What and When is Adolescence

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What and Whenis Adolescence?

• Anna Freud
• Jean Piaget
• Erik Erikson
• Carol Gilligan
• Psy 318 2/17/05

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ERIK ERIKSONSDEVELOPMENTAL STAGES

• 8 Stages of Human Development
• at each stage there is a turning point or
  crisis and virtue
• each stage has a central question that must be
  resolved for development to continue
• stages can be revisited, they are integrated,
  never fully achieved.
• development is a life long process

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ERIK ERIKSONSDEVELOPMENTAL STAGES

• young people can be remarkably clannish and
  cruel in their exclusion of all of those who are
  different, in skin color or cultural
  background, in tastes and gifts, and often in
  such petty aspects of dress and gesture as have
  been temporarily selected as the signs of an
  in-grouper or out-grouper p. 262

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ERIK ERIKSONSDEVELOPMENTAL STAGES

• It is important to understand (which does not
  mean condone or participate in) such intolerance
  as a defense against a sense of identity
  confusion p. 262

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ERIK ERIKSONSDEVELOPMENTAL STAGES

• The importance of work and love in adolescent
  development (pp. 264 - 265)

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Piagets Stages of Cognitive Development
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Cognitive Development
Personality Development
The upholding of a steady equilibrium during
the adolescent process is in itself abnormal
FORMAL
OPERATIONS
12 YEARS
test abstract hypothesis
manipulate symbolic concepts
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CAROL GILLIGANS VIEWS ON MORAL DEVELOPMENT

• Exit-Voice Dilemmas in adolescence raise the
  conflict of how youth negotiate relationships at
  a time when issues of loyalty and identity are at
  the forefront of development.

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CAROL GILLIGANS VIEWS ON MORAL DEVELOPMENT

• exit central to the operation of classical
  market economy, is exemplified by the customer
  who, dissatisfied with the product of company A,
  switches to the product of company B (p. 283)
• voice the attempt to change rather than escape
  from an objectionable situation--is messy,
  cumbersome and direct (p. 283)

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CAROL GILLIGANS VIEWS ON MORAL DEVELOPMENT

• loyalty the member who caresand what holds
  exit and voice in tension
• should I leave silently? (exit)
• should I say what I believe? (voice)
• issues of individual identity within the group
  identity

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CAROL GILLIGANS VIEWS ON MORAL DEVELOPMENT

• Development in adolescence thus hinges on loyalty
  between adolescents and adults, and the challenge
  to society, families and schools is how to engage
  that loyalty and how to educate the voice of the
  future generation (p. 285)

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CAROL GILLIGANS VIEWS ON MORAL DEVELOPMENT

• Given the engagement of the adolescents passion
  for morality and truth with the realities of
  social justice and care, adolescents are the
  group whose problems of development mirror
  societys problems with regeneration (p. 285 -286)

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CAROL GILLIGANS VIEWS ON MORAL DEVELOPMENT

• The importance of listening as a way to sustain
  voice
• The importance of maintaining connection even
  through disagreement as a way of sustaining voice
• The importance of being different and still
  maintaining connection as a way of sustaining
  voice

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CAROL GILLIGANS VIEWS ON MORAL DEVELOPMENT

• Defined in this context of relationships,
  identity is formed through the gaining of
  perspective and known through the experience of
  engagement with different points of view (p. 294)
• voice depends on relationship while exit can be
  executed in isolation (p. 294)

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CAROL GILLIGANS VIEWS ON MORAL DEVELOPMENT

• A central issue in adolescent development the
  tension between silence and speaking, where
  silence signifies exit and voice implies conflict
  and change in relationships (p. 295)

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When you consider Erikson, Piaget, Anna Freud,
and Carol Gilligans explanations of what happens
in adolescence, what do you see? What
overlaps? What is interrelated?