Lecture Notes For Chapter X Puberty The onset of adolescence is heralded by two significant changes in physical development – the adolescent or pubertal growth spurt and puberty. The changes are brought about by the activation of the endocrine glands. The process begins as the hypothalamus (a part of the brain) instructs the pituitary to activate the adrenal glands and the gonads (ovaries or testes). Individuals in this stage need proper sex education in order to cope with the anxieties during this stage. The Adolescent Growth Spurt Growth spurt refers to the rapid acceleration in height and weight that marks the beginning of adolescence. -Girls may begin as early as age 9 or as late as 12 years old. The typical pattern is for a girl to start her period of rapid growth at age 10 to reach a peak growth at age 12 years and to return to a slower rate of growth by age 13-15. Many girls gain as much as 3 ½ inches in height and 20 pounds in weight. -Boys lag behind girls by two years, entering their period of rapid growth as early as age 12 or as late as age 16. The typical pattern for males is to begin their growth spurt at age 13 to a peak growth at 14 and to return to a more gradual rate by age 15 or 16. Many boys gain as much as 4 inches and 26 pounds -The body assumes an adult-like appearance during the adolescent growth spurt. In females, the first change is in a slight “budding” followed by a gradual enlargement of the breasts over a period of several years. There is also a growing of the hips resulting in a broadening that further gives the appearance of the adult female body shape. Puberty Puberty - is the point in the development of man at which the individual becomes physically capable of sexual reproduction. It covers the time during which the primary and secondary sex characteristics of the body emerge. - Sexual maturation follows a predictable sequence for members of both sexes. It begins with the production of sex hormones by the ovaries in females and testes in males. These hormones trigger a series of physiological changes that lead to ovulation and menstruation in females and the production of sperm cells in males. Primary sex characteristics of Female -Menarche or the first menstrual period signifies this new stage of maturation for girls. -The secondary sex characteristics like the development of the breast and hips begin before menarche and continue until the individual has reached full maturity. Primary sex characteristics of Male -Growth usually occurs first in the testes in their sac-like container, the scrotum. About a year later the developmental acceleration encompasses the penis, which becomes larger. Internal glands in the reproductive system enlarge and begin to form and secrete a variety of substances including mature spermatozoa. -The secondary sex characteristics that accompany sexual maturation include broadening of the shoulders, lowering of the voice and the appearance of pubic and facial hair. Characteristics of Puberty 1. Puberty is an overlapping period. Puberty happens during the last years of childhood and the starting years of adolescence. It is about 10 ½ years to 13 years for girls and about two years later for boys. 2. Puberty is a short period. Puberty lasts from two to four years. Rapid maturers take two years while slow maturers take 3 to 4 years. 3. Puberty is manifested in both internal and external changes in the body. Primary and secondary sex characteristics are manifested in the changes. 4. Puberty is a time of rapid growth and change. The rapid growth is called pubertal growth spurt. 5. Puberty is divided into three stages: A. Prepubescent – Secondary sex characteristics begin their development but the reproductive organs are not yet fully developed. B. Pubescent – Characterized by menarche for girls and nocturnal emissions (wet dreams) in boys. C. Post pubescent – Secondary sex characteristics become well developed and the sex organs begin to function in a mature manner. Body Changes at Puberty Four important physical changes occur during puberty, namely: changes in the body size, changes in body proportions, the development of the primary sex characteristics, and the development of the secondary sex characteristics. -The first major physical change at puberty is change in body size in terms of height and weight. The timing of this event varies from child to child. Girls gain an average annual increase of 3 inches during menarche. After menarche, the rate of growth slows down to about one inch a year, coming to a standstill at around eighteen for early maturers, and early twenties in later maturers. -Boys grow rapidly between thirteen to fifteen years, with the peak occurring at fourteen years. After that growth decelerates and continues at a slower rate until the age of twenty-one. Weight gain during puberty comes not only from an increase in fat but also from an increase in bone and muscle tissues. Thus, even though they are gaining weight the pubescent child looks thin. -Girls experience the greatest weight gain just before and just after menarche. Boys experience maximum weight gain a year or two later than girls and continue to gain even up to age sixteen. Because of the longer growth periods, boys gain more in height and weight than do girls. Changes in Body Proportion -Certain areas of the body become proportionally too big because they reach their mature size sooner than other areas. -The whole body attains adult proportions in all areas during the latter part of adolescence. Primary Sex Characteristics Male primary somatic sexual characteristics are the penis and the scrotum, and The gonads or testes, which are located in the scrotum, or sac, are only 10 percent of their mature size at the age of fourteen years. - The testes are fully developed by the age of twenty or twenty one. Menarche or the first menstrual flow - Beginning of a series of periodic discharges of blood, mucus, and broken cell tissues from the uterus. - Occurs approximately every twenty eight days until the girl reaches menopause usually in the late forties or early fifties. Secondary Sex Characteristics - Are the physical features which distinguish males from females and which may be the source of appeal among members of the opposite sex. Boys- develop muscles - voice becomes husky and later increases in volume. Girls- develop wider and rounder hips - the nipples enlarge and protrude. Concerns during Puberty The rapid change in height and weight during the pubertal growth spurt can be a source of concern for the adolescents. 1. Sex differences in growth rates - Females experience puberty and the adolescent growth spurt 2 years earlier than males 2. Different growth rates of body parts - Hands and feet grow before arms and legs, and arms and legs grow before the torso. noses, ears, and jaws can outpace the growth of the rest of the face. - The disproportionate growth lead to awkwardness, lack of poise, and embarrassment. 3. Irregular changes in weight and physique - The rapid gains in height, and shifts in body fat, and the late development of muscle tissue can cause the adolescent’s physiques to change dramatically. 4. Troublesome skin changes - Sweat and odor glands step up their activity, producing body odor and the need for frequent bathing. The oil glands become active and may cause skin problems like acne. 5. Personality/Appearance. - His physical growth and development makes the adolescent develops self-consciousness. He begins to worry about his personal appearance – clothes, grooming, and acceptability to peers. 6. Relationships. - The adolescent’s sense of self, his new self, his new role, and his view of the future usually overwhelms the young adolescent, affecting his interaction with significant others. 7. Variation in age of maturity. - Sexual maturation can begin anytime within a six-year range for both sexes. These difference in the timing of puberty can be of significant concern for the individual. Effects of Deviant Maturing Children who are most affected by the physical changes that normally occur at puberty are the deviant maturers. Deviant mature is one whose sexual maturation occurs a year or more from the norm for the sex. early maturers: Children who mature sexually earlier than their sex group. late maturers : who mature sexually later than their sex group . rapid maturers: require less than the normal time for their sex group. slow maturers: those who need more than the normal time. Early growth in height and muscle is generally advantageous to boys. The consequences of early pubescence are more complex for girls. Changes in the height and shape of the body sometimes interfere with early social adjustment. The Role of Significant Others Based on many researches and studies, the concerns and problems of the growing individual in this stage are varied. They range from physical, social, emotional, academic, and moral. Growing up towards the healthy direction depends largely on the individual’s interactions with the significant others –parents, peer group, teachers, and authorities. The individual’s sense of self –his/her capacity and worth will develop based on how the significant other influence and guide him/her towards his/her sense of independence, self reliance, and sense of responsibility. Parents can do a lot to help their teenagers cope with their “growing up pains.” The key is to prepare them adequately for the expected physical changes. Parents who are sensitive to their adolescents’ anxieties can help by giving adequate information, and lots of support and encouragement. Parents who make adjustments in their parenting styles promote mature and responsible behavior in their teenagers. CHAPTER XI Adolescence Adolescence comes from the Latin word adolescence meaning to grow to maturity – mentally, emotionally, socially, and physically. This point of view was expressed by Piaget as quoted in Hurlock (1982) when he said: “Psychologically, adolescence is the age when the individual becomes integrated into the society of adults, the age when the child no longer feels that he is below the level of his elders but equal, at least in rights… This integration into adult society has many affective aspects, more or less linked with puberty… It also includes very profound intellectual changes… These intellectual transformations typical of the adolescent’s thinking enable him to achieve his integration into social relationship of adults, which is, in fact the most general characteristic of this period of development.” ADOLESCENT YEARS As beginning when children become sexually mature and ending when they reach the age of level maturity. Changes in behaviors, attitudes, and values throughout adolescence show marked difference during the early part of the period. Divided into two subdivisions: early and late adolescence. The division is placed at around 17 years. - Early adolescence -age 13 to 16 or 17 years - Late adolescence – age of 16 to 18 up to 21 for those who would like to continue to depend on others for financial support until they are through with college course. Developmental Tasks of Adolescence Focused on developing independence in preparation for adulthood and in establishing a sense of identity. Achieving independence is facilitated by developing intellectual skills and concepts necessary for the development of socially responsible adults. School and colleges try to build values that are in harmony with those held by adults. Parents also contribute to this development. Sometimes the adult fostered values clash with peer values. Adolescents find themselves caught between adult and peer values. Adolescents find themselves caught between adult and peer standards of socially responsible behavior and a expected, they have to make choices. Establishing one’s identity continues during the period of adolescence. The adolescent establishes his personality along three dimensions: gender identity, occupational identity, and moral identity. Physical Development During Adolescence Growth is far from complete when puberty ends, nor is it entirely complete at the end of early adolescence. There is a slackening of the pace of growth, and there is more marked internal than external development during later Cognitive Development Just as there is a spurt in physical and sexual development, there is also a “cognitive spurt.” The changes that take place in the adolescent’s intellectual growth are both quantitative and qualitative. It appears that intellectual skills tend to become more specialized during adolescence, and the individual may demonstrate what appears to be emerging special interests, such as an aptitude for science or verbal skills. This differentiation and specialization of abilities is sometimes heavily weighted by sociocultural factors. Although mental skills of childhood tend to remain the same throughout childhood until adolescence, some adolescent’s life circumstances may result in dramatic changes in intellectual performance. According to Piaget, adolescent cognitive development is now at the formal operational stage. The following chart shows a comparison/transition from concrete operations to formal operations stage: Although not all adolescents attain formal operations during early adolescence, there is evidence that some older adolescents may go beyond formal operations or to a second phase of formal operations. This phase has been called problem finding, in contrast to the problem solving that characterizes formal operations. This, the thinking of some older adolescents ages 15 to 20 years old might be considered “divergent” (moving toward new or creative solutions or the identification of alternatives) rather than “convergent” (moving toward known or accepted solutions to problems). Intelligence is identified by the quality of questions asked rather than the arrival at known conclusions Thinking about the meaning of words leads the adolescent to the creation of ideals. Although most adolescents have reached the level of formal operational reasoning, their cognition at times often retains an immature quality. This is not really surprising; they have recently developed the ability to reason abstractly, but have little experience upon which to base their abstractly, but have little experience upon which to base their abstract thoughts. David Elkind (1967, 1981; Elkind and Bowen, 1979) has pointed out that adolescents often possess a form of egocentrism of young children and similarly distorts their perception of reality. There are four primary features of adolescent ego-centrism: 1. The primary characteristic adolescent egocentrism has been termed the imaginary audience by Elkind. 2. Adolescent egocentrism also manifests itself in what Elkind calls the personal fable 3. Adolescent egocentrism is typified by an unusual degree of hypocrisy. 4. Adolescent egocentrism is characterized by what Elkind (1981) colorfully calles pseudo stupidity. Emotionality During Adolescence Adolescence has been thought of as a period of “storm and stress” – a time of heightened emotional tension resulting from the physical and granular changes that are taking place Emotional maturity is said to have been achieved if the individual does not “explode,” have temper tantrums, or sulk when disappointed Another important indication of maturity is when the individual assesses a situation. He is able to think about the circumstances, to make decisions, to act accordingly, and solve problems rather than engage in unhealthy emotional outburst. He should be encouraged to discuss his problems with the “significant others.” As he matures, he gets involved in different interpersonal relations. It is but normal to have conflicts in any relationship. In a study of conflict management styles (Buenaventura, 1995), Filipino dating, i.e., they show low assertiveness and high cooperativeness which are important in the preservation of a relationship. As junior and senior students mature, they begin to use a problem-solving style characterized by high assertiveness and high cooperativeness. This capacity to use different styles of conflict management is an important developmental task as evidenced by the accompanying characteristics and possible outcomes of each conflict management style (CMS). Characteristics and Possible Outcome of Each Conflict Management Style (CMS) CMS Competing Characteristics ” pa ssive or active ” aggressive uses force to win " dominant hurt and humiliation anger and defensiveness may force other(s) to retaliate " nurture "bad feelin gs" for others and for himse If ” unable or unwilling to express one's thoughts and ” maintains good re lationship ” assertive Avoiding feelings Accommodating ProblemSolving Possible Outcome/Results has low self-growth ” de pendent on others “ keeps quiet and simply aCccepts the situation manifest false obedience fears failure avoids responsibility develops doubts in one's capacity may develop dependency in making decisions sensitive to others’ needs " avoids tension and quarrel stresses things which they both agree on " not assertive cooperates with others tolerates other's wishes “ is emotional others may take advantage of the relationship is open-minded uses critical thinking " is responsible and cooperative ” willing to explore new avenues for compromise ” encourages participation is just and fair respects others’ opinion practices humility, is prudent ” maintains harmonious relationships " feels dissatisfied “ non-committal self-respect satisfies both parties ” develops trust, openness, respect, acceptance " feels "better" after the conflict increased mutuality The negative feeling brought about by the competing and avoiding conflict management styles have to be dealt with or it may impair the healthy resolution of relationship conflicts Accommodating conflict management styles used especially with persons in authority like parents gives a chance for authority to assert what might be right or lawful in a situation while giving the younger one a chance to understand another’s point of view. Adolescents must also learn how to use emotional catharsis to clear their system of pent-up emotional energy. Social Changes During Adolescence One of the most difficult developmental tasks of adolescents relates to social adjustments. During early adolescence, peer-group acceptance is very important to an adolescent. As adolescence progresses, peer-group influences begin to wane. The reason for this is: first most adolescents want to become individuals in their own right hence, they begin to establish their identity; and second, in the adolescents’ choice of their companions. Adolescents want as friends those whose interests and values are similar to theirs, who understand them and make them feel secure, and in whom they can confide problems and discuss matters they feel they cannot share with their parents or teachers Some Adolescent Interests Adolescent interests are varied. They depend upon their sex, intelligence, environment they live, opportunities they have had for developing their interests, what their peers are interested in, status in social group, innate abilities, and many other similar factors. Personality development As a child, the self is defined largely by the experiences of the parents, peers and the environment in which you are raised. The adolescent integrates new skills in logical thinking, moral development, and sexual identity with the possibilities for a more independent social life. -According to Erikson, primary task that confronts the adolescent is the establishment of an identity. -He views the establishment of ego identity formation neither begins nor ends with adolescence. -It is during adolescence that the major features of this identity are sketched out. -It is a search for what to believe in, what to live for, and what to be loyal to, as Erikson puts it. 1. Occupational Identity - Ginzberg as cited in Schiamberg (1982) suggested that the individual continually makes adjustments in aspirations and inmotivations that limit and refine his vocational choices. 2. Ginzbergs’ Stage Theory - Ginzberg suggests that individuals move through four major psychological periods as part of the process of making vocational choices: Fantasy, Tentative, Realistic, and Specification Periods. A. The Fantasy Period (Ages 4-12) - Simple wishes. Like when children are asked what they want when they grow up “I want to be a Psychologist” B. The Tentative Period (Ages 12-18) - The individual begins to take into account his own interests and capabilities when considering a vocation. 4 Stages during this period: 1. The Interest Stage – (Ages 11-12) The child identifies activities that are liked or disliked. These activities are generally similar to vocational activities. 2. The Capacity Stage – (Ages 12-14) This coincides with the onset of formal operation stage. The adolescent begins to assess and to understand the prerequisite aptitudes, training, and education necessary for given professions. 3. The Values Stage – (Ages 15-16) The adolescent involves personal values, orientations, and goals in his vocational choice. 4. The Transition Stage- (Ages 17-19) The individual consolidates aptitude, interests, and values in making a realistic vocational. C. The Realistic Period (18 to early twenties) Composed of two stages: EXPLORATION STAGE- individual tests his tentative vocation and personal values, aptitudes and interests. CRYSTALLIZATION STAGE- individual develops a clear picture of vocational goal including specific occupation. D. The Specification Period – The individual makes a commitment to a particular vocation. He trains for a vocation or enters the vocation. 3. Personality Changes during Adolescence a. Age of maturing – Individuals who mature at an earlier age usually develop a more positive self concept than late maturers. b. Appearance- Individuals who are more attractive have a more pleasant feelings about themselves and have a more positive self-concept. c. Sex appropriateness – Individuals who develop sex-appropriate features and behavior receive more positive remarks and develop a more positive self-concept d. Names and Nicknames- elicit positive than tend to make a person think and feel better about himself. e. Family relationships – Prolonged treatment as children and prolonged dependency are correlates of helplessness of a sense of inadequacy or lack of confidence. f. Peers- Individuals who are accepted by their peers tend to be happier. g. Creativity- Individuals who are creative or are able to make things faster, better, or more – effectively are usually praised and liked by others. h. Academic competence – Individuals who are able to perform well in academic tasks are sought by teachers and peers and praised by their parents 4. Sex Interest and Sex Behavior during Adolescence - Adolescents are primarily curious about sex and seek more and more information about it. Some ask their parents but the majority take advantage of whatever sources of information are available to them. Heterosexuality – development of interest in members of the opposite sex – follows a predictable pattern Changes in Morality during Adolescence Adolescents are expected to replace the specific moral concepts of childhood with general moral principles and to formulate those into a moral code. During adolescence, boys and girls have reached what Piaget has called the stage of formal operations in cognitive development. The only effective way people of any age can control their own behavior is through the development of conscience. The two level stages of self-accepted principles according to Kohlberg. • In the first stage, the individual believes that there should be flexibility in moral beliefs. • In the second stage, he conforms to both social standards and internalized ideals to avoid self condemnation rather than to avoid social censure. In this stage, morality is based on respect for self and others rather than on personal desire. Enhancing Family Relationships Parent-Adolescent relationship improves when parents begin to accept that their sons and daughters are no longer children. Relationships with siblings, grandparents and relatives improves as adolescence progresses. 1. Parent and Adolescent conflict. They usually develop conflict even if they are most familiar with each other. They are also attached to each other by greatest interpersonal emotion which is love. Parents complain of their youngsters’ stubbornness (not heeding the former’s reminders and advise) and their lack of cooperation with them when peer and parent conflict. 2. Parents should be positive and open to their children. If they want their children to be good then they should also be good. Without this critical link, the whole chain of parenting for peace and justice comes apart. 3. Mutual problem solving with children can absolutely minimize conflicts. Although most parents shortcut the process, McGinnis suggested a systematic way of problem solving process. Step 1. Name the problem or conflict clearly. Step 2. Brainstorm alternatives. Everyone’s idea must be listened to. Step 3. Evaluate the alternatives. Step 4. Pool the group to see if the alternative is acceptable to everybody Step 5. Decide how to implement the solution
