An analysis of adolescence

Mother, do you think they'll drop the bomb? Mother, do you think they'll like this song? Mother, do you think they'll try to break my balls?

An analysis of adolescence

Youth enter this developmental stage with the body and mind of a child, and then exit years later, with the body and mind of an adult. This article examined the physical, cognitive, emotional, social, moral, and sexual dimensions of adolescent development. While these individual areas of development were discussed separately by necessity, it was emphasized there is a strong inter-relationship among these various aspects of development.

Furthermore, it was emphasized that An analysis of adolescence is a great deal of individual variation within the normal developmental process.

Individual youth may reach developmental milestones at ages that are different from averages presented in this article, and yet these youth would still be considered "normal. Physicallyadolescents grow to reach their adult height, and their bodies begin to resemble adult bodies in size, shape, and body composition.

Moreover, they become capable of sexual reproduction. Youth are now able to think in abstract terms so that they can conceptualize theoretical ideas, moving beyond the limitations of concrete information.

Youth begin analyze problems in a more logical and scientific manner. This ability to think abstractly and analytically simultaneously promotes their social, emotional, and moral development.

An analysis of adolescence

The frontal lobe of the brain enables humans to inhibit primitive sexual or emotional impulses by using rationale thought to override these impulses. The incomplete development of the frontal lobe means that adolescents will continue to struggle to make wise and thoughtful decisions in the presence of powerful emotional, social, or sexual pressures.

Emotionallyadolescents encounter many new experiences that challenge their ability to cope with a broad array of intense emotions. Youth must learn how to handle stressful situations that trigger powerful emotions without harming or hurting themselves, or other people.

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Once youth have learned to identify their emotions, and the source of their emotional reactions, they must then learn healthy ways to cope with situations that cause strong emotional reactions. When this learning is completed, youth will have developed emotional efficacy ; a landmark skill that enables them to be successful in their future careers, and to enjoy meaningful relationships with others.

This self-identity develops and solidifies during adolescence.

Erik Erikson and James Marcia both proposed theories of identity development and these theories were reviewed. Despite theoretical differences, both theorists agree some youth will develop a clear set of values and beliefs through experimentation with different identities, and an examination of their values.

Other youth will not advance this far. These youth will either continue to question their values; or, they may not examine their values at all. Some youth are so disadvantaged they do not have opportunities to explore values beyond mere survival.

Because of the increased importance of peer relationships, youth are especially sensitive to peer pressure meaning, to conform to the standards of the peer group. By late adolescence youth will ordinarily re-establish close relationships with their families, provided these relationships were positive to begin with.

Youth also create more meaningful and productive relationships with other people outside their circle of family and friends; e.Adolescence (from Latin adolescere, meaning 'to grow up') is a transitional stage of physical and psychological development that generally occurs during the period from puberty to legal adulthood (age of majority).

Adolescence is usually associated with the teenage years, but its physical, psychological or cultural expressions may begin earlier and end later. Late Adolescence. Late adolescence is the third and final stage, and it occurs from ages 18 through about By this stage, adolescents have completed their physiological development, although.

Adolescence typically describes the years between ages 13 and 19 and can be considered the transitional stage from childhood to adulthood. However, the physical and psychological changes that. Police case reports of formal complaints about adolescent aggression toward their parents were analyzed to answer questions about identity of complainant, gender relationships in patterns of parental abuse, age trends in assaultive behavior, reasons for adolescent-parent disputes that precipitate violence, types of violence expressed by adolescents toward their parents, and police resolution of these domestic .

The book The Behavioral Neuroscience of Adolescence is written by Linda Spear who is a professor in psychology. Linda Spear does research in behavioral neuroscience and development with a focus on neurobehavioral function during adolescence.

This is an account of my own adolescence and an analysis of my own adolescence in regards to identity, development, gender, and achievement. According to the article, Early Adolescents’ Experiences with, and Views of Barbie, “particular toys enter into the lives of some children and become, as it were, central to their identity.

Adolescence II by Rita Dove - Poems | Academy of American Poets