Twelfth Edition

1. Twelfth Edition Adolescence by John W. Santrock University of Texas at Dallas Power point slides prepared by Leonard R. Mendola, Ph.D. Touro College

2. IntroductionChapter 1 Outline The Historical Perspective • Early History • The Twentieth and Twenty-First Centuries • Stereotyping of Adolescents • A Positive View of Adolescence Today’s Adolescents in the United States & Around the World • Adolescents in the United States • The Global Perspective The Nature of Development • Processes and Periods • Developmental Transitions • Developmental Issues The Science of Adolescent Development • Science and the Scientific Method • Theories of Adolescent Development • Research in Adolescent Development

3. Chapter 1 Introduction Adolescence, 12th Edition, is a window into the nature of adolescent development—your own and that of every other adolescent. In this first chapter, you will read about the history of the field, the characteristics of today’s adolescents, both in the United States and the rest of the world, and the way in which adolescents develop.

4. Historical Perspective • Early History In early Greece, the philosophers commented about the nature of youth. Plato (4th Century B.C.) Aristotle (4th Century B.C.) In the Middle Ages, children and adolescents were viewed as miniature adults and were subject to harsh discipline. In the 18th Century, the French philosopher Jean-JacquesRousseau offered a more enlightened view of adolescence.

5. Historical Perspective (Continued from previous slide) The 20th & 21st Centuries • G. Stanley Hall’s Storm-and-Stress View • Margaret Mead’s Sociocultural View • The Inventionist View • Further Changes in the 20th and 21st Centuries • The women’s movement • The dual family and career objectives • Increased use of media and technology by adolescents • Increased diversity

6. Historical Perspective (Continued from previous slide) Stereotyping of Adolescents A Stereotype is . . . A generalization that reflects our impressions and beliefs about a broad category of people. All stereotypes carry an image of what the typical member of a particular group is like. Joseph Adelson (1979) coined the term adolescent generalization gap, which refers to generalizations that are based on information about a limited, often highly visible group of adolescents.

7. Historical Perspective (Continued from previous slide) • Some Stereotypes of Adolescents: • “They are all lazy” • “They don’t want to work” • “They are all sex fiends” • “They are all into drugs” • “They say they want a job, but when they get one, they don’t want to work” • “The problem with adolescents today is that they all have it too easy”

8. Historical Perspective (Continued from previous slide) A Positive View of Adolescence • The negative stereotyping of adolescents is overdrawn. (Benson & others, 2006; Collins & Steinberg, 2006). Old Centuries and New Centuries • Psychologists now focus on the positive side of human experience and greater emphasis on hope, optimism, positive individual traits, creativity, and positive group and civic values, such as responsibility, nurturance, civility, and tolerance. (Benson & others, 2006; Reinders & Youniss, 2006). Generational Perceptions and Misperceptions • Adults’ perceptions of adolescents emerge from a combination of personal experience and media portrayals, neither of which produces an objective picture of how typical adolescents develop. (Feldman & Elliott, 1990).

9. Today’s Adolescents in the U.S. and Around the World "It’s the best of times and the worst of times.” • Televisions, computers, cell phones, and air travel are often the norm, not the exception. • However, the temptations and hazards of the adult world descend on adolescents so early that too often they are not cognitively and emotionally ready to handle them effectively.

10. Social Contexts • Contexts are the settings in which development occurs. • Contexts are influenced by historical, economic, social, and cultural factors. • Adolescent development occurs against a cultural backdrop that includes family, peers, school, church, neighborhood, community, region, and nation (Berry, 2007; McLoyd, Aikens, & Burton, 2006; Parke & Buriel, 2006; Shirev & Levy, 2007).

11. Today’s Adolescents Projected Percentage Increase in Adolescents Aged 10-19, 2025-2100. Fig. 1.1

12. Today’s Adolescents Actual and Projected Number of U.S. Adolescents Aged 10-19, 2000-2100 Fig. 1.2

13. Social Policy and Adolescent Development • “As we face a new century and a new millennium, the overarching challenge for America is to rebuild a sense of community and hope and civility and caring for all of our children and youth” • - Marian Wright Edelman • President of the Children’s Defense fund • and Child Advocate

14. Social Policy and Adolescent Development (Continued from previous slide) • Social policy • A national government’s course of action designed to influence the welfare of its citizens. • Generational inequity • The unfair treatment of younger members of an aging society in which older adults pile up advantages by receiving inequitably large allocations of resources.

15. The Global Perspective Youth Around The World • Two-thirds of Asian Indian adolescents accept their parents’ choice of a marital partner for them (Verma & Saraswathi, 2002). • In the Philippines, many female adolescents sacrifice their own futures by migrating to the city to earn money that they can send home to their families. • Street youth in Kenya and other parts of the world learn to survive under highly stressful circumstances. In some cases abandoned by their parents, they may engage in delinquency or prostitution to provide for their economic needs. • In the Middle East, many adolescents are not allowed to interact with the other sex, even in school (Booth, 2002).

16. The Global Perspective (Continued from previous slide) Youth Around The World • Rapid global change is altering the experience of adolescence, presenting new opportunities and challenges to young people’s health and well-being. • Around the world, adolescents’ experiences may differ depending on their gender, families, schools, and peers (Brown & Larson, 2002; Larson & Wilson, 2004).

17. The Global Perspective (Continued from previous slide) Brad Brown and Reed Larson (2002) summarized some of these changes and traditions in the world’s youth: • Health and well-being • Gender • Family • School • Peers Adolescents’ lives are characterized by a combination of change and tradition.

18. The Nature of Development Development: The pattern of change that begins at conception and continues through the life span.

19. Development Processes Developmental Changes are a Result of Biological, Cognitive, and Socioemotional Processes Fig. 1.3

20. Development Processes (Continued from previous slide) Biological processes Physical changes within an individual’s body. Biological, Cognitive, and Socioemotional Processes

21. Development Processes (Continued from previous slide) Biological, Cognitive, and Socioemotional Processes Cognitive processes Changes in thinking and intelligence.

22. Development Processes (Continued from previous slide) Biological, Cognitive, and Socioemotional Processes Socioemotional processes Changes in relationships, emotions, personality, and social contexts.

23. Periods of Development Childhood • Prenatal Period • Infancy • Early Childhood • Middle and Late Childhood

24. Periods of Development (Continued from previous slide) Adolescence • Early Adolescence • Late Adolescence

25. Periods of Development (Continued from previous slide) Adulthood • Early Adulthood • Middle Adulthood • Late Adulthood

26. Developmental Transitions Childhood to Adolescence • Growth spurt, Hormonal changes, Sexual maturation • Increases in Abstract, Idealistic, and Logical Thinking • Quest for Independence • Conflict with Parents • Increased Desire to Spend More Time with Peers • Conversations with friends become more intimate

27. Developmental Transitions (Continued from previous slide) Adolescence to Adulthood • Approximately 18 to 25 Years of Age • Economic & Personal Temporariness • Experimentation & Exploration

28. Emerging Adulthood Key Features • Identity exploration, especially in love and work • Instability • Feeling in-between • Self-focused • The age of possibilities, a time when individuals have an opportunity to transform their lives

29. Health and Well-Being Adolescents’ self-reported well-being from 18 years of age through 26 years of age. Fig. 1.5

30. Health and Well-Being (Continued from previous slide) Adolescents’ self-reported risk-taking decreasesfrom 18 years of age through 26 years of age. Fig. 1.6

31. Becoming an Adult Possible markers of adulthood: • Economic independence • Self-responsibility • Independent decision making • Accepting responsibility for the consequences of one’s actions • Deciding on one’s own beliefs and values • Establishing a relationship equal with parents

32. Becoming an Adult (Continued from previous slide) Resilience Refers to adapting positively and achieving successful outcomes in the face of significant risks and adverse circumstances.

33. Developmental Issues • Nature vs. Nurture • Continuity vs. Discontinuity • Early vs. Later Experience Fig. 1.8

34. Evaluating the Developmental Issues • It’s unwise to take an extreme position on developmental issues • Nature and nurture, continuity and discontinuity, and early and later experience all affect our development throughout the human life span • The above consensus has not meant the absence of spirited debate

35. THE SCIENCE OF ADOLESCENT DEVELOPMENT “Science refines everyday thinking.” — Albert Einstein German-Born American Physicist, 20th Century

36. Science and The Scientific Method • Conceptualize a process or problem • Collect research information (data) • Analyze data • Draw conclusions

37. Science and The Scientific Method (Continued from previous slide) • Theory • An interrelated, coherent set of ideas that helps to explain phenomena and make predictions. • Hypothesis Specific assertions and predictions that can be tested.

38. Psychoanalytic Theory Freud (1856 – 1939) Fig. 1.9

39. Id Superego Ego Psychoanalytic Theory (Continued from previous slide) Freud Personality Structure

40. Psychoanalytic Theory (Continued from previous slide) Freud Defense Mechanisms • Unconscious methods the ego uses to distort reality and protect itself from anxiety • Examples: Repression and Regression • However, Peter Blos (1989), a British psychoanalyst, and Anna Freud (1966), Sigmund Freud’s daughter, believed that defense mechanisms provide considerable insight into adolescent development.

41. Psychoanalytic Theory (Continued from previous slide) Revisions of Freud’s Theories • Contemporary psychoanalytic theorists believe that he overemphasized sexual instincts. • They place more emphasis on cultural experiences as determinants of an individual’s development. • Unconscious thought remains a central theme, but most contemporary psychoanalysts argue that conscious thought plays a greater role than Freud envisioned.

42. Evaluating Psychoanalytic Theory (Continued from previous slide) • Contributions of psychoanalytic theories include an emphasis on a developmental framework, family relationships, and unconscious aspects of the mind. • Criticisms include a lack of scientific support, too much emphasis on sexual underpinnings, and an image of people that is too negative.

43. Erikson’s Psychosocial Theory • According to Freud, our basic personality is shaped in the first five years of life. • According to Erikson, developmental change occurs throughout the life span.

44. Erikson’s Psychosocial Theory (Continued from previous slide) Fig. 1.10

45. Psychosocial Theory (Continued from previous slide) Fig. 1.10

46. Cognitive Developmental Theory • Psychoanalytic theories stress the importance of the unconscious. • Cognitive theories emphasize conscious thoughts. • Three important cognitive theories are Piaget’s cognitive developmental theory, Vygotsky’s sociocultural cognitive theory, and information-processing theory.

47. Cognitive Developmental Theory (Continued from previous slide) Piaget Fig. 1.11

48. Sociocultural Cognitive Theory Vygotsky (1896 – 1934) • Cognitive skills can be understood only when they are developmentally analyzed and interpreted. • Cognitive skills are mediated by words, language, and forms of discourse. • Cognitive skills have their origins in social relations.

49. Information-Processing Theory • Emphasizes that individuals manipulate information, monitor it, and strategize about it. • How information is: • Perceived • Stored • Encoded • Retrieved • Represented

50. Evaluating Cognitive Theories • Contributions of cognitive theories include a positive view of development and an emphasis on the active construction of understanding. • Criticisms include skepticism about the pureness of Piaget’s stages and too little attention to individual variations.