Adolescence

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Adolescence
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whakapapa
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I Io-Matua-kore- Io the Parent, who was
Always Existent without beginning or end.
Io-Taketake- lo the Root Foundation of all
things.Io-Wananga- lo the Source of all
Wisdom. Il. Then Io-Taketake begatTe Korekore
- a double negative, the Absolute NothingnessTe
Korekore Te Rawea the Absolute Nothingness
which could Not be Wrapped up.Te Korekore Te
Whiwhia - the Absolute Nothingness which could
not be Bound.Te Korekore Te Tamaua - tie
Absolute Nothingness which could not be
Fastened.Te Kowhao - the Abyss.Te Poo - the
Night.
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including whakapapa
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Developmental Tasks
Infancy/ early childhood Object Permanence and Attachment Symbolic thought and Language Egocentric - Developing a sense of me Autonomous - Self regulation (management of behaviour, emotions, attention)
Middle childhood Conservation - School adjustment Moral frameworks and Friendships Concrete rule-governed behaviour and logic
Adolescence Managing abstract though and multiple realities - High school Friendships, sexual orientation Separating our independent identity formation
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Domains of Development

• Physical Biological theories
• Cognitive Piaget
• Socio/Emotional Erikson
• Moral Kohlberg
• Perspectival Selman
• Personality Erikson

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Adolescents

• Age 10-19
• 1/5 of world population
• 50 under 25

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Adolescents

• Age 10-19
• 1/5 of world population
• 50 under 25

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Biological Development
Sexual Identity gay, straight, bi Gender
Identity male female trans Eating
Disorders approx.1 of girls (12-18) anorexic
Boys 0.3 1-3 bulimic 20 (estimated) engaged
in less extreme unhealthy dieting Nutrition ¾
of adolescents do not eat recommended servings
Overweight ages 12-19 (1971
2002) Boys 6.1 - 16.7 Girls 6.2 -
15.4 Physical activity level drops dramatically
(9?12 grade)
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Brain Research Findings

• The brain continues to develop during
  adolescence.
• Areas under construction

• Prefrontal cortex responsible for organizing,
  setting priorities, strategizing, controlling
  impulses
• Brain functions that help plan and adapt to the
  social environment
• Brain functions that help put situations into
  context retrieve memories to connect with gut
  reactions

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Cognitive Development
Is this Normal adolescent behavior?

• to argue for the sake of arguing
• to be self- centered
• to constantly find fault in adults position
• to be overly dramatic

YES! from the adults perspective, anyway
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New powerful thinking machine

• ability to think abstractly
• ability to analyse situations logically
• ability to think realistically about the future,
  goal setting
• entertain hypothetical situations, use of
  metaphors
• rediscover egocentrism
• moral reasoning moral relativism
• Need guidance for rational decision making

19 years
10 years
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Piagets Formal Operations

• Adolescent was in formal operational stage of
  cognition where thought is more abstract
  adolescents are no longer limited to actual,
  concrete experiences as anchors for thought
• They can now conjure up make-believe situations
  events that are hypothetical possibilities then
  try to reason logically about them play with
  ideas, create imaginary worlds
• In this stage adolescent has ability to develop
  hypotheses, or best guesses to solve problems as
  in algebraic equation
• They systematically deduce, or conclude best path
  to follow in solving equation

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Challenge to Piagets formal Operational Stage

• There is much more individual variation than what
  he envisioned
• Indeed, it is estimated than only 1 out of 3
  young adolescents is a formal operational
  thinker, and many American adults never become
  such thinkers

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adolescents using formal operations
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Social Emotional Development

• Who am I? Where do I belong?
• Identity development (gender, sexual, ethnic)
• Self-esteem
• Role of peer group
• How do I relate to others?
• Social Skills
• Emotional Intelligence

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Eriksons stage theory of social- emotional
development -1
Stage / age Crisis Develop-mental Task Virtues Maladap-tation Malig-nancy Life stage / relationships / issues
1. 0-18 mths Basic trust vs mis-trust The world will meet my needs or is hostile and unreliable Hope Drive (calm, grounded, basic feeling that everything will be okay - enabling exposure to risk) Sensory Distortion With-drawal infant / mother / feeding and being comforted, teething, sleeping
2. 1-2 years Auto-nomy vs shame and doubt. I am secure in my independence or I am ashamed of my failures Willpower Self-Control (self-determination, confidence in self to decide things, finding a voice, persistence, self-discipline, independence of thought, responsibility, judgement) Impuls-ivity Com-pulsion toddler / parents / bodily functions, toilet training, muscular control, walking
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Eriksons stage theory of social- emotional
development - 2
Stage / age Crisis Developmental Task Virtues maladaptation Malig-nancy Life stage / relationships / issues
3. 3-4 years Initia-tive vs guilt. I can follow through with my ideas and goals or I am a rigid, bad person Purpose Direction (sense of purpose, decision-maker, working with and leading others, able to take initiative and appropriate risks) Ruthless-ness Inhib-ition preschool / family / exploration and discovery, adventure and play
4. 7-11 years Indus-try vs infer-iority. I am competent or I am a failure Competence Method (makes things, applies skills and processes, feels valued and capable of contributing, confidence to seek and respond to challenge and learning, busy) Narrow Virtuo-sity Inertia schoolchild / school, teachers, friends, neighbour-hood / achievement and accomplish-ment
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Eriksons stage theory of social- emotional
development -1
Stage / age Crisis Developmental Task Virtues Malad-aptation Malig-nancy Life stage / relationships / issues
5. Adolescence Identity v s identity con-fusion . I know who I am and what I believe in or I have no sense of who I am Fidelity Devotion (self-confident, freely associates with people and ideas based on merit, loyal, has integrity, personal standards and pride and personal identity, seeing purpose(s) in life) Fanat-icism Repud-iation adolescent / peers, groups, influences / resolving identity and direction, becoming a grown-up
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Questions about your adolescence

• Strongly agree Agree Not sure Disagree
  Strongly disagree
• I have a clear and positive idea of who I am
• I get confused about who I am or think that
  parts of me are not much good
• I can identify events in my adolescence or
  adulthood that were rites of passage - events
  that played a major role in forming who I am
  today.
• I have taken time-out from education, work and
  family to enable me to think about who I am and
  where I'm going (life, career, relationships)
• I believe that there is one correct way to fix
  the ills of society
• I don't need to have a strong sense of my own
  identity, The group I'm in represents who i am
  and what i stand for.
• I am happy to live by and support the standards
  of my community and country, even though they can
  be improved.

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Questions about adolescence - 2

1. Achieve ego identity and avoid role confusion.
   "Who am I?
2. There will be clear rites of passage, certain
   accomplishments and rituals that help to
   distinguish the adult from the child.
3. There will be a psychosocial moratorium. "time
   out." Go to Europe. Quit school and get a job.
   Quit your job and go to school. Leave home. Get
   to know yourself.
4. A maladaptive tendency fanaticism. A fanatic
   believes that his way is the only way.
   Adolescents are, of course, known for their
   idealism, and for their tendency to see things in
   black-and-white.
5. The malignant tendency of repudiation. They
   repudiate their membership in the world of adults
   and, even more, they repudiate their need for an
   identity. Some adolescents allow themselves to
   "fuse" with a group, religious cults or
   militaristic organizations.
6. The virtue of fidelity. Loyalty, the ability to
   live by societies standards despite their
   imperfections and incompleteness and
   inconsistencies. You have found a place in that
   community, a place that will allow you to
   contribute.

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Rites of passage

• Events, activites or processes which mark a
  transition from one stage of life to another.
• They can involve skills mastered, achievements
  recognised, knowledge and/or responsibilities
  offered, the processing of brand new experiences,
  risks taken,

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Rites of passage

• Can occur before birth including tangihanga and
  marriage - milestones in shifting attitudes and
  roles within families.
• Cultural rights and responsibilities - new roles
  on the marae such as whaikorero, karanga, and
  responsibility for hosting others
• Creating a meaningful connection with their
  kainga, whenua and hapu - a growing expertise in
  tribal history, karakia, waiata and tauparapara
  (knowledge of lore), kapahaka, Taiaha video
• Going to work and doing service. Marae roles in
  the kitchen or sitting on the taumata (marae
  committee). Making a contribution around the
  home, on the farm, in the wider community. Food
  production and preparation gathering, hunting,
  cooking, etc
• Dances, wearing certain clothes
• Birthdays (not that important) Religious rites
  confirmation, first communion and baptism.
• Learning about racial prejudice, being able to
  give it a label
•  

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IDENTITY

• A stable concept of self as a unique individual
  with a system of values that provide a sense of
  direction
• More confusion in technologically advanced
  cultures or cultures undergoing rapid change
• Many traditional cultures have initiation rites
• Problems in identity development leads to
  difficulties in later life

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Identity status (Marcia)
Exploration present Exploration absent
Commit-ment present Identity Achievement (sense of identity) Identity Foreclosure (unquestioning adoption of parental/social values)
Commit-ment absent Identity Moratorium (delayed commitment, active struggle for identity) Identity Diffusion (absence of struggle, no obvious concern about it)
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Identity Achievement (exploration present,
commitment present)

• Most developed in terms of identity
• Has experienced a period of exploration
• Has developed commitments
• Has a sense of personal well-being, high
  self-esteem, and self-acceptance
• Cognitively flexible
• Sets goals and works towards achieving them

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Identity Foreclosure (exploration absent,
commitment present)

• Has commitments without considering alternatives
• Commitments based on identification with parents,
  teachers, or other authority figures
• Often authoritarian and inflexible

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Identity moratorium (exploration present,
commitment absent)

• Actively exploring alternatives
• Attempting to make choices with regard to
  occupation, ideological beliefs
• Often anxious and intense
• Ambivalent feelings towards parents and authority
  figures

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Identity diffusion exploration absent,
commitment absent

• Least developed in terms of identity
• Lacks commitments
• Not trying to form commitments
• May be carefree and uninvolved, or unhappy and
  lonely
• May be angry, alienated, rebellious

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Other things are working..

• Development of empathy
• Parental style in interaction with the
  temperament of the child - child with fearful
  with gentle discipline, child with fearless
  temperament with positive parental interactions
• Cognitive abilities allowing transformation of
  situation in the childs mind PLUS development of
  empathy PLUS internalising punishment and reward
  PLUS neurological development.

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• It is possible for individuals to remain
  identity-diffuse or foreclosed throughout life,
  or to move in various patterns among the
  statuses.
• Diffusion and foreclosure are generally seen as
  less mature forms of identity.
• An achieved identity is considered the optimum
  outcome.
• Moratorium, or exploration period, is necessary
  for identity achievement.

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Several Models of cultural Development have been
proposed

• Many researchers agree that an achieved identity
  is the result of a crisis or awakening, which
  leads to a period of exploration or
  experimentation and finally to a commitment or
  incorporation of ones culture.

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• Phinney focused on the process of cultural
  identity formation.
• The way in which individuals come to understand
  the implications of their culture and make
  decisions about its role in their lives,
  regardless of the extent of their cultural
  involvement.

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Studies of cultural Identity among American-born
Students

• All from high school or college with a diverse
  cultural background.
• 196 Asian American, black, Hispanic, and white
  college students from an culturally diverse urban
  university established importance of cultural to
  the identity of minority group members.

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Stage 1 Unexamined cultural Identity

• Characterized by the lack of exploration of
  culture.
• Existing models suggest that minority subjects
  initially accept the values and attitudes of the
  majority culture.
• Including internalized negative views of their
  own group held by the majority.

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Stage 2 Cultural Identity Search/Moratorium

• The initial stage of cultural identity is
  conceptualized as continuing until adolescents
  encounter a situation that initiates an cultural
  identity search.

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Stage 3 Cultural Identity Achievement

• The ideal outcome of the identity process,
  characterized by a clear, confident sense of
  ones own cultural.
• Identity achievement corresponds to acceptance
  and internalization of ones culture.

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In Summary

• The 3 stages of cultural identity
• Unexamined cultural Identity
• Cultural Identity Search/Moratorium
• Cultural Identity Achievement

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cultural identity and peer group influence
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Gender development

• Gender identity distinguishing male and female
  people in the world. Around 2 years.
• Gender stability identifying self as one gender
  and that this will continue. Around 3-4 years.
• Gender constancy other people wont change from
  one gender to another. Around 6 or 7 years.

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Social Toxicity
HOMOPHOBIA
VIOLENCE
SEXUAL EXPLOITATION

• Social factors that poison youth well being and
  healthy development

HEALTH THREATS
SEXISM
DISRUPTED FAMILY RELATIONSHIPS
POVERTY
RACISM
LACK OF BENEVOLENT ADULT AUTHORITY
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Lawrence Kohlberg moral development
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Moral development the ability to tell right
from wrong and behave accordingly

• Kohlbergs stage theory
• Changes in moral reasoning result from changes in
  ways of thinking (cognitive structures)
• Children actively construct their moral reality
• Moral dilemmas

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Stages of Moral DevelopmentLawrence Kohlberg Stages of Moral DevelopmentLawrence Kohlberg Stages of Moral DevelopmentLawrence Kohlberg Stages of Moral DevelopmentLawrence Kohlberg
Level Stage Ages Social Orientation
PreConventional 1 2-4 Obedience and Punishment
2 4-7 Individualism, Instrumentalism
Conventional 3 7-10 Good Boy/Girl
4 10-12 Law and Order
Post-Conventional 5 Teens Social Contract
6 Adult Principled Conscience

Stages
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Moral dilemma Heinz and the druggist

• In Europe, a woman was near death from a special
  kind of cancer. There was one drug that the
  doctors thought might save her. The drug was
  expensive to make, but the druggist was charging
  ten times what the drug cost him to make. He
  paid 200.00 for the radium and charged 2,000.00
  for a small dose of the drug. The sick womans
  husband, Heinz, went to everyone he knew to
  borrow the money, but he could only get together
  about 1,000.00 which is half what it cost. He
  told the druggist that his wife was dying and
  asked him to sell it cheaper or let him pay
  later. But the druggist said, No, Ive
  discovered the drug, and Im going to make money
  out of it. So Heinz got desperate and broke
  into the mans store to steal the drug for his
  wife. Should the husband have done that? Why?

Examples
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Level 1. Preconventional Morality

• Stage 1. Obedience and Punishment Orientation.
• Kohlberg's stage 1 is similar to Piaget's first
  stage of moral thought. The child assumes that
  powerful authorities hand down a fixed set of
  rules which he or she must unquestioningly obey.

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Preconventional level Morality centres on
avoiding punishment and obtaining reward

• Reasons to steal drug

• Reasons to not steal drug

• He should steal it if he likes his wife a lot
  if he gets caught, he wont get much of a jail
  term, so hell get to see her when he gets out

• Hell get caught. He shouldnt have to pay with
  jail time for his wifes problem

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Stage 1. Obedience and Punishment Orientation.

• The View is "It's against the law," or "It's bad
  to steal," as if this were all there were to it.
  When asked to elaborate, the child usually
  responds in terms of the consequences involved,
  explaining that stealing is bad "because you'll
  get punished" (Kohlberg, 1958).

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Stage 2. Individualism and Exchange.

• This stage children recognize that there is not
  just one right view that is handed down by the
  authorities. Different individuals have different
  viewpoints.
• At stage 1 punishment is tied up in the child's
  mind with wrongness punishment "proves" that
  disobedience is wrong. At stage 2, in contrast,
  punishment is simply a risk that one naturally
  wants to avoid.

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Level II. Conventional Morality

• Stage 3. Good Interpersonal Relationships.
• At this stage children--who are by now usually
  entering their teens--see morality as more than
  simple deals. They believe that people should
  live up to the expectations of the family and
  community and behave in "good" ways. Good
  behavior means having good motives and
  interpersonal feelings such as love, empathy,
  trust, and concern for others.

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Conventional level Morality centres on meeting
moral standards learned from others avoiding
disapproval and maintaining law and order

• Reasons to not steal drug

• Reasons to steal drug

• If he doesnt steal it, everyone will think hes
  a terrible person its his duty to care for his
  wife

• If he steals it, everyone will think hes a
  criminal he cant just go stealing things
  whenever he wants to it isnt right.

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Stage 4. Maintaining the Social Order.

• Stage 3 reasoning works best in two-person
  relationships with family members or close
  friends, where one can make a real effort to get
  to know the other's feelings and needs and try to
  help. At stage 4, in contrast, the respondent
  becomes more broadly concerned with society as a
  whole. Now the emphasis is on obeying laws,
  respecting authority, and performing one's duties
  so that the social order is maintained.

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Level III. Postconventional Morality

• Stage 5. Social Contract and Individual Rights.
  
• At stage 5, people begin to ask, "What makes for
  a good society?" They begin to think about
  society in a very theoretical way, stepping back
  from their own society and considering the rights
  and values that a society ought to uphold. They
  then evaluate existing societies in terms of
  these prior considerations. They are said to take
  a "prior-to-society" perspective (Colby and
  Kohlberg, 1983, p. 22).

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Postconventional level Morality centres on
abstract, carefully considered principles

• Reasons to steal drug

• Reasons to not steal drug

• If he has to run from the police, at least he
  will know he has done the right thing sometimes
  people have to break the law if the law is unjust

• If he steals it, hell lose all respect for
  himself other people might say it was OK, but
  hell have to live with his conscience, knowing
  he has stolen from the druggist

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Stage 5. Social Contract and Individual Rights.

• Stage 5 subjects,- then, talk about "morality"
  and "rights" that take some priority over
  particular laws. Kohlberg insists, however, that
  we do not judge people to be at stage 5 merely
  from their verbal labels. We need to look at
  their social perspective and mode of reasoning.

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Stage 6 Universal Principles.

• Kohlberg believes that there must be a higher
  stage--stage 6--which defines the principles by
  which we achieve justice. Kohlberg's conception
  of justice follows that of the philosophers Kant
  and Rawls, as well as great moral leaders such as
  Gandhi and Martin Luther King. According to these
  people, the principles of justice require us to
  treat the claims of all parties in an impartial
  manner, respecting the basic dignity, of all
  people as individuals. The principles of justice
  are therefore universal they apply to all. Thus,
  for example, we would not vote for a law that
  aids some people but hurts others. The principles
  of justice guide us toward decisions based on an
  equal respect for all.

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Criticisms of Kohlberg

• Moral reasoning does not always translate into
  moral behaviour
• Peoples moral reasoning changes according to the
  moral dilemma
• Gender bias most women work at the conventional
  level
• There is a culture difference, depending on
  whether a culture socializes children towards
  autonomy or to social engagement and obedience of
  authority.

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Kohlberg Summary

• At stage 1 children think of what is right as
  that which authority says is right. Doing the
  right thing is obeying authority and avoiding
  punishment.
• At stage 2, children are no longer so impressed
  by any single authority they see that there are
  different sides to any issue. Since everything is
  relative, one is free to pursue one's own
  interests, although it is often useful to make
  deals and exchange favors with others.

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Kohlberg Summary

• At stages 3 and 4, young people think as members
  of the conventional society with its values,
  norms, and expectations.
• At stage 3, they emphasize being a good person,
  which basically means having helpful motives
  toward people close to one
• At stage 4, the concern shifts toward obeying
  laws to maintain society as a whole.

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Kohlberg Summary

• At stages 5 and 6 people are less concerned with
  maintaining society for it own sake, and more
  concerned with the principles and values that
  make for a good society.
• At stage 5 they emphasize basic rights and the
  democratic processes that give everyone a say
• At stage 6 they define the principles by which
  agreement will be most just.

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Selmans perspective dilemma

• Holly is an 8-year old girl who likes to climb
  trees. She is the best tree climber in the
  neighborhood. One day while climbing a tree she
  falls off the bottom branch but does not hurt
  herself. Her father sees her fall, and is upset.
  He asks her to promise not to climb trees
  anymore, and Holly promises.
• Later that day, Holly and her friends meet Sean.
  Seans kitten is caught up in a tree and cannot
  get down. Something has to be done right away or
  the kitten may fall. Holly is the only one who
  climbs trees well enough to reach the kitten and
  get it down, but she remembers her promise to her
  father.
• What should Holly do?

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IDENTITY

• A stable concept of self as a unique individual
  with a system of values that provide a sense of
  direction
• More confusion in technologically advanced
  cultures or cultures undergoing rapid change
• Many traditional cultures have initiation rites
• Problems in identity development leads to
  difficulties in later life

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Maori Developmental Models

• Te Whare Tapa Wha general health
• Te Wheke indigenous peoples
• Maori Models of Self Counselling
• Poutama Powhiri model
• Te Whariki Early childhood education
• Mana Atua - Well-being
• Mana Whenua - Belonging
• Mana Tangata - Contribution
• Mana Reo - Communication
• Mana Aoturoa Exploration
• Youth development, Maui styles Youth

Each strand has 3-4 goals (each with several
assessment criteria. They set out a detailed
summary of what might be expected at the three
stages of early childhood)
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Maori Developmental Models

• Rangitahi youth those in the process of
  learning ephemeral, transient
• Taha whanau Marae Atea/ Whare Tupuna the
  physical heart of whanau Turangawaewae a place
  to stand
• Taha Hinengaro Whatumanawa the emotional
  dimension (Maia confidence Mahaki humility)
• Mana ake positive and unique identity (
  Ihumanea -innovative, Manawanui- resilience)
• Takatapui - Maori non-heterosexual forms of
  sexuality

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Maori Developmental Models

• Rangitahi youth those in the process of
  learning ephemeral, transient
• Taha Whanau Matamua role of the first born
• Potiki role of the youngest child (e.g. Maui)
• Taha Wairua Tapae and Tohi rites - acts of
  dedication and consecration
• Mana Maori - the power of Maori cultural
  identify
• Maui creation stories

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Mythic anchors for adolescence

• Tumatauenga god of war, rebellion,
  confrontation. The paepae belongs to Tu. This is
  where conflict has to resolved at a certain level
  before the Whare Nui can be entered. The rite of
  powhiri provides for a transition into a more
  adult phase of life
• Tane god of forests, Te Whare Nui is Te Whare
  Tane, the place of the past, present and future
• Maui energy, risk taking, innovative, cheeky

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aroha
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Sex role ideology

• Active, adventurous, aggressive
• Clear thinking, course, courageous, cruel
• Dominant, egotistical, forceful
• Hardhearted, lazy, self confident
• Unemotional, wise

• Affectionate, attractive
• Dependent, emotional, fearful
• Gentle, sensitive, sentimental
• Sexy, submissive
• Weak

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Nature or nurture?

• Cross-cultural studies show boys display more
  aggression and girls more nurturing
• Evolutionary perspective its the fault of
  testosterone
• Social learning perspective we are socialized to
  a gender role
• Maybe both are working
• The differences in characteristics are not so
  great

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Risk Taking Behavior?

• But there is concern Adolescents overestimate
  their capacities, rely on their immature ability
  to judge, or give in to peer pressure

It is normal! - Exploration of new behaviors,
decision making skills, identity development
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Adolescent Egocentrism

• Heightened self-consciousness of adolescents
  which is reflected in their belief that others
  are as interested in them as they are in their
  sense of personal uniqueness
• David Elkind proposes two types of social
  thinking
• imaginary audience a belief that they are on
  stage and that their every act is being viewed
  by an imaginary audience
• personal fable sense of uniqueness making them
  feel that no one can understand them

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Awareness of others

• Awareness of others and seeing things from
  another persons point of view takes time to
  develop
• This is linked to both learned behaviour and
  brain development
• Rebecca Saxe

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Positive Youth Outcomes

• Volunteerism
• Music Performing Arts
• High School Graduation
• Enrollment in College

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Problems

• Teen Pregnancy
• Violence
• Delinquency
• Substance Abuse
• School drop out
• Mental health

Wheres their moral fibre?
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Challenge 4Moral Development

• This links to Cognitive Development