Lecture 1: Introduction to adolescent development
Adolescence: the period between the onset of sexual maturation and the attainment of adult
roles and responsibilities. From child status (requires adult monitoring) to adult status (self-
responsibility for behavior). No clear marker for the end of adolescence.
Primary causes of death/disability in adolescence are related to problems of control of
behavior and emotion. Rates of accidents, suicides, homicides, depression, alcohol &
substance use, violence, reckless behaviors, eating disorders, health problems relate d to
risky sexual behaviors.
Hall’s theory of recapitulation: the development of the individual paralleled the development
of the human species. Adolescence is a transitional and turbulent time a period of storm
and stress.
Arnett: review of storm and stress by Hall modified view: Not a myth, real for many, but
not all and not necessarily related to psychopathology
Conceptualizing the study of adolescence across time:
1. Aristotle - youth are heated by nature as drunken men by wine.
2. Hall – storm and stress.
3. Margaret Meade – questioned storm in stress in all cultures. Not applicable all youth
from all different cultures.
4. Anna Freud – psychoanalytic perspective, storm and stress is normal. If they don’t go
through it they will experience problems later on.
5. Attempts to understand the problems as due to “raging hormones”.
6. Petersen - questioned the idea that all youth experience trouble (11% chronic
difficulties, already had trouble, 32% intermittent, they overcame their problems,
57% healthy). Problems with mood, depression, substance use “it’s a phase, you
will get over it”. It is not normal and there is a potential of considering problems as
normal when it is not.
7. Arnett – reviewed storm and stress
8. Context and time period recognized as important, thus different developmental
trajectories with consideration of time and context.
9. Evolutionary ideas applied to recast concept of risk. The idea of understanding risk
taking behavior. It can be beneficial to some people to be a risk taker.
10. Neuroscience models of the adolescent brain in relation to behavior. The
relationship of brain development to adolescent behavior.
Adolescence –interactions between biology, behavior and social context.
Primary changes: the developmental changes that make adolescence distinctive.
a. The onset of puberty (biological). The change in the young person’s physical
appearance and the development of the availability to conceive children.
b. The emergence of more advanced thinking abilities (cognitive). Compared
with children, adolescents are better able to think about hypothetical
situations and about abstract concepts.
, c. The transition into new roles in society (social). All societies distinguish
between individuals who are viewed as children and those who are seen as
ready to become adults
Secondary changes: the psychological consequences of the interaction between the primary
changes and the settings – organized into the domains of identity, autonomy, intimacy,
sexuality, and achievement.
Maturity gap: the mismatch between biological and psychological transitions.
Lecture 2: Identity development
Characteristics regarding identity development:
- Adolescents
- Social/peer identities
- Peer groups
- Multiple identities
- Societal/media influence
- Struggles/bumps in the road
- Search for autonomous identity
Why is identity an adolescent issue?
1. Biological changes
a. Puberty.
b. Appearance. Body image changes, adolescents change in the way they dress.
2. Cognitive changes
a. More self-conscious.
b. Develop a future orientation.
3. Social changes.
a. Norms and values
b. Social choices. What is important to me? What are the social groups I want to
identify in?
c. Educational choices.
Personal identity: who am I? in terms of characteristics of the self. I can identify as someone
in terms of goals, attributes, traits.
Social identity: who am I? in terms of group memberships. One identifies to characteristics of
a social group.
Personal and social identity make up self-concept (views about
the self).
Self-concept: views about oneself, attributes, self-esteem,
competence, self-concept clarity (the extent to which individuals
describe themselves positively and consistently, clarity about
who they are).
Erikson’s identity development
Adolescence: the period between the onset of sexual maturation and the attainment of adult
roles and responsibilities. From child status (requires adult monitoring) to adult status (self-
responsibility for behavior). No clear marker for the end of adolescence.
Primary causes of death/disability in adolescence are related to problems of control of
behavior and emotion. Rates of accidents, suicides, homicides, depression, alcohol &
substance use, violence, reckless behaviors, eating disorders, health problems relate d to
risky sexual behaviors.
Hall’s theory of recapitulation: the development of the individual paralleled the development
of the human species. Adolescence is a transitional and turbulent time a period of storm
and stress.
Arnett: review of storm and stress by Hall modified view: Not a myth, real for many, but
not all and not necessarily related to psychopathology
Conceptualizing the study of adolescence across time:
1. Aristotle - youth are heated by nature as drunken men by wine.
2. Hall – storm and stress.
3. Margaret Meade – questioned storm in stress in all cultures. Not applicable all youth
from all different cultures.
4. Anna Freud – psychoanalytic perspective, storm and stress is normal. If they don’t go
through it they will experience problems later on.
5. Attempts to understand the problems as due to “raging hormones”.
6. Petersen - questioned the idea that all youth experience trouble (11% chronic
difficulties, already had trouble, 32% intermittent, they overcame their problems,
57% healthy). Problems with mood, depression, substance use “it’s a phase, you
will get over it”. It is not normal and there is a potential of considering problems as
normal when it is not.
7. Arnett – reviewed storm and stress
8. Context and time period recognized as important, thus different developmental
trajectories with consideration of time and context.
9. Evolutionary ideas applied to recast concept of risk. The idea of understanding risk
taking behavior. It can be beneficial to some people to be a risk taker.
10. Neuroscience models of the adolescent brain in relation to behavior. The
relationship of brain development to adolescent behavior.
Adolescence –interactions between biology, behavior and social context.
Primary changes: the developmental changes that make adolescence distinctive.
a. The onset of puberty (biological). The change in the young person’s physical
appearance and the development of the availability to conceive children.
b. The emergence of more advanced thinking abilities (cognitive). Compared
with children, adolescents are better able to think about hypothetical
situations and about abstract concepts.
, c. The transition into new roles in society (social). All societies distinguish
between individuals who are viewed as children and those who are seen as
ready to become adults
Secondary changes: the psychological consequences of the interaction between the primary
changes and the settings – organized into the domains of identity, autonomy, intimacy,
sexuality, and achievement.
Maturity gap: the mismatch between biological and psychological transitions.
Lecture 2: Identity development
Characteristics regarding identity development:
- Adolescents
- Social/peer identities
- Peer groups
- Multiple identities
- Societal/media influence
- Struggles/bumps in the road
- Search for autonomous identity
Why is identity an adolescent issue?
1. Biological changes
a. Puberty.
b. Appearance. Body image changes, adolescents change in the way they dress.
2. Cognitive changes
a. More self-conscious.
b. Develop a future orientation.
3. Social changes.
a. Norms and values
b. Social choices. What is important to me? What are the social groups I want to
identify in?
c. Educational choices.
Personal identity: who am I? in terms of characteristics of the self. I can identify as someone
in terms of goals, attributes, traits.
Social identity: who am I? in terms of group memberships. One identifies to characteristics of
a social group.
Personal and social identity make up self-concept (views about
the self).
Self-concept: views about oneself, attributes, self-esteem,
competence, self-concept clarity (the extent to which individuals
describe themselves positively and consistently, clarity about
who they are).
Erikson’s identity development
