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Early Adolescence (Approximately 12-14 Years of Age) Movement Toward Independence

Adolescence involves significant physical, cognitive, social, and emotional changes as young people transition toward independence. There are several theories that aim to explain adolescent development, focusing on biological, psychological, psychosocial, cognitive, ecological, social learning, and cultural factors. The document then describes typical behaviors and characteristics associated with early, middle, and late adolescence across areas of independence, future orientation, sexuality, and ethics.

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29 views

Early Adolescence (Approximately 12-14 Years of Age) Movement Toward Independence

Adolescence involves significant physical, cognitive, social, and emotional changes as young people transition toward independence. There are several theories that aim to explain adolescent development, focusing on biological, psychological, psychosocial, cognitive, ecological, social learning, and cultural factors. The document then describes typical behaviors and characteristics associated with early, middle, and late adolescence across areas of independence, future orientation, sexuality, and ethics.

Uploaded by

Ansherina Torno
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Adolescence is a time of great change for young people when physical changes are happening at an accelerated rate.

But
adolescence is not just marked by physical changes -- young people are also experiencing cognitive, social/emotional and
interpersonal changes as well. As they grow and develop, young people are influenced by outside factors, such as their
environment, culture, religion, school, and the media. A number of different theories or ways of looking at adolescent
development have been proposed (see below). There are biological views (G. Stanley Hall), psychological views (Freud),
psychosocial views (Erikson), cognitive views (Piaget), ecological views (Bronfenbrenner), social cognitive learning
views (Bandura), and cultural views (Mead). Each theory has a unique focus, but there are many similar elements. While
it is true that each teenager is an individual with a unique personality, special interests, and likes and dislikes, there are
also numerous developmental issues that everyone faces during the early, middle and late adolescent years (American
Academy of Child and Adolescent Psychiatry).

The normal feelings and behaviors of the middle school and high school adolescent can be categorized into four broad
areas: moving toward independence; future interests and cognitive development; sexuality; and ethics and self-direction.
Specific characteristics of normal adolescent behavior within each area are described below.

Early Adolescence (Approximately 12-14 years of age)

Movement Toward Independence

 Struggle with sense of identity;


 Moodiness;
 Improved abilities to use speech to express oneself;
 More likely to express feelings by action than by words;
 Close friendships gain importance;
 Less attention shown to parents, with occasional rudeness;
 Realization that parents are not perfect; identification of their faults;
 Search for new people to love in addition to parents;
 Tendency to return to childish behavior;
 Peer group influences interests and clothing styles.

Future interests and Cognitive Development

 Increasing career interests;


 Mostly interested in present and near future;
 Greater ability to work

Sexuality

 Girls ahead of boys;


 Shyness, blushing, and modesty;
 More showing off; Greater interest in privacy;
 Experimentation with body (masturbation);
 Worries about being normal

Ethics and Self-Direction

 Rule and limit testing;


 Occasional experimentation with cigarettes, marijuana, and alcohol;
 Capacity for abstract thought

Physical Changes

 Gains in height and weight;


 Growth of pubic and underarm hair;
 Body sweats more;
 Hair and skin become more oily;
 Breast development and menstruation in girls;
 Growth of testicles and penis,
 Nocturnal emissions (wet dreams),
 Deepening of voice,
 Growth of hair on face in boys
Middle Adolescence (approximately 15-16 years)

Movement Toward Independence

 Self-involvement, alternating between unrealistically high expectations and poor self-concept;


 Complaints that parents interfere with independence;
 Extremely concerned with appearance and with one's own body;
 Feelings of strangeness about one's self and body;
 Lowered opinion of parents, withdrawal from them;
 Effort to make new friends;
 Strong emphasis on the new peer group;
 Periods of sadness as the psychological loss of the parents takes place;
 Examination of inner experiences, which may include writing a diary

Future Interests and Cognitive Development

 Intellectual interests gain importance;


 Some sexual and aggressive energies directed into creative and career interests

Sexuality

 Concerns about sexual attractiveness;


 Frequently changing relationships;
 Movement towards heterosexuality with fears of homosexuality;
 Tenderness and fears shown toward opposite sex;
 Feelings of love and passion

Ethics and Self-Direction

 Development of ideals and selection of role models;


 More consistent evidence of conscience;
 Greater capacity for setting goals;
 Interest in moral reasoning

Physical Changes

 Continued height and weight gains;


 Growth of pubic and underarm hair;
 Body sweats more;
 Hair and skin become more oily;
 Breast development and menstruation in girls;
 Growth of testicles and penis,
 Nocturnal emissions (wet dreams),
 Deepening of voice,
 Growth of hair on face in boys

Late Adolescence (approximately 17-19 years)

Movement Toward Independence

 Firmer identity;
 Ability to delay gratification;
 Ability to think ideas through; Ability to express ideas in words;
 More developed sense of humor;
 Stable interests;
 Greater emotional stability;
 Ability to make independent decisions;
 Ability to compromise;
 Pride in one's work;
 Self-reliance;
 Greater concern for others

Future Interests and Cognitive Development

 More defined work habits;


 Higher level of concern for the future;
 Thoughts about one's role in life

Sexuality

 Concerned with serious relationships;


 Clear sexual identity;
 Capacities for tender and sensual love

Ethics and Self-Direction

 Capable of useful insight;


 Stress on personal dignity and self-esteem;
 Ability to set goals and follow through;
 Acceptance of social institutions and cultural traditions;
 Self-regulation of self esteem

Physical Changes

 Most girls fully developed;


 Boys continue to gain height, weight, muscle mass, body hair

Teenagers do vary slightly from the above descriptions, but the feelings and behaviors are, in general, considered normal
for each stage of adolescence.

Theories of Adolescence (Muuss, R., et. al., 1996; Rice and Dolgin, 2002)

Developmental Area - Biological

 Primary Theorists - G. Stanley Hall, Arnold Gesell, James Tanner


 Main Focus - Physical and sexual development determined by genes and biology

Developmental Area - Psychological

 Primary Theorists - Sigmund Freud, Anna Freud


 Main Focus - Adolescence as a period of sexual excitement and anxiety

Developmental Area - Psychosocial

 Primary Theorist - Erik Erikson


 Main Focus - Identity formation; adolescents struggle between achieving identity and identity diffusion

Developmental Area - Cognitive

 Primary Theorist - Jean Piaget


 Main Focus - Formal operational thought; moving beyond concrete, actual experiences and beginning to think in
logical and abstract terms

Developmental Area - Ecological (interaction between individual and environment)

 Primary Theorist - Urie Bronfenbrenner


 Main Focus - The context in which adolescents develop; adolescents are influenced by family, peers, religion,
schools, the media, community, and world events.

Developmental Area - Social Cognitive Learning

 Primary Theorist - Albert Bandura


 Main Focus - The relationship between social and environmental factors and their influence on behavior. Children
learn through modeling.

Developmental Area - Cultural

 Primary Theorists - Margaret Mead, Carol Gilligan


 Main Focus - The culture in which the child grows up.

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