Child Growth and Development Chapter 15 Adolescence – Social Emotional Development

Chapter 15 Adolescence Social Emotional Development Chapter Objectives After this chapter , you should be able to . Compare and Marcia Theories Explain Identity and Summarize the Stages of Ethnic Identity Development Explain the Development of Gender Identity Summarize Sexuality Identity and Orientation Describe Antisocial Behaviors Explain the Developmental Stage of Emerging Adulthood . Introduction Adolescents continue to refine their sense of self as they relate to others . Adolescent main questions are Who am I ?

and Who do I want to be ?

Some adolescents adopt the values and roles that their parents expect of them . Other teens develop identities that align more with the peer groups rather than their parents expectations . This is common as adolescents work to form their identities . They pull away from their parents and the peer group becomes very important ( Osgood , 2007 ) Despite spending less time with their parents , most teens report positive feelings toward them ( Moore , Hair , Garrett , 2004 ) Warm and healthy relationships have been associated with positive outcomes for the adolescent , such as better grades and fewer school behavior problems , in the United States as well as in other countries ( Hair et , 2005 ) Figure relationships between this teen and his mom will have positive outcomes for him . Adolescent Development by Jennifer is licensed under Developmental Psychology Chapter Adolescence by Laura is licensed under BY 30 Image by the Marines Corps is in the public domain Growth and Development

Erik of Psychosocial Development proposed that each period of life has a unique challenge or crisis that a person must face . This is referred to as a psychosocial development . According to , successful development involves dealing with and resolving the goals and demands of each of these crises in a positive way . These crises are usually called stages , although that is not the term used . If a person does not resolve a crisis successfully , it may hinder their ability to deal with later crises . For example , an individual who does not develop a clear sense of purpose and identity ( fifth crisis Identity Role Confusion ) may become and stagnate rather than working toward the betterment of others ( seventh crisis Stagnation ) However , most individuals are able to successfully complete the eight crises of his Identity Role Confusion is a major stage of development where the child has to learn the roles he will occupy as an adult . In adolescence , children ( ages ) face the task of identity role confusion . Success in this stage will lead to the virtue of fidelity . Fidelity involves being able to commit one self to others on the basis of accepting others , even when there may be ideological differences . According to , an main task is developing a sense of self . Adolescents struggle with questions such as Who am I ?

and What do I want to do with my life ?

Along the way , most adolescents try on many different selves to see which ones fit they explore various roles and ideas , set goals , and attempt to discover their adult selves . Adolescents who are successful at this stage have a strong sense of identity and are able to remain true to their beliefs and values in the face of problems and other people perspectives . When adolescents are apathetic , do not make a conscious search for identity , or are pressured to conform to their parents ideas for the future , they may develop a weak sense of self and experience role confusion . They will be unsure of their identity and confused about the future . Teenagers who struggle to adopt a positive role will likely struggle to find themselves as saw this as a period of confusion and experimentation regarding identity and how one navigates along life path . During adolescence , we experience psychological moratorium , where teens put their current identity on hold while they explore their options for identity . The culmination of this exploration is a more coherent view of oneself . Those who are unsuccessful at resolving this stage may either withdraw further into social isolation or become lost in the crowd . However , more recent research suggests , that few leave this age period with identity achievement , and that most identity formation occurs during young adulthood ( Cote , Introduction to Psychology by Martha Lally and Suzanne is licensed under Education Society the Part II Educational Psychology references Modification of Stages of Psychosocial Development by Boundless , which is licensed under Lifespan Development A Psychological Perspective by Martha Lally and Suzanne is licensed under Growth and Development

James Marcia Theory of Identity Development One approach to assessing identity development was proposed Marcia . In his approach , adolescents are asking questions regarding their exploration of and commitment to issues related to occupation , politics , religion , and sexual behavior . Studies assessing how teens pass through Marcia stages show that although most teens eventually succeed in developing a stable identity , the path to it is not always easy and there are many routes that can be taken . Some teens may simply adopt the beliefs oftheir parents or the first role that is offered to them , perhaps at the expense of searching for other more promising possibilities ( foreclosure status ) Other teens may spend years trying on different possible identities ( moratorium status ) before finally choosing Marcia identified four identity statuses that represent the four possible combinations of the dimension of commitment and Table Identity Status Identity Status Descriptions status is a The individual does not have firm commitments regarding status that characterizes the issues in question and is not making progress toward those who have neither them . Those who persist in this identity may drift aimlessly explored the options , nor with little connection to those around them or have little made a commitment to an sense of purpose in life . identity . status is The individual has not engaged in any identity the status for those who have experimentation and has established an identity based on made a commitment to an the choices or values of others . Some parents may make identity without having these decisions for their children and do not grant the teen explored the options . the opportunity to make choices . In other instances , teens may strongly identify with parents and others in their life and wish to follow in their footsteps . status The individual is exploring various choices but has not yet is a status that describes made a clear commitment to any of them . This can be an those who are exploring in an anxious and emotionally tense time period as the adolescent attempt to establish an experiments with different roles and explores various beliefs . Introduction to Psychology by Martha Lally and Suzanne is licensed under Lifespan Development A Psychological Perspective by Martha Lally and Suzanne is licensed under Lifespan Development A Psychological Perspective by Martha Lally and Suzanne is licensed under Growth and Development

Identity Status Description identity but have yet to have Nothing is certain and there are many questions , but few made any commitment . answers . status The individual has attained a coherent and committed refers to the status for those identity based on personal decisions . This is a long process who , after exploration , have and is not often achieved by the end of adolescence made a commitment . The least mature status , and one common in many children , is identity diffusion . During high school and the college years , teens and young adults move from identity diffusion and foreclosure toward moratorium and achievement . The biggest gains in the development of identity are in college , as college students are exposed to a greater variety of career choices , lifestyles , and beliefs . This is likely to spur on questions regarding identity . A great deal ofthe identity work we do in adolescence and young adulthood is about values and goals , as we strive to articulate a personal vision or dream for what we hope to accomplish in the future ( To help them work through the process of developing an identity , teenagers may try out different identities in different social situations . They may maintain one identity at home and a different type of persona when they are with their peers . Eventually , most teenagers do integrate the different possibilities into a single and a comfortable sense of identity ( status ) For teenagers , the peer group provides valuable information about the . For instance , in response to the question What were you like as a teenager ?

cool , nerdy , awkward ?

posed on the website , one teenager replied in this way I still a teenager now , but from grade I did really know what I wanted at all . I was smart , so I hung out with the nerdy kids . I still do my friends mean the world to me . But in the middle of grade I started hanging out with which you may call the cool kids and I also hung out with some stoners , just for variety . I pierced various parts of my body and kept my grades up . Now , I just trying to find who I am . I even doing my sophomore year in China so I can get a better view of what I want . 2007 ) What were you like as a teenager ?

cool , nerdy , awkward ?

Quoted from on view 171753 ) A big part of what the adolescent is learning is social identity , the part of the that is derived from one group memberships . Adolescents define their social identities according Lifespan Development A Psychological Perspective by Martha Lally and Suzanne is licensed under Table adapted from Marcia , 1980 ) Identity in adolescence . Handbook psychology , 145 Growth and Development

to how they are similar to and different from others , finding meaning in the sports , religious , school , gender , and ethnic categories they belong . Figure Figure Figure Figure Adolescents search for stable attachments through the development of social identities . Development of Identity and Self Concept Who am I ?

Developmental psychologists have researched several different areas of identity development for adolescence and some of the main areas include Religious Identity The religious views of teens are often similar to that of their families ( Spoon , Longo , 2012 ) Most teens may question specific customs , practices , or ideas in the faith of their parents , but few completely reject the religion oftheir families . Figure Muslim Figure Figure Figure Buddhist teen teen teen teen Introduction to Psychology by Martha Lally and Suzanne is licensed under on 13 Image by Valerie Everett is licensed under Image by Adi on Image by is licensed under BY 10 17 Image by James Emery is licensed under BY 18 Image is licensed under Growth and Development

The political ideology of teens is also influenced by their parents political beliefs . A new trend in the century is a decrease in party affiliation among adults . Many adults do not align themselves with either the democratic or republican party , but view themselves as more of an independent . Their teenage children are often following suit or becoming more apolitical ( Cate , 2006 ) While adolescents in earlier generations envisioned themselves as working in a particular job , and often worked as an apprentice or , this is rarely the case today . Vocational identity takes longer to develop , as most of today occupations require specific skills and knowledge that will require additional education or are acquired on the job itself . In addition , many of the jobs held by teens are not in professions that most teens will seek as adults . This is also becoming an increasingly prolonged task as attitudes and norms regarding gender keep changing . The roles appropriate for males and females are evolving . Some teens may foreclose on a gender identity as a way of dealing with this uncertainty , and they may adopt more stereotypic male or female roles ( Sinclair , 2013 ) We will be looking more closely at gender identity later in the In adolescence , teens continue to develop their . Their ability to think of the possibilities and to reason more abstractly may explain the further differentiation of the self during adolescence . However , the teen understanding of self is often full of contradictions . Young teens may see themselves as outgoing but also withdrawn , happy yet often moody , and both smart and completely clueless ( 2012 ) These contradictions , along with the teen growing recognition that their personality and behavior seem to change depending on who they are with or where they are , can lead the young teen to feel like a fraud . With their parents they may seem angrier and sullen , with their friends they are more outgoing and goofy , and at work they are quiet and cautious . Which one is really me ?

may be the refrain of the young teenager . 2012 ) found that adolescents emphasize traits such as being friendly and considerate more than do children , highlighting their increasing concern about how others may see them . also found that older teens add values and moral standards to their descriptions . 19 Lifespan Development A Psychological Perspective by Martha Lally and Suzanne is licensed under Growth and Development

Figure Adolescents re more likely to Figure understanding of their , emphasize values In their self is often full of As develops , so does . In addition to the academic , social , appearance , and dimensions of in middle and late childhood , teens also add perceptions of their competency in romantic relationships , on the job , and in close friendships ( 2006 ) often decreases when children transition from one school setting to another , such as shifting from elementary to middle school , or junior high to high school ( Ryan , Shim , 2013 ) These decreases are usually temporary , unless there are additional stressors such as parental conflict , or other family disruptions ( De Wit , Rye , 2011 ) rises from mid to late adolescence for most teenagers , especially if they feel confident in their peer relationships , their appearance , and athletic abilities ( Wold , 2012 ) Development of Gender Identity From birth , children are assigned a gender and are socialized to conform to certain gender roles based on their biological sex . Sex , refers to physical or physiological differences between males , females , and intersex persons , including both their primary and secondary sex characteristics . on the other hand , refers to social or cultural distinctions associated with a given sex . When babies are born , they are assigned a gender based on their biological babies are assigned as boys , female babies are assigned as girls , and intersex babies are born with sex characteristics that do not fit the typical definitions for male bodies , and are usually relegated into one gender category or another . Scholars generally regard gender as a social construct , meaning that it does exist naturally but is instead a concept that is created by cultural and societal norms . From birth , children are socialized to conform to certain gender roles based on their biological sex and the gender to which they are 21 Image is licensed under 22 intersex by Wikipedia is licensed under Growth and Development

A person subjective experience oftheir own gender and how it develops , or gender identity , is a topic of much debate . It is the extent to which one identifies with a particular gender it is a person individual sense and subjective experience of being a man , a woman , or other gender . It is often shaped early in life and consists primarily of the acceptance ( or ) of one membership into a gender category . In most societies , there is a basic division between gender attributes assigned to males and females . In all societies , however , some individuals do not identify with some ( or all ) of the aspects of gender that are assigned to their biological sex . Those that identify with the gender that corresponds to the sex assigned to them at birth ( for example , they are assigned female at birth and continue to identify as a girl , and later a woman ) are called . In many Western cultures , individuals who identify with a gender that is different from their biological sex ( for example , they are assigned female at birth but feel inwardly that they are a boy or a gender other than a girl ) are called transgender . Some transgender individuals , if they have access to resources and medical care , choose to alter their bodies through medical interventions such as surgery and hormonal therapy so that their physical being is better aligned with their gender identity . Figure This person identifies as Recent terms such as , gender variant , androgynous , and gender nonconforming are used by individuals who do not identify within the gender binary as either a man or a woman . Instead they identify as existing somewhere along a spectrum or continuum of genders , or outside of the spectrum altogether , often in a way that is continuously evolving . 23 Image by is licensed under BY Growth and Development

Viewing gender as a continuum allows us to perceive the rich diversity of genders , from and to gender queer and . Most Western societies operate on the idea that gender is a binary , that there are essentially only two genders ( men and women ) based on two sexes ( male and female ) and that everyone must fit one or the other . This social dichotomy enforces conformance to the ideals of masculinity and femininity in all aspects of gender and identity , gender expression , and biological sex . According to supporters of queer theory , gender identity is not a rigid or static identity but can continue to evolve and change over time . Queer theory developed in response to the perceived limitations of the way in which identities are thought to become consolidated or stabilized ( for instance , gay or straight ) and theorists constructed queerness in an attempt to resist this . In this way , the theory attempts to maintain a critique rather than define a specific identity . While queer defies a simple definition , the term is often used to convey an identity that is not rigidly developed but is instead fluid and The Person In 2012 , Sam created the Person as an to break down gender identity , gender expression , biological sex , and sexual In 2018 , he updated it to version to be more accurate , and 24 Boundless Psychology Gender and Sexuality references Curation and Revision by Boundless Psychology , which is licensed under 25 The Person by Sam is in the public domain The Person by Sam is in the public domain Growth and Development

The Person , oww Gender i one of hose mines mums . most people dan . we inception . Gender , am many taxes . A at , an 07 ?

nasty um gums mean ! no he an or understanding . if you mare . II , I Agenda Masculine . Attraction Feminine ' wan mum . Biological Sex A OT SEX Expression ob ' 22 . I I I I ?

more Attracted to . law ' Eli I OT ( Figure 1512 The Person explains gender identity , gender expression , biological sex , and sexual orientation . Gender Pronouns Pronouns are a part of language used to refer to someone or something without using proper nouns . In standard English , some singular pronouns are he and she , which are usually seen as pronouns , referring to a man and a woman , respectively . A pronoun or pronoun is one that gives no implications about gender , and could be used for someone of any gender . Some languages only have pronouns , whereas other languages have difficulty establishing any that are . People with gender identities often choose new pronouns for themselves as part of their transition . They often choose pronouns so that others wo see them as female or Here is a table based on the Rainbow Handy Guide to Pronouns 27 Image by it pronounced 28 Pronouns by Wiki is licensed under Growth and Development

Table Guide to Pronouns Pronouns Example He is going to the store to buy himself a hat . I saw him ( masculine pronouns ) lose his old hat yesterday . She is going to the store to buy herself a hat . I saw her ( feminine pronouns ) lose her old hat yesterday . They are going to the store to buy themselves a hat . I ( gender neutral pronouns ) saw them lose their old hat yesterday . Although the formation of gender identity is not completely understood , many factors have been suggested as influencing its development . Biological factors that may influence gender identity include and hormone levels and genetic makeup . Social factors include ideas regarding gender roles conveyed by family , authority figures , mass media , and other influential people in a child life . According to theory , children develop their gender identity through observing and imitating the behaviors of others they are then rewarded for imitating the behaviors of people of the same gender and punished for imitating the behaviors of another gender . For example , male children will often be rewarded for imitating their father love of baseball but punished or redirected in some way if they imitate their older sister love of dolls . Children are shaped and molded by the people surrounding them , who they try to imitate and follow . Gender Roles The term gender role refers to society concept of how men and women are expected to act . As we grow , we learn how to behave from those around us . In this socialization process , children are introduced to certain roles that are typically linked to their biological sex . The term gender role refers to society concept of how men and women are expected to act and behave . Gender roles are based on norms , or standards , created by society . In American culture , masculine roles have traditionally been associated with strength , aggression , and dominance , while feminine roles have traditionally been associated with passivity , nurturing , and subordination . Gender Socialization The socialization process in which children learn these gender roles begins at birth . Today , our society is quick to outfit male infants in blue and girls in pink , even applying these gender labels while a baby is in the womb . It is interesting to note that these color associations with gender have not always been what they are today . Up until the beginning of the century , pink was actually more associated with boys , while blue was more associated with how socially constructed these associations really are . 29 Rainbow Coalition of . Handy Guide to Pronouns files . Retrieved from . Growth and Development

Gender socialization occurs through four major agents family , education , peer groups , and mass media . Each agent reinforces gender roles by creating and maintaining normative expectations for behavior . Exposure also occurs through secondary agents , such as religion and the workplace . Repeated exposure to these agents over time leads people into a false sense that they are acting naturally based on their gender rather than following a socially constructed role . Gender Stereotypes , Sexism , and Enforcement The attitudes and expectations surrounding gender roles are not typically based on any inherent or natural gender differences , but on gender stereotypes , or oversimplified notions about the attitudes , traits , and behavior patterns of males and females . We engage in gender stereotyping when we do things like making the assumption that a teenage babysitter is female . While it is somewhat acceptable for women to take on a narrow range of masculine characteristics without repercussions ( such as dressing in traditionally male clothing ) men are rarely able to take on more feminine characteristics ( such as wearing skirts ) without the risk of harassment or violence . This threat of punishment for stepping outside of gender norms is especially true for those who do not identify as male or female . Figure Would girls likely pose this way for an image ?

What does this say about gender stereotypes ?

Gender stereotypes form the basis of sexism , or the prejudiced beliefs that value males over females . Common forms of sexism in modern society include expectations , such as expecting women to be the caretakers of the household . Sexism also includes expectations of how members of a gender group should behave . For example , girls and women are expected to be friendly , passive , and nurturing when she behaves in an unfriendly or assertive manner , she may be disliked or perceived as aggressive because she has violated a Growth and Development

gender role ( 1998 ) In contrast , a boy or man behaving in a similarly unfriendly or assertive way might be perceived as strong or even gain respect in some Socialization Agents During Adolescence Adolescence is a crucial period in social development , research shows there are four main types of relationships that influence an adolescent parents , peers , community , and society . Parents and Teens Autonomy and Attachment While most adolescents get along with their parents , they do spend less time with them ( 2011 ) This decrease in the time spent with families may be a reflection of a teenager greater desire for independence or autonomy . It can be difficult for many parents to deal with this desire for autonomy . However , it is normal for teenagers to increasingly distance themselves and establish relationships outside of their families in preparation for adulthood . Children in middle and late childhood are increasingly given greater freedom regarding basic decision making . This continues in adolescence , as teens demand more and more control over the decisions that affect their daily lives . Teens believe they should manage the areas that parents previously had considerable control over , which can increase tension between parents and their teenagers . Their arguments often center on issues of a power struggle or conflict in areas such as chores , homework , curfew , dating , personal appearance , and the right to privacy . Figure report more conflicts with their As teens grow older , more compromise is reached between parents and teenagers ( 2011 ) Teens report more conflict with their mothers , as many mothers believe they should still have some control over many of these areas , yet often report their mothers to be more encouraging and supportive ( 2007 ) Parents are more controlling 31 Lifespan Development A Psychological Perspective by Martha Lally and Suzanne is licensed under 32 Image by is licensed under Growth and Development

of daughters , especially early maturing girls , than they are sons ( Silva , 1993 ) In addition , culture and ethnicity also play a role in how restrictive parents are with the daily lives of their children ( Chen , Van , 2013 ) Having supportive , less conflict ridden relationships with parents also benefits teenagers . Research on attachment in adolescence finds that teens who are still securely attached to their parents have less emotional problems ( 2015 ) are less likely to engage in drug abuse and other criminal behaviors ( 2004 ) and have more positive peer relationships ( 2009 ) This means that both parents and teenagers need to strike a balance between autonomy , while still maintaining close and caring familial The Relationship The relationship with parents may be a mitigating factor of the negative influence by peers . Communicating family rules and parental style have been inversely associated to substance , alcohol , and tobacco consumption during adolescence . This influence is essential for adolescents development up to adulthood . Communication between parents and adolescents emerges as a protective factor for alcohol , tobacco , and substance use ( Newman , Harrison , 2008 ) Sen ( 2010 ) observed that family meals could lead to creating a closer relation between parents and adolescents , by strengthening a positive relationship and avoiding certain risk behaviors , such as substance use amongst girls and alcohol consumption , physical violence , and robberies , amongst boys . These differences between genders may be due to a greater importance that girls attribute to family activities but they do not reveal that boys are indifferent to them , only that the relation between genders may differ . and Howell ( 2003 ) verified that parental monitoring and communication with parents protected adolescents of both genders from being involved in risk behaviors . Figure if this father monitors and communicates with his son , he can reduce the teen risky 33 Lifespan Development A Psychological Perspective by Martha Lally and Suzanne is licensed under Lifespan Development A Psychological Perspective by Martha Lally and Suzanne is licensed under 35 Image by is licensed under BY Growth and Development

Parental monitoring can be defined as parents knowledge about their children activities , who they hang out with and what they do . It has been associated to protection of various risk behaviors throughout adolescence , such as substance use or sexual behaviors . The greater the parental monitoring , the lower the adolescents involvement in risk behavior . It may vary according to age , gender or ethnicity and it generally decreases with age ( Andrews , Peterson , 2008 ) Peer Relationships In addition , peers also serve as an important source of social support and companionship during adolescence . As children become adolescents , they usually begin spending more time with their peers and less time with their families , and these peer interactions are increasingly unsupervised by adults . The level of influence that peers can have over an adolescent makes these relationships particularly important in their personal development . Adolescents with positive peer relationships are happier and better adjusted than those who are socially isolated or have peer relationships . Adolescents notions of friendship increasingly focus on intimate exchanges of thoughts and feelings , which are important to forming friendships these high quality friendships may enhance a child development regardless of the particular characteristics of those friends . In addition , peers also serve as an important source of social support and companionship during adolescence . The peer group may serve as a model and influence behaviors and attitudes and also provide easy access , encouragement and an appropriate social setting for consumption ( Shelton Bree , 2010 ) Social Learning Theory suggests that it is not necessary for adolescents to observe a given behavior and adopt it it is sufficient to perceive that the peer group accepts it , in order to be able to opt for similar behaviors ( Flay Miller , 1995 ) Peers can serve both positive and negative functions during adolescence . Relationships with peers are valuable opportunities for adolescents to practice their social and conflict resolution skills . But negative peer pressure can lead adolescents to make riskier decisions or engage in more problematic behavior than they would alone or in the presence of their family . One of the most widely studied aspects of adolescent peer influence is known as deviant peer contagion ( 2011 ) which is the process by which peers reinforce problem behavior by laughing or showing other signs of approval that then increase the likelihood of future problem How Can Peer Group Influence the Behavior of Adolescents Explanatory Model by Gina , Celeste , and is licensed under BY 37 How Can Peer Group Influence the Behavior of Adolescents Explanatory Model by Gina , Celeste , and is licensed under BY 38 Boundless Psychology Adolescence references Curation and Revision by Boundless Psychology , which is licensed under Growth and Development

Peers may strongly determine preference in the way of dressing , speaking , using illicit substances , sexual behavior , adopting and accepting violence , adopting criminal and behaviors , and in many other areas of the life ( Walker Bean , 2009 , 2008 ) An example of this is that the main motives for alcohol consumption given by adolescents are related to social events , which usually take place in the company of friends , namely drinking makes holidays more fun , it facilitates approaching others , it helps relaxing or facilitates sharing experiences and feelings ( 2005 ) Also , mimicking risk behaviors may be greater when consumption begins in the context of a social event ( Larsen , Souren , 2010 ) Figure 1516 Adolescent boys drinking at a On the other hand , having friends allows to share experiences and feelings and to learn how to solve conflicts . Not having friends , on the other hand , leads to social isolation and limited social contacts , as there are fewer opportunities to develop new relations and social interactional skills . Friendship is also positively associated to psychological ( 2004 ) Stronger friendships may provide adolescents with an appropriate environment to development in a healthy way and to achieve good academic results . Adolescents with reciprocal friendships mention high levels of feelings of belonging in school at the same time , reciprocity and feelings of belonging have positive effects in academic results ( Kao , 2008 ) School is a setting where interpersonal relations are promoted , which are important for youngsters personal and social development ( et , 2009 ) it is responsible for the transmission of behavioral norms and standards and it represents an essential role in the adolescent socialization process . The school is able to gather different peer communities and to promote and a harmonious development between adolescents , which makes it a privileged space for meetings and interactions ( Cruz , 2008 ) Adolescents spend a great part of their time at school , which also makes it a privileged context for involvement in or protection from risk behaviors ( 2010 ) and ( 2010 ) confirmed that adolescents who like school were those that 39 Image by is licensed under BY Growth and Development

more often were part of a peer group without involvement in risk behaviors while those that mentioned they did not have any friends reported that they liked school less and those in conflict with their peers had more negative health outcomes . Figure 1517 These teens are at a concert Despite the positive influence ofthe peer group during adolescence , the higher the adolescent autonomy from the peer group , the higher their resilience against its influence . This resilience seems to increase with age , which may mean that it is associated with youngsters maturity and girls emerge in several studies as more resilient than boys ( 2009 ) Another factor that may be found in the influence of the peer group is the type of friendship , which adolescents maintain with their peer group if friends are close they have a greater influence on the other behaviors ( Shelton Bree , 2010 ) When the friendship is perceived as reciprocal and of quality , exerts greater influence ( 2010 ) Another factor , which has been identified as a possible way of decreasing peer influence , is assertive refusal . Adolescents that are able to maintain an assertive refusal are less susceptible to the group influence ( Shelton Bree , 2010 ) These are only some variables identified as possible factors decreasing peer Peers in Groups During adolescence , it is common to have friends of the opposite sex much more than in childhood , peer groups evolve from primarily to . Teens within a peer group tend to be similar to one another in behavior and attitudes , which has been explained as a function of , that is , adolescents who are similar to one another choose to spend time together in a birds of a feather flock together way . Adolescents who spend time together also shape each other behavior . Image by Eva is licensed under How Can Peer Group Influence the Behavior of Adolescents Explanatory Model by Gina , Celeste , and is licensed under BY Growth and Development

Crowds are an emerging level of peer relationships in adolescence . In contrast to friendships , which are reciprocal dyadic relationships , and cliques , which refer to groups of individuals who interact frequently , crowds are characterized by shared reputations or images ( who people think they are ) Crowds refer to different collections of people , like the theater kids or the In a way , they are kind of like clothing brands that label the people associated with that Figure Figure Community , Society , and Culture There are certain characteristics of adolescent development that are more rooted in culture than in human biology or cognitive structures . Culture is learned and socially shared , and it affects all aspects of an individual life . Social responsibilities , sexual expression , and system development , for instance , are all likely to vary based on culture . Furthermore , many distinguishing characteristics of an individual ( such as dress , employment , recreation , and language ) are all products of culture . Figure Culture is learned and socially Lifespan Development Module Adolescence by Lumen Learning is licensed under BY Image by is licensed under BY 20 44 Image by Garry Knight is licensed under BY 20 Image by . Matthew is in the public domain Growth and Development

Many factors that shape adolescent development vary by culture . For instance , the degree to which adolescents are perceived as autonomous , or independent beings varies widely in different cultures , as do the behaviors that represent this emerging autonomy . The lifestyle of an adolescent in a given culture is also profoundly shaped by the roles and responsibilities he or she is expected to assume . The extent to which an adolescent is expected to share family responsibilities , for example , is one large determining factor in normative adolescent behavior . Adolescents in certain cultures are expected to contribute significantly to household chores and responsibilities , while others are given more freedom or come from families with more privilege where responsibilities are fewer . Differences between families in the distribution of financial responsibilities or provision of allowance may reflect various socioeconomic backgrounds , which are further influenced by cultural norms and values . Adolescents begin to develop unique belief systems through their interaction with social , familial , and cultural environments . These belief systems encompass everything from religion and spirituality to gender , sexuality , work ethics , and politics . The range of attitudes that a culture embraces on a particular topic affects the beliefs , lifestyles , and perceptions of its adolescents , and can have both positive and negative impacts on their development . Development of Ethnic Identity Adolescent development does not necessarily follow the same pathway for all individuals . Certain features of adolescence , particularly with respect to biological changes associated with puberty and cognitive changes associated with brain development , are relatively universal . But other features of adolescence depend largely on circumstances that are more environmentally variable . For example , adolescents growing up in one country might have different opportunities for risk taking than adolescents in a different country , and supports and sanctions for different behaviors in adolescence depend on laws and values that might be specific to where adolescents live . Figure values of these adolescent girls families and will influence their Different cultural norms regarding family and peer relationships shape adolescents experiences in these domains . For example , in some countries , adolescents parents are expected to remain Image is licensed Growth and Development

in control over major decisions , whereas in other countries , adolescents are expected to begin sharing in or taking control of decision making . Even within the same country , adolescents gender , ethnicity , immigrant status , religion , sexual orientation , socioeconomic status , and personality can shape both how adolescents behave and how others respond to them , creating diverse developmental for different Ethnic Identity refers to how people come to terms with who they are based on their ethnic or racial ancestry . The task of ethnic identity formation involves sorting out and resolving positive and negative feelings and attitudes about one own ethnic group and about other groups and identifying one place in relation to both ( 2006 , 119 ) When groups differ in status in a from the group have to be cognizant of the customs and values of those from the dominant culture . The reverse is rarely the case . This makes ethnic identity far less important for members of the dominant culture . In the United States , those of European ancestry engage in less exploration of ethnic identity , than do those of ancestry ( 1989 ) However , according to the Census ( 2012 ) more than 40 of Americans under the age of 18 are from ethnic minorities . For many ethnic minority teens , discovering one ethnic identity is an important part of identity formation . model of ethnic identity formation is based on and Marcia model of identity formation ( 1990 Syed , 2014 ) Through the process of exploration and commitment , come to understand and create an ethnic identity . Three Stages or Statuses of Ethnic Identity model of ethnic identity formation is based on and Marcia model of identity formation ( 1990 Syed , 2014 ) Through the process of exploration and commitment , come to understand and create an ethic identity . suggests three stages or statuses with regard to ethnic identity Table Three Stages of Ethnic Identity Stage Descriptions Stage Adolescents and adults who have not been exposed to ethnic identity Unexamined issues may be in the first stage , unexamined ethnic identity . This is often Ethnic Identity characterized with a preference for the dominant culture , or where the individual has given little thought to the question of their ethnic heritage . This is similar to diffusion in Marcia model of identity . Included in this group are also those who have adopted the ethnicity of their parents and other family members with little thought about the issues themselves , similar to Marcia foreclosure status ( 1990 ) Stage Ethnic Adolescents and adults who are exploring the customs , culture , and Identity Search history of their ethnic group are in the ethnic identity search stage , similar 47 Adolescent Development by Jennifer is licensed under Growth and Development

Stage Descriptions to Marcia moratorium status ( 1990 ) Often some event awakens a teen or adult to their ethnic group either a personal experience with prejudice , a highly profiled case in the media , or even a more positive event that recognizes the contribution of someone from the ethnic group . Teens and adults in this stage will immerse themselves in their ethnic culture . For some , it may lead to a rejection of the values of the dominant culture ( 1990 , Stage Those who have actively explored their culture are likely to have a deeper Achieved Ethnic appreciation and understanding of their ethnic heritage , leading to Identity progress toward an achieved ethnic identity ( 1990 ) An achieved ethnic identity does not necessarily imply that the individual is highly involved in the customs and values of their ethnic culture . One can be confident in their ethnic identity without wanting to maintain the language or other customs . The development of ethnic identity takes time , with about 25 of tenth graders from ethnic minority backgrounds having explored and resolved the issues ( 1989 ) The more ethnically homogeneous the high school , the less identity exploration and achievement ( 2003 ) Moreover , even in more ethnically diverse high schools , teens tend to spend more time with their own group , reducing exposure to other ethnicities . This may explain why , for many , college becomes the time of ethnic identity exploration . The transition to college may serve as a experience that triggers exploration ( Syed , 2009 , 618 ) It is also important to note that those who do achieve ethnic identity may periodically reexamine the issues of ethnicity . This cycling between exploration and achievement is common not only for ethnic identity formation , but in other aspects of identity development ( 1987 ) and is referred to ( from Marcia Theory Stages of Identity ) as MAMA cycling or moving back and forth between moratorium and Ethnic minorities must wrestle with the question of how , and to what extent , they will identify with the culture of their surroundings , thus society and with the culture oftheir family . 2006 ) suggests that people may handle it in different ways . Some may keep the identities separate , others may combine them in some way , while others may reject some of them . identity means individuals sees themselves as part of both the ethnic minority group and the larger society . Those who are multiracial , that is whose parents come from two or more ethnic or racial groups , have a more challenging task . In some cases their appearance may be ambiguous . This can lead to others constantly asking them to categorize themselves . 48 Lifespan Development A Psychological Perspective by Martha Lally and Suzanne is licensed under Growth and Development

( 2006 ) notes that the process of identity formation may start earlier and take longer to accomplish in those who are not or a single Media Influences on Teens Media is another agent of socialization that influences our political views our tastes in popular culture our views of women , people of color , and the community and many other beliefs and practices . In an ongoing controversy , the media is often blamed for youth violence and many other of society ills . The average child sees thousands of acts of violence on television and in the movies before reaching young adulthood . Rap lyrics often seemingly extol ugly violence , including violence against women . Commercials can greatly influence our choice of soda , shoes , and countless other products . The mass media may also reinforce racial and gender stereotypes , including the women are sex objects and suitable targets of male violence . In the General Social Survey ( about 28 of respondents said that they watch four or more hours of television every day , while another 46 watch hours daily ( see Average Number of Hours of Television Watched Daily ) The media certainly are an important source of socialization that was unimaginable a ago . Lifespan Development A Psychological Perspective by Martha Lally and Suzanne is licensed under Image ( taken from video ) by is licensed under BY Growth and Development

AVERAGE NUMBER OF HOURS OF TELEVISION DAILY Hours Figure Daily television viewing As the media socializes children , adolescents , and even adults , a key question is the extent to which media violence causes violence in our society . Studies consistently uncover a strong correlation between watching violent television shows and movies and committing violence . However , this does not necessarily mean that watching the violence actually causes violent behavior perhaps people watch violence because they are already interested in it and perhaps even committing it . Scholars continue to debate the effect of media violence on youth violence . In a free society , this question is especially important , as the belief in this effect has prompted calls for monitoring the media and the banning of certain acts of violence . Civil libertarians argue that such calls smack of censorship that violates the First Amendment to the Constitution , while others argue that they fall within the First Amendment and would make for a safer society . Certainly the concern and debate over mass media violence will continue for years to Development of Sexual Identity Dating and Romantic Relationships Adolescence is the developmental period during which romantic relationships typically first emerge . By the end of adolescence , most American teens have dated others and have had at least one romantic relationship ( 2011 ) However , culture does play a role as Asian Americans and are less likely to date than other ethnic groups ( Connolly , Craig , Goldberg , 2004 ) Dating serves many purposes for teens , including having fun , companionship , status , socialization , intimacy , sexual experimentation , and partner selection for those in late adolescence ( 2011 ) There are several stages in the dating process , beginning with engaging in group activities in early adolescence ( 2011 ) 51 Data from General Social Survey , 2008 . Image by Ian is licensed under BY 40 52 Sociology Brief Edition Agents of Socialization by Steven is licensed under Growth and Development

Table Romantic Relationships in Adolescence Age Relationship Romantic relationships often form in the context ofthese peer groups ( Connolly , 2000 ) Interacting in Early Adolescence groups is easier for teens as they are among a supportive group of friends , can observe others interacting , and are kept safe from becoming intimate too soon . By middle adolescence , teens are engaging in brief , casual dating , or Adolescence in group dating with other couples ( 2011 ) In late adolescence , dating involves exclusive , intense relationships that are or are committed partnerships , either way their importance should not be minimized . Adolescents spend a Late Adolescence great deal of time focused on romantic relationships or lack thereof . Their positive and negative emotions are tied to this intense interest more than they are to friendships , family relationships , or school ( 2003 ) Furthermore , romantic relationships are centrally connected to adolescents emerging sexuality . Parents , and researchers have devoted a great deal of attention to adolescents sexuality , in large part because of concerns related to sexual intercourse , contraception , and preventing teen pregnancies . However , sexuality involves more than this narrow focus , for example , adolescence is often when individuals who are lesbian , gay , bisexual , or transgender come to understand and define what their sexual identity is ( Russell , Clarke , Clary , 2009 ) Thus , romantic relationships are a domain in which adolescents experiment with new behaviors and Figure Romantic relationships emerge in 53 Lifespan Development A Psychological Perspective by Martha Lally and Suzanne is licensed under Lifespan Development Module Adolescence by Lumen Learning is licensed under BY Growth and Development

Violence by Someone You Know Violence can be committed against someone that the victim knows well , referred to as an intimate , in many ways an intimate can hit with their fists , slap with an open hand , throw an object , push or shove , or use or threaten to use a weapon . While we can never be certain of the exact number of intimates that are attacked , the Department of Justice estimates from its National Crime Victimization Survey that almost acts of violence ( 2008 data ) are committed annually by one intimate against another intimate . 55 According to a fact sheet from the National Coalition Against Domestic Violence that compiled the results of several studies In 2013 , 35 of 10 graders reported that they had been physically or verbally abused and 31 reported having perpetrated such abuse In 2014 , 10 of teenage students in dating relationships reported being coerced into sexual intercourse in the previous year In 2015 , of female and of male high school students reported being physically or sexually assaulted by a dating partner But only 33 of teenage dating abuse victims reported having ever told anyone about it ( according to a 2005 study ) 55 A 2010 report by the shows the larger pictures of intimate partner violence in women and in women have been victims of some form of physical violence by an intimate partner in their lifetime in women and in 18 men have been stalked by an intimate partner to the point that they were fearful for their Figure Almost a quarter of women have been physically assaulted by a spouse or 55 Lifespan Development A Psychological Perspective by Martha Lally and Suzanne is licensed under Lifespan Development Module Adolescence by Lumen Learning is licensed under BY 56 Dating Abuse and Teen Violence ( Retrieved from abuse and teen violence 57 Who is Doing What to Whom ?

Determining the Core Aggressor in Relationships Where Domestic Violence Exists . Retrieved from is to 58 Image by on Growth and Development Violence by Someone You Know This topic is an important one because domestic violence is prevalent in every community , and affects all people regardless of age , status , sexual orientation , gender , race , religion , or nationality . Physical violence is often accompanied by emotionally abusive and controlling behavior as part of a much larger , systematic pattern of dominance and control . Domestic violence can result in physical injury , psychological trauma , and even death . The devastating consequences of domestic violence can cross generations and last a A person sexual orientation is their emotional and sexual attraction to a particular sex or gender . A continuing pattern of romantic or sexual attraction ( or a combination of these ) to persons of a given sex or gender . According to the American Psychological Association ( APA ) 2016 ) sexual orientation also refers to a person sense of identity based on those attractions , related behaviors , and membership in a community of others who share those attractions . Some specific orientation is defined in many ways , including heterosexuality ( attraction to the opposite ) attraction ( previously referred to as homosexuality , which is an outdated term that many people find offensive because it was previously classified as a mental illness ) bisexuality , or pansexuality ( attraction to two , multiple , or all respectively ) and asexuality ( no sexual attraction to any ) Sexual Orientation on a Continuum Sexuality researcher Alfred was among the first to conceptualize sexuality as a continuum rather than a strict dichotomy of gay or straight . To classify this continuum of heterosexuality and homosexuality , et al . 1948 ) created a rating scale that ranged from exclusively heterosexual to exclusively homosexual . Research done over several decades has supported this idea that sexual orientation ranges along a continuum , from exclusive attraction to the opposite to exclusive attraction to the same ( Carroll , 2016 ) A more contemporary look at sexual orientation as infinite variations of attraction . A closer examination of The Person introduced earlier in the chapter illustrates this 59 National Child Traumatic Stress Network . National Domestic Violence Awareness Month . Retrieved from Growth and Development

Attracted to Om ( tel lo one new . my . plot and are Figure spectrum of sexual Nobody Development of Sexual Orientation According to current scientific understanding , individuals are usually aware of their sexual orientation between middle childhood and early adolescence . However , this is not always the case , and some do not become aware of their sexual orientation until much later in life . It is not necessary to participate in sexual activity to be aware of these emotional , romantic , and physical attractions people can be celibate and still recognize their sexual orientation . Some researchers argue that sexual orientation is not static and inborn , but is instead fluid and changeable throughout the lifespan . Figure teen couple is at a pride There is no scientific consensus regarding the exact reasons why an individual holds a particular sexual orientation . Research has examined possible biological , developmental , social , and cultural influences on sexual orientation , but there has been no evidence that links sexual orientation to one factor ( APA , 2016 ) Biological explanations , that include genetics , hormones , and birth order , will be explored further . Excess or deficient exposure to hormones during prenatal development has also been theorized as an explanation for sexual orientation . third of females exposed to abnormal amounts of prenatal , a condition called congenital adrenal hyperplasia ( identify as bisexual or lesbian ( van de Beek , 2005 ) In contrast , too little exposure to prenatal may affect male sexual orientation ( 2011 ) Image by it pronounced 51 Image by Beatrice is licensed under BY Growth and Development

Sexual Orientation Discrimination The United States is heteronormative , meaning that society supports heterosexuality as the norm . Consider , for example , that homosexuals are often asked , When did you know you were gay ?

but heterosexuals are rarely asked , When did you know you were straight ?

2011 ) Living in a culture that privileges heterosexuality has a significant impact on the ways in which people are able to develop and express their sexuality . Understanding the Acronyms , The letters refer to a group of individuals that identify as Lesbian , Gay , Bisexual , and Transgender . This community includes a diverse group of people from all backgrounds , races , ethnicities , ages , and socioeconomic statuses . A Little History was used to replace the term , Gay , in the , but the acronym became common in the . However , recently the term has evolved with the preferred acronym to . The added means Questioning or Queer . The addition of as a term of questioning includes people that are in the process of exploring their gender or sexual orientation . Additionally , the term , Queer , can be used as an umbrella term , as the community has accepted this word to represent anything outside of the dominant narrative . Queer is not specific to sexual orientation or gender identity and can be used to refer to the community as a whole . While Queer was used as a derogatory term for decades , it was reclaimed by the community in the 19905 with the rise of an organization called Queer Nation . As an activist group out of New York , Queer Nation opposed discrimination of the community and rejected the heteronormative ideals of society . What does the plus sign mean ?

Recently is also used as . The plus sign , accounts for many additional identifications in the community , including transsexual , intersex , asexual , pansexual , and gender queer . Gender Queer is an umbrella term that can be used for all gender identities not exclusive to masculine or feminine , including gender fluid , pan gender , gender free , genderless , gender variant , and gender . The plus also includes allies or people in support of the community . While or Queer are currently the most common terms , additionally the term , Rainbow Community , may be used . The important takeaway is that the community will continue to evolve , and the terminology will evolve with 52 Understanding the Acronyms , 2019 ) Retrieved from . Growth and Development

Open identification of one sexual orientation may be hindered by homophobia , which encompasses a range of negative attitudes and feelings toward homosexuality or people who are identified or perceived as being lesbian , gay , bisexual , or transgender ( It can be expressed as antipathy , contempt , prejudice , aversion , or hatred it may be based on irrational fear and is sometimes related to religious beliefs ( Carroll , 2016 ) Homophobia is observable in critical and hostile behavior , such as discrimination and violence on the basis of sexual that are heterosexual . Recognized types of homophobia include institutionalized homophobia , such as religious and homophobia , and internalized homophobia in which people with attractions internalize , or believe , society negative views hatred of themselves . Gay , lesbian , and bisexual people regularly experience stigma , harassment , discrimination , and violence based on their sexual orientation ( Carroll , 2016 ) Research has shown that gay , lesbian , and bisexual teenagers are at a higher risk of depression and suicide due to exclusion from social groups , rejection from peers and family , and negative media portrayals of homosexuals ( et , 2010 ) Discrimination can occur in the workplace , in housing , at schools , and in numerous public settings . Much ofthis discrimination is based on stereotypes and misinformation . Major policies to prevent discrimination based on sexual orientation have only come into effect in the United States in the last few Figure This is an example of discrimination that is portrayed in a high school play . These students from Mercer Island High School are playing Baptist Church protestors in the play The Laramie Project that tells the story of the murder of a gay college student , Matthew Adolescent Sexuality Human sexuality refers to people sexual interest in and attraction to others , as well as their capacity to have erotic experiences and responses . Sexuality may be experienced and expressed in a variety of ways , including thoughts , fantasies , desires , beliefs , attitudes , values , 53 Lifespan Development A Psychological Perspective by Martha Lally and Suzanne is licensed under Boundless Psychology Gender and Sexuality references Curation and Revision by Boundless Psychology which is licensed under 54 Image by Jeff Hitchcock is licensed under BY Growth and Development

behaviors , practices , roles , and relationships . These may manifest themselves in biological , physical , emotional , social , or spiritual aspects . The biological and physical aspects of sexuality largely concern the human reproductive functions , including the human cycle and the basic biological drive that exists in all species . Emotional aspects of sexuality include bonds between individuals that are expressed through profound feelings or physical manifestations of love , trust , and care . Social aspects deal with the effects of human society on one sexuality , while spirituality concerns an individual spiritual connection with others through sexuality . Sexuality also impacts , and is impacted by cultural , political , legal , philosophical , moral , ethical , and religious aspects of life . The Human Sexual Response Cycle Sexual motivation , often referred to as libido , is a overall sexual drive or desire for sexual activity . This motivation is determined by biological , psychological , and social factors . In most mammalian species , sex hormones control the ability to engage in sexual behaviors . However , sex hormones do not directly regulate the ability to have sexual intercourse or to copulate in primates ( including humans ) rather , they are only one influence on the motivation to engage in sexual behaviors . Social factors , such as work and family also have an impact , as do internal psychological factors like personality and stress . Sex drive may also be affected by hormones , medical conditions , medications , lifestyle stress , pregnancy , and relationship issues . The human sexual response cycle is a model that describes the physiological responses that take place during sexual activity . According to , and Martin ( 1948 ) the cycle consists of four phases excitement , plateau , orgasm , and resolution . Table Human Sexual Response Cycle Phase Description the phase in which the intrinsic ( inner ) motivation to pursue sex Excitement Phase . arises the period of sexual excitement with increased heart rate and PI . a ea ase circulation that sets the stage for orgasm Orgasm Phase the Climax phase the state before the cycle begins again Societal Views on Sexuality Society views on sexuality are influenced by everything from religion to philosophy , and they have changed throughout history and are continuously evolving . Historically , religion has been the greatest influence on sexual behavior in the United States however , in more recent years , peers and the media have emerged as two of the strongest influences , particularly among American teens ( 2008 ) Media Influences on Sexuality Media in the form of television , magazines , movies , music , online , continues to shape what is deemed appropriate or normal sexuality , targeting everything from body image to products meant to enhance sex appeal . Media serves to perpetuate a number of social scripts about sexual relationships and the sexual roles of men Growth and Development

and women , many of which have been shown to have both empowering and problematic effects on people ( especially women ) developing sexual identities and sexual attitudes . Cultural Differences with Sexuality In the West , premarital sex is normative by the late teens , more than a decade before most people enter marriage . In the United States and Canada , and in northern and Eastern Europe , cohabitation is also normative most people have at least one partnership before marriage . In southern Europe , is still taboo , but premarital sex is tolerated in emerging adulthood . In contrast , both premarital sex and cohabitation remain rare and forbidden throughout Asia . Even dating is discouraged until the late twenties , when it would be a prelude to a serious relationship leading to marriage . In cultural comparisons , about three of emerging adults in the United States and Europe report having had premarital sexual relations by age 20 , versus less than one fifth in Japan and South Korea ( 2006 ) Antisocial Behavior in Adolescence Bullying is defined as unwanted , aggressive behavior among school aged children that involves a real or perceived power imbalance . Further , the aggressive behavior happens more than once or has the potential to be repeated . There are different types of bullying . They are detailed in the table below . Types of Bullying Type of Bullying Description Includes saying or writing mean things , teasing , name calling , Verbal Bullying taunting , threatening , or making inappropriate sexual comments . Social bullying ( also Includes spreading rumors , purposefully excluding someone referred to as relational from a group , or embarrassing someone on purpose . bullying ) Includes hurting a person body or possessions . Involves electronic technology . Examples of cyberbullying . include sending mean text messages or emails , creating fake Cyberbullying . profiles , and posting embarrassing pictures , videos or rumors on social networking sites . 55 Lifespan Development A Psychological Perspective by Martha Lally and Suzanne is licensed under Growth and Development

ummm ! Figure 1529 The Bystander The discussion of bullying highlights the problem of witnesses not intervening to help a victim . Researchers and ( 1968 ) described a phenomenon called the bystander effect . The bystander effect is a phenomenon in which a witness or bystander does not volunteer to help a victim or person in distress . Instead , theyjust watch what is happening . Social psychologists hold that we make these decisions based on the social situation , not our own personality variables . Why do you think bystanders do get help ?

What are the benefits to helping ?

What are the risks ?

It is very likely you listed more costs than benefits to helping . In many situations , bystanders likely feared for their own they went to help , the attacker might harm them . However , how difficult would it be to make a phone call to the police ?

Social psychologists claim that diffusion of responsibility is the likely explanation . Diffusion of responsibility is the tendency for no one in a group to help because the responsibility to help is spread throughout the group ( 1999 ) Have you ever passed an accident on the freeway and assumed that a victim or certainly another motorist has already reported the accident ?

In general , the greater the number of bystanders , the less likely any one person will Antisocial Behaviors , Violence , and Child Abuse According to the American Academy of Psychiatry ( 2018 ) Most kids will act up or become disruptive or defiant sometimes . Disruptive and conduct disorders , however , involve much more severe and behaviors than typical , episodes . Disruptive , and conduct disorders refer to a group of disorders that include oppositional defiant disorder , conduct disorder , intermittent explosive disorder , kleptomania and pyromania . These disorders can cause people to behave angrily or aggressively Image by is licensed under 57 Psychology Aggression by is licensed under BY Growth and Development

toward people or property . They may have difficulty controlling their emotions and behavior and may break rules or laws . An estimated percent of children are affected by oppositional defiant disorder or conduct Oppositional Defiant Disorder ( ODD ) There is a recurrent pattern of negative , defiant , disobedient , and hostile behavior toward authority figures . It is important to remember that this is toward authority figures and not their peers . This occurs outside of normal developmental levels and leads to impairment in functioning ( Lack , 2010 ) Conduct Disorder ( Children with Conduct Disorder ( show acts of aggression towards others and animals . Children with conduct disorder ( usually show little to no compassion or concern for others or their feelings . Also , concern for the of others is at a minimum . Children also perceive the actions and intentions of others as more harmful and threatening than they actually are and respond with what they feel is reasonable and justified aggression . They may lack feelings of guilt or remorse . Since these individuals learn that expressing guilt or remorse may help in avoiding or lessening punishment , it may be difficult to evaluate when their guilt or remorse is genuine . Individuals will also try and place blame on others for the wrong doings that they had committed . Figure Children with conduct disorders show acts of aggression towards others and Children with conduct disorders ( tend to have lower levels of . Children diagnosed with conduct disorders ( are typically characterized as being easily irritable and often reckless , as well as having many temper tantrums despite their projected tough image portrayed to society . Conduct Disorder ( often accompanies early onset of sexual behavior , 58 What Are Disruptive , and Conduct Disorders ?

Retrieved from . 59 Abnormal Psychology Child Psychology references Abnormal Psychology An ! by Caleb Lack , which is licensed under Beginning Psychology by Charles is licensed under Image by on Growth and Development drinking , smoking , use of illegal drugs , and reckless acts . Illegal drug use may increase the risk of the disorder persisting . The disorder may lead to school suspension or expulsion , problems at work , legal difficulties , unplanned pregnancy , and injury from fights or accidents . Suicidal ideation and attempts occur at a higher rate than expected . Violence and Abuse Violence and abuse are among the most disconcerting of the challenges that today families face . Abuse can occur between spouses , between parent and child , as well as between other family members . The frequency of violence among families is difficult to determine because many cases of spousal abuse and child abuse go unreported . In any case , studies have shown that abuse ( reported or not ) has a major impact on families and society as a whole . Adolescent Child Abuse Children and teens are among the most helpless victims of abuse . In 2010 , there were more than million reports of child abuse involving an estimated million children ( Child Help 2011 ) of child abuse reports are made by professionals , including teachers , law enforcement personnel , and social services staff . The rest are made by anonymous sources , other relatives , parents , friends , and neighbors . Child abuse may come in several forms , the most common is neglect ( percent ) followed by physical abuse ( percent ) sexual abuse ( percent ) psychological maltreatment ( percent ) and medical neglect ( percent ) Child Help 2011 ) Some children suffer from a combination of these forms of abuse . The majority ( percent ) of perpetrators are parents 62 percent are other Figure Children and teens are among the most helpless victims of abuse . 71 Abnormal Psychology Child Psychology references Abnormal Psychology An ! by Caleb Lack , which is licensed under 77 Lifespan Development Module Adolescence by Lumen Learning is licensed under BY 73 Introduction to Sociology by is licensed under BY 40 Image by Bruce is licensed under BY Growth and Development

Does Corporal Punishment Constitute Child Abuse ?

Physical abuse in children may come in the form of beating , kicking , throwing , choking , hitting with objects , burning , or other methods . Injury inflicted by such behavior is considered abuse even if the parent or caregiver did not intend to harm the child . Other types of physical contact that are characterized as discipline ( spanking , for example ) are not considered abuse as long as no injury results ( Child Welfare Information Gateway 2008 ) This issue is rather controversial among people in the United States . While some parents feel that physical discipline , or corporal punishment , is an effective way to respond to bad behavior , others feel that it is a form of abuse . According to a poll conducted by ABC News , 65 percent of respondents approve of spanking and 50 percent said that they sometimes spank their child . But in the , the majority of mental health professionals , as well as other professionals such as physicians and child welfare personnel , do not support the use of physical punishment . Tendency toward physical punishment may be affected by culture and education . Those who live in the South are more likely than those who live in other regions to spank their child . Those who do not have a college education are also more likely to spank their child ( Crandall 2011 ) Currently , 23 states officially allow spanking in the school system however , many parents may object and school officials must follow a set of clear guidelines when administering this type of punishment ( Crandall 2011 ) Decades of research have yielded more than 500 studies examining the impact of physical punishment on children ( 2016 ) Within the past 15 years , several have attempted to synthesize this body of research . In a highly publicized , 2002 ) concluded that physical punishment is not only ineffective , but also harmful . It may lead to aggression by the victim , particularly in those who are spanked at a young age ( Berlin 2009 ) Debates about parental use of physical punishment have been ongoing in the USA for decades . Calls to move beyond the research , or to end the debate , have become commonplace ( 2017 MacMillan , 2017 ) Three questions , it seems , sit at the center of these debates . is physical punishment of children a Human Rights Issue ?

Is physical punishment effective ?

Is physical punishment harmful ?

Emerging Adulthood The Bridge Between Adolescence and Adulthood The next stage of development is emerging adulthood and is characterized as an time where identity exploration is focused on work and love , which occurs from approximately 18 years of age to the mid to late . 75 Challenges Families Face by is licensed under BY 40 Physical punishment of children by US parents moving beyond debate to promote children health and by Cindy Miller Perrin and Robin Perrin is licensed under BY 40 Growth and Development

When does a person become an adult ?

There are many ways to answer this question . In the United States , you are legally considered an adult at 18 years old , but other definitions of adulthood vary widely in sociology , for example , a person may be considered an adult when they become , choose a career , get married , or start a family . The ages at which we achieve these milestones vary from person to person as well as from culture to culture . For example , 50 years ago , a young adult with a high school diploma could immediately enter the workforce and climb the corporate ladder . That is no longer the case , a Bachelor and even graduate degrees are required more and more for jobs ( 2000 ) In addition , many students are taking longer ( five or six years ) to complete a college degree as a result of working and going to school at the same time . After graduation , many young adults return to the family home because they have difficulty finding a job . Figure Emerging adulthood . This is a relatively newly defined period of lifespan development , Jeffrey ( 2000 ) explains that emerging adulthood is neither adolescence nor is it young adulthood . Individuals in this age period have left behind the relative dependency of childhood and adolescence , but have not yet taken on the responsibilities of adulthood . Emerging adulthood is a time of life when many different directions remain possible , when little about the future is decided for certain , when the scope of independent exploration of life possibilities is greater for most people than it will be at any other period of the life course ( 2000 , 469 ) Conclusion In this chapter we finished our exploration of childhood and adolescence having looked at Theories from and Marcia Self and identity Image by City Year is licensed under 77 Psychology Stages of Development by is licensed under BY Lifespan Development A Psychological Perspective by Martha Lally and Suzanne is licensed under Growth and Development

Gender identity Ethnic identity Sexuality Parent and adolescent relationships Peers and peer groups Antisocial behaviors Emerging adulthood Growth and Development