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What is adolescence?
› the period following the onset of puberty
during which a young person develops from
a child into an adult.
3 ways in which adolescents are
developing:
› Physiologically
› Psychologically
› Socially
Body Development
› Onset of puberty
› Organ capacity
increased
› Awkward growth
› Muscle growth
› Hormonal
irregularities
Brain Development
› Pruning of neurons
› Connecting to prefrontal cortex
› Back to front brain development
› Puberty to 25?
› Memory in Adolescence
› Myelination
› Reward seeking
Feinstein, 2011
In this generation brain development has shifted to better handle large streams of information.
Multitasking generation due to the amount of different stimuli presented to them.
Development to the adult brain has slowed down with this generation.
Individuals who regularly use the internet have twice the activity in their frontal lobes as those who rarely use the web.
The result of this is snap decision making and multitasking. Students have fine tuned these skills to the point of fostering reduced attention span.
Feinstein, 2011
Cognitive Development › Piaget’s Stages of cognitive development Adolescent move out of concrete thinking into formal
operation. Concrete thinking is literal thinking that is focused on the
physical world. People engaged in concrete thinking are focused on facts in the here and now, physical objects, and literal definitions.
Formal operational begins at approximately age twelve and lasts into adulthood. During this time, people develop the ability to think about abstract concepts. Skills such as logical thought, deductive reasoning, and systematic planning also emerge during this stage.
Although this is the cycle, many teens are developing this skill through adolescence.
Begin to think abstractly and use hypothetico-deductive reasoning.
McLeod, 2015
Self-Expression
Reality vs. Fact
› Begin to ask question
and analyze more
extensively
Independence
Development
› Beginning the process
of become
independent thinkers.
› Relativistic Thinkers
Fitton, Ahmedani, Harold, Shifflet, 2013
Multitasking can decrease ability to
properly retain information.
Wide generation gap between student
and teacher when it comes to
technology.
How adolescent utilize the large streams
of information that is at their fingertips.
Feinstein, 2011; Fitton, Ahmedani, Harold, Shifflet, 2013; Giedd, 2012
Adolescent Egocentrism › Language Development
Developing a adult-like speech but are more likely to use slang or made up words.
› Imaginary Audience
Young teens believe that they are the center of other people’s attention in the same way that they are the center of their own.
› Personal fable
The belief held by teenagers that their experiences are unique and different from those of all other people.
Alberts, Elkind, & Ginsberg, 2007
Co
ns
Pro
s
Others are constantly focusing on their
flaws.
Dependence on acceptance of others.
Have trouble seeing the world from
someone else’s point of view.
It is developmentally important because it
gives them a chance to imagine what
might happen and anticipate some ways
to handle it.
Alberts, Elkind, & Ginsberg, 2007
Co
ns
Pro
s
Engaging in risky behaviors because
consequences wont happen to them.
Unable to step back from a situation and
see the problem from different
perspectives.
Interferes with the development of
empathy.
The focus on the uniqueness helps
prepare youth for the individuation or
separation from family.
Alberts, Elkind, & Ginsberg, 2007
Social Media
71
52
41
33
33
24
14
11
0 50 100
Faceb…
Instagr…
Snapchat
Google+
Vine
Tumblr
Other Site
% of all teens 13 to 17
use…
% of all
teens 13
to 17
use…
Lenhart, 2015
92% of teens report going online daily with 56% going online several times a day.
African American and Hispanic teens report more frequent use of the internet compared to white teens.
Nearly three quarters of teens have access to a smart phone. African American teens are more likely to have a smart phone at 85% compared to whites and Hispanic teens at 71%.
Boys are more likely than girls to visit Facebook (45% to 36%) and girls are more likely to visit Instagram (23% to 17%)
71% of teens use more than one social media site.
Snapchat more likely to be used by wealthier teens and Facebook is more popular among lower income youth.
Lenhart, 2015
Dangers of Social Media Sexual Exploitation
Sexual Predators
Connection to face to face communication
Cyber-bullying › 43% of teens have been victims of cyber-
bullying.
› 81% of youth said that others cyber-bully because they think it is funny.
› Nearly 30% of teens wanted to seek revenge on those who cyber-bullied them.
› Only 11% of teens talked to parents about incidents of cyber-bullying
U.S. Department of Justice, 2012
Positives of Social
Media
Socially awkward
adolescent can find like minded friends.
Independent expression
of ideas and personality.
Closed network makes communication online
much safer.
Ahn. 2011
Text Messaging 91% of teen cell phone owners use text
messaging.
33% of teens use messaging apps like WhatsApp or Kik. These apps are more likely to be used by Hispanic and African American teens
The average number of text sent or received per day by teens is 30 text messages. For girls it can reach 40 per day and girls 15 to 17 can reach 50 messages daily.
U.S. Department of Justice, 2012
Po
sitiv
e
Ne
ga
tiv
e
Text messages can help improve literacy.
Improved contact with social circle
Build socialization and interpersonal skills
Messaging apps can have open format
where stranger can contact teens.
Neglected face to face interaction.
Distractions while driving
Sexting
Baggott, 2006
0% 50% 100%
Have
access to
game
console
Play video
games
online or
their …
70%
59%
91%
84%
Boys
Girls
U.S. Department of Justice, 2012
Positives
Interactive social
tool for boys.
Games can be used
for educational
gains.
Negative
Violent games can
carry over into daily
social interactions.
Interaction with
strangers if not
monitored.
U.S. Department of Justice, 2012
Dating/Hooking up Apps
Drug use
Internet Challenges
› Cinnamon Challenge
› Fire Challenge
› Passout Challenge
Baby boomers.
› During their adolescence marketing began
to court teenagers and use slang like
“hippie” and “pop group”.
› Time of civil unrest with civil rights and the
Vietnam war.
› Music was the story of adolescence and
spoke to a generation.
Generation X
› Rejected Authority
› Created the grunge movement
› MTV Generation
› It seems like a lot of people were worried about Generation X growing into adulthood.
The bored, cynical, nihilistic attitude
adopted by so many of the youth seemed to be a symptom of a depressed generation
Millennials
› Tech savvy adolescents
› Grew up with internet, cell phones,
computers.
› This group is larger than the baby boomers
› Instant access to information
› More globally connected
Culture is learned and socially shared,
and it affects all aspects of an
individual's life
Individualized culture of the west and
collectivist culture of the east.
› Pride vs. Humility
Adolescents from lower SES had fewer social support networks that negatively affected cognitive neurodevelopment and behavior.
Adolescents from lower SES had prolonged development of executive function in the prefrontal cortex.
Adolescent who grow up in single parent homes or homes under financial stressors develop autonomy earlier that other adolescent and can lead to early risk taking and substance use.
Letourneau, Duffett-Leger, Levac, Watson, Young-Morris, 2011
Decrease control and increase youth responsibilities gradually.
Risk taking is important for development of autonomy and learning about the larger world. › Foster risk taking and give adolescent
healthy risks to take.
Development of Emotional Intelligence › Introduce situations to develop empathy
better understand emotions.
Ahn, J. (2011). The Effect of Social Network sites on adolescents' social and academic development: current theories and controversies . Journal of American Society For Information Science and Technology ,62(8), 1435-1445. doi:10.1002/asi.21540
Alberts, A., Elkind, D., & Ginsberg, S. (2007). The Personal Fable and Risk-Taking in Early Adolescence. Journal of Youth and Adolescence,36(1), 71-76. doi:10.1007/s10964-006-9144-4
Baggott, K. (2006, December 21). Literacy and Text Messaging. MIT Technology Review. Retrieved January, 2016, from https://www.technologyreview.com/s/407022/literacy-and-text-messaging/
Feinstein, S. (2011). The Teenage Brain and Technology. Learning Landscapes,5(1), 71-84. Retrieved January, 2016, from http://www.learninglandscapes.ca/images/documents/ll-no9/sfeinstein.pdf
Fitton, V. A., Ahmedani, B. K., Harold, R. D., & Shifflet, E. D. (2013). The role of technology on young adolescent development: Implications for policy, research, and practice. Child Adolescent Social Work Journal,30, 399-413. doi:10.1007/s10560-013-0293-2
Giedd, J. N. (2012). The Digital Revolution and Adolescent Brain Evolution. Journal of Adolescent Health,51(2), 101-105. doi:10.1016/j.jadohealth.2012.06.002
Lenhart, A. (2015, April). Teens, Social Media, & Technology Overview 2015. Pew Research Center. Retrieved January, 2016, from www.pewresearch.org
Letourneau, N. L., Duffett-Leger, L., Levac, L., Watson, B., & Young-Morris, C. (2013). Socioeconomic Status and Child Development: A Meta-Analysis. Journal of Emotional and Behavioral Disorders,21(3), 211-224. doi:10.1177/1063426611421007
McLeod, S. (2015). Jean Piaget. Retrieved January, 2016, from https://www.simplypsychology.org/piaget.html
USA, US Department of Justice, National Crime Prevention Council. (2012). Stop Cyberbullying Before it Starts. Retrieved January, 2016, from http://www.ncpc.org/resources/files/pdf/bullying/cyberbullying.pdf
