1. CHAPTER 9: Physical, Cognitive, and Identity Development in Adolescence The Life Span: Human Development for Helping Professionals Edition 4 Patricia C. Broderick and Pamela Blewitt © (2015, 2010, 2006) by Pearson Education, Inc. All Rights Reserved

2. Broderick & Blewitt, The Life Span: Human Development for Helping Professionals, 4 th Ed. © (2015, 2010, 2006) by Pearson Education, Inc. All Rights Reserved 9-2 Puberty: The Adolescent Metamorphosis Adolescence commences with the onset of puberty and ends with commitment to adult roles  Glandular awakening Pituitary gland produces hormones, stimulates hormone production in the gonads Circulating hormones promote maturation of primary and secondary sexual characteristics Timing affected by genes and environment  The growth spurt Large and rapid increases in height and weight Sexual dimorphism

3. Broderick & Blewitt, The Life Span: Human Development for Helping Professionals, 4 th Ed. © (2015, 2010, 2006) by Pearson Education, Inc. All Rights Reserved 9-3 The Changing Brain  Brain development far from finished –Brain growth continues –Synaptogenesis and pruning –Widespread reorganization Frontal lobes (planning, self-control, judgment) Parietal lobes (integrating information) Temporal lobes (language, emotion regulation) Corpus callosum (connecting hemispheres)  The Adolescent brain and stress –Vulnerable period for stress sensitivity –Development of psychopathology

4. Broderick & Blewitt, The Life Span: Human Development for Helping Professionals, 4 th Ed. © (2015, 2010, 2006) by Pearson Education, Inc. All Rights Reserved 9-4 Behavioral Changes with Puberty  Storm and stress of adolescence –Increased conflict with parents, moodiness, negative affect, risky behavior, self-consciousness –Increases in hormones can affect mood –Sleep deprivation, changes in relationships, immaturity of frontal lobes, changes in self-concept  Early versus late maturation –For girls, early maturation a greater stress –For boys, later maturation more problematic  Girls’ versus boys susceptibility to depression –Girls more susceptible to depression than boys –Excess stressors (e.g., devaluing, double standard) –Earlier puberty, coinciding with school transitions

5. Broderick & Blewitt, The Life Span: Human Development for Helping Professionals, 4 th Ed. © (2015, 2010, 2006) by Pearson Education, Inc. All Rights Reserved 9-5 Emergence of Sexuality and Sexual Preference  Sexual activity and exploration –Sexual attraction begins at adrenarche, just before puberty –Masturbation begins around 11-12 years of age –Activity and exploration increases at puberty –Familial, social, and cultural factors contribute –Curiosity and peer pressure influence –Parents have more influence early on –Sexual experience with same-sex peers is estimated at around 50% and does not indicate homosexuality

6. Broderick & Blewitt, The Life Span: Human Development for Helping Professionals, 4 th Ed. © (2015, 2010, 2006) by Pearson Education, Inc. All Rights Reserved 9-6 Sexual Health  Increased numbers are having sex at earlier ages  Adolescents are at high risk for STD’s – multiple partners, older partners, and unprotected sex increase risk; ½ of new HIV infection occurs in ages 15-24 Helping: education & counseling that is earlier and comprehensive (refusal skills, problem solving, knowledge of contraception, coping skills)

7. Broderick & Blewitt, The Life Span: Human Development for Helping Professionals, 4 th Ed. © (2015, 2010, 2006) by Pearson Education, Inc. All Rights Reserved 9-7 Cliff & Joyce Penner (Christian sex therapists) – preadolescence is a critical period Imprinting – The 1 st experiences being connected to external experiences, such as pornography or live visual stimuli (e.g. people, objects), can lead to addiction Advice for masturbation – only focus on bodily sensation or imagining what will be in marriage Goal in adolescence – to accept feelings & control actions; don’t associate sex with risk and guilt

8. Broderick & Blewitt, The Life Span: Human Development for Helping Professionals, 4 th Ed. © (2015, 2010, 2006) by Pearson Education, Inc. All Rights Reserved 9-8 Sexual Orientation Not well understood  Modeling is not a viable explanation: Children of homosexuals not more likely to be homosexual  Evidence for a strong biological contribution - Pre- natal hormones may be influential; Heredity (50% concordance rate for twins)  Peer interactions (Bem) – preference for sex atypical activities (75% of GID boys become homo/bi-sexual) & increased opposite sex playmates – “the exotic becomes erotic”  Sin nature, individual sin, demonic influence  Choice

9. Broderick & Blewitt, The Life Span: Human Development for Helping Professionals, 4 th Ed. © (2015, 2010, 2006) by Pearson Education, Inc. All Rights Reserved 9-9 Counseling provide support, information and a safe place without imposing sexual identity prematurely Focus on other aspects of identity, as well

10. Broderick & Blewitt, The Life Span: Human Development for Helping Professionals, 4 th Ed. © (2015, 2010, 2006) by Pearson Education, Inc. All Rights Reserved 9-10 Cognitive Development  Formal operational thought – occurs gradually –Challenging even for adults –Easier to apply in domains of expertise  Scientific problem solving –Generate and consider possible solutions –Test each one  Egocentrism (explained by the need to separate & form an adult identity) – imaginary audience (increased self- consciousness) - personal fable - invincibility fable

11. Broderick & Blewitt, The Life Span: Human Development for Helping Professionals, 4 th Ed. © (2015, 2010, 2006) by Pearson Education, Inc. All Rights Reserved 9-11 Cognitive Development  Constructing ideals –Adolescent egocentrism may contribute to critical attitude toward anything less than perfect  Advances in metacognitive skill - Improved capacity to think about own thinking  Older teens have better cognitive control over their emotions and better executive functioning (e.g. attention, planning) due to the continuing maturation of the frontal lobes  Information processing continues to get faster due to continuing myleination  Increased ability to think abstractly – affects views of religion, politics, self-evaluation, relationships

12. Broderick & Blewitt, The Life Span: Human Development for Helping Professionals, 4 th Ed. © (2015, 2010, 2006) by Pearson Education, Inc. All Rights Reserved 9-12 Identity Development  Identity – difficult to define – attained, but always in revision sense of the self within social reality –Incorporates all dimensions of self-knowledge –Foundation for behavioral, affective, and cognitive commitments (career, relationships, belief systems) –Attainment does not imply an end to change –Discovery process that involves exploration & commitment –Not “Who am I?” rather “What do I want to make of myself, and what do I have to work with?” –Dynamic, future-oriented –Integrates past experience and new directions –Theories have exaggerated individualistic emphasis

13. Broderick & Blewitt, The Life Span: Human Development for Helping Professionals, 4 th Ed. © (2015, 2010, 2006) by Pearson Education, Inc. All Rights Reserved 9-13 Identity Status  Marcia described four identity status categories –Assessed through ego identity interview (p 349) –Core domains: vocational choice, religious and political ideology, gender-role, sexual expression  Diffusion: Not exploring choices, no commitments –Common in early adolescence, problematic later  Moratorium: Currently exploring, no commitments –Can be a high-anxiety state (constructed id)  Foreclosure: Commitments without exploration –Not always problematic, but can be (conferred id)  Achievement: Exploration and commitment –Identity constructed through effort

14. Broderick & Blewitt, The Life Span: Human Development for Helping Professionals, 4 th Ed. © (2015, 2010, 2006) by Pearson Education, Inc. All Rights Reserved 9-14 Assessment of Identity  Identity incorporates components of self-concept –Social, academic, and physical self-concept –Variable timing of development in different domains (e.g. moratorium vocationally, but foreclosed with regard to religious beliefs)  Developmental sequence in identity formation – there is a directional, developmental trend toward achievement away from diffusion; however, an individual may follow a non-linear sequence  Increased foreclosure in closed identity domains (little control over)

15. Broderick & Blewitt, The Life Span: Human Development for Helping Professionals, 4 th Ed. © (2015, 2010, 2006) by Pearson Education, Inc. All Rights Reserved 9-15 Identity crisis: truth or fiction?  Moratorium is a transitional state with some elements of crisis  Outcomes related to earlier psychosocial development, available models and support

16. Broderick & Blewitt, The Life Span: Human Development for Helping Professionals, 4 th Ed. © (2015, 2010, 2006) by Pearson Education, Inc. All Rights Reserved 9-16 Identity Development and Diverse Groups  Gender and identity –More similarity than difference –Some evidence girls involved in more relationship related activities –Women more likely to assign interpersonal aspects of identity a higher priority  Racial and ethnic identity theories –Race or ethnicity not yet a salient feature of self- concept in childhood –Moratorium-like stage may be triggered by experience that thrust issue to forefront –A strong and positive ethnic identity serves as a powerful protective factor

17. Broderick & Blewitt, The Life Span: Human Development for Helping Professionals, 4 th Ed. © (2015, 2010, 2006) by Pearson Education, Inc. All Rights Reserved 9-17 Applications: Growing Pains  Adolescence is associated with major cognitive advances, gains in physical strength and vitality  Also onset of physical and mental health problems  Watching teenagers struggle with the problems of adolescence is painful  Some adults avoid the grueling job of limit setter  involved and vigilant parenting critically important protection

18. Broderick & Blewitt, The Life Span: Human Development for Helping Professionals, 4 th Ed. © (2015, 2010, 2006) by Pearson Education, Inc. All Rights Reserved 9-18 Applications: Navigating Special Challenges  Adolescents in stigmatized or disadvantaged groups face additional challenges (discrimination, cultural intolerance, poverty)  Culturally sensitive efforts have been advanced –Strong African American Families Program (p 358) – –Based on strengthening parent and youth protective factors

19. Broderick & Blewitt, The Life Span: Human Development for Helping Professionals, 4 th Ed. © (2015, 2010, 2006) by Pearson Education, Inc. All Rights Reserved 9-19 Applications: Special Needs of Sexual Minority Youth  “Coming-out” models of sexual identity –Two central processes: sexual questioning and disclosure to others –Timing and nature of development highly varied –Empirical base is weak  Most adolescents do not have accurate information –Provide youth with support, information, and a safe place to explore their concerns –Offering abstinence as only option for teenagers is not defensible from a scientific perspective

20. Broderick & Blewitt, The Life Span: Human Development for Helping Professionals, 4 th Ed. © (2015, 2010, 2006) by Pearson Education, Inc. All Rights Reserved 9-20 Applications: Clinical Guidelines for Work with Sexual Minority Youth  Consider your own attitudes  Be aware of social stigma and fear of rejection  Allow for openness around the issues of sexuality  Consider sexual identity development as a fluid process, may manifest in changing attractions and orientations over time  Help identify real and reliable sources of support  Work with adolescent’s family to strengthen attachments that will protect against risk

21. Broderick & Blewitt, The Life Span: Human Development for Helping Professionals, 4 th Ed. © (2015, 2010, 2006) by Pearson Education, Inc. All Rights Reserved 9-21 Focus on Developmental Psychopathology: Eating Disorders  Dramatically aberrant patterns of eating –Anorexia nervosa, refusal to maintain adequate body weight for age and height (below 85%) Two subtypes: restricting, binge eating/purging –Bulimia nervosa, repeated binge eating and compensatory behaviors Two subtypes: purging, binge eating disorder  Etiology and risk factors –Evidence for role of culture, family dynamics, personality, and genetic risk –No one causal factor is sufficient –Affect females far more often than males

22. Broderick & Blewitt, The Life Span: Human Development for Helping Professionals, 4 th Ed. © (2015, 2010, 2006) by Pearson Education, Inc. All Rights Reserved 9-22 Focus on Developmental Psychopathology: Eating Disorders  Prevention –Universal prevention programs not as effective as selective interventions –Programs provided exclusively for females more effective than combined programs –Most effective programs target risk factors such as maladaptive attitudes and negative affect  Treatment –Manualized cognitive behavior therapy (CBT) preferred for bulimia nervosa –Less effective anorexia nervosa - structured family therapy has some empirical support