identity while exploring the options.

• The culmination of this exploration is a more coherent view of oneself.

• Those who are unsuccessful at resolving this stage may either withdraw further into social isolation or become lost in the crowd

Marcia’s Four Identity Statuses

• Identity Diffusion - characterizes those who have neither explored the options, nor made a commitment to an identity.

• Identity Foreclosure – those who have made a commitment to an identity without having explored the options.

• Identity Moratorium - those who are activity exploring in an attempt to establish an identity but have yet to have made any commitment.

• Identity Achievement - those who, after exploration, have made a commitment

Parent and Teens

Autonomy and Attachment

Key Ideas:

• Adolescents still care about their parents but spend less time with them (Smetana, 2011).

• This reflects a normal, adaptive desire for autonomy— developing independence and adult identity.

• Balance is key: Teens seek independence while still needing support and connection

Conflict, Culture, and Connection

Parent–Teen Conflict:

• Common issues: chores, curfews, homework, dating, appearance.

• Teens want control over daily life → can cause friction.

• Teens report more conflict with mothers, but also find them more supportive (Costigan et al., 2007).

• Compromise increases as teens mature (Smetana, 2011).

• Parents tend to be more controlling of daughters, especially early- maturing ones (Caspi et al., 1993).

• Culture and ethnicity influence how restrictive parents are (Chen et al., 2013).

Peers, Cliques, and Crowds in Adolescence

Peers: Positive and Negative Influences

• Peers can support growth or encourage risky behavior.

• Adolescents take more risks with friends (e.g., drinking, drugs, minor crimes) than when alone or with family.

Deviant Peer Contagion

• Definition: Process where problem behavior is reinforced by peers (Dishion & Tipsord, 2011).

• Example: Teens laugh or cheer when a friend skips class or breaks a rule → increases likelihood of repeated behavior

Cliques

• Small groups (4–10 members) of close friends who interact frequently and share common interests.

• Example: A group of friends who eat lunch together, go to the same parties, and share similar hobbies.

Crowds

• Larger, reputation-based groups (e.g., “jocks,” “brains,” “populars,” “goths”).

• Membership based on image or stereotype, not close interaction (Brown & Larson, 2009).

• Example: A student may be labeled a “skater” or “drama kid” even if they aren’t close with everyone in that group.