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Adolescent developmental theory
Adolescent developmental theory
Effects of puberty personal,emotional, physical and intellectual development
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Developmental theories are a group of ideas, assumptions, and generalizations that interpret and illuminate the thousands of observations that have been made about human growth. In this way, developmental theories provide a framework for explaining the patterns and problems of development (Berger, 2008 p33). Adolescence represents one of the most critical developmental periods in life. It is a time of profound changes on all levels. The importance of both family and peers during these years is also discussed. The relationship between adolescent and his or her family are very important in the adolescent's ability to develop through these years.
One of the earliest theorists to shed light on adolescent development was Erik Erikson.
He developed a psychosocial model of developmental stages that apply from infancy to retirement. Erikson spent a great deal of time on the fifth stage of adolescence because this is the time when the individual develops an identity and it is a time when the individual faces difficult identity crises. Erikson explained each stage in life is both "psycho" and "social." The psycho part has to do with this stage's foundation previous stages and the fact that it is both a self-conscious phase and an unconscious phase. This stage of development, therefore, depends to some degree on psychobiological factors that bring the individual to a coherent sense of self. The past gives the adolescent the strong identifications made during childhood but at the same time, the individual is searching the present for new models on which to base their adulthood (Erikson, 1975). During this period, teens have to cope with changes in their bodies and conforming to higher social expectations from adults and superiors. Adolescen...
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... (1994). Child and adolescent depression: covariation and comorbidity in development. in Haggerty, R.J., Garmezy, N., Rutter, M. and Sherrod, L. (eds). 1994. Risk and Resilience in Children: Developmental Approaches. New York: Cambridge University Press, pp. 225-67.
Erikson, E.H.(1975). Life History And The Historical Moment. New York: Norton.
Rutter, M. (1986). The developmental psychopathology of depression: issues and perspectives. In Rutter, M., Izard, C.E. and Read, P.B. (eds). Depression in Young People: Developmental and Clinical Perspectives, New York: Guilford, pp. 3-30.
http://social.jrank.org/pages/16/Adolescence.html">Adolescence - Grand Theories Of Adolescent Development, Biological Changes
http://social.jrank.org/pages/15/Adolescence-Biological-Changes-Associated-with-Puberty.html">Adolescence - Biological Changes Associated With Puberty
"Maternal Depression Can Undermine the Development of Young Children." Center on the Developing Child. Harvard University, 2009. Web. 04 Apr. 2014.
The sample consisted of adolescents between the ages of thirteen and eighteen, who met the criteria for DSM-III-R (American Psychiatric Association, 1987), major depression and with the Beck Depression Inventory (Beck et. al., 1988) score greater than or equal to 13 (p. 907). All participants were nonpsychotic, non-bipolar, without obsessive-compulsive disorder, eating disorder, substance abuse, or ongoing physical and/or sexual abuse. There were 122 adolescents who were eligible for the study but only 107 (87.7%) participants agreed to randomization. One third (32.7%) of participants were chosen through
Seligman (1975) had a theory that depression is “learned helplessness” this is that people who fall into a depressive state then fall into that rut of can’t be bothered meaning that they cannot help themselves, children can copy adult behaviour so this then becomes learned behaviour. (Hayes,2000)
Depression in school-age children may be one of the most overlooked and under treated psychological disorders of childhood, presenting a serious mental health problem. Depression in children has become an important issue in research due to its many emotional forms, and its relationship to self-destructive behaviors. Depressive disorders are of particular importance to school psychologists, who are often placed in the best position to identify, refer, and treat depressed children. Procedures need to be developed to identify depression in students to avoid allowing those children struggling with depression to go undetected. Depression is one of the most treatable forms of disorders, with an 80-90% chance of improvement if individuals receive treatment (Dubuque, 1998). On the other hand, if untreated, serious cases of depression in childhood can be severe, long, and interfere with all aspects of development, relationships, school progress, and family life (Janzen, & Saklofske, 1991).
These children often show signs of emotional distress and immature behavior at a very young age. These symptoms might affect thei...
He implemented eight psychosocial stages which includes trust versus mistrust. One example of the specified inclusions are infants. In order to come to a resolution for these feelings of insecurity, infants look towards their care givers for care and stability to fulfill their desired needs. With autonomy versus shame stage, children begin to assert their independence, utilizing their skills otherwise they will end up doubting their abilities. Initiative versus guilt is another stage where pre-scholars develop initiative by devising and carrying out bold plans. These people plan activities, developing a sense of initiative with others therefore feeling secure in their ability to lead and make decisions. The identity versus role confusion stage is noted as Erikson’s most popular. He characterized adolescence as a crucial and critical time of identity development. To achieve a sense of identity some adolescents attempt to define and explore who they are regarding their career choice, religion, political views, sexual orientation etc., figuring out a way to fit into society. According to Erikson, “the adolescent mind is essentially a mind or moratorium, a psychosocial stage between the morality learned by the child, and the ethics to be developed by the adult” (Erikson, 1963, p.245. As they go through the different sexual and
Papalia, D. E., & Feldman, R. D., (1975-2011). A Child’s World: Infancy through Adolescence. (12thed.)In M. Campbell & H. Paulsen (Eds.), Psychological Development in Adolescence (pg. 463) New York, NY: Mcgraw-Hill.
To start examining these long-term affects, this article suggests that a committee be brought together with professionals of many different areas who work with the child and have observed their growth. Research should span across the child’s physical, mental, and behavioral health areas. Having professionals from many different disciplines allows for a wider expanse of knowledge of the development of a particular child. That child’s Pediatrician will be able to give information on the child’s physical health. The school-teacher would be able to provide information on the child’s social development. A psychologist would be able to provide information on the mental status of an abused child...
The text depicts a historical perspective on Middle Childhood, as during the twentieth century, children were viewed primarily as an economic source of income, in terms of providing for the family. According to the text this happens often in European counties and in parts of the United States. Elizabeth D. Hutchinson, Dimensions of Human Behavior The Changing Life Course 3rd, 2008. In this short review we will look at how this historical perspective in itself is not a question to how, but when these individual give.
Most adolescents believe that they are mature and capable of making serious decisions and feel that they are able to handle their emotions under severe and stressful situations. However, this thinking is a normal part of the adolescent stage. Research provides evidence of major brain development in teenagers and emphasizes the inability of these young adults to understand all of their irrational and emotional actions. The maturing adolescent brain is biologically and therefore psychologically unable to comprehend the long-term consequences of committing serious crimes.
To determine the point of the main issue A Multitrait-Multimethod design with confirmatory Factor Analysis was used. This was used to contrast variation with traits, method and unique variance and to determine the validity and quantification invariance between mother and child reported scales. In the article symptom scales have identified combined symptoms of anxiety and depression, or internalizing problems, as an important emotional syndrome in childhood and adolescence. Some research has supported a one-factor model of anxiety and depression and other research suggests two-factor or three- factor models of anxiety and depression, and that these constructs tend to cluster in distinct groups. Previous studies of the structure of anxiety and depression in children and adolescents have found inconsistent levels of construct
Kerig, P., & Wenar, C. (2006). Developmental psychopathology from infancy through adolescence. (5th ed.). Mcgraw Hill.
National Institute of Mental Health. Transforming the understanding and treatment of mental illnesses. Depression in Children and Adolescents (Fact Sheet). Retrieved March 6, 2014, from http://www.nimh.nih.gov/health/publications/index.shtml
Adolescent DevelopmentHave you ever wondered why people act the way they do, or have the interests that they do? Have you ever wondered how or why someone, maybe even yourself, has picked the career choice or life path? Have you ever been in a situation where you have said to yourself, “Wow what I just said sounds exactly like my mom or dad.”? There are many theories as to why you might have these questions or experiences, and most have to do with the process of growing up, or adolescent development. Some of the theories that will be explored throughout this piece will be nature/nurture, continuous/discontinuous development, and early/late experience and the interplay between them that occurs during this process. Nature vs. NurtureThe question
Environmental stresses can range anywhere from trauma like verbal, physical, or sexual abuse, the death of a loved one, school problems, or being the victim of bullying or peer pressure (Teen Depression). All of these dynamics in life of an already evolving individual both mentally and physically can stem the development of teenage depression. According to Mayo Clinic, “Traumatic events during childhood, such as physical or emotional abuse, or loss of a parent, may cause changes in the brain that make a person more susceptible to depression” (Teen Depression). Abuse in the forms of verbal, physical, or sexual alter the mental status of person leaves a permanent mental scar that can never be mended, forming a platform for future depression during the teenage years. Events in teen’s life such as losing a loved one such as a parent or grandparent may make changes to the brain bring about depression stemmed from the lack of that figure in the individual’s life. The absence of that person or the mental effects resulting from the loss leaves a teenager vulnerable to developing depression. Sexual orientation may also influence the development of depression, as well as family situations in the home. According to Dr. Roxanne Dryden-Edwards, “Gay teens are at higher risk for depression, thought to be because of the bullying by peers and potential rejection by family members. Teens in military families have been found to