1. Adolescence The transition period from childhood to adulthood.

2. We are here Bio Adulthood & Death Adolescence Pre-natal, Infancy, Childhood Lifespan Development! Psycho Social Bio/Psycho /Social *Puberty *Primary v. Secondary Sexual Characteristics *Brain Development

3. Puberty The period of sexual maturation, during which a person becomes capable of reproducing.

4. Primary Sexual Characteristics Body structures that make reproduction possible. Penis Testes Ovaries Vagina

5. Secondary Sexual Characteristics Non- reproductive sexual characteristics. Widening of the Hips Deeper Voice Breast Development Body Hair

6. When does puberty start? The Landmarks First ejaculation for boys Menarche for girls Do we remember these things?

7. Sequence is way more predictable than the timing.

8. How might timing differences effect an adolescent socially?

9. Why is Puberty Beginning Earlier in Girls? http://www.smithsonianmag.com/science- nature/puberty-beginning-earlier-girls-so- what-can-parents-do-180953738/?no- ist&utm_content=bufferb5f69&utm_mediu m=social&utm_source=facebook.com&utm _campaign=buffer

10. 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?

11. Bio Adulthood & Death Adolescence Pre-natal, Infancy, Childhood Lifespan Development! Psycho Social Bio/Psycho /Social *Puberty *Primary v. Secondary Sexual Characteristics *Brain Development *Reasoning Ability *Formal Operational Thought *Moral Thinking (Kohlberg) We are here

12. Moral Development Three Stage Theory by Lawrence Kohlberg!!!

14. Ethics v Morals An ethical man knows he shouldn’t cheat on his wife. A moral man doesn’t cheat on his wife.

15. Lawrence Kohlberg and his stages of Morality Preconventional Morality Conventional Morality Postconventional Morality

16. Morality Development: Kohlberg Level I: Pre-conventional: Egocentric orientation focusing on moral consequences for the self; reasoning found until about 10 years of age CharacteristicDescription 1: Punishment - Obedience 2: Individualism and Exchange Moral reasoning based on reciprocity. An act is moral if a similar act occurs in return (i.e. satisfies own needs) 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.

17. 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. CharacteristicDescription 3: Good boy-nice girl 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. 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)

18. Morality Development: Kohlberg Level III: Post-conventional. Reasoning transcends society’s rules; reflects an understanding that rules sometimes need to be changed/ignored. CharacteristicDescription 5: Social Contract 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. Moral reasoning based on principled agreements among people. An act is moral if it is consistent with a principled agreement. (ex: Bill of Rights)

19. Preconventional Morality Morality of self- interest Their actions are either to avoid punishment or to gain rewards.

20. Conventional Morality Morality is based upon obeying laws to 1.Maintain social order 2.To gain social approval

21. Postconventional Morality Morality based on your own ethical principles.

22. 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.

23. 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.”

24. 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.

25. Talk is Cheap How do we turn morality into action? Teach Empathy Self-discipline to delay gratification Model moral behavior (service learning)

26. Cognitive Development Have the ability to reason but……. Experience formal operational thought

27. Imaginary Audience

28. Personal Fable

30. Social Development Its all about forming an identity!!!

31. Erik Erikson 1902-1994

32. 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.

33. Trust vs. Mistrust AgeImportant Event Description Birth - 18 months FeedingInfants form a loving, trusting relationship with parents; they also learn to mistrust others.

34. Autonomy vs. Shame and Doubt AgeImportant Event Description 18 months - 3 Years Toilet Training 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.

35. Initiative vs. Guilt AgeImportant Event Description 3 - 6 YearsIndependenceChild becomes more assertive, takes more initiative, becomes more forceful.

36. Competence vs. Inferiority AgeImportant Event Description 6 - 12 YearsSchoolThe child must deal with demands to learn new skills while risking a sense of inferiority and failure

37. Identity vs. Role Confusion AgeImportant Event Description AdolescencePeersTeens must achieve self-identity while deciphering their roles in occupation, politics, and religion.

39. Intimacy vs. Isolation AgeImportant Event Description Young AdultRelationshipsThe young adult must develop marriage-seeking relationships while combating feelings of isolation.

40. Generativity vs. Stagnation AgeImportant Event Description Middle AdultParentingAssuming the role of parents signifies the need to continue the generations while avoiding the inevitable feeling of failure.

41. Integrity vs. Despair AgeImportant Event Description Late AdultLife Reflection Acceptance of one's lifetime accomplishments and sense of fulfillment.

42. Is adolescence getting longer or shorter?