Bài giảng Human Development - Chapter 7 Adolescence

7-1Copyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human DevelopmentChapter 7AdolescenceAdolescence as a constructionAdolescence is the product of a complex, constructed ecology It varies with culture, place and historical time, andNational economic developmentPlace offers a physical and social environmentCultural expectationsRelationships with eldersLocal traditions, laws, community are resourcesMay also be restrictiveAge is an indicator rather than a determinantCopyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human Development7-2Biological approachPubertyOnset average two years earlier for girls than boysMay be occurring somewhat earlier than previouslyOnset is related to body weight Puberty involvesDevelopment of reproductive system to maturityDevelopment of skeletal systemAll controlled by endocrine system (hormones)Growth in skeletal system proceeds unevenlyDifferent parts of the body develop at different ratesThe order of development seems to be constantCopyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human Development7-3A socio-cultural approachAdolescence became differentiated as a life stage in relation to work force requirementsFamily livelihoods count(ed) on children’s workIndustrialisation changed the way work was organisedIt became illegal to employ young childrenTraining was needed as preparation for workIntroduction of compulsory educationCopyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human Development7-4A rite of passageMany cultures celebrate the transition from child to adult, based on the onset of pubertyIn New Zealand culture, markers of adult status includeDriver’s licencePaying full price for entry to public events21st birthday party (or is it 18, or 20?)Transition suggests a period of time rather than an event or marker of changed statusIn New Zealand culture, there is no clear moment of passageCopyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human Development7-5Coping with a changing bodyBodily outcomes at adolescence are not predictableNew shape may have social implicationsTall and thin people may develop laterShorter and more muscular people may develop earlierPreoccupation with body image is not surprisingNew body features for young personSocial preoccupation with fatness and thinnessRaises questions about “Who am I?”Copyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human Development7-6Theory of identity formationJames Marcia: Identity Status matrixCopyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human Development7-7Psychosocial tasks at adolescenceErik Erikson’s psychosocial task: Identity vs. role confusionAnna Freud: the absence of storm and stress at this time is itself abnormalIs this claim justified?What do these ideas suggest about how to support adolescents?Copyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human Development7-8Questions for consideration:Is identity formed in adolescence fixed for life?Do you have only one identity?What is the value of identity status?Do you believe that identity is a product of your biological make-up?To what extent is your identity determined?Is identity an internal psychological quality?To what extent is identity conferred externally by your culture?Copyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human Development7-9Development of minority identityI: Little reflection on the issueII: Questioning of one’s place in societyIII: Period of investigation of rootsIV: Resistance to the dominant cultureV: Redefinition: strong identification with minorityVI: Pride in one’s minority identity, and acceptance of difference in others(See Phinney, 1989; Jackson, 1975)This progression is a composite of ideas about the formation of a minority identity. Does it reflect YOUR experience?Copyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human Development7-10Development of adult gender identityIndividualisation and autonomy are genderedMales tend to have more possibilities for bothAutonomy is often thought to be a marker of adult statusIn households where income is shared, both lose some autonomyCommitment to others tends to limit autonomySome theorists have argued that female trajectories are differentDelaying identity foreclosure until after commitments to life partner and childrenPaid work status may be seen as less central to identityCopyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human Development7-11Cognitive development at adolescenceFormal operations (Piaget)The ability to think hypotheticallyLogical operationsImagining the futureImaginary audience (Elkind)EgocentrismBased on negative perceptions of risk-taking at adolescenceResearch by Chapin et al (2005) suggests thatAdolescents are able to take the perspective of othersYoung people who have experienced violence do not underestimate riskYoung people are still learning about riskCopyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human Development7-12“Brain development” at adolescenceRecent medical research has drawn attention to the development of the brain at adolescenceSome suggest that adolescent brains are not capable of responsible decision-makingBased on the finding that adolescents take longer to weigh up the risk of doing something riskyThis is a problematic over-generalisationChanges in this function are to be expected as a result of experience and learningChanges in ways of thinking about risk may be ongoing through adulthoodSee also Payne (2010, pp.247-249).Copyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human Development7-13Moral development (see p. 195)Kohlberg’s theory has six stages, and is based on Piaget’s ideas about cognitive development.Level Two: Conventional moralityStage Three: Nice girl, good boy, wants approvalStage Four: We behave well because it’s the lawLevel Three: Principled moralityStage Five: Social contract orientation - understanding the need for common lawsStage Six: Universal ethical principles - self-chosen ethical principlesAdolescents experiment with these positions e.g. vegetarianism; political party membershipCopyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human Development7-14