1. Adolescence & Adulthood
Module 18
Adolescence & Adulthood

2. INTRODUCTION Adolescence
Developmental period, lasting from about ages 12 to 18, during which many biological, cognitive, social, and personality traits change from child-like to adult-like

3. PUBERTY AND SEXUAL BEHAVIOR
Developmental period between the ages of 9 and 17
Individual experiences significant biological changes
Results in developing secondary sexual characteristics
Sexual maturity

4. PUBERTY AND SEXUAL BEHAVIOR (CONT’D)
Girls during puberty
Puberty sets off physical growth
starts 9.6 years
begins 6 to 12 months before breast development
Puberty triggers a physiological process: female sexual maturity
Menarche
first menstrual period
estrogen levels increase eightfold
stimulates the development of both primary and secondary sexual characteristics

5. PUBERTY AND SEXUAL BEHAVIOR (CONT’D)
Menarche triggered by
Hypothalamus
releases hormone called kisspeptin (stimulates pituitary gland)
Pituitary gland
produces hormones that travel through the bloodstream and stimulate the ovaries to greatly increase production of female hormones

6. PUBERTY AND SEXUAL BEHAVIOR (CONT’D)
Girls during puberty
Estrogen
one of the major female hormones
stimulates both primary and secondary sexual characteristics
Female secondary sexual characteristics
triggered by increase of estrogen secretion
includes growth of pubic hair, development of breasts, and widening of hips
begins about 10.5 years, continues for about 4 to 5 years

7. PUBERTY AND SEXUAL BEHAVIOR (CONT’D)
Boys during puberty
Increase in physical growth (height) age 13 to 14
Male sexual maturity, includes growth of genital organs
begins around age 11 and continues for approximately three years
sperm production begins around age 12 to 14
Testosterone
major male hormone
stimulates growth of genital organs
development of secondary sexual characteristics

8. PUBERTY AND SEXUAL BEHAVIOR (CONT’D)
Male secondary characteristics
triggered by increased secretion of testosterone; includes growth of pubic hair, facial hair, development of muscles, and a change (deepening) in voice
occurs between 12 and 16

9. ADOLESCENTS: SEXUALLY MATURE
BioPsychoSocial approach
Adolescent development as a process that occurs simultaneously on many levels
Includes
hormonal
neural
sexual cognitive
social
cultural
personality changes
interact and influence each other

10. COGNITIVE & EMOTIONAL CHANGES
Definition
How a person perceives, thinks of, and understands his or her world through the interaction and influence of genetic and learned factors
Piaget’s cognitive stages: continued
Stage 4: formal operations
last of Piaget’s four cognitive stages; extends from about age 12 through adulthood
adolescents and adults develop the ability to think about abstract or hypothetical concepts
consider an issue from another’s viewpoint and solve cognitive problems in a logical way

11. COGNITIVE & EMOTIONAL CHANGES (CONT’D)
Brain development: reason and emotion
Prefrontal cortex: executive functions
located near the front of the brain
Vulnerability
around age 11 and continuing into young adulthood, the brain rewires and reorganizes
especially vulnerable to traumatic adolescent experiences such as physical or sexual abuse, bullying, feeling lonely, rejected, or depressed, and abusing drugs

12. COGNITIVE & EMOTIONAL CHANGES (CONT’D)
Brain development: reason and emotion
Prefrontal cortex: executive functions
risk-taking behavior
explains why the adolescent’s brain (not being fully developed) allows for risky or irresponsible behavior
feels invulnerable and has no fear of accidents

13. COGNITIVE & EMOTIONAL CHANGES (CONT’D)
Brain development: reason and emotion
Limbic system: emotional behaviors
teenagers have less control over their emotional and impulsive behaviors
moody, emotional, and impulsive behaviors
display a wide range of emotion
being ecstatic over getting a date
feeling depressed when failing a test
getting angry when being insulted
increased structure and function of the limbic system accounts for irritability and aggression

14. COGNITIVE & EMOTIONAL CHANGES (CONT’D)

15. COGNITIVE & EMOTIONAL CHANGES (CONT’D)
Kohlberg’s theory of moral reasoning
Three levels of moral reasoning
Self-interest: preconventional level
lowest level of moral reasoning
stage 1, moral decisions are based primarily on fear of punishment or the need to be obedient
stage 2, moral reasoning is guided most by satisfying one’s self-interest
may involve bargaining

16. COGNITIVE & EMOTIONAL CHANGES (CONT’D)
Kohlberg’s theory of moral reasoning
Three levels of moral reasoning
Social approval: conventional level
represents an intermediate level of moral reasoning
stage 3, moral decisions are guided most by conforming to the standards of people we value
stage 4, moral reasoning is determined most by conforming to laws and society

17. COGNITIVE & EMOTIONAL CHANGES (CONT’D)
Kohlberg’s theory of moral reasoning
Three levels of moral reasoning
Abstract ideas: postconventional level
stage 5, moral decisions are made after carefully thinking about all the alternatives and striking a balance between human rights and laws of society
stage 6, has been omitted because few people have reached it

18. COGNITIVE & EMOTIONAL CHANGES (CONT’D)
Parenting styles and effects
Different styles of parenting
Authoritarian parents
attempt to shape, control, and evaluate the behavior and attitudes of their children in accordance with a set standard of conduct
absolute standard that comes from religious or respected authorities

19. COGNITIVE & EMOTIONAL CHANGES (CONT’D)
Parenting styles and effects
Different styles of parenting
Authoritative parents
attempt to direct their children’s activities in a rational and intelligent way
supportive, loving, committed, encourage verbal give and take, and discuss their rules and policies with their children

20. COGNITIVE & EMOTIONAL CHANGES (CONT’D)
Parenting styles and effects
Different styles of parenting
Permissive parents
less controlling and behave with a nonpunishing and accepting attitude toward their children’s impulses, desires, and actions
consult with their children about policy decisions, make few demands, and tend to use reason rather than direct power

21. COGNITIVE & EMOTIONAL CHANGES (CONT’D)
Beyond adolescence
Changes in cognitive speed
20 to 40, cognitive skills remain relatively stable
40 to 80, general slowing of some cognitive processes
late 50s, slowing in processing speed, perceptual speed, and reaction time
Changes in memory
40s and continuing into old age, most people complain about not remembering things

22. COGNITIVE & EMOTIONAL CHANGES (CONT’D)
Resiliency
As we age, brain becomes more flexible and adaptable
Connections to other brain cells multiply and form meaningful connections as a result of life experiences
Left and right hemispheres become better integrated during middle age
Emotions
“Positivity bias”
pay less attention to negative information and more to positive information

23. PERSONALITY & SOCIAL CHANGES
Personality and social development
Refers to how a person develops a sense of self or self-identity, develops relationships with others, and develops the skills useful in social interactions
Personal identity or self-identity
Refers to how we describe ourselves and includes our values, goals, traits, perceptions, interests, and motivations

24. PERSONALITY & SOCIAL CHANGES (CONT’D)
Development of self-esteem
Self-esteem
how much we like ourselves and how much we value our self-worth, importance, attractiveness, and social competence
High self-esteem: develop and maintain high levels
60% of adolescents develop and maintain a strong sense of self-esteem through junior high school
do well in school, develop rewarding friendships, participate in social activities, and are described as cheerful, assertive, warm, and unwilling to give up

25. PERSONALITY & SOCIAL CHANGES (CONT’D)
Development of self-esteem
Low self-esteem: develop and maintain low levels
15% of adolescents develop and maintain a chronically low self-esteem through junior high school
have continuing personal and social problems (shy, lonely, depressed) that have been present for some time and contribute to low self-esteem
Reversals, reverse levels
25% of adolescents show dramatic reversals in self-esteem, either from high to low or low to high

26. PERSONALITY & SOCIAL CHANGES (CONT’D)
Adulthood: Erikson’s psychosocial stages
Stage 5: identity versus role confusion
adolescence (12 to 20)
adolescents need to leave behind the carefree, irresponsible, and impulsive behaviors of childhood and develop the more purposeful, planned, and responsible behaviors of adulthood
if successful, develop a healthy and confident sense of identity; if not, experience role confusion
results in having low-self esteem and becoming unstable or socially withdrawn

27. PERSONALITY & SOCIAL CHANGES (CONT’D)
Adulthood: Erikson’s psychosocial stages
Stage 6: intimacy versus isolation
young adulthood (20 to 40)
young adulthood is a time for finding intimacy by developing loving and meaningful relationships
can find intimacy in caring relationships
without intimacy, we will have a painful feeling of isolation, and our relationships will be impersonal

28. PERSONALITY & SOCIAL CHANGES (CONT’D)
Adulthood: Erikson’s psychosocial stages
Stage 7: generativity versus stagnation
middle adulthood (40 to 65)
time for helping the younger generation develop worthwhile lives
positive: achieve generativity by raising our own children
also by mentoring at work and helping others
negative: lack of involvement leads to a feeling of stagnation, of having done nothing for the younger generation

29. PERSONALITY & SOCIAL CHANGES (CONT’D)
Adulthood: Erikson’s psychosocial stages
Stage 8: integrity versus despair
late adulthood (65 and older)
time for reflecting on and reviewing how we met previous challenges and lived our lives
positive : if we can look back and feel content about how we lived and what we accomplished, we will have a feeling of satisfaction or integrity
negative: if we reflect and see a series of crises, problems, and bad experiences, we will have a feeling of regret and despair

30. GENDER ROLES, LOVE, & RELATIONSHIPS
Definition: gender roles
Gender roles
traditional or stereotypical behaviors, attitudes, values, and personality traits that society says are how males and females are to think and behave
US gender roles
female gender role includes being caring, insecure, helpful, emotional, social, and shy
male gender role includes being arrogant, self-confident, aggressive, ambitious, unemotional, and dominant

31. GENDER ROLES, LOVE, & RELATIONSHIPS (CONT’D)

32. GENDER ROLES, LOVE, & RELATIONSHIPS (CONT’D)
Definition: gender roles
Worldwide gender roles
male gender roles include being ambitious, dominant, and independent
female gender roles include being submissive, affectionate, and emotional
differences in gender roles are clearly defined because society (family, peers, bosses, and colleagues) encourages and rewards behaviors and thoughts that match expected gender roles and discriminates against those who don’t fit

33. GENDER ROLES, LOVE, & RELATIONSHIPS (CONT’D)
Gender roles: development and function
Evolutionary psychology theory
emphasizes genetic and biological forces and says that current gender differences are a continuation of the behaviors that evolved from early men and women who adapted these different behaviors in their attempts to survive the problems of their time
Social role theory
emphasizes social and cultural influences and states that gender differences between males and females arise from different divisions of labor

34. GENDER ROLES, LOVE, & RELATIONSHIPS (CONT’D)
Kinds of love
Passionate love
involves continuously thinking about the loved one and is accompanied by warm sexual feelings and powerful emotional reactions
Companionate love
involves having trusting and tender feelings for someone whose life is closely bound up with one’s own

35. GENDER ROLES, LOVE, & RELATIONSHIPS (CONT’D)

36. GENDER ROLES, LOVE, & RELATIONSHIPS (CONT’D)
Kinds of love
Triangular theory of love
Passion
feeling physically aroused and attracted to someone
Intimacy
feeling close and connected to someone
develops through sharing and communicating
Commitment
making a pledge to nourish the feelings of love and to actively maintain the relationship

37. GENDER ROLES, LOVE, & RELATIONSHIPS (CONT’D)

38. PHYSICAL CHANGES: AGING
Kinds of aging
Normal aging
gradual and natural slowing of our physical and psychological processes from middle through late adulthood
Pathological aging
caused by genetic defects, physiological problems, or diseases, such as Alzheimer’s
Gerontology
study of aging

39. PHYSICAL CHANGES: AGING (CONT’D)
Aging and physiological changes
Aging process
caused by combination of certain genes and proteins that interfere with organ functioning and the natural production of toxic molecules (free radicals)
causes random damage to body organs and DNA
damage eventually exceeds the body’s ability to repair itself
results in grater susceptibility to diseases and death

40. PHYSICAL CHANGES: AGING (CONT’D)

41. PHYSICAL CHANGES: AGING (CONT’D)
Sexual changes with aging: women
Menopause
Average age 50 (range 35 to 60)
Involves gradual stoppage of secretion of the major female hormone (estrogen)
Results in cessation of both ovulation and menstrual cycle
Physical symptoms
hot flashes, some sleep disturbance, and dryness of the vagina, which results from a decrease and eventual stoppage in the secretion of estrogen

42. PHYSICAL CHANGES: AGING (CONT’D)
Menopause
Psychological symptoms
moodiness, depression, anxiety, and anger
Sexual activities
women who experienced sexual activity as fulfilling and enriching before menopause will likely continue to enjoy sexual activity after menopause and into late adulthood

43. PHYSICAL CHANGES: AGING (CONT’D)
Sexual changes with aging: men
Sexual response
older men may require more time and stimulation to have an erection
healthy men usually have no difficulty in becoming sexually aroused or reaching orgasm
Physiological problems
some men see their decreased sexual abilities as a threat to their self-esteem