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Wednesday, May 11, 2011

Energy, Exploration, Identity



 Adolescence
Developmental Markers

Adolescence (defined here as ages 12 - 18) is a time of exploration and boundary testing -- including boundaries of authority and appropriate behavior -- and represents, in essence, the fundamental quest of human existence: the search for identity.

  • It's a time of high idealism. There is a quest for the heroic (often reflected in the literature, especially science fiction and fantasy).
  • The concept of a quest becomes a prominent theme. Adolescence is basically a quest for identity defining who one is as an individual, as well as within the context of society. It is necessary preparation for (in a sense, trying on) the adult role that young person is growing into.
  • It is a time of strong ego and heightened self-consciousness and self-centeredness; there is extreme sensitivity to criticism.
  • Exponential growth, not only in the body, but particularly in the brain (at a rate almost unparalleled in a lifespan; other than infancy, it is primarily in adolescence that a brain "prunes" its patterns of behaviors, goals, and activities)
  • Senses are also heightened; teens have high visual and audio acuity.
  • Increased physicality means explosive energy and a greater consciousness of the body and, as they progress in age, sexuality.
  • Creative energy abounds.
  • Hormonal changes cause increased tension, clumsiness and irritability, dramatic emotional leaps, and physiological changes that generate awareness of sexuality. Hormone surges make them emotional tinderboxes. An immature cortex gives them shaky judgment. Melatonin throws their sleep schedules out of whack
  • There is a move towards greater introspection as they age.
  • There is no more important stage of life to offer both opportunities for independent responsibilities and acknowledgements for their efforts.
  • Social interactions take high priority. Peers become paramount.
  • They move in packs and they make a lot of noise--that's NATURAL! Those who can't socialize at all are the ones to notice and offer meaningful mentorship.
Do not ever call them children! That's the last thing they see themselves as.

Parents and positive adults have a much heavier influence on teens than might initially appear; teens want more time, support, and direction from them.








 Early Adolescence Research

Early adolescence is a distinct period of human growth and development situated between childhood and adolescence. During this stage, young adolescents (10- to 15-year-olds) experience rapid and significant developmental change.

As an urban educator, I understand the developmental characteristics of young adolescents to include the physical, intellectual, moral/ethical, emotional/psychological and social domains. These characteristics are interrelated and overlap. Although these basic categories are often used in educational research to portray youth ages 10 to 15, I remain mindful of the danger in generalities and oversimplification. Every learner is unique.

Early adolescence gained acceptance as a distinct developmental period during the 20th century. G. Stanley Hall (1904), American psychologist and father of the child study movement, identified "preadolescence" as a unique growth stage. Donald Eichhorn (1966), considered a founding father of the middle school movement, called upon educators to consider these characteristics when planning curriculum, instruction, and assessment, and when structuring the environment of the middle school.

Physical Developmental Characteristics
  • During early adolescence, the body undergoes more development than at any other time, “except the first two years of life.”
  • Growth is accelerated and uneven. Since bones are growing faster than muscles, young adolescents may experience coordination issues. Actual growing pains result when muscles and tendons do not adequately protect bones. Fluctuations in basal metabolism cause these learners to experience periods of restlessness and lassitude. Young adolescents tend to "have ravenous appetites and peculiar tastes" and have a propensity for improper nutrition.
  •  A cascade of hormones signals the development of primary and secondary gender characteristics. Girls tend to mature one to two years earlier than boys.
  •  Increased production of adrenal hormones affecting skeletal growth, hair and skin make highly visible changes at disparate rates of maturity and cause many young adolescents to feel uncomfortable about differences in physical development.
  •   They are often physically vulnerable due to poor physical fitness, poor health habits, and high-risk behaviors.
  • There are significant changes within the brain during young adolescence. For example, researchers observe that the prefrontal cortex -- the area of the brain that handles executive functions including planning, reasoning, anticipating consequences, sustaining attention, and making decisions -- is not fully developed in young adolescents.

Practical Implications

As an urban middle school educator I can: (1) mitigate young adolescents' concerns about physical development by explaining that these changes are natural and common; (2) present accurate information, respond to questions, and encourage young adolescents to consult credible resources; (3) ensure that my school provides health and science curricula that clarify physical changes; (4) advocate for other educational programs that encourage sound nutrition, sufficient exercise, and healthy lifestyles.


Intellectual and Moral/Ethical Developmental Characteristics

  • During early adolescence, youth exhibit a wide range of intellectual development including metacognition and independent thought.
  • They transition from a self-centered perspective to having consideration for the rights and feelings of others.
  • Their increased capacity for analytical thought, reflection, and introspection exemplifies the connection between young adolescents' moral and intellectual development.
  • Often keenly aware of flaws in others, they may be reticent to acknowledge their own. They pose broad, unanswerable questions about life and refuse to accept trivial responses from adults.
  • Young adolescents tend to be highly curious, display a broad array of interests and are eager to learn about useful topics. These learners are most interested in real-life experiences and authentic learning opportunities.
  • They will favor active over passive learning experiences, and prefer interactions with peers during educational activities.

Practical Implications

As an urban middle school educator addressing the wide diversity of development, I can: (1) provide a variety of educational approaches and materials; (2) appreciate how this age group thinks, planning lessons around real-world concepts and supplying authentic educational activities; (3) design experiences for learners to contemplate moral/ethical dilemmas and consider possible responses, so they may develop values, resolve problems, and set their own standards of behavior; (4) provide forums for students to explore the reasons for school, home, and societal rules; (5) be a role model -- helping learners connect intellectual and moral reasoning.

Emotional and Social Developmental Characteristics

  • Emotional and psychological development at this stage is characterized by the quest for independence and identity formation.
  • Young adolescents seek their own sense of individuality and seek adult acceptance – while simultaneously striving to maintain peer approval. They have a strong need to belong to a group -- with peer approval becoming more important as adult approval decreases in importance.
  • Rebellious but dependent, they may emulate admired peers, experimenting with slang and “alternative behaviors,” yet the family remains a critical factor in decision-making.
  •     Since social maturity often lags behind physical and intellectual development, young adolescents may overreact to situations, ridicule others, and feel embarrassment.
  • Often self-conscious and prone to lack self-esteem, these learners are highly sensitive to criticism. They are also socially vulnerable due to influences of media and negative interactions with adults.
  • Young adolescents are apt to believe that their experiences, feelings, and problems are unique.
  • This period is intense and unpredictable. Learners have a tendency to be moody, restless, and may exhibit erratic and inconsistent behavior.

Practical Implications

As an urban middle school educator I can: (1) support young adolescents' quest for identity formation through curricular experiences, instructional approaches, organization structures, and through opportunities for exploration; (2) recognize the importance of friendships and create opportunities for learners to form positive and healthy relationships with peers; (3) promote an atmosphere of friendliness, concern, and group cohesiveness; (4) provide educational experiences such as role-playing, drama, and reading that permit learners to understand that their problems are not unique; (5) provide experiences that promote the exploration of personal freedom and independence within a safe space; (6) create environments that are free from harsh criticism, humiliation, and sarcasm.



Adolescent Developmental Markers (ADM)

  • Quest for Identity

  • High idealism

  • Self-centeredness; Self-consciousness; Sensitivity to criticism

  • Desires independence while also needing support and guidance

  • Developing a "moral compass"

  • Testing boundaries of authority

  • Highly charged emotionalism and intensity

  • Peers become paramount; move in packs

  • Joy and heartbreak of evolving love and friendships

  • High visual and audio acuity



Developmental Themes of Adolescence (DTA)

  • Highly charged emotionalism and intensity

  • Physical awkwardness

  • Sense of isolation and/or being an "outcast"

  • Exhilaration of new freedoms and independence

  • Testing boundaries

  • Joy and heartbreak of evolving love and friendships

  • Acute awareness of the social world and your place within it

  • Pain and struggle and a developing resilience

  • Raw vulnerability in facing the world and its relationship in a very different way


Core Concepts of Adolescence (CCA)

  • Identity Development

  • Loss of Innocence

  • Testing boundaries and authority

  • Independence and responsibility

  • Greater emphasis on action and personal experience

  • Moral development




Early adolescence (ages 11-14)
Middle Adolescence (ages 15 &16)
Late adolescence  (17 & 18)


Adolescence Development Links






 
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