1. Chapter 7
Adolescence
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2. Adolescence as a construction
Adolescence is the product of a complex, constructed ecology
It varies with culture, place and historical time, and
National economic development
Place offers a physical and social environment
Cultural expectations
Relationships with elders
Local traditions, laws, community are resources
May also be restrictive
Age is an indicator rather than a determinant
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3. Biological approach Puberty Puberty involves
Onset average two years earlier for girls than boys
May be occurring somewhat earlier than previously
Onset is related to body weight
Puberty involves
Development of reproductive system to maturity
Development of skeletal system
All controlled by endocrine system (hormones)
Growth in skeletal system proceeds unevenly
Different parts of the body develop at different rates
The order of development seems to be constant
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4. A socio-cultural approach
Adolescence became differentiated as a life stage in relation to work force requirements
Family livelihoods count(ed) on children’s work
Industrialisation changed the way work was organised
It became illegal to employ young children
Training was needed as preparation for work
Introduction of compulsory education
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5. A rite of passage
Many cultures celebrate the transition from child to adult, based on the onset of puberty
In New Zealand culture, markers of adult status include
Driver’s licence
Paying full price for entry to public events
21st birthday party (or is it 18, or 20?)
Transition suggests a period of time rather than an event or marker of changed status
In New Zealand culture, there is no clear moment of passage
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6. Coping with a changing body
Bodily outcomes at adolescence are not predictable
New shape may have social implications
Tall and thin people may develop later
Shorter and more muscular people may develop earlier
Preoccupation with body image is not surprising
New body features for young person
Social preoccupation with fatness and thinness
Raises questions about “Who am I?”
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7. Theory of identity formation
James Marcia: Identity Status matrix
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8. Psychosocial tasks at adolescence
Erik Erikson’s psychosocial task:
Identity vs. role confusion
Anna Freud: the absence of storm and stress at this time is itself abnormal
Is this claim justified?
What do these ideas suggest about how to support adolescents?
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9. Questions for consideration:
Is identity formed in adolescence fixed for life?
Do you have only one identity?
What is the value of identity status?
Do you believe that identity is a product of your biological make-up?
To what extent is your identity determined?
Is identity an internal psychological quality?
To what extent is identity conferred externally by your culture?
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10. Development of minority identity
I: Little reflection on the issue
II: Questioning of one’s place in society
III: Period of investigation of roots
IV: Resistance to the dominant culture
V: Redefinition: strong identification with minority
VI: Pride in one’s minority identity, and acceptance of difference in others
(See Phinney, 1989; Jackson, 1975)
This progression is a composite of ideas about the formation of
a minority identity. Does it reflect YOUR experience?
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11. Development of adult gender identity
Individualisation and autonomy are gendered
Males tend to have more possibilities for both
Autonomy is often thought to be a marker of adult status
In households where income is shared, both lose some autonomy
Commitment to others tends to limit autonomy
Some theorists have argued that female trajectories are different
Delaying identity foreclosure until after commitments to life partner and children
Paid work status may be seen as less central to identity
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12. Cognitive development at adolescence
Formal operations (Piaget)
The ability to think hypothetically
Logical operations
Imagining the future
Imaginary audience (Elkind)
Egocentrism
Based on negative perceptions of risk-taking at adolescence
Research by Chapin et al (2005) suggests that
Adolescents are able to take the perspective of others
Young people who have experienced violence do not underestimate risk
Young people are still learning about risk
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13. “Brain development” at adolescence
Recent medical research has drawn attention to the development of the brain at adolescence
Some suggest that adolescent brains are not capable of responsible decision-making
Based on the finding that adolescents take longer to weigh up the risk of doing something risky
This is a problematic over-generalisation
Changes in this function are to be expected as a result of experience and learning
Changes in ways of thinking about risk may be ongoing through adulthood
See also Payne (2010, pp ).
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14. Moral development (see p. 195)
Kohlberg’s theory has six stages, and is based on Piaget’s ideas about cognitive development.
Level Two: Conventional morality
Stage Three: Nice girl, good boy, wants approval
Stage Four: We behave well because it’s the law
Level Three: Principled morality
Stage Five: Social contract orientation - understanding the need for common laws
Stage Six: Universal ethical principles - self-chosen ethical principles
Adolescents experiment with these positions e.g. vegetarianism; political party membership
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