Social Development in Adolescence

12 Key excerpts on "Social Development in Adolescence"

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  Development from Adolescence to Early Adulthood

  A dynamic systemic approach to transitions and transformations

  • Marion Kloep, Leo Hendry, Rachel Taylor, Ian Stuart-Hamilton(Authors)
  • 2015(Publication Date)
  • Psychology Press

    (Publisher)

  As many of these operate in a social context (e.g. disclosure, peer relationships, delinquent behaviours, family conflicts), this has become the ‘science of social development’. When other, more established social psychological topics are tackled by social development researchers (e.g. attribution theory, prejudice, group behaviour), they are considered within this ‘normal’ and ‘non-normal’ developmental framework and often as part of a stage approach to development (e.g. Eisenberg’s (2000) stages of the development of empathy, Aboud’s (1988) socio-cognitive approach to prejudice). However, social psychologists who conduct interventions with adolescents will attest to individual and group-based differences within a developmental ‘stage’. And adolescents (as we will see later in the book) have to successfully negotiate a whole range of developmental challenges within a range of contexts inside the social world. Therefore, while the argument might apply to developmental psychology, social psychology and dynamic systems in general, later chapters in this book will focus on those challenges and how a ‘dynamic socio-developmental’ perspective can explain adolescent development. Levels of analysis in social psychology According to Doise (1986), social psychology is interested in three different levels of study: 1  The individual (intrapersonal) level where we consider such processes as attitude formation, impression formation, attribution theory and social inference, social memory and attention to social information. The focus of this level is on the individual as someone who receives information from the social world and draws conclusions from it

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  Understanding Children and Young People's Mental Health

  • Anne Claveirole, Martin Gaughan, Anne Claveirole, Martin Gaughan(Authors)
  • 2011(Publication Date)
  • Wiley-Blackwell

    (Publisher)

  Chapter 3 PSYCHOSOCIAL DEVELOPMENT Geraldine Jones School of Life, Sport and Social Sciences, Edinburgh Napier University, Edinburgh, Scotland 3.1 Introduction

  During childhood and adolescence, young people have to cope with a myriad of challenges. The psychological effects of the development of cognition, identity and physical maturation in childhood and adolescence are play out in a complex interrelationship between the individual and their environment. In this chapter we will discuss the psychosocial development of children, particularly attachment in infancy, and the development of adolescent identity. Mental health difficulties can occur during childhood, in the transition between childhood and adolescence, or during adolescence. It is important to remember that for all the individuals in these three categories there is an additional burden of having to cope with normal adolescent developmental issues. These developmental issues will be discussed in this chapter. The chapter ends with a discussion of a recent contextual model of identity development which explains the psychological impact of risk and stresses in the lives of children and adolescents. Before discussing attachment, we will consider how different theoretical perspectives within psychology affect how we perceive development.

  Learning outcomes

  After reading this chapter, you should be able to: 1. Evaluate Bowlby’s (1969) attachment theory and the internal working model. 2. Critically evaluate Erikson’s theory of identity formation. 3. Analyse the concept of adolescent egocentrism. 4. Understand the psychological impact of puberty and its timing. 5. Evaluate the contextual critique of the organismic theories of psychosocial development.

  6. Apply a case study to Spencer et al .’s (1997) contextual PVEST model.

  3.2 Theories of development

  In the past 30 years, child developmental psychology has altered its theoretical approach. There has been a challenge to the assumptions previously made that were based on organismic and mechanistic models of development (Lerner et al

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  Educational Psychology

  Reflection for Action

  • Angela M. O'Donnell, Johnmarshall Reeve, Jeffrey K. Smith(Authors)
  • 2012(Publication Date)
  • Wiley

    (Publisher)

  The nearby Taking It to the Classroom box provides two tell- tale signs of a supportive teacher. Psychosocial Development Psychosocial development is a broad term used to describe the quality of a person’s develop- ment as a function of how other people have treated that person in the past. To make sense of the term, consider each part separately. Psycho represents the student’s sense of self, social represents the quality of the relationships in the person’s life, and development represents the extent to which one’s social development thrives or flounders. Stated differently, teachers (social) affect students’ sense of self (psycho), which, in turn, expresses itself through a host of developmental outcomes. For instance, when teachers provide gentle discipline, students tend to develop a positive sense of self and interact cooperatively with peers; when teach- ers provide harsh discipline, students tend to develop a negative sense of self and interact aggressively with peers (Hoffman, 1975; Kochanska, Aksan, & Nichols, 2003). Hence, self- development depends on social relationships. Erikson’s Framework The essence of social development is the student’s progression toward psychological growth, personal adjustment, emotional maturity, a prosocial orientation toward others, and a capac- ity for autonomous and competent functioning (Loevinger, 1976). Perhaps no theory better communicates the role of teachers and schools in students’ ongoing social development than Erik Erikson’s (1959,1963,1964,1968). As shown in Table 4.1, Erikson described eight devel- opmental turning points (or “crises”) that all people face, the approximate age at which each emerges, and the relationships that most influence the resolution at each turning point. Erikson argued that social development “has a ground plan” in which development and personal growth proceed through the series of eight successive turning points, shown in Table 4.1.

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  Adolescent Brain Development

  Implications for Behavior

  • Michelle K. Jetha, Sidney Segalowitz(Authors)
  • 2012(Publication Date)
  • Academic Press

    (Publisher)

  Chapter 3

  Social and Emotional Development

  Adolescence is a time in life for forging new territory and forming new relationships. It is a time when preteens transition from being dependent on caregivers to becoming independent young adults, which includes a shift from more family-oriented to more peer-oriented interactions. It is well known that this developmental period is characterized by increases in the appeal of novelty and excitement and in the desire to explore and take risks. Similar changes in behavior accompany the onset of puberty across mammalian species and have been shown to have adaptive value, including helping to facilitate emigration away from the home territory and the avoidance of inbreeding that may result in less viable offspring. Although human adolescent novelty-seeking and risk-taking behavior is not typically regarded in a positive light, the positive implications of these behaviors are well known. For example, increased time spent with peers can lead to new social skills and increased social support. Similarly, increased desire for novelty, excitement, and risk taking can lead to opportunities to explore adult behavior and privileges and to becoming more adept at negotiating life challenges. Collectively, these changes during adolescence provide the motivation to explore new areas of social life and sexuality outside of the home, which will ultimately lead to a transition from the family home to autonomous living. Unfortunately, many of these changes also come with considerable costs. Adolescence is also a time of increased drug use and unprotected sex, and the three highest causes of mortality in adolescents are accidents, homicides, and suicides.143

  During the transition from childhood to adolescence, there are also notable changes in emotionality and in self-regulation. There is an increase in the experience of negative emotions and emotions fluctuate more frequently, become more intense, and more subject to extremes than those experienced by children and adults.239 There are also transitions in behavioral regulation. In childhood, behavioral regulation is more externally derived from the guidance and constraints put in place by parents and caregivers, whereas in adolescence, there is an increasing need for self-regulation. The way in which changes in emotionality and self-regulation are negotiated will greatly influence how well the adolescent navigates through his or her expanding social world. How effectively preteens and adolescents learn to self-regulate impulses and emotions will influence not only decisions about participation in dangerous activities, but also vulnerability to psychopathology. This is especially important considering that the lifetime risk for the emergence of psychopathology peaks at age 14.153

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  HDEV

  • Spencer Rathus(Author)
  • 2019(Publication Date)
  • Cengage Learning EMEA

    (Publisher)

  238 PART FOUR: Adolescence and Early Adulthood PhotoAlto/Alamy Stock Photo 12 Adolescence: Social and Emotional Development LEARNING OUTCOMES After studying this chapter, you will be able to. . . 12-1 Discuss the formation of identity in adolescence 12-2 Describe relationships with parents and peers during adolescence 12-3 Discuss sexuality during adolescence, focusing on sexual orientation, sexual behavior, and teenage pregnancy 12-4 Discuss the characteristics of juvenile delinquents 12-5 Discuss risk factors in adolescent suicide 239 CHAPTER 12: Adolescence: Social and Emotional Development 12-1 DEVELOPMENT OF IDENTITY: “WHO AM I?” In this chapter, we explore social and emotional devel-opment in adolescence. We begin with the formation of identity. 12-1a ERIKSON AND IDENTITY DEVELOPMENT Erik Erikson’s fifth stage of psychosocial devel-opment is called ego identity versus role diffusion . The primary task is for adolescents to develop ego iden-tity: a sense of who they are and what they stand for. They are faced with choices about their future T hese thoughts of a 15-year-old girl illustrate a key aspect of adolescence: the search for an answer to the question “Who am I?” She is struggling to reconcile contradictory traits and behaviors to determine the “real me.” Adolescents are preoccupied not only with their present selves but also with what they want to become. What am I like as a person? Complicated! I’m sensitive, friendly and outgoing, though I can also be shy, self-conscious, and even obnoxious. . . . I’m responsible, even studious every now and then, but on the other hand I’m a goof-off too, because if you’re too studious, you won’t be popular. . . . Sometimes I feel phony, especially around boys. . . . I’ll be flirtatious and fun-loving. And then everybody else is looking at me. . . . Then I get self-conscious and embarrassed and become radically introverted, and I don’t know who I really am! I can be my true self with my close friends.

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  Teacher and Pupil

  Some Socio-Psychological Aspects

  • Philip Gammage(Author)
  • 2017(Publication Date)
  • Routledge

    (Publisher)

  The self-reflections in part necessary for this establishment are closely connected to the norms and mores of the prevailing culture or sub-culture. Thus from generation to generation different emphases, life styles and fashions bring accompanying changes which show themselves as ‘problems’ at nodal development points in the growth process. Adults may in all probability best understand the turbulent situations of adolescence by appreciating the adolescent as a person rather than placing excessive emphasis upon the context of the situation; and as a person he will need acceptance, the opportunity to give and receive affection, status in the peer group, possibilities for real exploration and adventure (including sexual exploration) and the chance to make sense of the world around him. Those concepts of social ideals and social justice which have been emerging during latency at the interpersonal level gain a far greater significance with the gradual growth of formal reasoning at the age of twelve or so. Piaget and Inhelder (1969) say, ‘The possibilities opened up by these new values are obvious in the adolescent, who differs from the child in that he is not only capable of forming theories but is also concerned with choosing a career that will permit him to satisfy his need for social reform and for new ideas.’ The process of acquiring a sense of personal identity which is the major task of adolescence and which is acquired largely through social interaction is a concomitant of expanding and changing values. Indeed, the adolescent may frequently discover that adults are capable of misrepresentation and that ‘parents do not always “tell it like it is”’ (Medinnus and Johnson, 1968). Intellectual development has gradually bestowed the completion of reflective thought and the adolescent’s reflections and probings may not always be for the comfort of his elders

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  Child, Adolescent and Family Development

  • Phillip T. Slee, Marilyn Campbell, Barbara Spears(Authors)
  • 2012(Publication Date)
  • Cambridge University Press

    (Publisher)

  At the same time adolescents acquire a greater capacity for rational and abstract thought associated with risk-taking, limit testing and experimentation. For some individuals, youth, particularly early youth, represents a time of increased self-consciousness and egocentrism. Adolescents face major developmental landmarks, including achieving independence from parents, acquiring the rights to leave home and school, vote, have sex, drink alcohol and drive a car. At this time, many young people make signifi-cant decisions about their future careers. In contemporary Western countries such as Australia adolescents must also come to grips with other important issues that have implications for their future life. These include the uncertainty of employment oppor-tunities and the extended time that must often be spent at school as a result, health issues, and broader questions regarding the future such as conservation of the environ-ment and global warming. This chapter describes the theories of adolescent social and emotional development expounded by Freud and Erikson, and focuses on the special topics of peer groups, loneliness, friendship, unemployment, delinquency and attitudes towards institutional authority. The family life-cycle: 20 addresses the future prospects of today’s young people, touching upon the important consideration of wellbeing. Theoretical foundations As in other aspects of development, both Sigmund Freud and Erik Erikson have made significant contributions to our understanding of adolescent social and emotional development. Sigmund Freud We saw in Chapter 17 that according to psychoanalytic theory the primary schoolchild is in the latency period with regard to emotional development. This period is then fol-lowed in adolescence by the genital stage ( Table 20.1 ). According to Freud, after the latency period the hormonal changes of puberty herald the re-emergence of sexual feelings.

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  Child and Adolescent Psychology for Social Work and Allied Professions

  Applied Perspectives

  • Gabriela Misca, Peter Unwin(Authors)
  • 2018(Publication Date)
  • Bloomsbury Academic

    (Publisher)

  4 Social development: From childhood to adolescence Key learning outcomes Following the study of this chapter, successful learners will have an understanding of:

  ➢ The main contemporary theories of adolescent development.

  ➢ The role of peer relationships in adolescence.

  ➢ How these psychological theories and research can be applied to settings in social work.

  Introduction

  This chapter will review contemporary theories on social development through childhood and adolescence, and their relevance for social work practice with young people. Major themes in adolescent development will be explored, such as peer and romantic relationships, identity formation (including ethnic and gender identity), the pressures of contemporary media and social networking. The particular relevance of these theories for working with adolescents living in substitute forms of parental care, such as foster care, will be examined in detail. The issues will also be explored from a cross-cultural perspective as applicable.

  Case study: Darren Jennie Izon, foster carer, has told Helen, student social worker, the following information about Darren, her foster child, aged 15 years:

  Over the past 12 months, Darren has seemed to get in with the ‘wrong crowd’. It started with him spending a lot of time with friends outside school and being secretive about who these friends were. Jennie suspected that these outings involved heavy alcohol consumption and Darren appeared to bring home new, luxurious objects that he would not have the means to buy – such as new smartphones and designer clothes. When not with ‘friends’, Darren would spend a lot of time online and on social media such as Facebook.

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  Cognitive Behavioural Therapy for Adolescents and Young Adults

  An Emotion Regulation Approach

  • Lawrence Howells(Author)
  • 2018(Publication Date)
  • Routledge

    (Publisher)

  Whatever the model used to describe the process, it does appear that, during the process of adolescence, there is a fairly rapid cognitive advancement which takes the individual from a predominantly responsive concrete thinking style towards a more fully conscious, self-directed, and self-regulating mind (Keating, Lerner, and Steinberg, 2004). This allows adolescents and young adults to gradually consider their worlds in a more abstract and principled way and leads to dramatic shifts in the ways in which they view morals, politics, and the social world in general.

  These processes of cognitive development are important to hold in mind when working with adolescents and young adults, given the reliance of many of the interventions of CBT on formal operational abilities. It is also important to remember that this development, like the development in the areas of biology and the brain already discussed, takes place in an environmental, social, and educational context. Where there are difficulties in these contexts, there may well be an impact on the quality and the rate of the development of these skills.

  Social cognitive development

  The ability to engage in more abstract processes of thought enables adolescents to begin to think about the less concrete aspects of their social worlds. Young children, when asked to describe people, tend to focus on physical characteristics such as sex, height, and hair colour, whereas adolescents begin to describe others in terms of their interests, attitudes, and personality (Keating, Lerner, and Steinberg, 2004). The movement towards thinking in more abstract terms about the social world parallels overall cognitive development.

  For Selman (1980) a key aspect in social development is the ability to adapt to another’s perspective by taking their point of view. He called this ability ‘role taking’ and outlined a staged model, akin to Piaget’s model, in which the achievement of Piaget’s stages is seen as necessary but not sufficient for the development of these role-taking stages.

  The role-taking stages overlap, and children up to the ages of around 6 are considered to be in Level 0 where they tend to conflate or confuse their own thoughts and feelings with those of others. At Level 1 (between the ages of 4 and 9 years), children understand that individuals may have different perspectives to their own. At Level 2 (7–12 years) children begin to understand that others have a different perspective to their own, and also that others might think about the child’s perspective – they can begin to see themselves from another’s point of view. At Level 3 (ages 10–15 years), children can take a more complex viewpoint and begin to imagine how both self and others might be viewed from a third-person perspective. Finally, at Level 4 (ages 14 to adult), the individual may move to a higher, more abstract level of inter-personal perspective examining the interactions between broad systems of societal values and individuals or groups.

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  The Development of Children and Adolescents

  An Applied Perspective

  • Penny Hauser-Cram, J. Kevin Nugent, Kathleen Thies, John F. Travers(Authors)
  • 2013(Publication Date)
  • Wiley

    (Publisher)

  Interventions may be helpful for teens with high rejection sensitivity (Kerig, 2010; Romero-Canyas, Downey, Berenson, Ayduk, & Kang, 2010). 1. Describe the characteristics of attachment during adolescence. 2. What are some typical areas of conflict between adolescents and parents? 3. Why does parental psychological control often result in poor adolescent psychosocial development? 4. How do friendships differ for males and females during adolescence? 5. What do adolescents gain from high-quality romantic relationships? C H E C K Y O U R P R O G R E S S C H C H C H C H C H C H C H C H C H C H C H C H C H E C E C E C E C E C E C E C E C E C E C E C E C E C K K K K K K K K K K K K K Y O Y O Y O Y O Y O Y O Y O Y O Y O Y O Y O Y O Y O U R U R U R U R U R U R U R U R U R U R U R U R U R P P P P P P P P P P P P P R O R O R O R O R O R O R O R O R O R O R O R O R O G R G R G R G R G R G R G R G R G R G R G R G R G R E S E S E S E S E S E S E S E S E S E S E S E S E S S S S S S S S S S S S S S C H E C K Y O U R P R O G R E S S C C O U O G S S ✓ This teen couple faces the dual challenge of developing emotional intimacy between them while main- taining their own separate identities. 608 Chapter 16 PsychoSocial Development in Adolescence Moral Development [ KEY QUESTION ] 3. How does moral development change during the adolescent period? Adolescent relationships involve basic issues of fair treatment of others. As we have mentioned, how individuals treat one another is a question of morality (Kant, 1785/1959). Notions of what is right and what is fair are central to moral development at any age. Adolescents, however, have cognitive advantages over younger children, as we have seen. They also have a wider range of experience in moral decision making. In this section, we first discuss how adolescents reason about justice. Then we turn to adolescent behaviors that support or violate their social relationships with others.

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  Visualizing the Lifespan

  • Jennifer Tanner, Daniel Bellack, Colleen MacQuarrie(Authors)
  • 2017(Publication Date)
  • Wiley

    (Publisher)

  12 Socio-emotional Development in Emerging and Young Adulthood W hat are these young women talking about? If research into emerging and young adulthood can give us any clues, they are most likely discussing their social lives and plans for their futures. These topics serve as the focal points of emerging and young adults’ lives. Whether negotiating the challenges of love and living arrangements, working through a potential quarter-life crisis, or finding their own sense of their gender roles, 20-somethings usually have a lot on their minds. As we discussed in Chapter 11, emerging adulthood is a time of transformation and change, which gives way to a more organized, stable, and predictable adult life. Yet each young person is different. Vast differences in the way these transformative years are experienced have a great 385 John Powell/Topfoto/The Image Works CHAPTER OUTLINE Personality Development 386 • PersonalityTraits • Psychosocial Development • Personality Change Social Influences 389 • Family • Friendships • Romantic Relationships • Marriage • Parenthood Emotional Development 408 • Emotion Regulation ■ What a Developmentalist Sees: Cognitive Reappraisal in Action • Coping with Stress ■ Where Developmentalists Click: Services for Youth • Mental Health ■ Challenges in Development: Behind the Quarter-Life Crisis ❑ Study the picture and read the opening story. ❑ Scan the Learning Objectives in each section: p. 386 ❑ p. 389 ❑ p. 408 ❑ ❑ Read the text and study all visuals. Answer any questions. Analyze key features ❑ Process Diagram, p. 390 ❑ Development InSight, p. 396 ❑ What a Developmentalist Sees, p. 408 ❑ Challenges in Development, p. 412 ❑ Stop: Answer the Concept Checks before you go on: p. 388 ❑ p. 407 ❑ p. 414 ❑ End of chapter ❑ Review the Summary and Key Terms. ❑ Answer the Critical and Creative Thinking Questions. ❑ Answer What is happening in this picture? ❑ Complete the Self-Test and check your answers.

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  Lifespan Development, 5th Australasian Edition, P-eBK

  • Michele Hoffnung, Robert J. Hoffnung, Kelvin L. Seifert, Abi Brooker, Sonja Ellis, Damien Riggs, Wayne Warburton, Elyse Warner(Authors)
  • 2022(Publication Date)
  • Wiley

    (Publisher)

  Thus, teenagers may sacrifice developmentally important experiences with adults for the sake of peer relationships that appear to offer greater fulfilment of their immediate needs. If they do this, they are less likely to seek advice from their parents and are more likely to consult with friends about important issues. In some cases, they might orient towards peers so strongly that they are willing to forgo their parents’ rules, their schoolwork and even their own talents to ensure peer acceptance. Pdf_Folio:521 CHAPTER 11 PsychoSocial Development in Adolescence 521 Although family–adolescent alienation and excessive peer orientation can have serious negative long- term implications, this is the exception rather than the rule (Arnett, 2004; Fuligni & Eccles, 1993). Nonetheless, conformity to peer pressure can be particularly disruptive during early adolescence. If, in particular, the family fails to serve as a constructive corrective force with parents acting as responsible (but not over-involved) caretakers, peer pressures have the potential to contribute to a prolonged period of identity diffusion, or to premature identity foreclosure (Kroger, 2007). Adolescent gangs Groups of adolescents who share a collective identity characterised by antisocial and often criminal activities are found in different cultures all over the world, and are predominantly made up of adolescent and young adult males. Known as a gang, these groups are relatively stable collections of individuals with a clear leadership and hierarchical structure. Members may identify with each other using specific symbols, often claiming a territory that is defended against other groups or gangs. Youth gangs are generally the product of adverse economic conditions, providing protection for members as well as a means of social and economic advancement when legitimate paths to success are minimal.

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