What are the initiation rites that mark the admission into adulthood? Chapter 4: Adolescence What are the initiation rites that mark the admission into adulthood?

Theories of Adolescence G Stanley Hall (1904): transitional stage, state of great “storm and stress”, marginal being, confused, troubled, highly frustrated Vs Margaret Mead (1920-1930s): adolescent storm and stress was a by product of an industrialized society

Development Tasks for all Adolescents Accepting one's physical makeup and acquiring a masculine or feminine gender role Developing appropriate relations with age mates of both sexes Becoming emotionally independent of parents and other adults Achieving the assurance that one will become economically independent Deciding on, preparing for, and entering a vocation Developing the cognitive skills and concepts necessary for social competence Understanding and achieving socially responsible behavior Preparing for marriage and family Acquiring values that are harmonious and appropriate

Physical Development Increase in grey matter at onset of adolescence, sizable loss in frontal lobe for about a decade Frontal lobe necessary for voluntary restrain impulses Serotonin levels decrees Low levels lead to mood swings and aggressive behavior Higher dopamine levels Cause ppl to seek more exciting and dangerous behaviors Puberty

Cognitive Development Rationalization Person tries to explain an unpleasant felling or behavior in such a way as to preserve self esteem The more educated, the higher their reasoning stage will be Idealized thinking Finding fault with authority figures Argumentativeness Indecisiveness Apparent hypocrisy Self-consciousness invulnerability

Identity Development Erikson: Identity crisis James Marcia: Bandura and Mead: social learning theory Exploring Identity Issues Not Exploring Identity Issues Decisions already made Identity achievement Identity Foreclosure Decisions not yet made Identity Moratorium Identity Diffusion

Roles of Family and Peers Hierarchy Clique Conformity Breakfast Club ending

Difficulties During Adolescence Depression Suicide Anorexia Nervosa Bulimia

Gender Roles Sex: biological status Gender: refers to the behaviors that a culture associates with people of a particular sex

Gender Identity One’s sense of self as male, female, transgender By 2, 3 yrs old learn to label selves as boys or girls By 5, most have learned the thoughts, expectations, behaviors that accompany gender roles Gender roles Gender stereotypes Androgynous

Dr. Elkind Dr. Elkind has described some problems adolescents develop as a result of immaturity and abstract thought processes: Finding fault with authority figures: Adolescents discover that people they admired for years fall short of their ideals and let everyone know it. Suddenly a teen no longer wants to play tennis with her father and quits asking his opinion on current news events. Argumentativeness: Adolescents practice building their own viewpoints by arguing any problem that presents itself. This argumentativeness can lead to strained relationships with parents and other adults who see the adolescent as merely being difficult. Indecisiveness: Aware of many choices, adolescents often have trouble making even simple decisions. The fear of making a wrong decision may be so great that the adolescent avoids it by making no decision. Apparent hypocrisy: Adolescents have difficulty understanding an ideal and living up to it. Self-consciousness: Adolescents assume that everyone is thinking about the same thing they are—themselves! This leads them to avoid situations they think will be uncomfortable. For example, a young man who has a good voice may be willing to sing in a choir, but not to sing a solo. Invulnerability: Adolescents begin to feel special, that their experiences are unique, and that they are not subject to the same rules that govern everyone else. This special feeling of invulnerability underlies adolescent risk-taking behavior and self-destructive behavior.

Male No Differences Female More confinement, especially in math and science Physical aggression Men talk more than women Interrupt women more while they are talking Nonverbal: dominance and status Confidence rises as receive clear and direct feedback Verbal aggression Women talk more when they haem power in a relationship Nonverbal: submission and warmth Verbal ability Mathematical ability

Gender theories Biological theory Psychoanalytical theory Social Learning theory Cognitive-Development theory Gender schema

Entering Adulthood Autonomy Loss high school identity Diversity Development friendship Resysnthesis

Sources of Work Satisfaction Resources Financial reward Challenge Relations with coworkers Comfort Comparable worth