Adolescent Growth and Development
Huebner, Angela. (2000, Mar). Adolescent Growth and Development. 350-850.
Angela Huebner's article "Adolescent Growth and Development" provides a basic overview of the physical and psychological challenges presented by puberty for the adolescent and for individuals in charge of teaching and mentoring the adolescent, like teachers and parents. Huebner provides important reminders that some of the frustrating aspects of adolescence (from the point-of-view of an adult) like an increased demand for sleep, clumsiness, and moodiness have their roots in physical causes, and are normal, not the result of laziness or deliberate defiance on the part of the teen. However, the author does also warn of abnormal development that can occur as the result of the inner turmoil caused by adolescent biological changes, like eating disorders.
Perhaps the most interesting aspect of Huebner's article is the profound respect she shows for the unique developmental stage of adolescence and the unique learning opportunities it presents adolescents to learn lessons they can carry into adulthood. For example, her article highlights the cause-oriented focus of many teens, as well as the inward-looking 'am I normal' musing so common in many articles on this period of life. The lessons teens learn during this potentially idealistic period are lessons the teens can remembers throughout their lives, and hopefully use to become more involved and concerned adult citizens.
Set limits for behavior, but show respect for teens. Demand respect from teenagers, this article counsels both patents and educators. But also show respect for teens. Just as, for example, a parent ought to hold fast to a curfew, a teacher should hold fast to deadlines and try to create good habits that will last the adolescent for the rest of his or her lifetime. Requirements should be reasonable, and developmentally appropriate, but they should not infantilize the teen. Rather, teachers must treat adolescents as adolescents, not as children or as adults. Ideally, using the teen's developing self-awareness as social consciousness to create a more positive identity and role for the adolescent as a student and citizen should be the goal of all educators.
The key years during which experimentation occurs - between 13 and 16. Kobus discusses influences that launch an adolescent's smoking habit from several perspectives. First, the "social learning theory": relationships that are "more intimate" and that are developed "earlier in the youth's experiences" and thought to be more important; and youths are more likely to "imitate the smoking habits" (or non-smoking habits) of those with whom they have the closes
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