Developmental Tasks of Adolescence
Robert Havighurst outlines eleven cognitive developmental tasks unique to adolescence. The eleven tasks include burgeoning awareness of the changing human body and increased independence from the parents. Although the tasks do not entail eleven distinct stages of adolescence, Havighurst notes that early, middle, and late adolescence do pertain do particular developmental issues. For example, early adolescence comprises an acute consciousness of changes in the body. Additionally, the young adolescent tries hard to fit in with peer groups. As the teenager grows more mature, independence and nonconformity take precedence over wanting to fit in. Moreover, the adolescent in the middle stage tends to become preoccupied with sexual relations and developing a conscious identity distinct from the parents. Finally, late adolescence includes tasks related to preparation for adulthood including career development.
In sum, the eleven tasks of adolescent cognitive development include the following. First, adolescents develop a new awareness of the body, which undergoes intense changes. Second, the adolescent develops new ways of thinking, especially an increased ability to think abstractly. Third, increased cognitive demands in school challenge the adolescent. Fourth, the adolescent must develop more mature verbal communication skills. Fifth, the teenager will develop an ego separate from the parents, whereas in childhood the ego remained closely linked to that of the parents. Sixth, the adolescent formulates clearer career goals. The seventh task of adolescent development comprises the psychological detachment from the parents, often entailing interpersonal conflicts and difficulties relating to authority figures. Eighth, the adolescent develops stronger relationships with peers that help him or her formulate a sense of self. The ninth task of adolescence relates to the development of the sexual self: the teenager also comes to terms with gender issues. Tenth, the adolescent develops a personal system of values that may remain with the individual throughout the lifetime. The eleventh and final state regards controlling immature impulses and becoming a more mature manager of instincts and behaviors.
Adolescent Sex Offenders: Early Development and Transition to Adulthood (Ages 15 -30) The objective of this study is to examine the early development of sex offenders and the adolescent activity that fosters the abnormal behavior. This study will relate to lifespan development where the focus must explain the abnormal development over a period between ages 15 and 30. Adolescents who commit sex offenses are in many states listed on a sex offender
Research that the authors report in the Australian and New Zealand Journal of Family Therapy -- a peer-reviewed journal -- shows that adolescents abusing substances cause "stress-related symptoms" in parents (Yuen, et al., 2011, p. 250). The stress parents experience includes: depression, anxiety, fear of danger, guilt, anger, despair as well as grief associated with failure in the parental role" (Yuen, 250). And so prior to bringing parents into
Figure 1 portrays three of the scenes 20/20 presented March 15, 2010. Figure 1: Heather, Rachel, and Unnamed Girl in 20/20 Program (adapted from Stossel, 2010). Statement of the Problem For any individual, the death of a family member, friend, parent or sibling may often be overwhelming. For adolescents, the death of person close to them may prove much more traumatic as it can disrupt adolescent development. Diana Mahoney (2008), with the
(Bower, 129) The Hyperactivity involves fiddling with hands or feet or squirms in seat; does not continue seating when is expected to; excessive running or climbing considered not appropriate in adolescence and adults; feelings of restlessness; find it hard to play quietly; seems to be continuously on the move and talks excessively. Impulsivity includes blurts out answers prior to the question has been completed; becomes impatient waiting his turn; interruption
" (Anderson, et al., 2003) The study reported by Roberts, Christenson and Gentile (2003) provided a summary of a study that is unpublished but that states findings of a "positive correlation between amount of MTV watching and physical fights among third- through fifth-grade children. In addition, children who watched a lot of MTV were rated by peers as more verbally aggressive, more relationally aggressive, and more physically aggressive than other
Human Development In order for me to provide my own personal view on human development and aging over the life span, I have provided a review of several key research theories pertaining to human development. My own personal model of human development is a hybrid of other prominent sociological theorists. Because it is important to consider the theoretical underpinnings of human development, I will incorporate a review of the scholarly research
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