Unit 7

 Boys: ◦ Rapid growth ◦ Increase in muscle mass ◦ Development of the genitals ◦ Development of pubic, body, and facial hair ◦ First ejaculation  Girls: ◦ Increase in height and weight ◦ Development of breast tissue ◦ Development of pubic hair ◦ First menses

 Early Maturation: Maturing physically before peers. ◦ Boys: POSITIVE!  “He’s the man!” ◦ Girls: NEGATIVE!  “She’s boy-crazy” – makes no difference if she even dates  Can lead to a poor body image or eating disorders  Late Maturation: Maturing physically after peers. ◦ Boys: NEGATIVE!  “He’s a wimp/geek/dork/etc” ◦ Girls: Not nearly as bad!

 Piaget’s Formal Operation Thought brings… ◦ Hypothetical Thought: The ability to think about hypothetical situations and potential consequences. ◦ Deductive Reasoning: The ability to use logical steps to form specific conclusions. ◦ Inductive Reasoning: The ability to form a general conclusion from specific experiences or facts.

 David Elkind’s theory of Adolescence: ◦ Adolescent Egocentrism: A return to a state similar to egocentrism of childhood, where adolescents focus on themselves and nobody else!  Focus becomes predominately on what others might think of them.

 David Elkind’s theory of Adolescence: ◦ Invincibility Fable: The belief that the bad things in the world will never happen to them.  DOES NOT mean that they actually think they are immortal or immune, just that they don’t think it would happen to them.

 David Elkind’s theory of Adolescence: ◦ Personal Fable: The belief that their life is unique/heroic/mythical and that nobody has ever experienced what they are going through before. ◦ Imaginary Audience: The belief that everyone is interested in them and their life, and that they are constantly being watched and evaluated.  Can cause teens to hyper-focus on things that really aren’t that important!  Ex. I can’t go to school today, EVERYONE will notice my bad hair day/acne/generic clothes/etc.

 Lawrence Kohlberg’s Theory of Moral Development: May be based roughly on the cognitive development of Jean Piaget. ◦ Broken down into 3 Levels, with 2 stages in each level. ◦ Tests to determine which stage the individual are in are dependent on responses to Kohlberg’s Dilemmas.

 Level 1: Pre-Conventional: Moral choices are based on reward and punishment. ◦ Stage 1: Might Makes Right aka Punishment- Obedience  Obedience to authority is to avoid punishment, while still furthering self-interest.  Very young children ◦ Stage 2: Looking Out For Number One aka Tit-for- Tat aka Quid Pro Quo aka You Scratch My Back, I’ll Scratch Your  Moral decisions are based on what the individual can get out of the situation.  Young/elementary aged children

 Level 2: Conventional: Moral decisions are based on laws and trying to appear “good” to others. ◦ Stage 3: Good Girl/Nice Boy aka Conformity aka Instrumental Conformity  Moral decisions are based on what will make others like and approve of the individual.  Middle school aged children. ◦ Stage 4: Law and Order aka Law of the Land aka Judgment  Moral decisions are based on being a good, law- abiding citizen.  Teenagers and many adults.

 Level 3: Post-Conventional: Moral decisions are based on using one’s own conscience to decide right and wrong. ◦ Stage 5: Social Contract aka Social Conformity aka Social Contract and Individual Rights  Moral decisions are based on a social contract stating that the laws in place are for the greater good of society. Any deviance will violate this contract and could lead to chaos.  Only a small portion of society.

 Level 3: Post-Conventional: Moral decisions are based on using one’s own conscience to decide right and wrong. ◦ Stage 6: Universal Ethical Principles aka Universal Principles  Moral decisions are based on a universal values and rights that all individuals deserve.  Life, Love, Peace, Happiness, Property, Education, etc.  Only a handful of people have ever coded into this category.

 Gilligan continued Kohlberg’s theory, stating that.. ◦ Girls tend to develop morals based on compassion and care ◦ Boys tend to develop morals based on justice and judgment  This distinction starts to emerge in adolescence

 Adolescents go through Erikson's stages… ◦ Group Identity vs Group Identity Diffusion ◦ Identity vs Identity Diffusion

 James Marcia developed 4 Identity Statuses that adolescents move through. ◦ Statuses are based on exploration of potential identities and commitment to the current identity.

High Commitment Low Commitment High Exploration Identity Achievement: The person has explored multiple roles and settled into an identity they comfortable with and committed to. Moratorium: A pause in commitment where adolescence explore multiple alternatives and roles with no decision. Low Exploration Foreclosure: Acceptance of parents’ values and goals without exploring other options. Identity Diffusion: Adolescent is wracked with uncertainty and confusion. There is no commitment and no exploration present.

 Marcia stated that… ◦ Identity achievement is the healthiest. ◦ Moratorium is a normal state that all adolescents go through ◦ Foreclosure and Identity Diffusion are unhealthy.

 Permissive parents can lead an adolescent to lack confidence and be depressed.  Authoritative parents are the best for contributing to the development of freedom and unique identities.  A sudden switch from authoritative or permissive styles that allow children freedom to a controlling manner in adolescence can be highly damaging.

 During adolescence, peers become one of the greatest influences on adolescents.  3 Categories of Relationships ◦ Individual Friendships: One-0n-one relationships with peers. ◦ Crowds: A group of teens with similar interests with activities as their major base for contact ◦ Cliques: A group of teens that stay together because of attraction and interpersonal relationships.  Cliques can be sub-groups within crowds.

 Suicidal Ideation: Excessive thoughts about committing suicide.  Depression: Feelings of extreme sadness that is not caused by current circumstances and lasts for longer than 6 weeks without abating.  Parasuicide: Deliberate acts of self- destruction that do not lead to death, but are designed to get attention or to manipulate someone.

 Warning Signs: ◦ Drastic, sudden decline in school performance or attendance ◦ Giving away items that are emotionally precious to the individual ◦ Withdrawal from friends and family ◦ Running away ◦ Talk of suicide ◦ Attempted suicide