Origins of Adolescence Adolescence Transitional period from child

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Origins of Adolescence

Origins of Adolescence

Adolescence • Transitional period from child to adult • Puberty -18 (21) • Stage

Adolescence • Transitional period from child to adult • Puberty -18 (21) • Stage developed from Child labour laws and education – prolonged the period of children’s dependence on parents

G. Stanley Hall’s Storm and Stress • Exhibit contradictory tendencies • Storm and Stress:

G. Stanley Hall’s Storm and Stress • Exhibit contradictory tendencies • Storm and Stress: describe the emotional life • Vanity and conceit vs. Shyness and selfloathing

Future Outlook for Adolescents • • • New technologies New mode of communications Unstable

Future Outlook for Adolescents • • • New technologies New mode of communications Unstable economies Uncertain job markets Increase cost of living Rapidly increase cost of post-secondary

Elkind’s Theory of Adolescent Egocentrism • Immaturity of thinking process (primary feature) • Argumentative

Elkind’s Theory of Adolescent Egocentrism • Immaturity of thinking process (primary feature) • Argumentative (due to underdeveloped formal reasoning abilities) • Period of extreme indecisiveness due to exaggerated self-consciousness • Idealistic (envision ideal world) and critical (criticize the real world)

Elkind’s Theory of Adolescent Egocentrism • Invincible and invulnerable thinking leads to risk-taking behaviours

Elkind’s Theory of Adolescent Egocentrism • Invincible and invulnerable thinking leads to risk-taking behaviours • Egocentrism: heightened self-awareness and self-consciousness – Believe that others are interested in them as themselves (Imaginary audience) – Image peers judging their every move (personal fable)

Socialization • Process to learn the rules of social interaction • Internalize values and

Socialization • Process to learn the rules of social interaction • Internalize values and norms • Learn roles we are expected to perform • Agent of socialization: teach and prepare individuals for social life • Primary (family) vs. Secondary (school) agents

Social Groups • Individuality and social relationship beyond family becomes important • Peers/media help

Social Groups • Individuality and social relationship beyond family becomes important • Peers/media help teens understand their worlds (values and attitudes) • Young people are confronted with personal choices with input from peers (pressure)

Culture and Identity • Key factors to how we see ourselves • Ethnic identity

Culture and Identity • Key factors to how we see ourselves • Ethnic identity provides members to a group – ease/difficulty of stable identity depends on discrimination/barriers by dominate groups – Connection between culture and identity can help explain some common trends among adolescent groups

Allison Davis and Socialized Anxiety • Refers to the tension and discomfort felt by

Allison Davis and Socialized Anxiety • Refers to the tension and discomfort felt by individuals that motivate and influence behaviour • Grade 12’s feel anxious about post-secondary acceptance > motivates them to earn good grades • The right amount of social anxiety can be an important factor to

THEORIES OF ADOLESCENT DEVELOPMENT

THEORIES OF ADOLESCENT DEVELOPMENT

Eduard Spranger and Dominant Values • Develop lasting values (dominant value direction) • Adolescence

Eduard Spranger and Dominant Values • Develop lasting values (dominant value direction) • Adolescence as a period of crisis and volatility that lead to shift in personality development

Eduard Spranger and Dominant Values Three basic characteristics of behaviour in teenagers 1. rebirth:

Eduard Spranger and Dominant Values Three basic characteristics of behaviour in teenagers 1. rebirth: looks at self in retrospect and sees a transformed person 2. Acquire and accept society’s cultural values/ideas through a slow personal development 3. Willing participant in his/her own personal growth (personal effort, self-control and discipline in attempt at self-improvement)

Leta Stetter Hollingworth: Gradual Change to Adulthood • Believed that the transition to adulthood

Leta Stetter Hollingworth: Gradual Change to Adulthood • Believed that the transition to adulthood is gradual, continual and calm • Viewed life as a fluid journey rather than abrupt changes from life stages/cycles

Lewin’s Field Theory of Adolescence • Attempt to explain the individual’s behaviour without making

Lewin’s Field Theory of Adolescence • Attempt to explain the individual’s behaviour without making generalization • Adolescence is a time when individuals must alter and change their social group membership • Unclear roles as teenagers are caught between the adult world and the children group

Structural Functionalism • social structures exist to serve the needs of society • Adolescents

Structural Functionalism • social structures exist to serve the needs of society • Adolescents accept their role as student in the education system (transmit knowledge, skills and values)

Conflict theory • Power is the basis for relationships among groups and is the

Conflict theory • Power is the basis for relationships among groups and is the source of social conflict • Socio-economic status influence purchasing power and post-secondary choices

Feminist theory • Social conflict is the result of inequality related to gender issues/roles

Feminist theory • Social conflict is the result of inequality related to gender issues/roles • Female teens may face barriers in pursuing their chosen career paths

Symbolic Interaction • The role and function in society is determined by his/her understanding

Symbolic Interaction • The role and function in society is determined by his/her understanding and reaction to it • Adolescents are faced with the developmental task of identity and individuality

Social Exchange • Weighs the cost and benefits of belong to and participating in

Social Exchange • Weighs the cost and benefits of belong to and participating in personal relationships and social groups • Peer pressure force teenagers to conform to group behaviour

The Invisible City 1. How do the youths in this film identify with their

The Invisible City 1. How do the youths in this film identify with their community? 2. What are the common bonds among the people in this film? 3. What challenges do they face in expressing their identity? 4. What changes do the people in the film experience? What causes those changes? What are the consequences of those changes for the people?