Running head: ADOLESCENT DEVELOPMENT REFLECTION

Adolescent Development Reflection

Haydee Lemus
CSPU 516
Brandman University
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When it comes to development, adolescence marks the transition period from childhood

to adulthood. However, the physical, social/emotional, and cognitive development during this

time period can vary between each individual for many reasons. Over the past few weeks I have

had an opportunity to learn more about the factors that influence their development and the ways

in which differences in development may affect learning. The insight that I was given into

adolescent development came partly from classroom observations as well as teacher, student, and

parent interviews. Each source provided a unique perspective, reaffirmed what their role is and

how important they are to the development of adolescents. The information provided, along with

my observations helped me to reflect further on development and what my professional role will

be when working with adolescents.

I decided to focus on adolescence throughout this course because I wanted to learn more

about how academics and an academic setting are impacted by typical developmental challenges

in adolescence. My hope was to gain a better understanding of those challenges and explore

ways in which they could be supported. In their article, ​Adolescents With ADHD: Experiences of

Having an ADHD Diagnosis and Negotiations of Self-Image and Identity, ​Jones and Hesse

mention that, “Adolescence is a period of life where the foundation of identity is formed. The

process of identity formation involves the adolescents questioning who they are, who they want

to become, and where they fit into society” (2017). This formative period in a young person’s

life is influenced by parents, peers, teachers, and their ability to manage the various changes that

happen during this time. When considering the number of societal pressures that are

encountered, the interpersonal relationships and reinforcements that youth have during this time

must be helpful to the development of a positive perception of self.

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When paired with a learning difference, adolescence can be particularly difficult for a

student to handle. I find that during this age period it would be important to consider how much

of a young person’s behavior is related to growth and development and how much is connected

to a learning disability. As an example, researchers have been examining the effects that

changes in the sleep habits have on adolescents. In ​Sleep disturbances in adolescents with

ADHD: A systematic review and framework for future research b​ y Lunsford-Avery, Krystal, and

Kollins state that, “As adolescents age, they experience competing psychosocial demands on

their evening time, and frequently stay up late to complete homework, socialize, watch

television, use electronic media devices, and participate in after-school activities or jobs” (2016).

This is significant because as the article later states, “the requirement to rise earlier during high

school results in premature termination of sleep and sleep debt as well as associated impairments

in social and academic function as a result of chronic fatigue” (2016). According to

Clinkinbeard, Simi, Evans, and Anderson (2010):

A lack of sleep among adolescents is associated with increased risk for

depression, school problems, and motor-vehicle accidents. Further, the executive

functioning effects of sleep deprivation may be especially detrimental during

adolescence due to the already vulnerable period of brain development in which

sensation-seeking is enhanced and decision-making is impaired. (p. 917)

For educators, it is important to note that there are multiple external factors that can

impact a student’s performance in their classrooms. Taking the time to engage with them

and ask them what they think their challenges are may be the first step towards creating a
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positive change. As a future counselor, encouraging the communication between

teachers and students will be essential.

According to the teacher that I interviewed, one of the high school students that I

observed has a diagnosis of Attention Deficit Hyperactivity Disorder (ADHD). Grogan and

Weitzman (2015) stated that:

The adolescent with ADHD struggles with a wide range of problems that include: poor

behavioral inhibition and self-regulation; egocentricity and insensitivity to others,

distractibility and inattention, disorganization, and poor task completion; cognitive gaps

and absence of forethought about consequences; insufficient ability to symbolize feelings

and thoughts in words; impaired ability to work toward future goals requiring deferred

gratification. (p. 365-366)

For this teacher, it was extremely important to work with the student to ensure that he was

understanding the material that was being presented in a variety of ways. Additionally, being

creative with instruction time so that the student did not have to be in one place for the duration

of the period was also important. Overall, it is important for adolescents to be in learning

environments that meet their needs. Whether it is having a code to use with the teacher when

they are feeling overstimulated or simply need to step out for a moment, feeling supported in an

academic environment will hopefully help compensate for some of the other challenges that a

student may have.

When I consider the ways in which the freshman that I observed may be supported to be

more successful in the classroom, there are a significant number of factors to consider. As

Boyer, Geurts, and Van der Oord stated in ​Planning Skills of Adolescents With ADHD, “I​ n
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adolescence, the control and help of parents and teachers diminishes as compared with

childhood, while at the same time, the transition to secondary school increases the need for EF’s

particularly for planning skills” (2014). As mentioned earlier in the same article, Executive

Functions (EFs) “are described as neurocognitive processes that enable self-control” (2014). In

an attempt to support students who may be struggling with the transition to high school and

establishing a healthy routine, it may be helpful to create groups for freshmen to express some of

their challenges, problem solve, and network. Additionally, perhaps creating panels with

upperclassmen sharing their experiences on how they dealt with challenges may help students

feel more understood and supported.

While relationships with peers and teachers are important, the involvement and

relationship between adolescents and their parents are also to be considered when examining the

development of adolescents. Studies have found that:

Regardless of family structure and the fact that some families confront a myriad

of stressors, parental monitoring and exposure to emotionally connected, warm,

and supportive family environments are pivotal leveraging points for positive

youth outcomes across all social classes, regardless of the diversity of the family

structure. (McBride Murry & Lippold, 2018)

It is important that parents have open communication with adolescents about challenges and

problem solve together. By perceiving parents to be teammates, adolescents can feel more

positively about themselves and empowered to problem solve more independently. As stated in

Developmental Psychopathology,​ during adolescence, “the family context is changing, as parents

must readjust their expectations and parenting styles to allow for the youth’s needs for increasing
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independence and autonomy” (2012, p. 416). While parents will always play an important role

in the lives of their children, in adolescence they play a critical role in helping them transition to

adulthood.

As a Professional School Counselor, it is my hope that I will be able to consider all of the

factors that impact the development of children and adolescents in the work that I do with them.

Adolescents spend a significant amount of time in school and it is during a lot of that time that

students have experiences that impact their academic, social/emotional, and cognitive

development. Brofenbrenner’s Biological Model of Human Development includes school,

teachers, and mentors as part of the microsystem, or the innermost layer closest to a person.

Therefore, the way in which we work with students at school needs to meet the needs of each

individual student. While I recognize that there are other factors influencing the development of

adolescents, the impact that my role as school counselor can have on their lives needs to be a

positive and encouraging one.

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References

1. Boyer, B. E., Geurts, H. M., & Van der Oord, S. (n.d.). Planning Skills of Adolescents
With ADHD. ​JOURNAL OF ATTENTION DISORDERS​, ​22​(1), 46–57.
https://doi-org.libproxy.chapman.edu/10.1177/1087054714538658
2. Clinkinbeard, S., Simi, P., Evans, M., & Anderson, A. (2011). Sleep and Delinquency:
Does the Amount of Sleep Matter? ​Journal of Youth & Adolescence​, ​40​(7), 916–930.
https://doi-org.libproxy.chapman.edu/10.1007/s10964-010-9594-6
3. Grogan, M., & Weitzman, J. (2015). Using the 12-Steps as a Parenting Intervention With
ADHD Adolescents. ​American Journal of Family Therapy,​ ​43(​ 4), 364–377.
https://doi-org.libproxy.chapman.edu/10.1080/01926187.2015.1051904
4. Jones, S., & Hesse, M. (n.d.). Adolescents With ADHD: Experiences of Having an
ADHD Diagnosis and Negotiations of Self-Image and Identity. ​JOURNAL OF
ATTENTION DISORDERS,​ ​22(​ 1), 92–102.
https://doi-org.libproxy.chapman.edu/10.1177/1087054714522513
5. Kerig, P. K., Ludlow, A., & Wenar, C. (2012). ​Developmental Psychopathology.​ New
York, NY: McGraw-Hill.
6. Lunsford-Avery, J. R., Krystal, A. D., & Kollins, S. H. (n.d.). Sleep disturbances in
adolescents with ADHD: A systematic review and framework for future research.
CLINICAL PSYCHOLOGY REVIEW,​ ​50,​ 159–174.
https://doi-org.libproxy.chapman.edu/10.1016/j.cpr.2016.10.004
7. Murry, V. M., & Lippold, M. A. (n.d.). Parenting Practices in Diverse Family Structures:
Examination of Adolescents’ Development and Adjustment. ​JOURNAL OF RESEARCH
ON ADOLESCENCE,​ ​28(​ 3), 650–664.
https://doi-org.libproxy.chapman.edu/10.1111/jora.12390
8. Saab, H., & Klinger, D. (2010). School differences in adolescent health and wellbeing:
Findings from the Canadian Health Behaviour in School-Aged Children Study. ​Social
Science & Medicine​, ​70​(6), 850–858.
https://doi-org.libproxy.chapman.edu/10.1016/j.socscimed.2009.11.012