Adolescent Development

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Tumblr Reflection

Overall I found this project very difficult to manage as I am doing five papers this semester to finish my degree! Typically I like to work on one paper at a time, so to contribute to tumblr at least three times a week was a real challenge for me.

I can see the value of this type of learning and feel it was beneficial and interesting to see other students' perspectives and to read about real life experiences or reflections based on course information. It was also positive to be exposed to all the additional resources so learning was not limited to the textbook and the content within this paper. However I still find it strange to be doing a social media project for university as we are taught not to share our own opinions and scholarly work must be referenced instead.

On the other hand it was also refreshing to participate in a new type of university project and it is good to have a tutor who is open minded to less traditional forms of assessment.

Like others I am unsure if I have done this project correctly, am concerned I have not done enough, and am worried that this project is worth 40% of the course.

Therefore overall I have mixed feelings but am glad it is over, and only five exams to go wohoo!

Enjoy the summer break everyone :)

[achamberlain275208]

Teachers of teenagers have a huge influence on them as individual people, as well as their current and future educational achievement. Therefore, a good teacher should have a comprehensive understanding of adolescent development, and provide appropriate materials and assessments in their classrooms.

Typical traits of a good teacher during this life stage include enthusiasm, good planning, poise, adaptability, warmth, flexibility, and awareness of individuals differences. Such characteristics are positively associated with student achievement (Santrock, 2010)

This video outlines what teenagers deem to be important qualities for teachers, and there is a number of similarities to Santrock (2010) as well as other interesting suggestions.

I believe tailoring teaching to the particular age group is essential for a positive educational experience. I remember in my final year of college at age 18, one teacher used to make us stop, put down our pens, and cross our arms every time she spoke. I used to find this extremely frustrating and thought it would be more appropriate for much younger children.

[achamberlain275208]

Dropping out of high school is a serious issue for individuals, communities and societies. Failure to graduate is linked with significantly poorer economic and social well-being.

To address this issue, there are numerous programs which aim to reduce drop out rates. The most effective ones include tutoring, counselling and mentoring. They also create supportive environments and relationships as well as offer opportunities in the community.

I believe this video is very powerful at both demonstrating the detrimental effects of failing to graduate from high school, as well as showing how effective programs can make a huge impact on the lives of many adolescents.

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Santrock (2010) describes a number of ways to improve education within college or middle school. These include:

- Developing smaller communities or classes to increase the personal nature of schools.

- Having greater access to counsellors by reducing the ratio to one counsellor for every ten students.

- Involving parents and community leaders in schools and education.

- Developing an education curricula which fosters students who are literate, have an extensive knowledge in science, and have a sense of health, ethics and citizenship.

- Have teachers who are flexible and can teach in an integrated manner rather than separating each subject into disconnected blocks.

- Improve the health and fitness of students through more appropriate school programs, and assist students to receive the health care they require.

This link is also interesting and provides additional ideas of how education during adolescence could be improved, and provides real life examples of where these strategies have been implemented.

I believe all of these aspects could be very helpful in improving the quality of education, catering for a wide variety of students rather than expecting them to fit the education mould, and better prepare students for life after school. Unfortunately, some of these initiatives may be costly, however with ongoing evidence-based research, the potential benefits may outweigh the costs.

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I am reblogging this quote as I believe it is very powerful, though-provoking and true. Positive friendships should yield numerous positive benefits for both individuals involved.

Relationships should include companionship where both people have someone to spend time with and engage in common activities together. Friendship should be stimulating, providing individuals with interesting information, excitement and amusement. Physical support in terms of resources and assistance should also be shared between friends. Additionally, positive friendships should offer ego support which includes encouragement and feedback that helps to maintain an impression of being a worthwhile individual. Finally, this bond should foster intimacy and affection, being warm, close, trusting and allowing for self-disclosure (Santrock, 2010).

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Teenagers who don't have friends are at risk of loneliness, which if ongoing can be linked with impaired physical and psychological health.

Additionally, loneliness can occur in teenagers when they transition from schools, or from high school to university, particularly if they leave their home town and family to attend tertiary study.

One study showed at the beginning on university, 75% of first year students felt lonely at least sometimes, and more than 40% reported their loneliness as being moderate to severe. Additionally, those who felt lonely had a lower ability to cope with stress, had higher levels of stress-related hormones, and had poorer sleeping habits (Santrock, 2010).

I can relate to this as I attended Auckland university for a period where I lived by myself away from home, and didn't know any other students. It took at least a couple of months to create a new support network which was a difficult time.

The link below provides further information about the common issue of loneliness in adolescents including the definition of loneliness, signs, misconceptions, why loneliness can occur and solutions.

www.cedu.niu.edu/~shumow/itt/Loneliness.pdf

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As outlined in my previous post, making and maintaining positive peer relationships is critical for the social wellbeing of teenagers.

Santrock (2010) summarises a number of strategies which may be useful for adolescents to make friends. These consist of initiating interaction, being pleasant to others, engaging in prosocial behaviour such as being honest and trustworthy, showing respect for oneself and others, and providing social support such as showing you care.

In contrast, strategies that will restrict the formation of positive relationships include being psychologically aggressive, presenting oneself negatively, and behaving antisocially such as making fun of others (Santrock, 2011).

Whilst the provided link is not specific to making friends in adolescence, it offers additional strategies that can also be used by individuals in this life stage. These strategies include: showing up to opportunities, joining or forming a group, saying nice things to others, making an effort to smile, making friends with friends-of-friends, and importantly - being aware of cultural differences.

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[m-adolescentdev-deactivated2014]

This is a perfect example of what some, not all but some societies see genders as. I think its just crazy, going by this I’m very masculine haha. Things like this put pressure on both genders, for boy its makes them think its not okay to show emotion or sensitivity and make women think they have to appear weaker than what they really are. In saying this not all boys are sensitive and not all women are strong but every individual should be able to freely decide for themselves without judgement or pressure by anyone.

[achamberlain275208]

I am reblogging this post as I believe it is an accurate list of feminine and masculine stereotypes that still exist. Whilst there are multiple influences on gender development such as biology, parents, siblings, peers, schools, teachers and the media, these stereotypes persist at infiltrating our society, lives, beliefs and behaviours. I believe that androgyny does exist to a degree, and gender stereotypes are becoming more liberal, however there is still a long way to go. As an example, I was a little saddened in the weekend as I was watching a cricket game with my friends seven year old niece. She asked me why one cricket team had a pink uniform because boys don't wear pink. This demonstrates that these strong gender stereotypes are still being taught to our young children, and I look forward to a time when androgyny becomes even more apparent.

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Positive peer friendships are critical for adolescents to feel a sense of acceptance and belonging. If they are excluded from peer groups, extreme stress and anxiety can result. Ongoing isolation can also be linked to difficulties in developing appropriate social skills, and many other issues ranging from delinquency to substance abuse to depression.

Peers provide a wealth of information about the world outside of the family which they grew up in, and friends also provide desired feedback about their abilities in comparison to other teens (Santrock, 2010).

This video goes on to outline that positive peer relationships during adolescents can have long term benefits including performing better academically later in life, and adjusting more favourably than those without beneficial peer relationships in the teenage years.

[shelly39nz]

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I believe this is a great quote which sums up Kohlberg's third level of moral development - postconventional morality, and therefore I have decided to reblog this quote. Stage six is associated with thinking critically and not simply accepting the laws of society as being the pinnacle of morality. Instead, people in this stage make their own judgements about what is right and wrong, and then have the courage to do what they believe is morally right, despite resistance from society or other individuals (Ssantrock, 2010).

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Numerous theories on birth order and personality exist, but how credible is the evidence?

Typically, only children are regarded as spoilt, dependent, and self-centred. However, research has concluded that only children are actually more likely to be achievement-orientated and have desirable personalities. First-borns are considered to be intelligent, achieving, conscientious, helpful, conforming and self-controlled. Middle-borns are said to be diplomatic, and are good at negotiating in times of conflict. Finally, the last-born child is thought to be dependent as they often gain the most attention from parents.

However, critics have pointed out that birth order is often overestimated in its link to personality, and many other factors are more important in shaping the behaviour and personality of teenagers (Santrock, 2010).

This link provided goes on to explore this concept more fully, and includes aspects such as methodological limitations. There are multiple factors which could act as confounders in studies, including the gender of children, the number of years between children, the age of parents, genetics, and how half-siblings, step-siblings and siblings which don't know about each other could influence studies. Are there differences between biological and adopted children? Additionally, how does one measure aspects such as achievement? Is it through income, education, prestige, motivation, intelligence, happiness etc.? As we can see, it becomes very difficult to place children in personality boxes based primarily on their birth order.

Like Krauss, the author of this link, I believe that there may be a weak link between birth order and personality. However defining ourselves by who we are and who we strive to be rather than when we were born allows for more extensive possibilities, opportunities, and fulfilment that should not be limited by birth.

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Diana Baumrind outlined four different styles of parenting. Authoritarian parenting can be described as restrictive, and is characterised by the parent expecting adolescents to follow their directions and value work and effort. There is little opportunity for verbal exchange, with the parent wanting the teenager to do things their way with no discussion. However, this can lead to the adolescent becoming anxious regarding comparison, having difficulty initiating activity, and exhibiting poor social skills.

Authoritative parenting is associated with flexible guidelines that allow adolescents to be independent within reason. Extensive amounts of communication occur, and the parent is warm and nurturing in nature towards the teenager. Adolescents who grow up with this type of parenting are generally socially competent, self-reliant and responsible.

Uninvolved or neglectful parents are often passive and distant, and may not know where their teenage children are. Adolescents therefore grow up believing that other aspects of their parents' lives are more important than they are, and can become socially incompetent, and lack self-control and independence.

Finally, permissive or indulgent parenting typically includes being over-involved with teenagers, but few guidelines or demands are established. Adolescents are able to do what they wish, and therefore often lack self-control as they are used to getting their own way (Santrock, 2010).

I believe that authoritative parenting is best as there is a positive balance between appropriate guidelines, independence and support. Teenagers are therefore able to explore and navigate this life stage in a safe and directed manner, and can rely on appropriate parental responsiveness when it is required.

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The multiple biological, cognitive and psychosocial changes during adolescence has a powerful influence on the relationship between teenagers and their parents.

Puberty can impact on this relationship, with studies showing that conflict, particularly between mothers and sons, occurs most often during peak pubertal change. Early maturation has also been linked with increased conflict.

Cognitive changes, including greater abilities for logical reasoning also influence the relationship. Teenagers are less likely to accept simple statements as a reason to conform to parental rules, and want to know in great detail why they are being disciplined, as well as challenging deficiencies in reasoning. I can certainly relate to this when I was an adolescent as there were different demands for my brother and I, and  therefore I would often question the rationale for these discrepancies.

This relationship can also experience tension as adolescents increase their idealistic thoughts, which will inevitably highlight some negative flaws in their parents compared to the teenagers ideal parent.

Adolescent egocentrism can also cause conflict. A parent could make a statement such as "I think you need a new top", and teenagers could respond with "why? Don't you think I have good taste? Do you think I look gross?" Such a response is typically more intense than would be seen during childhood.

Finally there are a host of social changes including schooling, peer groups, romantic relationships, and teenagers seeking more independence that can all alter the parent-adolescent relationship (Santrock, 2010).

This video mentions a number of these changes, and offers some tips to parents during this life stage to deal with some of these issues. They include show ongoing love, respect and support, show an interest in what their teenagers do, alter parenting in accordance to the teenagers new way of thinking, make clear expectations, rules and boundaries, model expected behaviour, get to know their friends and their families, and provide a safe and secure environment.

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Religion and spirituality can have a positive influence on the lives of adolescents. Studies have concluded that teenagers who viewed religion as important in their lives showed less delinquent behaviour, lower levels of depression, and were only half as likely to use drugs and alcohol compared to those with no spiritual affiliation. Attending church was also linked with higher school grades, displaying socially acceptable behaviour, emotional regulation, prosocial behaviour and positive self-esteem. Teenagers who value religion also tend to remember messages about caring for others, which could be related to statistics that spiritual youth are almost three times more likely to participate in community service endeavours than those with no religion. Lastly, spirituality can be positive for youth as it may offer answers about their purpose and direction in life (Santrock, 2010). This image reflects a religious message about caring for others that adolescents often put into practice in the community.

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As adolescents develop cognitive ability, they become more proficient at reasoning about complex moral scenarios (Papalia, Olds & Feldman, 2004). Moral development in adolescence was addressed by Lawrence Kohlberg’s theory (Berk, 2010). Kohlberg’s second level – conventional morality which is comprised of stage three and four is believed to be attained by 10 to 13 year olds, but sometimes later. Kohlberg’s third and final level – postconventional morality consisting of stage five and six may be achieved by some adolescents, but may not be reached until early adulthood, if at all (Papalia et al., 2004). Adolescents in level two are generally concerned with being ‘good’, conforming to social rules, and pleasing and helping others (Berk, 2010). Within this level, stage three is associated with developing ideas of what it means to be a good person, and evaluating an action based on the circumstances and motive behind it. In stage four, people want to undertake their duty, show respect for authority, and consider an action which breaks a societal rule to be wrong despite circumstances or motive (Papalia et al., 2004). The overarching moral development in level three includes an individual moving beyond accepting societal laws as being the pinnacle of morality, and developing their own judgements based upon principles such as rights, fairness and justice (Berk, 2010; Papalia et al., 2004). Individuals in stage five recognise situations where the law and human requirements conflict, but still believe it is best to obey the law. Those in stage six however choose to do what they believe is morally right despite societal rules and the opinions of others (Papalia et al., 2004.

  The link provided will tell you what level of moral development you are likely to be in.

  Berk, L. E. (2010). Exploring Lifespan Development (2nd ed.). Boston, America: Allyn and Bacon.

Papalia, D. E., Olds, S.W., & Feldman, R.D. (2004). Human Development (9th ed.). New York, America: McGraw Hill.

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Moral issues permeate into numerous areas of society, with educational facilities being a good example. They face issues of identifying students who cheat, and how to address this issue when it arises. Cheating in schools can occur in many forms including plagiarism, taking notes into tests, copying a neighbour in an exam, and producing false results. This is a common issue with a US survey indicating that 64% of students had cheated on a test during the previous year, and 36% had plagiarised information for an assignment in the last year. Students report cheating for different reasons including pressure to achieve high grades, lack of time to prepare for assessments, poor teaching, and lack of interest. Additionally, cheating is more likely to occur if close supervision is absent during exams, if students are aware of others cheating, and when grades are made public. Therefore, this can be reduced by clearly outlining what cheating encompasses, what consequences will occur if students are caught, monitoring exams closely, and communicating the importance of being a moral student with integrity. Many colleges have adapted honour codes which endorse characteristics such as responsibility, justice and trust (Santrock, 2010).  The link below is an example of an honour code from Stanford University. Penalties for cheating at this academic institute combine academic punishments as well as community service.

https://studentaffairs.stanford.edu/communitystandards/policy/honor-code

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Violent sexual behaviour such as rape can unfortunately occur during adolescence. Rape can be defined as sexual intercourse with an individual who does not consent to the activity. In a study completed in the US, 11.3% of female students ages 14-18 reported being forced to have intercourse, as well as 3.8% of male students. However, rates may be significantly higher as this type of sexual violence is often underreported. It is hypothesised that rape occurs more frequently among women because males are typically socialised to believe that their own pleasure is the most important object, and females are inferior. Common attributes among male rapists includes aggression which enhances their feelings of power or masculinity, anger towards women, and desiring to hurt their targets (Santrock, 2010).

A report published by the United Nations ranked New Zealand as the worst OECD country for sexual violence towards women. One study in this nation revealed that up to 33% of females will experience an unwanted sexual experience by age 16, with the majority of cases being considered serious offences. Statistically, 16-24 year olds are the most vulnerable to sexual assault and rape; with only an estimated 9% of cases being reported to police (Rape Prevention Education, 2011).

Therefore, adequate community services need to be in place to support those who have experienced sexual violence. The following website provides information about where to get help, advice for youth specifically, keys to prevention, and advocacy services.

Rape Prevention Education. (2011). Statistics: Sexual Violence in Aotearoa New Zealand. Retrieved from http://rpe.co.nz/statistics/