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Chapter Introduction
Section 1: Physical and Sexual Development
Section 2: Personal Development
Section 3: Social Development
Section 4:Gender Roles and Differences
Chapter Preview 1
Chapter Objectives · Section 1Physical and Sexual Development
Describe the physical development and biological changes that all adolescents experience.
Chapter Preview 2
Chapter Objectives · Section 2Personal Development
Outline the changes in patterns of reasoning, moral thinking, and the development of one’s identity during the transition from childhood to adulthood.
Chapter Preview 3
Chapter Objectives · Section 3Social Development
Discuss the changes that adolescents undergo in their social relationships.
Chapter Preview 4
Chapter Objectives · Section 4Gender Roles and Differences
Describe the physical and psychological gender differences of males and females, and discuss how beliefs about these differences influence behavior.
Section 1-Main Idea
Main Idea
All adolescents experience dramatic changes in their physical size, shape, and capacities, as well as biological development related to reproduction.
Section 1-Key Terms
Vocabulary
• initiation rites
• puberty
• menarche
• spermarche
• asynchrony
Section 1-Objectives
Objectives
• Describe the physical changes that characterize adolescence.
• Describe research related to the sexual attitudes and roles of adolescents.
A. A
B. B
C. C
D. D
Section 1-Polling Question
A B C D
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How would you define the word “adolescence”?
A. Transition period betweenchildhood and adulthood
B. A time period of mixedabilities and responsibilities in which childlike behavior changes to adultlike behavior.
C. Time of preparation for adult responsibilities
D. All of the above
Section 1
Physical and Sexual Development
• Adolescence is seen in our society as a time of preparation for entry into adulthood.
• There are many initiation rites—ceremonies or rituals in which an individual is admitted to new status or accepted into a new position—that mark this occasion.
Section 1
Theories of Adolescence
• G. Stanley Hall viewed adolescence as a time of great “storm and stress,” where the teen is a marginal being, confused, troubled, and highly frustrated.
• Margaret Mead found that teens in other societies seemed to enjoy adolescence.
Section 1
Theories of Adolescence (cont.)
• Many studies tend to support Mead’s conclusion and view adolescence as a less stressful time than previously thought.
Section 1
Theories of Adolescence (cont.)
• According to Robert Havighurst, there are challenges that a teenager must face:
– Accepting one’s physical makeup and acquiring a masculine or feminine gender role.
– Developing appropriate relations with age-mates of both sexes.
– Becoming emotionally independent of parents and other adults.
Section 1
Theories of Adolescence (cont.)
– Achieving the assurance that one will become economically independent.
– Deciding on, preparing for, and entering a vocation.
– Developing the cognitive skills and concepts necessary for social competence.
– Understanding and achieving socially responsible behavior.
Section 1
Theories of Adolescence (cont.)
– Preparing for marriage and family.
– Acquiring values that are harmonious and appropriate.
Section 1
Theories of Adolescence (cont.)
• The pattern of development an adolescent displays depends on factors such as:
– The individual’s adjustment in childhood.
– The level of adjustment of his or her parents and peers.
– The changes that occur during adolescence.
A. A
B. B
C. C
D. D
Section 1
Do you agree with the challenges listed by Havighurst?
A. Very much so
B. Somewhat
C. Not very much
D. Not at all
Section 1
Physical Development
• Puberty—sexual maturation; the end of childhood and the point when reproduction is first possible.
– Between 10 and 17, a girl has her first menarche, or the first menstrual period.
– Between 12 and 13, boys experience their first spermarche.
• This period of adolescent growth can be awkward due to asynchrony.
Section 1
Physical Development (cont.)
• Individual differences in growth greatly affect the personality of young adolescents.
– Boys who mature more quickly tend to have an advantage.
– Girls who mature more quickly tend to be at a disadvantage.
Average Annual Gains in Height
A. A
B. B
C. C
D. D
Section 1
A B C D
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Do you agree or disagree that girls who mature more quickly are at a disadvantage?
A. Strongly agree
B. Somewhat agree
C. Somewhat disagree
D. Strongly disagree
Section 1
Sexual Development
• Adolescence is a time when an individual develops attitudes about sex and expectations about the gender role he or she will fill.
Section 1
Sexual Development (cont.)
• The questions many people ask themselves regarding sex:
– What is the role of family, religion and government in providing information and guidance about sex?
– How can we solve the problem of teenage pregnancy?
– How can we stop the spread of sexually transmitted diseases and AIDS?
Section 1
Sexual Development (cont.)
• Abstinence is the choice to avoid harmful behaviors such as premarital sex and the use of drugs and alcohol.
A. A
B. B
C. C
D. D
Section 1
A B C D
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When teens choose abstinence what are they hoping to avoid?
A. Unwanted pregnancies
B. Sexually transmitted diseases
C. Loss of self-respect
D. All of the above
Section 2-Main Idea
Main Idea
The transition from childhood to adulthood involves changes in patterns of reasoning and moral thinking, as well as the development of one’s identity.
Section 2-Key Terms
Vocabulary
• rationalization
• identity crisis
• social learning theory
Section 2-Objectives
Objectives
• Describe the cognitive and ideological changes that characterize adolescence.
• Outline the process by which adolescents find a personal identity.
A. A
B. B
C. C
Section 2-Polling Question
A B C
0% 0%0%
What do you think is the most important change to occur during adolescence?
A. Development of a sense of identity and self-esteem
B. Changes in patterns of reasoning and moral thinking
C. Adjustments in personality and sexual behavior
Section 2
Cognitive Development
• During adolescence, the thinking patterns characteristic of adults emerge.
– Consideration of hypothetical questions
– Understanding of abstract principles
Section 2
Cognitive Development (cont.)
• Introspection—examining one’s own motives and thoughts—becomes possible.
• An adolescent may deal with emotional feelings through rationalization.
Section 2
Cognitive Development (cont.)
• The change in thinking pattern is usually accompanied by changes in personality and social interaction.
• Adolescents tend to become idealistic.
Section 2
Cognitive Development (cont.)
• Some problems adolescents develop due to immaturity and abstract thought processes:
– Finding fault with authority figures
– Argumentativeness
– Indecisiveness
– Apparent hypocrisy
– Self-consciousness
– Invulnerability
A. A
B. B
C. C
D. D
Section 2
A B C D
0% 0%0%0%
Do you agree that adolescents can become idealistic and thus difficult?
A. Very much so
B. Somewhat
C. Not very much
D. Not at all
Section 2
Moral Development
• Reaching higher levels of thinking, such as Kohlberg’s last two stages, involves the ability to abstract.
• During the adolescent years, individuals gain the capacity for formal operational thinking.
• Only about 1 in 10 adolescents, however, show higher levels of moral reasoning.
Section 2
The capacity for formal operational thinking is always a precursor for higher levels of moral reasoning.
A. True
B. False
0%0%
A. A
B. B
Section 2
Identity Development
• Erik Erikson’s view of identity crisis:
– Building an identity is a task that is unique to adolescence.
– They must become a unique individual with a valued sense of self in society.
Erik Erikson
Section 2
Identity Development (cont.)
• Contributing factors include:
– Physiological changes
– Cognitive developments
– Awakening sexual desires
– Thinking about the past and future
– The desire to feel unique and to fit in
– The need to organize their priorities
– Role confusion
Section 2
Identity Development (cont.)
• Identity forms when adolescents are comfortable with:
– An occupation
– A set of values to believe in and live by
– Their sexual identity
Section 2
Identity Development (cont.)
• James Marcia distinguished four attempts to achieve a sense of identity:
– Identity moratorium
– Identity foreclosure
– Identity confused or diffused
– Identity achievement
Adolescent Identity Categories
Section 2
Identity Development (cont.)
• Social Learning View:
– A.C. Peterson—crisis is not the normal state of affairs for adolescents
– Albert Bandura—social learning theory
– Margaret Mead—human development is a continuous process as opposed to radical changes at certain points in life
A. A
B. B
C. C
D. D
Section 2
A B C D
0% 0%0%0%
How many different ways are there to identity development?
A. One
B. Two
C. Three
D. Four
Section 3-Main Idea
Main Idea
Adolescents undergo many changes intheir social relationships, adjusting tonew relationships with parents and theinfluence of peers.
Section 3-Key Terms
Vocabulary
• clique
• conformity
• anorexia nervosa
• bulimia nervosa
Section 3-Objectives
Objectives
• Describe the role of family and peers during adolescence.
• Discuss difficulties that some adolescents encounter.
A. A
B. B
Section 3-Polling Question
Of the following, which group has a greater role in shaping your identity as an adolescent?
A. Family
B. Peers
0%0%
Section 3
The Role of the Family
• One of the principal developmental tasks for adolescents is becoming independent of their families.
– Some parents don’t want the child to leave.
– The adolescent might also worry about whether or not he or she will succeed.
A. A
B. B
C. C
D. D
Section 3
A B C D
0% 0%0%0%
Do you feel that your parents will cope well when you leave home?
A. Very much so
B. Somewhat
C. Not very much
D. Not at all
Section 3
The Role of Peers
• Many teenagers belong to peer groups or cliques.
• These are usually determined by social class lines, looks, personality, and athletic ability.
Section 3
The Role of Peers (cont.)
• Functions or peer groups:
– They fulfill the need for closeness with others.
– They give the adolescent a way of establishing an identity.
Section 3
The Role of Peers (cont.)
• Drawbacks of peer groups:
– They can create a fear of being disliked.
– They encourage conformity.
Section 3
The Role of Peers (cont.)
• Teenagers tend to share the same views as their parents on marriage, religion, and educational plans.
• Adolescents tend to choose friends with values close to those of their parents.
A. A
B. B
C. C
Section 3
Do you feel that parents, peer groups, or both shape an adolescent’s view of the world?
A. Parents
B. Peers
C. Both
0% 0%0%
Section 3
Difficulties During Adolescence
• Mental illness and suicide are relatively rare among adolescents, but the rates have been high at times.
• Feeling invulnerable may lead adolescents to do things with their peers that they would not do alone.
Section 3
Difficulties During Adolescence (cont.)
• Juveniles were involved in 15% of all violent crime arrests and 29% of all property crime arrests in 2003.
• Teenage depression is fairly widespread.
Juvenile Arrests in the United States
Section 3
Difficulties During Adolescence (cont.)
• Causes of teenage depression:
– The loss of a loved one.
– Breakdown of the family unit.
Section 3
Difficulties During Adolescence (cont.)
• Depressed teenagers usually show their feelings through anger and rebellion as opposed to sadness.
• Communicating with someone you think may be depressed is key.
Section 3
Difficulties During Adolescence (cont.)
• Many teenagers and young adults are affected by eating disorders such as:
– Anorexia nervosa
– Bulimia nervosa
• This may result from a feeling of alienation or a need for approval from others.
A. A
B. B
C. C
D. D
Section 3
A B C D
0% 0%0%0%
Do you feel that most teenagers are healthy or that most struggle with some sort of problem?
A. Healthy
B. Problem
C. Neither
D. Not sure
Section 4-Main Idea
Main Idea
Females and males have physical and psychological gender differences. Our beliefs about what we think it means to be male or female influence our behavior.
Section 4-Key Terms
Vocabulary
• gender identity
• gender role
• gender stereotype
• androgynous
• gender schema
Section 4-Objectives
Objectives
• Explain the difference between gender identity and gender role.
• Describe gender differences in personality and cognitive abilities.
A. A
B. B
C. C
Section 4-Polling Question
A B C
0% 0%0%
Do you feel that we are taught to act as masculine or feminine during our first few years of life?
A. Yes
B. No
C. Not sure
Section 4
Gender Roles
• Gender identity—the sex group (masculine or feminine) to which an individual biologically belongs.
• Gender role—the set of behaviors that society considers appropriate for each sex.
Section 4
Gender Roles (cont.)
• Gender roles vary depending on the society and can change over time within that society.
• Gender stereotype—an oversimplified or distorted generalization about the characteristics of men and women.
Section 4
Gender Roles (cont.)
• Psychologist Sandra Bern believes that people should accept new androgynous roles.
A. A
B. B
C. C
Section 4
Do you view yourself as masculine, feminine, or androgynous?
A. Masculine
B. Feminine
C. Androgynous
0% 0%0%
Section 4
Gender Differences
• Differences between male and female personalities include:
– Males are more confident than females, especially in academic areas or in tasks stereotyped as masculine.
– Females are more verbally aggressive, while males are more physically aggressive.
Section 4
Gender Differences (cont.)
– Men are actually more talkative and interrupt women more while they are talking.
– Women talk more when they have the power in a relationship.
– Women use more hedges, disclaimers, and tag questions.
– Nonverbally, women show submission and warmth, while men display more dominance and status.
Section 4
Gender Differences (cont.)
• There are very few cognitive gender differences between males and females.
A. A
B. B
C. C
D. D
Section 4
A B C D
0% 0%0%0%
Do you agree with following statement: Women are more likely to solve a problem peacefully.
A. Strongly agree
B. Somewhat agree
C. Somewhat disagree
D. Strongly disagree
Section 4
Origins of Gender Differences
• Most psychologists agree that nature and nurture interact to influence gender differences.
• Biological Theory
– Based on the role of anatomy, hormones, and brain organization.
– Differences in gender are the result of behaviors that evolved from early men and women in order to survive.
Section 4
Origins of Gender Differences (cont.)
• Psychoanalytical Theory
– A child identifies with a parent of the same sex, and gender identity results.
Section 4
Origins of Gender Differences (cont.)
• Social Learning Theory
– Emphasizes the role of social and cognitive processes on how we perceive, organize, and use information.
– Children learn their gender roles by observing and imitating models.
Section 4
Origins of Gender Differences (cont.)
• Cognitive-Developmental Theory
– Children acquire gender roles by interacting with their environment and thinking about those experiences.
– A child must first see himself or herself as male or female, and then begin to organize behavior around this concept.
– Gender schema
Test Yourself
A. A
B. B
C. C
D. D
Section 4
A B C D
0% 0%0%0%
In relation to gender differences, which theory do you most agree with?
A. Biological
B. Psychoanalytical
C. Social Learning
D. Cognitive-Developmental
Section 4
Changing Gender Roles
• The roles of men and women are changing, but many inequalities still exist.
– Women do not advance as quickly as men.
– Women occupy lower levels of leadership positions.
Section 4
Changing Gender Roles (cont.)
• Reasons:
– Companies may discriminate—many women interrupt their career to have children.
– Men and women have different levels of ambition due to societal teachings.
A. A
B. B
C. C
D. D
Section 4
A B C D
0% 0%0%0%
Why do you think inequality still exists in the workplace?
A. Companies discriminate against women
B. Many women interrupt their careers for child care
C. Difference in ambition
D. Women may have been taught by society to set different goals
Figure 1
Average Annual Gains in HeightHormones controlled by the endocrine system can cause dramatic growth spurts; a boy may experience a yearly increase of 4–6 inches (10–15 cm), while a girl may increase 3–5 inches (8–13 cm) in height.
Figure 2
Adolescent Identity CategoriesProgress in the search for one’s identity can be divided into four categories.
Figure 3
Juvenile Arrests in the United StatesJuvenile arrests for both violent crime and property crime decreased over the past decade.
Figure 4-1
Test YourselfWhen it comes to spatial abilities, some argue that women are better than men at tracking objects and that men are better at forming “mental maps.” In these tests, most men would find Test A easier, while most women find Test B easier.
Answer: Figures 1 and 3 are the same as the figure on the left.
Figure 4-2
Test Yourself
Figure 4-3
Test Yourself
Profile
Erik Erikson1902–1994
“Healthy children will not fear life if their
elders have integrity enough not to fear
death.”
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Average Height From Childhood Through Adolescence
Eating Disorders
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Vocab1
initiation rites: ceremonies or rituals in which an individual is admitted to new status or accepted into a new position
Vocab2
puberty: sexual maturation; the end of childhood and the point when reproduction is first possible
Vocab3
menarche: the first menstrual period
Vocab4
spermarche: period during which males achieve first ejaculation
Vocab5
asynchrony: the condition during adolescence in which the growth or maturation of bodily parts is uneven
Vocab6
rationalization: a process where by an individual seeks to explain an often unpleasant emotion or behavior in a way that will preserve his or her self-esteem
Vocab7
identity crisis: a period of inner conflict during which adolescents worry intensely about who they are
Vocab8
social learning theory: Bandura’s view of human development; emphasizes interaction
Vocab9
clique: a small, exclusive group of people within a larger group
Vocab10
conformity: acting in accordance with some specified authority
Vocab11
anorexia nervosa: a serious eating disorder characterized by a fear of gaining weight that results in prolonged self-starvation and dramatic weight loss
Vocab12
bulimia nervosa: a serious eating disorder characterized by compulsive overeating usually followed by self-induced vomiting or abuse of laxatives
Vocab13
gender identity: the sex group (masculine or feminine) to which an individual biologically belongs
Vocab14
gender role: the set of behaviors that society considers appropriate for each sex
Vocab15
gender stereotype: an oversimplified or distorted generalization about the characteristics of men and women
Vocab16
androgynous: combining or blending traditionally male and female characteristics
Vocab17
gender schema: a set of behaviors organized around how either a male or female should think and behave
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