Saskia Ensel
Summary: Lectures. Adolescent Development.
Year 2022-2023. Universiteit Utrecht
Inhoud
Lecture 1: Introduction ............................................................................................................... 1
Lecture 2: Self and identity ......................................................................................................... 4
Lecture 3: Physical development ............................................................................................... 7
Lecture 4: Cognitive development, brain development and risky decision making.....................14
Lecture 5: Student debate .........................................................................................................20
Lecture 6: Moral development ...................................................................................................20
Lecture 7: Family relations and autonomy .................................................................................24
Lecture 8: peer relations and bullying ........................................................................................28
Lecture 9: Romantic relations and sexuality ..............................................................................30
Lecture 10: Adolescent Substance and Use Delinquency .........................................................35
Lecture 11: Media Use ..............................................................................................................38
Lecture 12: Schools and Achievement ......................................................................................41
H13: Depression, non-suicidal self injury and suicide ................................................................46
Part 2: emerging adulthood ...................................................................................................53
Lecture 1: Introduction
DEFINING ADOLESCENCE
= The period between the onset of sexual maturation and the attainment of adult roles and
responsibilities.
The transition from: child status (adult monitoring) to adult status (self-responsibility for
behavior).
The health paradox of adolescence
Adolescence is the healthiest and most resilient period of the lifespan.
From childhood to adolescence:
• More strength, speed, better reaction time, mental reasoning and better immune function.
• Better resistance to cold, heath, hunger, dehydration and most types of injury.
But yet, the overall morbidity and mortality rates increases 200-300% from childhood to late
adolescence:
,Saskia Ensel
Primary causes of death/disability are related to problems of behavior and emotions:
• Higher rates of accidents, suicides, homicides, depression, alcohol & substance use, more
violence, reckless behavior, eating disorders and health problems related to risky sexual
behaviors.
• Increased risk-taking, sensation0seeking and erratic behavior.
G. STANLEY HALL (1904)
One of the first to do research on adolescence. “The father of adolescence.” Also first president
of the APA.
Known for:
• Recapitulation theory (= the development of the individual reflects the development of the
species, based on Darwin’s evolution theory).
• Storm and stress (= it is normal for all adolescence that they will go through a period of
storm and stress as a result of the biological changes).
ARNETT (1999)
Reviewed the idea of Storm and Stress.
Thought that it oversimplified a complex issue.
• Many adolescents navigate this interval with minimal difficulties.
However, empirical evidence for:
• Increased conflict with parents (intensity)
• Mood volatility (and negative mood)
• Increased risk behavior)
Arnett came up with a modified view of storm and stress: not a myth, real for many, but not all
adolescence and not all necessarily relate to psychopathology. This idea took away a negative
view on the adolescent period.
LATER CONCEPTUALIZATIONS
• 1980s Petersen (1988) questioned the idea that all youth experience trouble (11% chronic
difficulties, 32% intermittent, 57% healthy). But if mood problems are viewed as normal,
people will dismiss people with problems, maybe even call it a phase.
• 1990s Arnett (1990) revised the idea of storm and stress.
• 1990-2000s context and time period is recognized as important, thus different
developmental trajectories with consideration of time and context.
• 2000s evolutionary ideas applied to recast concept of risk.
• 2010s neuroscience models of the adolescent brain in relation to behavior.
JOHN P. HILL (1973)
First president of the society for research on adolescence.
• Primary changes → the developmental changes that make adolescence distinctive
3 universal primary changes
o Biological changes of puberty (+ brain)
o Development of abstract thinking
,Saskia Ensel
o Social redefinition of an individual from a child to an adult
• 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.
DEVELOPMENTAL TASKS
• Accepting one’s physical body and keeping it healthy
• Achieving new and more mature relationships with age mates of both sexes
• Achieving emotional autonomy from parents and other adults
• Achieving a satisfying gender role
• Preparing for a job or career
• Making decisions about marriage and family life
• Becoming socially responsible
• Developing a workable philosophy, a mature set of values and worthy ideals
SCHLEGEL & BARRY (1990)
Research: 187 non-industrialized culture
Adolescents is recognizes as the interval between childhood and adult status. End of childhood
is marked by a ritual. Onset of adult status: marriage, work roles, owning property, becoming a
parent and independence.
The interval between puberty and marriage is used as an index of the length of adolescence:
In traditional societies
• Among girls, marriage occurred within 2 years of the onset of puberty in 63% of the
societies.
• Among boys the ability to take a wife would require a specific level of achievement.
• Boys: 64% were married within four years of puberty.
In contemporary societies
• Not simply changing attitudes about marriage
• Many other adult social roles (changed over the years): starting careers, owning a home,
choosing to become parents.
• Adolescence has expanded from a 2-4 year period to a 6-15 year interval.
• These changes have advantages (academic and economic) and costs (vulnerabilities; for
example, older women have a high risk of babies with birth defect during pregnancy).
THE MATURITY GAP
Chronological hostages of a time wrap (by
Moffit)
1. Adolescents are biologically capable and
compelled to be sexual beings but asked to
delay most positive aspects of adult life.
2. Adolescents cannot work until 16 and this
labor is not respected by adults (they are
role less and economic liabilities)
, Saskia Ensel
3. Segregated (youth culture and sexual socialization that may appear inappropriate).
PINGUEART & SILBEREISEN (2005)
Contextual approaches and social change
Social change:
• In typical characteristics of a society
o Economic system & social institutions
o Cultural products
o Law, norms and values
o Symbols
• In direct social context
o Friends, peers, family
• At national or international level
o Breakdown communism
o Formation EU
o Globalization
THEORIES
Early theories Current theories
• Focus on one main issue • Integrative
• Biological • Complementarity of approaches
• Psychoanalytical • Cumulative change
• Sociocultural • Contextualism
• Cognitive • Life History
• Life course theory (historical time and
place, timing in lived, linked lives).
Lecture 2: Self and identity
Why is identity an adolescent issue?
• Biological changes
o Puberty
o Appearance
• Cognitive changes
o More self-conscious
o Develop a future orientation
• Social changes
o Norms and values
o Social choices
o Educational choices
Personal identity = Who Am I? In terms of characteristics
of the self. Central is the process of figuring out who one
is.
Social identity = Who Am I? In terms of group
Summary: Lectures. Adolescent Development.
Year 2022-2023. Universiteit Utrecht
Inhoud
Lecture 1: Introduction ............................................................................................................... 1
Lecture 2: Self and identity ......................................................................................................... 4
Lecture 3: Physical development ............................................................................................... 7
Lecture 4: Cognitive development, brain development and risky decision making.....................14
Lecture 5: Student debate .........................................................................................................20
Lecture 6: Moral development ...................................................................................................20
Lecture 7: Family relations and autonomy .................................................................................24
Lecture 8: peer relations and bullying ........................................................................................28
Lecture 9: Romantic relations and sexuality ..............................................................................30
Lecture 10: Adolescent Substance and Use Delinquency .........................................................35
Lecture 11: Media Use ..............................................................................................................38
Lecture 12: Schools and Achievement ......................................................................................41
H13: Depression, non-suicidal self injury and suicide ................................................................46
Part 2: emerging adulthood ...................................................................................................53
Lecture 1: Introduction
DEFINING ADOLESCENCE
= The period between the onset of sexual maturation and the attainment of adult roles and
responsibilities.
The transition from: child status (adult monitoring) to adult status (self-responsibility for
behavior).
The health paradox of adolescence
Adolescence is the healthiest and most resilient period of the lifespan.
From childhood to adolescence:
• More strength, speed, better reaction time, mental reasoning and better immune function.
• Better resistance to cold, heath, hunger, dehydration and most types of injury.
But yet, the overall morbidity and mortality rates increases 200-300% from childhood to late
adolescence:
,Saskia Ensel
Primary causes of death/disability are related to problems of behavior and emotions:
• Higher rates of accidents, suicides, homicides, depression, alcohol & substance use, more
violence, reckless behavior, eating disorders and health problems related to risky sexual
behaviors.
• Increased risk-taking, sensation0seeking and erratic behavior.
G. STANLEY HALL (1904)
One of the first to do research on adolescence. “The father of adolescence.” Also first president
of the APA.
Known for:
• Recapitulation theory (= the development of the individual reflects the development of the
species, based on Darwin’s evolution theory).
• Storm and stress (= it is normal for all adolescence that they will go through a period of
storm and stress as a result of the biological changes).
ARNETT (1999)
Reviewed the idea of Storm and Stress.
Thought that it oversimplified a complex issue.
• Many adolescents navigate this interval with minimal difficulties.
However, empirical evidence for:
• Increased conflict with parents (intensity)
• Mood volatility (and negative mood)
• Increased risk behavior)
Arnett came up with a modified view of storm and stress: not a myth, real for many, but not all
adolescence and not all necessarily relate to psychopathology. This idea took away a negative
view on the adolescent period.
LATER CONCEPTUALIZATIONS
• 1980s Petersen (1988) questioned the idea that all youth experience trouble (11% chronic
difficulties, 32% intermittent, 57% healthy). But if mood problems are viewed as normal,
people will dismiss people with problems, maybe even call it a phase.
• 1990s Arnett (1990) revised the idea of storm and stress.
• 1990-2000s context and time period is recognized as important, thus different
developmental trajectories with consideration of time and context.
• 2000s evolutionary ideas applied to recast concept of risk.
• 2010s neuroscience models of the adolescent brain in relation to behavior.
JOHN P. HILL (1973)
First president of the society for research on adolescence.
• Primary changes → the developmental changes that make adolescence distinctive
3 universal primary changes
o Biological changes of puberty (+ brain)
o Development of abstract thinking
,Saskia Ensel
o Social redefinition of an individual from a child to an adult
• 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.
DEVELOPMENTAL TASKS
• Accepting one’s physical body and keeping it healthy
• Achieving new and more mature relationships with age mates of both sexes
• Achieving emotional autonomy from parents and other adults
• Achieving a satisfying gender role
• Preparing for a job or career
• Making decisions about marriage and family life
• Becoming socially responsible
• Developing a workable philosophy, a mature set of values and worthy ideals
SCHLEGEL & BARRY (1990)
Research: 187 non-industrialized culture
Adolescents is recognizes as the interval between childhood and adult status. End of childhood
is marked by a ritual. Onset of adult status: marriage, work roles, owning property, becoming a
parent and independence.
The interval between puberty and marriage is used as an index of the length of adolescence:
In traditional societies
• Among girls, marriage occurred within 2 years of the onset of puberty in 63% of the
societies.
• Among boys the ability to take a wife would require a specific level of achievement.
• Boys: 64% were married within four years of puberty.
In contemporary societies
• Not simply changing attitudes about marriage
• Many other adult social roles (changed over the years): starting careers, owning a home,
choosing to become parents.
• Adolescence has expanded from a 2-4 year period to a 6-15 year interval.
• These changes have advantages (academic and economic) and costs (vulnerabilities; for
example, older women have a high risk of babies with birth defect during pregnancy).
THE MATURITY GAP
Chronological hostages of a time wrap (by
Moffit)
1. Adolescents are biologically capable and
compelled to be sexual beings but asked to
delay most positive aspects of adult life.
2. Adolescents cannot work until 16 and this
labor is not respected by adults (they are
role less and economic liabilities)
, Saskia Ensel
3. Segregated (youth culture and sexual socialization that may appear inappropriate).
PINGUEART & SILBEREISEN (2005)
Contextual approaches and social change
Social change:
• In typical characteristics of a society
o Economic system & social institutions
o Cultural products
o Law, norms and values
o Symbols
• In direct social context
o Friends, peers, family
• At national or international level
o Breakdown communism
o Formation EU
o Globalization
THEORIES
Early theories Current theories
• Focus on one main issue • Integrative
• Biological • Complementarity of approaches
• Psychoanalytical • Cumulative change
• Sociocultural • Contextualism
• Cognitive • Life History
• Life course theory (historical time and
place, timing in lived, linked lives).
Lecture 2: Self and identity
Why is identity an adolescent issue?
• Biological changes
o Puberty
o Appearance
• Cognitive changes
o More self-conscious
o Develop a future orientation
• Social changes
o Norms and values
o Social choices
o Educational choices
Personal identity = Who Am I? In terms of characteristics
of the self. Central is the process of figuring out who one
is.
Social identity = Who Am I? In terms of group
