PSYC 3310 Lecture 1: PSYC 3310: Adolescence. It has the detailed note from the class from chapter 1-12.
28 Jun 2018
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PART 1
June 14th, 2018 CHAPTER 1
Defining Adolescence
Hard to know when it begins or ends as it varies for different individuals
Early adolescence (11-14)
Middle adolescence (15-18) – usually high school students
Late adolescence (19-22) often called emerging adulthood; cut-off (25) usually when particular areas of the
brain vary.
About 22% of the Canadian population and adolescence
Adolescence as a Transition Period
Normative transitions – transitions that are expected to occur within a given culture and are expected to
happen e.g. sexual maturity, relationship, cognitive development and abstract reasoning
Idiosyncratic transitions – transitions that are unexpected and it makes it more difficult to adjust to these
transitions. Not in all adolescence, individual and sometimes is a matter of timing.
Key Features of Adolescent Development
Early adolescence
oPuberty
oCapacity for abstract thinking
oBeginnings of new identity (sexual maturation) and growth sprout.
Middle adolescence
oTask are about figuring out one’s identity
oGaining that future perspective (plans about your future)
Late adolescence
oFinishing that preparation for the future
oFinding relationships
Conceptualization of adolescent in History
Ancient Greeks
oBoys were trained in 3 branches of learning (grammar, music and gymnastics) and when they turn
18 they are called the Ephebes.
oThey take an oath of allegiance and join the military.
oThey are not considered full citizens until age 30 which is when they get married
oGirls get married as early as age 15 and are trained on how to take care of the household.
Romans
oBoys at age 14 are eligible for marriage and at age 16, they give up their amulet that marks them as
kids and put on a toga worn by men while Girls are married at age 12
Preindustrial Europe
oLife cycle service – leave your home to go and live with another family who would teach you a
particular trade
oCurbing your childhood tendency and have to become more mature and responsible.
oMovement of young people coming from rural areas into urban areas to search for a job. As young
as 13/14, they work and play very hard which increases the crime rate.
oSocial services was developed to help the youths find positive activities for them to engage in. It
was successful with low crime rate, prenatal pregnancy and low substance use which makes the
adolescence less focus on labor and more focused in school
19th & 20th Century
oLess jobs for adolescence makes them stay in school longer
oDuring WW1 and 2, they joined the military and developed military careers.
Baby boomers
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oWhy the 60 were such a big deal – had more adolescent and young adults than ever before and were
more liberal (politically liberal and active). They were more interested in creating change i.e the
world shifted during the 60’s and 70’s.
oThe 80’s were not concerned with politics and not politically oriented. They were more focused on
materialistic possession and cared less about changing the world but accumulating wealth.
Millennials(21st century)
oMore aware of what is happening than any other generation
oNever on a stable ground (shifting a lot due to change)
oPeers are always important to adolescent, good supported peer group do better.
oSexuality and relationships are still an issue for adolescence.
Adolescence and Globalism
Benefits – greater sharing of info, media and resources
Problems – not as much in the other direction
Trends in Adolescence
More education (grade 10-12) – they go on to get further kind of education
Urbanization (moving from rural to urban areas) and usually continue to live at home while they get
education. Could also be due to cost
Well being
oOngoing caring relationship with at least one adult
oSocial support systems – friends/family or formal (work) or community resources. Anybody whose
contributes to another’s doing
oSocial competence and life skills – knowing how to be a good support and looking after yourself
e.g. good studying skills
oTechnical & analytic skills – technological (phone and electronic) skills
oMotivation for lifelong learning – never stop learning so you don’t get stagnant and grow
oValues for living in a diverse society – individuals that coincide with the diversity to do better.
oThe ability to live with uncertainty and changes – the millennials know about this.
oBelief in a promising future – have to belief that there are positive things in their future
oOpportunities to have a good quality of life – potential for achieving those good things of life
Theories of Adolescence
1. Biological and evolutionary theories
Brain development – increased capability to control impulse
Sociobiology
2. Psychological theories
Freud psychoanalytic stage
oPsychosexual – dealt with unconscious issues and they could be manifested into positive directions
e.g love in the adolescent stage
oDeveloped balance between Id, Ego and Superego
Erikson’s psychosocial stage
oFocused on identity and psychosocial development
oAge 6- latency stage
oPuberty – genital stage
3. Cognitive theories and learning theories
Piaget’s theory of cognitive development
Learning and social cognitive theories
oIssues related to reinforcement and punishment. Could also involve social pressure & efficacy.
4. Contextual Theories
Bronfenbrenner’s ecology of human development
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oMicrosystem – adolescent in the media world and who they interact with. People you interact with
on a daily basis
oMesosystem – relationship between those we relate with e.g. parents thoughts about your date or
boyfriend.
oExosystem- government and government policy, parents.
oMacrosystem – what is expected e.g. our culture, our values, our beliefs
oChronosystem – time system/factor, looks at historical change e.g. planning ahead. Big difference
and big impact e.g. the impact of losing your job at age 15 vs age 55
Developmental system theory
oEmphasizes adolescent active role in their own development
oMedia has its influence but the adolescence decision matters here. Often part of changes.
Adolescent Research Trends
1. Growing Interest/attention to the transition of youth to young adulthood.
2. More research will focus on the cognitive and neurocognitive changes in adolescents – cognitive development at
age 18.
3. Emphasis on understanding the context and co-occurrence of adolescent problem is increasing.
4. More research is needed on positive psychosocial outcomes and resilience in high risk circumstances e.g.
divorce population, LGBTQ, disabilities, prison. Impact of historical and social events and context.
5. More research will be devoted to learning about diverse populations.
6. Greater attention to the impact of historical social contexts and changes on adolescent development.
7. More qualitative research
8. University-community and interdisciplinary collaborations.
CHAPTER 2
The Endocrine System and the beginning of Puberty
Endocrine system
hypothalamus - the governor of the whole system
the pituitary gland - kick-starts puberty and gets information from the hypothalamus
the gonads/sex glands – develop on the command of the pituitary gland
The HPG Axis
Hypothalamus produces gonadotropic releasing hormone (GNRH). The gonadotropic hormone triggers the
pituitary gland the hormones: FSH (follicle-stimulating hormone) and LH (Luteinizing hormone).
oIn females, both of these are related to the production and release of estrogens and the functioning
of the reproductive system/processes.
oIn males, the LH controls the production and release of testosterone while FSH produces the
seminiferous tubules.
GNRH stimulates the production of sex hormones from the gonads (ovaries and testes).
Sex Hormones
1. Androgens
Produced by gonads and adrenal gland
They are involved in the development of primary sexual characteristics in males, also involved in the
growth of the larynx in both male and females, bone growth, kidney functioning, muscle growth (growth
spurt)
Adrenocorticotropic hormone produce by the pituitary gland which triggers release of androgens from the
adrenal gland
oTestosterone
oDehydroepiandrosterone (DHEA) – produced by the adrenal gland and is involved in the
development of all types of hair (pubic and facial hair). By 10-11 this comes in
2. Estrogen
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Document Summary
Hard to know when it begins or ends as it varies for different individuals. Middle adolescence (15-18) usually high school students. Late adolescence (19-22) often called emerging adulthood; cut-off (25) usually when particular areas of the brain vary. About 22% of the canadian population and adolescence. Normative transitions transitions that are expected to occur within a given culture and are expected to happen e. g. sexual maturity, relationship, cognitive development and abstract reasoning. Idiosyncratic transitions transitions that are unexpected and it makes it more difficult to adjust to these transitions. Not in all adolescence, individual and sometimes is a matter of timing. Early adolescence: puberty, capacity for abstract thinking, beginnings of new identity (sexual maturation) and growth sprout. Middle adolescence: task are about figuring out one"s identity, gaining that future perspective (plans about your future) Late adolescence: finishing that preparation for the future, finding relationships.
