Introduction

• Adolescence: the transition between childhood and adulthood

• In this second decade of life, adolescence experience dramatic changes in their biology, cognition, social and emotional development

• Relationships change with parents, with peer groups, sexual exploration, abstract thought begins, and ideals and values are questioned and explored on a deeper level

History

• In 1904, G. Stanley Hall proposed the “storm-and-stress” view of adolescence as a turbulent time full of conflict and mood swings.

  • This was the ongoing narrative, and still is to a degree, in terms of research and pedagogical focus, as well as general view in society

• Anna Freud, daughter of Sigmund Freud, referred to adolescence as a period of disruption to the id, ego, and superego – out of sync.

  • Period of conflict, particularly with parents about ‘need for ‘detachment’ and freedom

  • Her father, focused on this stage as psychosexual exploration

• 1988 cross-cultural study of adolescents by Daniel Offer and colleagues presents a different picture:

  • Studied self-images of teens across multiple countries. Found that 73 percent reported positive self-image . They stated to be happy much of the time, enjoy life, and express positive feelings toward family.

  • Value work and school.

  • Perceive themselves as having self-control, express confidence about their sexual selves, and feel capable of coping with life’s stresses.

• Benson & Colleagues argues that too often researchers and society focus on the negative developmental deficits such as risk-taking behaviors, drug use, and delinquency

  • As opposed to positive aspects such as meaningful relationships, passions about issues, social change, and talents

  • Adolescents are primed to contribute to the world around them, as they develop the cognitive maturity to consider the perspectives and needs of others and the social skills to provide emotional and practical support in meaningful ways.

  • Prosocial behavior appears to peak in mid- to late-adolescence.

Adolescence & The Brain

• In middle childhood: brain development allows children to use more integrated and select regions of the brain to complete the tasks they are performing, and this allows them to perform tasks more efficiently.

• In Adolescence: brain development is marked by another rapid period of overproduction of synapses, followed by a normal pruning process that allows teens and young adults to develop more sophisticated levels of thought.

• Limbic System: Rewards & Emotions

  • Limbic system includes the amygdala, hippocampus, and reticular formation

  • The limbic system matures much earlier than the prefrontal cortex and is almost completely developed by adolescence

  • Fear and emotion are intensified - primed for experience and reward

• Development of the prefrontal cortex, which is involved in reasoning, logic, regulation and emotional control, does not develop at the same pace

• Therefore, while the emotional part of the brain is strongly developed , and even “turbo-charged” , the cognitive abilities to modulate these emotions are less mature

  • This leads to risky behavior and emotionality often described in this period