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Characteristics of Adolescents

Characteristics of Adolescents. Developmental Transitions. Biological – spurs changes in how adolescents are viewed and treated by their parents and peers, and how adolescents view and feel about themselves. Cognitive – crossing from childlike thinking to adult thinking

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Characteristics of Adolescents

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  1. Characteristics of Adolescents

  2. Developmental Transitions • Biological – spurs changes in how adolescents are viewed and treated by their parents and peers, and how adolescents view and feel about themselves. • Cognitive – crossing from childlike thinking to adult thinking • Social – parents become less important and peers become more important

  3. Biological Changes - Puberty • Growth occurs • Body composition begins to change. • The circulatory and respiratory systems begin to change. • The primary sex characteristics develop. • The secondary sex characteristics develop.

  4. Biological Changes - Hormones • Higher hormone levels during puberty are related to greater moodiness, in the form of anger and irritability for males and anger and depression for females, between nine and fourteen years of age • These effects may be greatest when the endocrine system is being turned on

  5. In relation to body development, appearance, and activity students of middle school age exhibit: • Increased interest in the physical aspects of the body, including its functions and changes. • Generally rapid, though irregular, physical development with resultant differences among peers due to uneven growth and development. • Generally a more advanced physical maturity on the part of girls than of boys at the same chronological age. • Awkward and clumsy movements due to bone growth preceding muscle growth. • Considerable attention to personal appearance and concern with irregularities such as skin blemishes, scars, and obesity. • Conformity with "in" styles such as clothing and hair style. • Extreme restlessness with great need to release physical energy. • Talkativeness. • Responsiveness to a variety of non structured and leisure activities.

  6. Cognitive Development - Piaget • The first stage is referred to as the sensorimotor stage. • The second stage was named the preoperational stage. • The third stage is named the concrete operations stage • The last stage in Piaget's theory is the formal operations stage

  7. In relation to their intellectual experiences, students of middle school age tend to: • Be curious and inquisitive. • Prefer active over passive learning activities. • Relate intellectual activities with immediate and short-range goals. • Prefer interaction with peers. during learning activities. • Desire opportunities to express originality on an individual basis. • Be interested in both concrete and abstract exercises, and be more able to deal with abstract concerts than formerly. • Desire opportunities to participate in practical problem-solving situations. • Show interest in races and cultures other than their own. • Challenge "idealistic" teaching. • Be interested in making fuller utilization of basic skills used in the elementary school. • Evaluate personal capabilities, both attributes and limitations. • Show strong intense interests, not always sustained, in various pursuits.

  8. Social Development • Begin to take interest in opposite sex and dating • gender identity is formed through media, school and most importantly, their parents • Shift in parental/peer influence roles • Increase in personal autonomy

  9. With their concern for individuality, conformity, and development of values, students of middle school age evidence: • A desire to be "different," yet , within the overall limits of peer conformity. • A desire for opportunities to exercise selectivity in the choice of food, activities, and friends--with frequent changes in "close" friendships. • Considerable peer consciousness: strong need for a feeling of belonging to a group. • An adherence to peer group standards along with an awareness of "acceptable behavior". • A concern for "right", "wrong", and "social justice". • A concern for less fortunate "others" . • Attempts to identify with adults other than parents.

  10. In relation to their uncertainties and conflicts, students of middle school age tend to: • Be frequently impulsive with words and actions; impatient to get things done in a hurry. • Have ambivalent desires: want freedom, but fear the loss of certain securities. • Become more independent, yet still feel the need for direction and regulation. • A desire to make their own evaluation of suggestions from others. • Exhibit a ,wide range of overt behaviors and mood instability: quiet-loud, shy-boisterous, fearful-confident, anxious-assured. • Need experience with frequent success and desire attention and recognition for personal efforts and achievements. • Seek approval of and acceptance by adults. • Be sensitive to criticism of personal short-comings and often easily offended. • Be anxious, doubtful, and confused about their physical and intellectual development, social relationships, and adult authority.

  11. Sources • Boeree, G. (2000). Jean Piaget. Retrieved from http://www.ship.edu/~cgboeree/piaget.html • http://www.aas.ru/Academics/counselor/teach/needs.html Michael F. Tobin, Consultant for Elementary Education, Connecticut Department of Education, Hartford

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