Download Adolescence

Adolescence
The transition period from
childhood to adulthood.
Bio/Psycho
/Social
Pre-natal,
Infancy,
Childhood
Lifespan
Development!
Bio/Psycho
/Social
Adulthood
& Death
Adolescence
Social
Bio
Psycho
*Puberty
*Primary v. Secondary
Sexual Characteristics
*Brain Development
We are
here
Puberty
• The period of
sexual
maturation,
during which a
person becomes
capable of
reproducing.
Primary Sexual Characteristics
Penis
Vagina
Testes
• Body
structures
that make
reproduction
possible.
Ovaries
Secondary Sexual
Characteristics
• Nonreproductive
sexual
characteristics.
Body Hair
Widening of the Hips
Breast Development
Deeper Voice
When does puberty start?
The Landmarks
• First ejaculation for boys
•Menarche for girls
Do we remember these things?
Sequence is way more predictable than the timing.
How might timing differences effect an adolescent
socially?
Why is Puberty Beginning
Earlier in Girls?
• http://www.smithsonianmag.com/sciencenature/puberty-beginning-earlier-girls-sowhat-can-parents-do-180953738/?noist&utm_content=bufferb5f69&utm_mediu
m=social&utm_source=facebook.com&utm
_campaign=buffer
Brain Development
• Frontal Lobe maturation lags behind the
emotional limbic system
– Remember Phineas Gage!
– Explains impulsive behavior (emotional storms!)
• Not fully equipped for long-term decision
making either
– Why many teens smoke
– Juvenile death penalty
– Should the driving age be raised?
Bio/Psycho
/Social
Pre-natal,
Infancy,
Childhood
Lifespan
Development!
Bio/Psycho
/Social
Adulthood
& Death
Adolescence
Social
Bio
Psycho
*Puberty
*Primary v. Secondary
*Reasoning Ability
Sexual Characteristics
*Formal Operational
*Brain Development We are
Thought
here
*Moral Thinking
(Kohlberg)
Moral Development
Three Stage Theory by Lawrence Kohlberg!!!
Ethics v Morals
• An ethical man knows he shouldn’t cheat
on his wife. A moral man doesn’t cheat on
his wife.
Lawrence Kohlberg and his stages of
Morality
• Preconventional Morality
• Conventional Morality
• Postconventional Morality
Morality Development: Kohlberg
• Level I: Pre-conventional: Egocentric orientation focusing on moral
consequences for the self; reasoning found until about 10 years of age
Characteristic
1: Punishment Obedience
2: Individualism and
Exchange
Description
Moral reasoning based on immediate
consequences for the individual. An
act is moral if a person isn’t
punished for it. It is immoral if the
person is punished.
Moral reasoning based on
reciprocity. An act is moral if a
similar act occurs in return (i.e.
satisfies own needs)
Morality Development: Kohlberg
• Level II: Conventional: Moral reasoning linked to perspectives of, and
concerns for, others (i.e. loyalty, obeying the law, family obligation); typical
of 10 to 20 yr olds.
Characteristic
Description
3: Good boy-nice girl
Moral reasoning based on concern for
others or the opinions of others. An act is
moral if others demonstrate similar acts,
or it helps others (i.e. behavior likely to
please others)
4: Law and Order
Moral reasoning based on rules,
laws, and orderly society. An act is
moral if it follows rules or promotes
an orderly society.
Morality Development: Kohlberg
• Level III: Post-conventional. Reasoning transcends society’s rules;
reflects an understanding that rules sometimes need to be changed/ignored.
Characteristic
Description
5: Social Contract
Moral reasoning based on principled
agreements among people. An act is
moral if it is consistent with a
principled agreement. (ex: Bill of
Rights)
6: Universal Ethical
Moral reasoning based on abstract
principles. An act is moral if it is
consistent with an abstract
principle that transcends an
individual’s society.
Preconventional Morality
• Morality of self- interest
• Their actions are either to
avoid punishment or to
gain rewards.
Conventional Morality
Morality is based upon obeying
laws to
1. Maintain social order
2. To gain social approval
Postconventional Morality
• Morality based on your
own ethical principles.
Practice: Heinz Dilmema
• In a country in Africa, a woman was near death from a very bad
disease, a special kind of cancer. There was one drug that the doctors
thought might save her. It was a form of radium that a pharmacist in
the same town had recently discovered. The drug was expensive to
make, but the pharmacist was charging ten times what the drug cost
him to make. He paid $200 for the radium and charged $2,000 for a
small dose of the drug. The sick woman’s husband, Heinz, went to
everyone he knew to borrow the money, but he could get together
only $500. He told the pharmacist that his wife was dying and asked
him to sell it cheaper or let him pay later. But the pharmacist said,
“No, I discovered the drug and I’m going to make money from it.”
Heinz got desperate and broke into the man’s store to steal the drug
for his wife. Was Heinz right or wrong to steal the drug? Explain your
answer.
The Heinz Dilemma:
Preconventional Morality
1. Avoids punishment—“Heinz’s father-in-law might make big trouble for him if he let
his wife die.”
2. Gains rewards—“Heinz will have someone to fix fine dinners for him if his wife
lives.”
Conventional Morality
3. Gains approval/avoids disapproval—“What would people think of Heinz if he lets
his wife die?”
4. Does duty to support society/avoids dishonor or guilt—“Heinz must live up to his
marriage vow of protecting his wife.”
Postconventional Morality
5. Affirms agreed-upon rights—“Everyone agrees that people have the right to live.”
6. Abstract, autonomous moral principle—“Saving a life takes precedence over
everything else, including the law.”
Criticisms of Kohlberg
• Carol Gilligan pointed
out that Kohlberg only
tested boys.
• Boys tend to have
more absolute value of
morality.
• Girls tend to look at
situational factors.
Talk is Cheap
How do we turn morality into action?
• Teach Empathy
• Self-discipline to delay gratification
• Model moral behavior (service learning)
Cognitive Development
•Experience formal operational thought
• Have the ability to reason but…….
Imaginary Audience
Personal Fable
Social Development
Its all about forming an
identity!!!
Erik Erikson 1902-1994
Erik Erikson
• A neo-Freudian
• Worked with Anna
Freud
• Thought our personality
was influenced by our
experiences with others.
• Stages of Psychosocial
Development.
• Each stage centers on a
social conflict.
Trust vs. Mistrust
Age
Birth - 18
months
Important Description
Event
Feeding Infants form a
loving, trusting
relationship with
parents; they
also learn to
mistrust others.
Autonomy vs. Shame and Doubt
Age
18 months - 3
Years
Important
Event
Toilet
Training
Description
Child's energies are
directed toward
physical skills:
walking, grasping,
and toilet training.
The child learns
control along with a
healthy dose of
shame and doubt.
Initiative vs. Guilt
Age
Important
Description
Event
3 - 6 Years Independence Child becomes
more assertive,
takes more
initiative,
becomes more
forceful.
Competence vs. Inferiority
Age
6 - 12 Years
Important
Description
Event
School
The child must
deal with
demands to learn
new skills while
risking a sense of
inferiority and
failure
Identity vs. Role Confusion
Age
Important
Description
Event
Adolescence Peers
Teens must achieve
self-identity while
deciphering their
roles in occupation,
politics, and
religion.
Intimacy vs. Isolation
Age
Important
Description
Event
Young Adult Relationships The young adult
must develop
marriage-seeking
relationships
while combating
feelings of
isolation.
Generativity vs. Stagnation
Age
Important
Description
Event
Middle Adult Parenting Assuming the role
of parents
signifies the need
to continue the
generations while
avoiding the
inevitable feeling
of failure.
Integrity vs. Despair
Age
Late Adult
Important
Description
Event
Life
Acceptance of
Reflection one's lifetime
accomplishments
and sense of
fulfillment.
Is adolescence getting longer or
shorter?