Introduction
Historical Perspective-even in the days of the
Greeks, adolescence was noted as the time when
reason should be developing, that A. should be
developing an independent means of selfdetermination which will lead into maturity.
A. Early HistoryDuring the middle ages, children were considered
small adults (Look at paintings of the time.) They
were considered little savages, who needed the devil
beat out of them. Rousseau suggested they were
blank slates (tabula rasa) who were written on by
experiences, so those experiences should be positive.
He believed A. had potential to become productive.
B.Twentieth Century
a. Turn of the Century- A. were viewed as
vulnerable and passive, as a separate
status to a certain extent.
b. G. Stanley Hall- storm-and-stress viewconsidered the father of scientific study of
A. Considered A. to be a distinct stage
that will occur between 12 & 23. S &S is
the idea that A. is a turbulent time filled
with conflict and mood swings. A. swing
between self-interest and humility.
c. Margaret Mead-Sociocultural View
After studying the A. of Samoa, she did not
see such angst in these teens and decided
that stress during A. is due to culture. US
culture had no rituals to expose and train A.
as adults. Later researchers returned to
Samoa 60 years later and tried to disprove
her findings.
d. The Inventionist View-the idea that
adolescence is a sociohistorical creation,
due to changes in the times due to the
Industrial Revolution, movement of
laborers into the city, the need to preserve
jobs for adults. Laws were passed to
require teens to stay in school, child labor
laws were passed, training was demanded
for most jobs. It enforced dependency of
youth to protect adults. 1890-1920 is
considered the “Age of Adolescence” as
the concept of A. was invented.
e. Later Twentieth Century-in the 1920s
A. resisted adult values in favor of
autonomy and peer conformity. Fads were
unique to youth- dating, dancing, clothes
(Flappers) Then the Depression came in &
the economy required everyone to help
support the family. As they were pulling
out of that, WWII called on young men to
enlist and face war. It also exposed youth
to different cultures and demands of
adulthood. A. of the 1950s are called the
Silent Generation, since they often
returned to take advantage of GI Bill and
went to college with the idea of forming
families and creating a good life. In the
1960s there was more awareness of how
skewed the benefits of the US economy
were against minorities. The Civil Rights
movement, as well as rebellion against the
VietNam war pushed youth to protest and
try to change the American system. Now
teens openly rejected adult values,
believing they were tainted by the
military-industrial-political system. Lots
of drugs, sex, and rock-and-roll cushioned
this revolt. Protest spilled over into
women’s issues as the War was ended.
i. Leta Hollingworth- One significant
feminist who explored the special
needs of gifted youth, those with
mental retardation, and rejected any
theories that proposed women
weren’t equal to men in achievement
potential.
B. Stereotyping Adolescents- a stereotype is a
broad category that reflects our beliefs about
people. The stereotype suggests that all
members of the group are like this. It makes it
hard to see the uniqueness of individuals.
What are some stereotypes applied to teens?
Films or music that emphasize the
stereotypes? Positive or negative?
a. Adolescent generalization gapgeneralizations about A. that are based on
observations of a few, visible A. In spite
of the assumptions, most teens today are
happy, often working, self-disciplined,
love their families and have coping skills.
C. Today’s Adolescents-one of the reasons A.
get a bad rap is due to normal functions of Aacting out, boundary testing, finding their
own values which may fly in the face of
adults (Have you ever had a heated discussion
with a parent about politics or religion?)
Media also focus more on violence and
aberrant behavior of A., it’s more
newsworthy.
a. Current status of Adolescents- a good
time to be a teen today, or not? More
advantages, opportunities, freedom, yet
more social problems, broken families,
less time with parents, more violence and
risk. Context- all the settings in which
development occurs- all of which
influenced by historical, economic, social
and cultural factors. To understand any
one teen, you need to factor in context.
b. Social Policy as related to A.
development
i. Social policy-government’s actions
designed to affect the welfare of
citizens. Marian Wright Edelman
has worked tirelessly in the name of
children’s rights. She sees how poorly
we care for the most vulnerable of our
society, in comparison to other
Western countries. She believes our
government’s social laws don’t fully
protect children, there’s not enough
money allowed for schools, day care,
health care, neighborhood safety.
ii. Generational inequity-the unfair
treatment of younger members of an
aging society in which older adults
pile up advantages by receiving
inequitable large allocations of
resources (Soc. Sec. & Medicare) We
need to support all our vulnerable
with a broader range of concern. It’s a
matter of priorities, not scarcity.
The Nature of Development-development is the
pattern of change that begins at conception and
continues through the life span. Both growth and
decay.
A. Biological, Cognitive, and Socioemotional
Processes
B. Periods of Development
a. Childhood
i. Prenatal-conception to birth
ii. Infancy-B. to 18-24 mo.
iii. Early childhood-Preschool
iv. Middle and late childhood-school
years, 6 to 10 or 11
b. Adolescence-the developmental transition
between childhood and adulthood with all
the biological, cognitive and socioemotional changes. The challenge for
adults is to determine how much control
this group needs as they explore freedom
and choices. Freedom vs. control.
i. Early adolescence-middle school
years with all the physical changes
ii. Late adolescence-latter half of
second decade of life when teen
explores relationships, identity, career
c. Adult Development- not entered
suddenly
i. Youth-transition between
adolescence and adulthood, 2-8 years.
Filled with temporary jobs and living
arrangements.
ii. Early Adulthood-late teens, early
twenties as person establishes
genuine independence due to career
development, serious relationship. A
significant marker for this stage is
holding a permanent, full-time job.
Another marker is taking
responsibility for consequences of
one’s actions, following one’s own
values, forming a more equitable
relationship with parents.
iii. Middle adulthood-begins between
35 and 45 and ends between 55 & 65.
The role for this group is passing on
life experience, values to youth.
iv. Late adulthood-begins 60-70, ends
at death.
C. Developmental Issues
a. Maturation and Experience (Nature vs.
Nurture)
i. Maturation-orderly sequence of
changes die to the genetic blueprint
we have from our DNA.
ii. Nature-nurture controversy- the
debate about whether one’s biological
inheritance is more influential than
one’s environmental experiences. Can
positive early experiences protect one
from later losses? Can early poverty
of care weaken a person forever?
b. Continuity vs. Discontinuity
i. Continuity-change is gradual,
cumulative over the life span.
ii. Discontinuity-development
progresses through stages and
becomes a different kind of person.
c. Early vs. later experience-the
controversy over whether early
experiences mold one more than later
experiences. Bowlby found that early
disconnection of attachment needs put a
person at risk for life. Others believe later
experiences can compensate, overcome.
Understanding Adolescence
A. Biological processes-how much does
biological temperament, weakness affect
development later. Do evolutionary
imperatives affect mating? Does high-risk
behavior make a difference in development?
B. Cognitive processes-IQ, self image, thinking
processes differ and impact potential/choices.
C. Contexts and culture-are we a slave to our
environment? (Antwone Fisher) Can peer
status (rejection, popularity) affect long-term
possibilities? How do ethnic background,
schooling, poverty, exposure to gangs affect
development?
D. Social and Personality-how do we form our
self image, identity? How do we discover
appropriate gender behaviors? Where do we
learn about sexuality, STDs, pregnancy? How
do we determine appropriate goals to set?
E. Problems and Disorders- mental illness,
eating disorders, depression and suicide, drug
use, high risk behaviors.
F. Science-the better we know ourselves and
how the world works, the better choices we
can make to achieve our goals. It’s not
enough to “Know thyself”.
G. Critical Thinking- how do you analyze
incoming information? Not everything has
equal value or truth. Keeping an open mind is
not the same as accepting everything.
Careers in Adolescent Development-teaching,
counseling, caseworker, criminal justice.
Introduction
Historical Perspective
I. Early History
II.Twentieth Century
 Turn of the Century
 Stanley Hall- storm-and-stress view
 Margaret Mead
 The Inventionist View-the idea that
adolescence is a sociohistorical creation,
due to changes in the times due to the
Industrial Revolution, movement of
laborers into the city, the need to
preserve jobs for adults.
 Later Twentieth Century
 Leta Hollingworth
III.Stereotyping Adolescents
 Adolescent generalization gapgeneralizations about A. are based
on observations of a few, visible A.
 Today’s Adolescents
 Current status of Adolescents
 Social Policy as related to A.
development
 Social policy-government’s actions
designed to affect the welfare of
citizens.
 Generational inequity-the unfair
treatment of younger members of an
aging society in which older adults
pile up advantages by receiving
inequitable large allocations of
resources (Soc. Sec. & Medicare)
The Nature of Development
I.Biological, Cognitive, and
Socioemotional Processes
II.Periods of Development
a. Childhood
i. Prenatal
ii. Infancy
iii. Early childhood
iv. Middle and late childhood
b. Adolescence-the developmental
transition between childhood and
adulthood with all the biological,
cognitive and soc-emotional changes.
i. Early adolescence-middle school
years with all the physical
changes
ii. Late adolescence-latter half of
second decade of life when teen
explores relationships, identity,
career
c. Adult Development
i. Youth-transition between
adolescence and adulthood, 2-8
years
ii. Early Adulthood-late teens, early
twenties as person establishes
genuine independence due to
career development, serious
relationship.
iii. Middle adulthood-begins
between 35 and 45 and ends
between 55 & 65.
iv. Late adulthood-begins 60-70,
ends at death.
III.Developmental Issues
 Maturation and Experience
(Nature vs. Nurture)
 Maturation-orderly sequence of
changes die to the genetic blueprint
we have from our DNA.
 Nature-nurture controversy- the
debate about whether one’s
biological inheritance is more
influential than one’s environmental
experiences.
 Continuity vs. Discontinuity
v. Continuity-change is gradual,
cumulative over the life span.
vi. Discontinuity-development
progresses through stages and
becomes a different kind of
person.
 Early vs. later experience-the
controversy over whether early
experiences mold one more than
later experiences.
Understanding Adolescence
 Biological processes
 Cognitive processes
 Contexts and culture
 Social and Personality
 Problems and Disorders
 Science
 Critical Thinking
Careers in Adolescent Development