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CARING FOR ADOLESCENT TEENS AND 10724203.ppt
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- 2. Definition of puberty Pubertas – Latin word for “adult” Narrow definition:The process by which an individual becomes capable of reproduction. The activation of the HPG/HPA axis Broad definition:The physical, psychological, and cultural changes that occur as the growing child transitions into adulthood.
- 3. Time periods ofadolescent Adolescence is a unique developmental period it keeps changing! Early adolescence – 11 to 13 years old Continues to be pushed earlier (9-10…) Middle adolescence – 14 to 17 years old Late adolescence (early adulthood) – 18 to 20 years old Continues to be pushed later (21-24…)
- 4. Physical changes… Primary sexcharacteristics • The body organs and reproductive structures and functions that differ between women and men. • Gonads (testes and ovaries) Secondary sex characteristics • Characteristics of the body that are caused by hormones, develop during puberty, and last through adult life. • Changes in genitals/breasts/voice • Pubic/body/facial hair
- 5. Changes… Rapid acceleration ofphysical growth • Adolescent growth spurt • 3.5 (girls) to 4.0 (boys) inches/year • ½ adult weight gained during adolescence Changes in body composition • 3:1 muscle to body fat ratio for boys • 5:4 for girls • Emergence of sex differences in physical performance Changes in circulatory and respiratory systems • Increase in size/capacity of heart and lungs
- 6. Two roles ofhormones Organizational role (life-long): Modification of the organism early in life primarily influencing its anatomy Organization/structure of CNS “Feminine” vs. “masculan-ized” brain and body Activational role (specific to puberty): Structural “remodeling” of brain Increase in salience of sexual stimuli, sexual motivation Development of secondary sex characteristics
- 7. Hormone regulatory systems Endocrine system HPA axis Hypothalamus Pituitary gland Adrenals Corticosteroids Regulates body’s response to stress HPG axis Hypothalamus Pituitary gland Gonads (Testes/Ovaries) Sex Hormones (Androgens/Estrogens) Regulates sexual maturation
- 8. The hormonal changesbrought on by puberty can affect the adolescent’s behavior in at least three ways.
- 9. Impacts of puberty Sleep patterns Delayed phase preference 9 hours: 1 am to 10 am Family relations Transformation of parent-child bond Peer relations Transformation of friendships, romantic relationships
- 10. Impacts of puberty Self-esteem Changing body image Changing sense of self Moods Increased stress + Increased sensitivity Fluctuation of moods Due to hormones or environment? “Storm and stress”: myth or fact?
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- 12. Timing - individualfactors Genetic factors Timing and tempo Environmental factors Nutrition Body weight Exposure to hormones/chemicals Family conflict Stepfathers
- 13. Timing - groupfactors Comparisons Across socioeconomic groups Impact of poverty Dietary intake, health care, exposure to disease Across countries Impact of industrialization Across time periods Secular trend
- 14. Early maturation Boys Early maturation positives Popularity, higher self-esteem Early maturation negatives Deviant, risk behaviors; more rigidity later Girls Early maturation positives Popularity (cultural dependence) Early maturation negatives Lower self-esteem, eating disorders, emotions, deviant behaviors
- 15. Late maturation Boys Late maturation positives Higher levels of creativity, inventiveness Late maturation negatives Low self-esteem, low social competence Girls Late maturation positives Thinner build Late maturation negatives Social withdrawal
- 16. The second wave…. Longitudinal fMRI studies reveal: Period of rapid synaptogenesis and pruning Increased myelination (back to front) Opportunity for massive cognitive growth and learning Shift into Piaget’s formal operations
- 17. Among the most important changesto take place in the adolescence brain are those in the prefrontal cortex and limbic system.
- 18. (pre) frontal development Final development of executive function Planning/problem-solving Impulse control Seat of “sober 2nd thought” Full maturation – sometime between adolescence and early adulthood Coincides with child-onset schizophrenia Failure in executive functioning
- 19. heightened arousal Increasedhormone activity estrogen & testosterone Sexual stimulation Social status conflict Increased neurotransmitter activity heightened emotional sensitivity/reactivity Limbic system (norepinephrine) increased risk, stimulation-seeking behaviors Punishment/reward system (dopamine) increased fluctuations in mood Serotonin
- 20. timing of brainmaturation Limbic system matures early in puberty Prefrontal cortex matures several years later Heightened need for reward/stimulation leads to increased risk-taking, stimulation-seeking behaviors Higher level of emotional volatility Underdeveloped “sober” assessment of risks Increased cognitive/social demands Creates cognitive overload Difficulty with impulse control
- 21. Timing of brainmaturation Time gap may explain why adolescence is a period of heightened experimentation with risky behaviors. Increased risk of violence/criminal activity kids under 18 account for 25 of violent crime in US drug & alcohol experimentation unsafe sexual activities
- 22. conduct problems Adolescents whose prefrontalcortical development is less mature than normal are even more likely to have conduct problems. Populations most at risk?
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- 24. Risk factors Physical Sexualmaturation 4-5 years before psychological/emotional maturation Becoming longer as puberty starts earlier Brain development Heightened activation of limbic system Increased attraction to risky behaviors Pre-frontal development incomplete
- 25. Consequences SES factors 50% of pregnancies occur in most impoverished populations Less opportunity for education Less access to birth control Reduced internal locus of control Exposure to other risk factors drugs, alcohol, abuse, lack of parental monitoring Desire for family/stability
- 26. Consequences Should webe concerned about this? For teenage parents mother in particular For baby For families For community Methods of prevention?
- 27. Impact of substanceabuse Alcohol/drug abuse Greater potential impairment in learning More widespread brain damage Repeated exposure may effect path and quality of development Due to reduction in plasticity, this damage cannot be corrected later! So, does this mean all experimentation with drugs/alcohol bad?
- 28. Adolescent substance abusers Adolescentsubstance abusers Compared to experimenters: more antisocial, impulsive acts start earlier more likely to be affected by genetic and environmental factors low SES family drug use family difficulties physical, sexual abuse poor school performance
- 29. Should webe worried about exposure to graphic violence through media? Why or why not? What reasons might we have for thinking adolescents are particularly vulnerable to aggression/violence?
- 30. social implications Whatshould the social attitudes be about adolescent exposure to and involvement in high-stimulation/high-risk activities? SexualActivity Drugs & Alcohol Violence
- 31. Identity development Adolescence Erickson stage of identity crisis Identity Sense of individual self Selection of commitments, beliefs, values Interpersonal process Taking their place in the adult community
- 32. Cognitive changes Importanceof conceptual structure of thinking Propositional logic: thinking constrained by logical relations Emphasis on rationality and scientific methodology Importance of conceptual resources employed in thinking Five process:Attention, working memory, processing speed, organization, meta-cognition
- 33. Cognitive changes Piaget’s– Formal OperationalThought Logical,abstract thinking Thinking about possibilities “If-then” thinking Connection between how things are and how they might have been or could be. Thinking about thinking Understanding knowledge (how/when gained) Monitoring one’s own mental states
- 34. Relativism Not everythingis “black and white” Recognition of importance of perspective Death of childish “realism/absolutism” Can result in extreme skepticism • Rejection of authority • Rejection of cultural/social norms • Everything is “ok” – no right/wrong Tolerance for different beliefs • Though less tolerance for actual interaction/helping
- 35. Adolescent egocentrism Increasedintrospection, self-consciousness, rationalization Responsible for adolescent version of egocentrism. Imaginary audience Personal fable Importance of personal individuality
- 36. Crisis neverbegins: diffusion Crisis begins –> ends with foreclosure Crisis begins –> ends with achievement Psychosocial moratorium Period of exploration Importance in contemporary society?
- 37. What aresome of the grounds of identity? Gender Ethnicity/culture Age group Vocation Political ideology Religious/moral values
- 38. What isgender identity? Function of gender roles Adolescence – adulthood Gender intensification Social/cultural pressures Peer pressures Parental pressures Biological pressures
- 39. What isethnic identity? Identification Physical/psychological characteristics Cultural practices/beliefs Racial socialization Majority vs. minority status Dislocation from native lands Cultural heritage Positive vs. negative identity Assimilation vs. marginality Bi-culturalism
- 40. Vocational identity Aspect of identity associated with career. Being a lawyer Being a janitor Religious identity Aspect of identity associated with religious belief system. Being a Christian or Buddhist Being an atheist Age identity Aspects of identity associated with age group. Being a teenager Being an elderly person
- 41. Identity and stereotypes Identities commonly incorporate/activate stereotypes Common characteristics associated with Being female Being NativeAmerican Being a plumber Being a liberal Some characteristics positive, others negative. Stereotype activation makes these characteristics salient. This can have incredibly powerful effects on behavior.
- 42. Gender andethnicity stereotypes Influence on academic performance When gender made salient Females under-perform on math exams When ethnicity made salient Blacks under-perform on academic tests Whites over-perform on academic tests Can be activated by something as simple as asking ethnicity on demographic form!
- 43. Clash ofmultiple identities Asian females Baseline math performance When gender made salient, perform less well When ethnicity made salient, perform better
- 44. Other effects Whenprimed with racial stereotypes people were more likely to perceive a power tool as a gun. People primed with elderly stereotype will perceive hills to be steeper and distances longer. People primed with stereotype of obesity perceived people to be less intelligent, more lazy. Priming with gender influences perception of artistic pieces and writing. Priming of identity stereotypes facilitate specific interpretations of behavior.
- 45. Positive identitystereotypes create “uplift” Negative identity stereotypes create “threat” A person can have a mixture of both in their identity. Subtle and powerful influence of our identity on our perception, attitudes, and behaviors.