Workshop #3 HD 312 ( Mid-Childhood thru Adolescent Development) Chapter 10

1. Workshop #3 HD 312(Mid-Childhood thru Adolescent Development) Chapter 10 (Adolescence and Emerging Adulthood: Physical and Cognitive Development) Rachel Karlsen 360-901-5297 http://wpchd.wordpress.com

2. Welcome! Cards~ Names of God. There is a card in your file with a name of God and a Bible verse. Activity: Please tell us the significance, if any, this name has for you. Please read aloud your Bible verse. Please note: I want to give everyone an opportunity to share, but feel free to pass.

3. Adolescence and Emerging AdulthoodPhysical and Cognitive Development Topics include: • Adolescent Development in a Cultural and Historical Context • Physical Development and Adaptation • Gender Identity and Sexual Practices • Cognitive Changes in Adolescence

4. Learning objectives: • Demonstrate a developmentally appropriate approach to spiritual development • Describe physical development characteristics of the adolescent • Identify trends, issues and influences in sexual attitudes and behaviors in adolescents • Compare and contrast sexual identity formation theories • Describe cognitive development changes in the adolescent

5. Approximate Schedule 6:00-7:15 intro activities, overview of class, stages of faith, last word reading discussion, notes 7:15-7:30 begin advertising activity 7:30-8:00 break 8:00-8:30 finish advertising activity 8:30-9:45 notes, Surviving High School video 9:45-10:00 Exit/participation sheets, Learning Team work

6. James Fowler’s Six Stages of Faithhttp://www.usefulcharts.com/psychology/james-fowler-stages-of-faith.html • Stage #1: Intuitive-Projective~ • stage of preschool children in which fantasy and reality mix • basic ideas about God are usually picked up from parents and/or society • Stage #2: Mythic-Literal~ • school-age children, understanding of world is more logical. • generally accept the stories from their faith community • understand them in very literal ways • a few people remain in this stage through adulthood • Stage #3: Synthetic-Conventional~ • teenagers usually at this point • life includes several different social circles • a need to pull it all together • adopts an all-encompassing belief system • most don't recognize that they are "inside" a belief system • authority placed in individuals or groups that represent one's beliefs • this is the stage in which many people remain

7. James Fowler’s Six Stages of Faithhttp://www.usefulcharts.com/psychology/james-fowler-stages-of-faith.html • Stage #4: Individuative-Reflective~ • young adulthood: realize there are other "boxes“ • critically examine beliefs, often become disillusioned • stage 3 people tend to think that stage 4 people have “back slid” rather than moved forward • Stage #5: Conjunctive faith~ • rarely occurs before midlife. This is the point when people begin to realize the • limits of logic are realized and paradoxes accepted • life is a mystery and often return to • sacred stories and symbols become important again, outside of a theological box • Stage #6: Universalizing faith~ • few people reach this stage • live life fully in service of others • no real worries or doubts.

8. High School self impressions Using your high school picture (if you have it) or thinking back, answer the following question on one side of a 3 X 5 card: ~How did you perceive yourself in high school, physically or in other ways? On the other side of the card, answer the following question: ~Looking at your picture, or remembering how you actually looked, what do you see in your picture now?

9. High School self impressions Share your perceptions with one or two elbow partners. Discussion guide: • Did your perceptions change? • What might this tell us about adolescent perceptions of themselves? • At what stage of faith, according to Fowler, were you? (stg 1: intuitive/projective, stg 2: mythic/literal, stg 3: synthetic/conventional, stg 4: individuative/reflective, stg 5: conjunctive, stg 6: universalizing)

10. Our personal or researched viewpoint (A=Yes B=No C=Not sure D=No opinion at this time) • Adolescents should spend more time in school. 2. Adolescents should have to work for their extra money. 3. Adolescents should not be allowed to work because they take jobs away from people who are trying to support a family. 4. Adolescents should be required to do volunteer community service.

11. Our personal or researched viewpoint (A=Yes B=No C=Not sure D=No opinion at this time) 5. Most adolescents are sexually active. 6. Adolescents should NOT be given birth control to prevent pregnancies. 7. Most adolescents waste a lot of time. 8. Adolescents account for most of the crime in my community. 9. Adolescents are fun and I enjoy their company.

12. Our personal or researched viewpoint (A=Yes B=No C=Not sure D=No opinion at this time) 10. I remember my adolescence as the best time of my life. 11. Most adolescents are careless drivers. 12. Most adolescents do not take advantage of their right to vote. 13. Adolescents over _____ years of age should be allowed to drink alcoholic beverages. • Many adolescents use drugs. • Adolescents have been a blessing in my life.

13. Assignments due tonight:Workshop #3 • Reading: Craig, Chapter 10 and Hersch, Chapters 9-11 • Reading Response #3 (see syllabus or rubric posted at http://wpchd.wordpress.com for specific details) • Learning Team: • In depth research completed for project • Product and delivery method confirmed • Authentic audience confirmed for product presentation

14. Assignments due next week:Workshop #4 • Reading: Craig, Chapter 11 and Hersch, Chapters 12-postscript • Reading Response #4. Choose one of the following teens from A Tribe Apart and discuss the development, environmental and organic (personality/temperament) factors that you see being primary influences in each teen’s choices, reactions and relationships. (Joan, Courtney and Ann (compare/contrast), Charles, Jonathan, Brendon, Jessica, Chris. See rubrics. • Learning Team: • Presentation of product to authentic audience, if using audience outside of class. • Prepare presentation of final project for Workshop Five.

15. Protocol Break into three groups of five people One person reads a favorite sentence or two from Craig, chapter 10 or Hersch, chapters 9-11. Tell the page number so others can locate it. Moving around the circle, each person makes a comment on the quote or passes The first person who read has the Last Word…they tell why they chose the quote The next person reads a favorite sentence or two from Craig, chapter 10, or Hersch, 9-11 …and so on, until everyone has had a chance to choose a quote Last Word Activity: structured reading discussion

16. Adolescent Development in Cultural and Historical Context • The adolescent period, between childhood and adulthood, is apparent in all cultures, often associated with a rite of passage • Examples from your life?

17. Adolescent Development in Cultural and Historical Context • The period between ages 18-25 is often filled with activities aimed at preparing for adulthood and called emerging adulthood • Adolescence in the U.S. is characterized by: • age-segregation • economic dependence • mass media • instability, uncertainty, and challenge

18. Characteristics of Emerging Adulthood, p. 257

19. Physical Development and Adaptation • Physical Growth and Change • Rapid biological changes occur • Secondary sex characteristics develop, controlled by increased hormones • Growth spurt takes place • Hormones have powerful effects on the brain, influencing development and emotionality • Girls experience menarche; boys produce the first sperm emission

20. Growth Rates and Sexual Development During Puberty, p. 258

21. Typical Physical Changes in Adolescence, p. 259

22. Physical Changes and Adaptation • Secular Trend: In many industrialized countries, puberty occurs at younger ages than in the past • Adolescents below to a marginal group, on the fringe of dominant culture • Body image is of major concern • Girls worry about being too fat or too tall • Focus on obesity can lead to eating disorders • anorexia nervosa • bulimia nervosa

23. Magazine Advertising Activity • Divide into four groups…group A, B, C, and D • Skim the magazines provided for your group, especially noticing advertisements • In your group’s section, answer the posted questions on poster paper.

24. Write answers in your group’s section • How does magazine advertising encourage girls and young women to attain a “thin” body? • What body image is held up in advertisements as the most desirable for young men to attain? • State evidence from magazine of promoting healthy eating and development of realistic, positive body images among young men and women. • List evidence from your magazine that advertisement are linked to the rise in obesity in adolescents.

25. Video Clip • Tyra Banks visits an eating disorder clinic • http://www.youtube.com/watch?v=0ct-q1FCeLc

26. Video Clip • Tyra Banks interviews a teenage girl about her struggle with anorexia: • http://www.youtube.com/watch?v=JixbTHj6FKY

27. Physical Development and Adaptation • Boys and girls mature at different ages • Girls mature 2 years earlier than boys, on average • Late maturation is a disadvantage for boys • Early maturation can be a problem for boys and girls, because childhood is cut short • Late maturation can be an advantage for girls, because then they are in more in sync with boys

28. Gender Identity and Sexual Practices • Sexual attitudes have gone back-and-forth across the last several decades • Teenagers today are highly sexually active: by 12th grade 66% of females and 63% of males report sexual activity • Early sexual activity is associated with gender, ethnicity, family situation, and age of sexual maturity

29. Percent of Students who Have Had Sexual Intercourse, by Gender and Racial/Ethnic Identity, p. 265 SOURCE: From “Healthy Youth!” by Centers for Disease Control and Prevention, 2008. Retrieved December 12, 2008, from http://apps.nccd.cdc.gov/yrbss/pfQuestYearTable.asp?

30. Consequences of Adolescent Sexual Behavior • Sexually transmitted diseases (STDs) • About 20% of sexually active teens have an STD • By age 24, the number increases to 33% • Teenage pregnancy • About 8% of teen girls become pregnant • Pregnancy rate for teenagers who identified as Black or Hispanic was more than twice that for teenagers who identified themselves as White • 30% of sexually active teens use no contraception • Rates of teen pregnancy have fallen 30% over the past decade

31. Video Clip • Scene from the documentary In My Room: girl describes her experience with and reasons for self-cutting: • http://www.youtube.com/watch?v=mkiZZHmW9f8

32. Video Clip • Associated Press news story describing a “pregnancy pact” between 17 teen girls in a town in Massachusetts: • http://www.youtube.com/watch?v=6shsEeSuL3

33. Video Clip • CBS news interview with teenage mother from high school where a number of her classmates made a “pregnancy pact”: • http://www.youtube.com/watch?v=bnHSnlhZ2ZA

34. Live U.S. Birth Rates for Mothers Ages 15 to 17, 2005 and 2006, p. 266 SOURCE: From “Births: Final data for 2005,” by J. A. Martin et al., 2007, National Vital Statistics Reports, 56(6); and “Births: Preliminary data for 2006,” by B. E. Hamilton, J. A. Martin, and S. J. Ventura, 2007, National Vital Statistics Reports, 56(7).

35. Teenage Parenthood • Teen mothers may drop out of school, work lower paying jobs, experience job dissatisfaction, and become dependent of government support • Teen fathers may leave school and take low-paying job to support new family • Marriage of teen parents generally does not produce positive outcomes in part because marriage leads to school dropout • Children of teenaged parents are at a disadvantage compared to children of older parents

36. Summary of Teen Parenthood Consequences in the United States, p 267

37. Summary of Teen Parenthood Consequences in the United States (continued)

38. Cognitive Changes in Adolescence • Used to be thought that brain was fully developed by adolescence • New research using brain imaging techniques shows otherwise • Synaptic pruning takes place • Gray matter (neural tissue) and white matter (myelin) increase until about the age of 40 • Last area of brain development in teens is in frontal lobes, where decision making, problem solving, and thinking occur • Judgment skills are the last to develop

39. Cognitive Changes in Adolescence • Hormones affect brain development, especially in the amygdala, where emotions are regulated • Risky behaviors and emotionality may be the result of brain areas developing at different rates • Cognitive development in adolescence • acquiring more knowledge • using abstract thought • metacognition • Piaget’s formal operations stage associated with hypothetical (scientific) reasoning

40. Video Clip • Discussion of formal operational thought • http://www.youtube.com/watch?v=lw36PpYPPZM

41. Examples of Problems Used to Test Hypothetical Thinking, p 271

42. The Scope and Content of Adolescent Thought • More breadth and complexity in their thought content • Adolescents’ ability to understand contrary-to-fact situations often affects parent-child relationships • Adolescents want to “negotiate” at this age • Teens show increasing concern with social, political, and moral issues

43. Hallmarks of Adolescent Cognition, p. 272

44. Adolescent Egocentrism • Self-absorption in understanding own thoughts, attitudes, and values leads to egocentrism • They imagine themselves as the center of everyone’s scrutiny—imaginary audience • Personal fable, the teen’s belief that he or she is so special that nothing bad can happen to them, is often apparent in adolescent thinking

45. Adolescent Egocentrism • These beliefs may be based, to some extent, in reality • Egocentric thinking not confined to adolescence

46. Moral Development in Adolescence • Most teens move beyond Kolhberg’s conventional stage (at least sometimes), where judgments conform to social expectations and stereotypes • May begin to rely on internalized moral principles (post-conventional stage) • Giving teens more complex moral issues to consider creates a disequilibrium that encourages them to struggle to resolve contradictions

47. Summary • Adolescence is a complex time of development, and how and when children experience it depends on their culture • In the United States, adolescents spend more time with their peers than younger children or adults, they are economically dependent on their parents, and they are heavily influenced by the media • It is a time of rapid biological change, which preoccupies them

48. Summary • Puberty is characterized by the first menstrual period in girls (ages 10 to 16), and by the first emission of semen with sperm for boys (ages 11 to 16) • Puberty is occurring at earlier ages now than in the past • Adolescents are on the fringes of dominant culture and feel a strong pressure to conform • Body image is critical to boys and girls; as a result, eating orders may develop • Teens today in the United States are highly sexually active, and teen pregnancy and sexually transmitted disease are some of the problems associated with early sexual activity

49. Summary • Brain development continues, including development in the frontal lobes between the ages of 12 and 15 • Adolescents enter the stage of cognitive development Piaget called formal operations. They can reason abstractly and think hypothetically • Parent-child relationships are challenging at this time • Teens develop a sense that they are invulnerable (personal fable) and believe that they are the center of everyone’s attention • Morally, they begin to make choices that don’t necessarily conform to social standards, but that rely on internalized moral principles