Characteristics of Adolescents

1
Characteristics of Adolescents
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Developmental Transitions

• Biological spurs changes in how adolescents are
  viewed and treated by their parents and peers,
  and how adolescents view and feel about
  themselves.
• Cognitive crossing from childlike thinking to
  adult thinking
• Social parents become less important and peers
  become more important

3
Biological Changes - Puberty

1. Growth occurs
2. Body composition begins to change.
3. The circulatory and respiratory systems begin to
   change.
4. The primary sex characteristics develop.
5. The secondary sex characteristics develop.

4
Biological Changes - Hormones

• Higher hormone levels during puberty are related
  to greater moodiness, in the form of anger and
  irritability for males and anger and depression
  for females, between nine and fourteen years of
  age
• These effects may be greatest when the endocrine
  system is being turned on

5
In relation to body development, appearance, and
activity students of middle school age exhibit

• Increased interest in the physical aspects of the
  body, including its functions and changes.
• Generally rapid, though irregular, physical
  development with resultant differences among
  peers due to uneven growth and development.
• Generally a more advanced physical maturity on
  the part of girls than of boys at the same
  chronological age.
• Awkward and clumsy movements due to bone growth
  preceding muscle growth.
• Considerable attention to personal appearance and
  concern with irregularities such as skin
  blemishes, scars, and obesity.
• Conformity with "in" styles such as clothing and
  hair style.
• Extreme restlessness with great need to release
  physical energy.
• Talkativeness.
• Responsiveness to a variety of non structured and
  leisure activities.

6
Cognitive Development - Piaget

• The first stage is referred to as the
  sensorimotor stage.
• The second stage was named the preoperational
  stage.
• The third stage is named the concrete operations
  stage
• The last stage in Piaget's theory is the formal
  operations stage

7
In relation to their intellectual experiences,
students of middle school age tend to

• Be curious and inquisitive.
• Prefer active over passive learning activities.
• Relate intellectual activities with immediate and
  short-range goals.
• Prefer interaction with peers. during learning
  activities.
• Desire opportunities to express originality on an
  individual basis.
• Be interested in both concrete and abstract
  exercises, and be more able to deal with abstract
  concerts than formerly.
• Desire opportunities to participate in practical
  problem-solving situations.
• Show interest in races and cultures other than
  their own.
• Challenge "idealistic" teaching.
• Be interested in making fuller utilization of
  basic skills used in the elementary school.
• Evaluate personal capabilities, both attributes
  and limitations.
• Show strong intense interests, not always
  sustained, in various pursuits.

8
Social Development

• Begin to take interest in opposite sex and dating
• gender identity is formed through media, school
  and most importantly, their parents
• Shift in parental/peer influence roles
• Increase in personal autonomy

9
With their concern for individuality, conformity,
and development of values, students of middle
school age evidence

• A desire to be "different," yet , within the
  overall limits of peer conformity.
• A desire for opportunities to exercise
  selectivity in the choice of food, activities,
  and friends--with frequent changes in "close"
  friendships.
• Considerable peer consciousness strong need for
  a feeling of belonging to a group.
• An adherence to peer group standards along with
  an awareness of "acceptable behavior".
• A concern for "right", "wrong", and "social
  justice".
• A concern for less fortunate "others" .
• Attempts to identify with adults other than
  parents.

10
In relation to their uncertainties and conflicts,
students of middle school age tend to

• Be frequently impulsive with words and actions
  impatient to get things done in a hurry.
• Have ambivalent desires want freedom, but fear
  the loss of certain securities.
• Become more independent, yet still feel the need
  for direction and regulation.
• A desire to make their own evaluation of
  suggestions from others.
• Exhibit a ,wide range of overt behaviors and mood
  instability quiet-loud, shy-boisterous,
  fearful-confident, anxious-assured.
• Need experience with frequent success and desire
  attention and recognition for personal efforts
  and achievements.
• Seek approval of and acceptance by adults.
• Be sensitive to criticism of personal
  short-comings and often easily offended.
• Be anxious, doubtful, and confused about their
  physical and intellectual development, social
  relationships, and adult authority.

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Sources

• Boeree, G. (2000). Jean Piaget. Retrieved from
  http//www.ship.edu/cgboeree/piaget.html
• http//www.aas.ru/Academics/counselor/teach/needs.
  html Michael F. Tobin, Consultant for Elementary
  Education, Connecticut Department of Education,
  Hartford