Myth or reality? Number each statement and record your responses in your journal.

1. Myth or reality? Number each statement and record your responses in your journal. • Adolescence is a period of storm and stress • There is a huge ‘generation gap’ between adolescents and their parents • Adolescents are dominated by peer pressure • Adolescents are dominated by television viewing • Adolescents are irresponsible • Adolescents are reckless drug takers • Adolescents are all the same

2. adolescence

3. Today’s objective and agenda • Students will be able to describe prominent theories of adolescent development and create their own adolescent research by: • Do-now and discuss: where do these ideas come from? • Notes: developing stronger reading and note taking skills • Should adolescents receive the same rights and responsibilities as adults? • Adolescent research development • Review homework (watch TV!) and closing

4. development in adulthood due to intrinsic, fundamental changes in the organism, to accumulating experiences in complex environments, or to social and community pressures to adapt? Is change continuous and gradual, or is it marked by major transitions

5. adolescence • Age? • Physical characteristics? • Maturity/thought processes? • Activities? • Responsibilities? Difficult to define, can vary by culture Psychologists define adolescence broadly as the transition between childhood and adulthood

6. Physical development • Growth spurt • during puberty emergence of secondary sexual characteristics: • In girls, this means an increase in subcutaneous fat and rounding of the body, the beginnings of breasts and, towards the end of the spurt, pubic hair and the menarche (the first period). • In boys, the penis, testes and scrotum begin to enlarge, pubic hair appears, the voice begins to deepen, and muscles grow and strengthen. At around 13 to 14, most boys experience ejaculations or nocturnal emissions (wet dreams). • pace of development varies markedly across individuals. • affect the young person’s sense of self and relations with others; human adolescents are very much consciously aware of the changes they are undergoing. The emergence of the secondary sexual characteristics prompts them to think of themselves as young adults, and to change their appearance and activities accordingly.

7. The effects of variation

8. Cognitive development • From a Piagetian perspective, the important point is that this higher level of reasoning enables young people to deal with many aspects of the world more profoundly. • They now have access to more abstract ideas and principles, and some become very interested in the principles governing the broader social environment. • For example, many adolescents develop an interest in political issues, human rights, feminism, the environment or spiritual matters (Klaczinski, 2000) – all concerns that reflect their ability to conceive of alternatives to the present reality. This is a time of ‘great ideals’ (Piaget & Inhelder, 1966).

9. Gender development • During adolescence, gender becomes of much more central importance for most individuals. The biological changes discussed above make gender all the more salient – to the adolescent and to others. • In adolescence, parents and peers tend to provide stronger messages about acceptable and unacceptable behavior. • In some cultures, the sexes are increasingly segregated in adolescence, although in others (such as many Western societ- ies) many adolescents are particularly keen to socialize with the opposite sex.

10. Gender development and sexual activity • Increased hormonal levels are associated with heightened interest in sex in both boys and girls. For boys, this tends to lead to involvement in sexual activity (though much of this is solitary), while girls tend to be more influenced by social factors, such as parental attitudes and friends’ sexual behavior (Crockett, Raffaelli & Moilanen, 2003; Katchadourian, 1990). a lot of adolescents have apparently experienced sexual relations. For example, in America, about two-thirds of 12th graders (16- to 17-year-olds) report having had sexual intercourse (Crockett et al., 2003) – although this figure may be somewhat inflated by peer pressure.

11. The importance of peers • During this phase of the lifespan, people spend increasing amounts of time in the company of their peers (Brown & Klute, 2003; Collins & Laursen, 2000) and increasingly focus on peer relations as crucial to their sense of identity (Pugh & Hart, 1999). • You are probably aware of strong popular assumptions about the effects of peers on adolescents. Peers are often regarded as a potentially harmful influence, leading impressionable teenagers into dangerous experimentation (e.g. with drugs and sex), dereliction of responsibilities (e.g. schoolwork) and hostility to adults and adult society. Peer values are often assumed to be the antithesis of parental values. But were these your own experiences? • Certainly, friends’ behavior does tend to be correlated with adolescents’ choices and actions in many areas (Durkin, 1995). We choose our friends – and adolescents tend to choose friends who have similar interests. If you are a smoker, you probably will not choose to hang out most of the time with the sports crowd. More generally, adolescents themselves report that, although they are subjected to peer pressures sometimes, they do not generally experience this as a major influence on their behavior or as something that they find particularly difficult to handle (du Bois-Reymond & Ravesloot, 1994; Lightfoot, 1992).

12. Peers versus parents • Furthermore, perceived peer influence tends to vary across different domains of life. It is quite strong with regard to appearance (e.g. hairstyle, clothing) and socializing (e.g. dating, finding out where it is cool to be seen), but peer pressure is less influential when it comes to moral values, antisocial behavior and career decisions (Brown, 1999). And when they do try to exert influence, peers are not invariably aiming to promote bad habits: for example, peers often try actively to dissuade their friends from smoking (Paavola, Vartiainen & Puska, 2001). • Rather than peers providing the antithesis of parental influences, research suggests that the relationship is more complex. In early adolescence, some patterns of adolescent behavior (such as drug use) tend to show a greater association with parental than peer practices (Bush, Weinfurt & Iannotti, 1994). Parents are often the first models in terms of drug use (smoking, drinking and other substances) and often the first to offer the young person an opportunity to try (Bush et al., 1994; Engels et al., 1994).

13. Should adolescents receive the same rights and responsibilities as adults? • Use information from your notes and yesterday’s reading to develop a firm arguments on if adolescents should receive the same rights and responsibilities in the following areas: • Justice system • Rules in school/the workplace • Curfews • Access to information • Access to drugs and alcohol

14. Adolescence research development • Read the assignment with me • Complete the pre-work sheet using my models to guide your work • You may work with 1 other person if you wish

15. Review homework and closing • I’ll explain the homework to you, you explain it to me • Closing: Whip around on adolescence