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‡ Age 12-19.
‡ Experience rapid physical, intellectual and emotional
changes.
‡ Occurs during the stage of puberty.
‡ Sexual maturation occurs.
‡ Ability to use logical and abstract thought.
‡ Plan for the future.
‡ Develop a sense of identity and the ability to explore
choices.
‡ ´ Carefree time of physical attentiveness and
attraction, vitality, robust fun, love, enthusiasm and
activity.
 ÷
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‡ Suddenly catch up to or surpass adults in physical

size.
‡ Females typically mature earlier than males.
‡ There are signs of maturation and puberty - The
period in the lifecycle when sexual and
reproductive maturation occurs  
‡ Adolescence experience puberty thru a developed
sense of consciousness and self-awareness.
‡ They are not just responding to biological
changes but also psychological states.
 _ormonal Changes During Puberty
‡ Changes that occur are regulated by the ÷  
 = Master Gland. It is the central nervous
system.
‡ Goes into the bloodstream hormones.
‡ It stimulates other glands to produce a particular
kind of hormone.
‡ During puberty, the master gland stimulates
manufacturing of
·estrogen and progesterone in female cells
·cells of testes in male to manufacture testosterone.
‡ Women·s ovaries are to release 1 mature egg on a
monthly cycle for about 30 yrs of her life.
 *!!  !
" ! 
‡ National Institute of Mental _ealth links hormone and
adolescents behavior.
‡ Boys with low level of testosterone for example will
exhibit behavioral problems.
‡ The link btwn hormone levels + behavior tend to be
stronger and more consistent for boys than girls.
‡ Boys might experience increase in strength ² will
encourage them to use aggression to achieve goals.
‡ Girls: hormone fluctuations have been associated with
mood swings. A pleasant girl may suddenly be sad and
cry for no apparent reason.
  !!!
‡ Developmental psychologists say: Puberty is an outcome
of social experience + social events influence puberty.
‡ Ethological Theory: girls reared in homes where there
is emotional stress + who lives with no father may reach
puberty a lot earlier.
‡ Rather than being biological, puberty is said to be
determined by experience.
‡ _uman, like animals, adjust life histories to the
environmental conditions to enhance reproductive
fitness. Thus experiences shapes development.
  #!
 !!!
‡  !! says ² Earlier pregnancies among
girls from troubled homes is because they have less
parental supervision.
‡ $ Girls usually enter puberty at the same age as
their mothers. It is genetics.
‡ Girls who develop sexually at earlier age more likely to
make the worst marital choices + end marriage w
divorce.
‡ Other sociologists say ² cause of teenage sexuality ·
more to lack of jobs or socioeconomic status (poverty
surroundings).
 | ! !% 
‡ Rapid increase in height and weight.
‡ Girls will grow faster than boys by 2 years.
‡ In the earlier stages the girls will be taller than the
boys.
‡ This happens typically around girls of 12 years old and
the boys, 14 (American + British children).
‡ In one year, the child·s rate of growth almost doubles.
‡ The girls can grow up to 6 and 7 inches tall while the
boys can grow up to 8 to 9 inches tall.
‡ By the age of 17 and 18 they will achieve 98% of their
final height.
 ÷!% 
‡ | !  ² Dissimilarity in growth rates of different
parts of the body. Long-legged appearances. Lead to
clumsiness (tripping or knocking over furniture) and
unable to judge distances.
‡ Some may be so obvious ² resulting in self-
consciousness and awkwardness in adolescents.
‡ Males usually have larger muscles = stronger.
‡ Girls motor tasks and speed peaks at 14 where as boys
will improve through out.
‡ _eart will grow rapidly, doubling the weight.
‡ Fat will start dropping off. Boys will lose fats, girls
slowdown in fat accumulation.
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‡ Is it good to be tall?
‡ What does it mean that entering
puberty can be a negative experience?
 .


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# !
!   ! 
‡ Child matures at varying rates.
‡ Different ability in meeting standards (for
maturity growth).
‡ Individual differences are most apparent at
adolescence ² this has important consequences in
their relationships with adults + peers.
‡ Because of different rates of maturation, some
adolescents may have advantages in terms of
height, strength and physical attractiveness from
their other peers.
# !
!   ! 
‡ Thus this people are usually the most popular and
admired by fellow peers.
‡ For late maturing boys ² They may receive negative
feedback from their peers. (Value is placed on
manly appearance and athletic excellence is
important)
‡ Less positive body image.
‡ They may feel inadequate and low self-esteem.
" !  !  *! 

!!% 

   ! Poised Relaxed, Depressed, panic

Sociable and Co- attack and eating
operative. disorder.

    ! Eager, talkative, Positive set of self-

Rebellious. perception.
 
&#  
‡ This aspect of adolescents ² particularly
susceptible to peer influences.
‡ Adolescents are quick to reject age-mates who are
not in line with the physical norm.
‡ Popularity is very important to them.
‡ Puberty and Gender related expectations.
‡ _ow they look like is important.
‡ The ability to establish close, intimate friendships
becomes more important for their social and
emotional adjustment as well as well being.
  !  
‡ The majority of adolescents are free from disabilities,
weight problems + chronic illnesses.
‡ Lately, there is and indication otherwise. This is because
adolescents is the age of ´experimentingµ ² drinking,
smoking, first sexual experiences.
1. Nutrition and Eating Disorder ² Anorexia nervosa
2. Obesity
3. Smoking
4. Alcohol
5. Sexually Transmitted Disease
6. Pregnancy
7. Stress, anxiety, depression and suicide.
 
 
÷
‡ Adolescents gradually acquire new intellectual
capacities.
‡ Reflect themselves, parents, teachers and the
world they live in.
‡ They develop an increasing ability to use
abstract thought ² to think about hypothetical
and future situations + events..
‡ In a society, adolescents must set standards on
family, religion, school, drugs and sexuality.
÷ ÷! !
'!#
 ! 
‡ Piaget calls it the ÷! !
'!#
 ! 
because it is the final and highest stage in
development of cognitive functioning from infancy to
adulthood.
‡ 2 attributes:
1. Adolescents gain the ability to think about their own
thinking ² able to deal efficiently with the complex
problems involved in reasoning.
2. Acquire the ability to imagine many possibilities
inherent in a situation ² generate many possible
outcome events, less reliance on real object and
events.
‡ Able to use scientific reasoning.
 ÷ ÷! !
'!#
 ! 
‡  ´If I don·t come home at my curfew time with Dad·s
car, then«or«will happenµ
‡ Mentally restructure information and ideas so that
they can make sense out of a new set of data.
‡ Thru logical operations, individuals can transfer
strategic skills they employ from a problem area to an
unfamiliar area. This will result in new answers and
solutions.
‡ _
v n  all  
 acqu g
  g  
bs
  k g   s .
÷ ÷! !
'!#
 ! 
‡ This lack of ability can be seen with people who score
below the average on a standard intelligence test.
(Low IQ)
‡ Environmental and formal school experience will be
necessary to the development.\
‡ Cross cultural studies fail to demonstrate the full
development of formal operations in all societies.
‡ E.g.: in Turkey ² rural villagers never seem to reach
the formal operational stage, yet urbanized educated
Turks do reach it.
 | ! !  
‡ Adolescents produce their own characteristics form
of egocentrism.
‡ Turning new powers of thought upon themselves.
‡ They think that their thoughts and actions are as
interesting to others as they are to themselves.
‡ They conclude that other people are as admiring or
critical of them as they are themselves.
‡ Elkind: a teenager is unable to take another person·s
point of view. The adolescent, takes the other
person·s point of view to an extreme degree.
 | ! !  
÷  (
‡ 2 Dimension of egocentric thinking.
1. The person f e ² se f imge. An do scent tend to
view themse ves s somehow unique nd even heroic
2. The imginry udience. The do escents· e ief tht
everyone in the oc environment is primri 
concerned w his ernce + ehvior.
‡ The wor d is  stge, the re the ctors nd the wor d
is the udience.
‡ Teengers re se f conscious nd se f-re occuied.
‡ Exm e- st e of dressing nd im e.
 ! )!#
‡ Adolescents are concerned with moral values and
principles.
‡ They want to know: What is the adult world?
‡ Is it full of corruption? Is it hypocritical?
‡ Teenager·s idealism is to reform the parents and
the world. This is to keep with their own highly
personalized standards.
‡ Young people have major roles in social movements.
 ! )!#
‡ Kohlberg listed 3 levels of moral thoughts
* +! ) !  ² Cultural labels of good and bad,
punishment and rewards. These children are responsive
to cultural labels of good + bad · in consideration of
punishment and reward.
ï ! ) !  ² These individuals view rules and
expectations of family and groups or nation as valuable
in their own right.
, +! ! ) !  ² Able to define morality in terms of
self-chosen principles where they view as having a
universal ethical validity. Could only happen with the
onset of adolescence + the ability to think (Piaget)