Abstract This paper reviews three child and adolescentdevelopment theories: Urie Bronfenbrenner's ecological systems theory, Lawrence Kohlberg's three stages of moral development theory and Jean Piaget's cognitive developmental stage theory. The author points out the interaction of cognitive, physical and emotional development on the overall development of the child. The paper concludes that, for children to reach their full potential in terms of development, the child or adolescent must be assisted in his or her individual development in each aspects of human growth, which are gaining cognition in terms of their thinking processes and developing physically and emotionally at a normal rate.
Table of Contents:
Objective
Introduction
Cognitive-Developmental Stage Theory (Piaget)
Ecological Systems Theory (Bronfenbrenner)
Three Stages of Moral Development (Kohlberg)
Three Key Concepts of Each Theory
Cognitive Developmental Stage Theory
Ecological Systems Developmental Theory
Three Stages of Moral Developmental Theory
Three Points of Similarity and Three Points of Difference
Two Points from Each Theory of Impact on Development Summary and Discussion
From the Paper "Lawrence Kohlberg (1927-1987) proposed three stages of moral development to describe the manner in which individuals learn to discern 'right' from 'wrong' as they develop morality on more sophisticated levels. Kohlberg posits that these stagers of moral development are cumulative in nature and build upon on another. Kohlberg held that the moral development of the individual is a task that last throughout the life of the individual and that individuals often fail in developing moral understanding of a more advanced nature."
Tags: autonomous, life skills, delays internal external
Abstract The paper focuses on the differences between preschool (preoperative) children and adolescents. The hypothesis developed and proven by a literature review was that preoperative children and adolescents are developing faster and facing more challenges as a result of rapid growth, based on social, technological and educational changes that are taking place. The paper focuses on the risk of a dramatic increase in clinical depression among preschool children and the equally dramatic increase in the rate of teen suicide.
From the Paper "While often lost in what they believe is pretend, preschool children often attempt to mirror the developmental qualities based on emotional level of functioning, interest in social skills, money, possessions, etc. of their older adolescent brothers and sisters. However, they are not psychologically equipped to handle such activity on a daily basis; there are additional stages of learning and development that are required. The adolescent on the other hand, more than anything else, attempts to mirror the qualities they see and strive for in the adult world."
Abstract The focus of this paper will be on the adolescent period of the developmental stage of an individual. Developmental psychology uses various perspectives or approaches in explaining the patterns of development or change in a human being. It looks at issues such as sexual awareness, puberty, independence and self-image.
From the Paper "One of the first approaches that will help explain the patterns of development of a human being is through the physical development stage. Physical development involves the bodily changes that young people have when they approach the puberty stage. Puberty is often referred to as "a period of rapid skeletal and sexual maturation that occurs mainly in early adolescence" (Santrock 2000 346). During the puberty stage, female and male individuals undergo several changes suitable for their physical stature and composition. Puberty among girls usually begins at age 9 to 12, while puberty among boys start at ages 11 to 14. Changes include the growth of hair in the genital areas and underarms of both male and female. Body proportions also change, with females developing bigger hips, bigger breasts, ovulation, and menstrual cycle begins. Males, meanwhile, starts producing sperms, erections and ejaculations, wet dreams, and darkening of the scrotum (Advocates for Youth 2002)."
Abstract This paper discusses how media critics point to adolescents' exposure to "sexy" television and popular music, as a cause for early sexual activity. Developmental transitions lead to increased information seeking, and developmental tasks force adolescents to find information sources other than their parents, implying a link between sexy media and adolescentdevelopment. It analyzes some articles which found that the three most prevalent research issues (representing nearly half of all articles) were problem behaviors, sexuality, and values. These studies concluded that adolescents were ill-equipped to face the increasing opportunities for sexual contact, because they lacked sufficient decision-making skills and sources of information.
Adolescent Sexuality
Life Tasks
Mass Media
Media Content
Media Use Patterns
Theoretical Frameworks
Media Effects
Discussion
Toward Improving Models
Conclusion
From the Paper "Increasingly earlier physical development offers a possible explanation as to why adolescents seem to do things (e.g., engage in sexual activity) at a younger age than their parents. The average age of menarche is currently 12-13 years in the U.S., whereas 150 years ago it took place at age 16 (Hamburg, 1992). Perhaps the most important aspect of this trend is the discrepancy between physical and social development. Put another way, adolescent bodies mature before cognitive development and emotional maturity are far along (Hamburg, 1992). Anne Rice's (1987) fictional Belinda expresses the plight of the American adolescent--physically mature, but legally a child."
Tags: television, exposure, maturity, puberty, development
Abstract This paper discusses how, despite the fact that there is a significant amount of evidence that indicates that divorce has only negative consequences related to the development of the adolescent, there is also research that concludes that the impact of divorce on this population is dependent on the parent-child relationship. This aspect regarding divorce and adolescentdevelopment is explored to determine whether or not the impact of divorce on adolescence can be reduced through parent-child relationships.
From the Paper "Richardson and McCabe (2001) conducted a study of 146 college students to determine the impact that divorce had on their lives during adolescence. The study group was divided into those students who had experienced a divorce and those student who did not, which provided a basis of comparison for the researchers. Richardson and McCabe (2001) found that in those families in which divorce occurred during the adolescent years the students who had a close bond with at least one parent had developed positive approaches to life 1. In the previous literature Richardson and McCabe (2001) indicated that it was believed that without such a positive relationship with at least one parent the adolescent would experience life problems related to "relationships, "life satisfaction and anxiety" 1. Yet, Richardson and McCabe (2001) stated that in both the study group who had experienced divorce and the study group that had not the existence of a positive parental relationship was vital to successful psychological development for the individual 1. "
Abstract This paper examines a specific theoretical approach to the study of career development. Specifically, the author expounds upon the work done by Eli Ginzberg in the late 1940s. In his theory, Ginzberg proposes that adolescentsdevelop through a tentative stage of career development. This paper describes the nature of the tentative stage, its usefulness as a theory, and its application in the real world.
From the Paper "The study of human development is complex and demanding discipline. It requires researchers to develop theoretical frameworks that are capable of accounting for a myriad of environmental, social, cultural, economic, and even genetic factors. This is no easy task. Therefore, the creation of a theoretical approach to development, in any specific regard, is important if that theory can stand up to critical scrutiny. This importance is evident when we consider the study of how career choices are made by growing individuals through the eyes of a developmental psychologist. The purpose of this study is to examine one specific element of Eli Ginzberg's theory on career choice. He and his research associates developed this theory and published their findings in 1949 (Frey, 2005). Ginzberg approached the question of how individuals choose careers for themselves by isolating the developmental process that leads up to the actual decision."
Abstract This paper discusses how the relationship of biological, cognitive, and social development during adolescence is very complex and how the process of puberty is one that involves a number of "genesis" experiences. In particular, it looks at how the onset of puberty also has important psychological effects and how the social implications that accompany physical differences are pretty severe. The paper also discusses how there are many differing theories in the regulation and ability to learn in adolescence and how cognitive regulation shows the interrelatedness of the three areas of biological, cognitive and social.
From the Paper "Class size and school size are both important topics. Experts agree that the ideal size of a school for an adolescent is 501-100 students (Steinberg, 208). Class size and school size, however, is supposed to have the least amount of effect on the student compared to expectations, classroom time, and teacher-student interaction (Steinberg, 219). Small class size many benefit very young students, but as children reach adolescence, the typical class size range from 20-40 doesn't appear to have any impact on learning (Steinberg, 208). There is a correlation between school size and number of activities available to the student. The more activities a student is involved in, the more sense of belongingness he/she will have. "
Abstract Examines adolescentdevelopment through a character from Todd Solondz's 1996 film WELCOME TO THE DOLLHOUSE. Focus is on 11-year old Dawn, and her interactions with her family, schoolmates, friends, teachers. Peer influences. Analysis of characters in various phases of personality development. Theories of Freud, Erik Erikson. Types of support families can provide children at different stages of development.
From the Paper "This paper is an examination of individual development using characters from Todd Solondz's 1996 film about adolescence, Welcome to the Dollhouse. His movie focuses on 11-year-old Dawn Weiner as she begins junior high school, but it also provides perceptive portraits of her younger sister, older brother, parents, and other teenagers at differing stages. The film gives accurate examples of individuals in various phases of personality development, facing some of the classic conflicts outlined by Freud, Erikson, and others.
Dawn Weiner is a gawky, unattractive, unpopular girl who has been nicknamed "Weinerdog" by her fellow students. She is entering junior high school, and her only real friend is the even nerdier Ralphy, a sixth-grader who is watching Dawn's progress with genuine dread. That her best..."
This paper discusses psychological interventions to be used by adolescents as coping strategies when involved in issues of love, sex and relationships.
Abstract This paper explains that research into adolescent romance established that this behavior (1) is normative, (2) does not exist in a developmental vacuum (3) can be transformative and (4) that sex and romance can be dangerous. The author points out that all of the discussed intervention programs to reduce adolescent stress in romantic and sexual relationships, such as education, skill-development, relationship development and opportunity prerequisite, have been found to be somewhat useful. The paper relates that, at the same time that an educational method might be extremely beneficial for some subjects, such as averting the transmission of sexual diseases, it might be less practical in other situations, such as the avoidance of violent relationships.
Table of Contents:
Introduction
Differentiating Between Healthy and Dysfunctional Romantic Relationships Isn't Going to be Easy
Current Themes in the Study of Adolescent Romantic Behavior
Romance Is a Normative Component of Adolescence Adolescent Romance Does Not Exist in a Developmental Vacuum
Romantic Relations Can Be Transformative
Sex and Romance Can Be Dangerous
Practical Implications
Research Questions
Conclusion
From the Paper "An additional motive for analyzing dyads is that when a crisis among romantic allies arises, it is regularly the product of a compound interpersonal procedure. We have to grow a more lucid awareness of how associates strengthen one another's troubling actions (Paul, 2003). For instance, the choice to have unguarded sex is affected by the outlooks and values of both the associates. Furthermore, when fighting takes place among romantic partners, it is habitually mutual. These annotations propose that researchers have to cautiously reflect on how interpersonal developments possibly could play a part in the incidence of unsafe action."
Abstract This paper explains that nearly all developmental theories view heterosexual orientations as the default option; whereas, homosexual or bisexual orientations, referred to as LGBTQ (lesbian, gay, bisexual, transgendered and queer), is considered to be the deviant behaviour. The author examines the differences and similarities in the development of LGBTQ youth as compared to heterosexual youth with respect to the development of sexual identities, the availability of positive adult role models and the development of interpersonal peer group and dating skills. The paper concludes that the major difference between LGBTQ adolescentdevelopment and heterosexual adolescentdevelopment is within society's views of homosexuality and bisexuality. Society should change these attitudes and should equalize same-sex legal rights.
From the Paper "The development of a strong and stable identity, according to many theorists including Erikson, is the single most important developmental task that adolescents face. Failure to successfully develop an identity, or to struggle excessively through identity development, can have psychological and social ramifications that last for the duration of an individual's lifespan. Thus, the study of identity development is a widely popular topic within the social sciences. Recently, the identity development of LGBTQ youth has begun to be more closely scrutinized."
Abstract This paper examines traditional schools of thought on childhood emotional development, recent research and probable future directions. The paper explains that one of the most important motivators for positive emotional childhood development is the social environment. The paper then points out that children who enjoy healthy positive social relationships tend to develop more proficiently on an academic and sporting scale; they are also more likely to have greater self-esteem and self-worth than those who endure relationship problems. The paper also looks at how the personality of adolescents is a very important part of childhood emotional development. The paper suggests that the development of children in modern times has been associated with sweeping global changes, perhaps most notably the Internet.
Outline:
Introduction
Vygotsky
Freud
Erikson
Ainsworth
The Social Environment: An Important Part of Emotional Development Older Children and Adolescence Current Childhood Development Concerns
Conclusion
From the Paper "It is for this reason that children are taught at school from an early age the importance of practicing good social skills and engaging in pro-social behaviors. The importance of a positive social environment for children has been recognized by research which suggests that social development problems cause greater problems over time, leading to adult mental health problems (ibid, p. 98). However, approaches to implementing social skills in children have varied over the decades. Thinking in the 1970s revolved primarily around three schools of thought. The psychoanalytical school of thought maintained that through interpretation of unconscious thoughts, children develop a latent awareness related to appropriate social behaviors. The humanistic approach suggested that children benefit most from empathy and accepting environmental conditions, and that these preconditions were sufficient for future emotional development. The third approach, the behavior modification approach, proposed that appropriate behaviors be treated with reinforcement, increasing the chance that healthy behaviors would appear as the child developed (ibid)."
Abstract This paper conducts a literature review on the correlation between the absence of paternal involvement and sexual risk taking behaviors in adolescent females. It discusses the implications across the life course of the person and describes the connections with regard to poverty, race and gender. The paper then looks at whether these behaviors continue through adulthood and what role social forces play in the behavior, including the cultural influence, impact on education and incarceration rates.
Table of Contents:
Objective
Introduction
Purpose of the Study
Significance of the Study
Methodology
Background to the Study
Literature Review
Influence of Father Involvement on Child Development Infant
One-year-of-age
School-aged
Emotional Development Social Development Father Involvement and Female Adolescent Sexual Risk Behaviors
Measures of Father Involvement
Summary & Conclusion
From the Paper "The model of Bronfenbrenner (1977, 1979) is one that is not as concerned with human development as it is with the contexts in which development takes place. The implication stated by Bronfenbrenner is that development is most "influenced from the outside to the inside; that is, influence is more salient from the major culture through the exosystem and mesosystem, to the microsystem, otherwise known as the developing person." (Brooks, 2007; p. 10) Advocated by Bronfenbrenner is that in research from an ecological standpoint the 'principal main effects are likely to be interactions between systems." (Brook, 2007; p. 10) Brooks relates that: "Rodgers (1995) found that parental monitoring, parental support, parental values, fathers' psychological control, and mother's communication were significantly related to adolescent risk-taking behavior." Additionally, Herring (1985) is stated by Brooks (2007) to have found that: "...as a perception of family cohesion increased, positive increases were noted in more conservative sexual values and attitudes." (p.45) Brooks (2007) states that: "In particular, the role of a father figure seems pivotal in influencing teen girls' engagement in sexual behavior." (p. 45)"
Abstract This paper reviews the theories of Sigmund Freud, Erik Erikson and Ivan Pavlov in relation to child and adolescentdevelopment and supports the thesis that learning cannot take place until the child has reached the necessary physical, psychological and emotional milestones to do so. The paper concludes that the theories of Freud and Erickson support this thesis by directly acknowledging that development takes place in an ordered and pre-defined manner. Pavlov also feels that development progresses from simple to complex and that complex learning is the result of simple ordered learning steps. However, he does not define them as rigidly as Freud and Erickson.
Outline:
Freud's Theories and the Child
Erickson: Freud's Adversary
Pavlov's Theories on Development A Comparison of These Three Theories
The Connection between Cognitive, Physical and Emotional Development Understanding Child and AdolescentDevelopment in Connection with Learning
From the Paper "Erik Erickson was a key critic of Freud's psychoanalytic theories. Erickson stressed the social component and influence upon human development, and advocated a multi-stage process of human development, in contrast to Freud's emphasis on infant sexuality (David & Clifton 2008). Eriksson's first key concept stressed that human conflict was never-ending, and suggested that rather than focusing on the conflict of personal identity. Erickson's second key concept is that each stage of development was marked by a more general conflict of, for example, "trust versus mistrust" (David & Clifton 2008). The third concept is that not only the family was involved in these conflicts, but that other relationships played a key role in social development. "
Abstract This paper examines and compares three studies on adolescents who work part-time in the United States. The paper seeks to refute the common wisdom that holds work experience to be beneficial to youth in increasing their responsibility and self-reliance. The author also discusses the ramifications of the studies' conclusions on educators and parents.
From the paper:
"Unfortunately, many of the jobs that junior high and high school students are employed at are neither challenging nor stimulating. Adolescents often work in repetitive, uninteresting service jobs such as a retail clerk or fast food worker. These jobs do not develop higher skills or allow the worker to explore their interests, or even to make important decisions on the job. Since working does not ipso facto increase responsibility or self-reliance in adolescence (and can even lead to deleterious effects) (Steinberg & Dornbusch, 1991), there is no reason to encourage teenagers to work in these types of jobs."
Abstract This paper presents a study on understanding the adolescent experiences in relation to Gaucher's Disease. The hypotheses for the study are ?Adolescents with Gaucher's Disease have a different perspective of the self than adolescents not diagnosed with a chronic illness? and ?Adolescents with Gaucher's Disease perceive friendships and social interactions differently than adolescents who do not have a chronic illness?. In relation to the hypotheses, the study concentrates more on understanding how identity or self in adolescence is being affected by the Gaucher's Disease.
From the Paper "People think of themselves as optimists or pessimists, and this is a reflection of our personality traits in opposites. The questions of being emotional or unemotional, dependent or independent, aggressive or passive, leader or follower, adventurous or cautious are also marks of these opposing traits. Most of these are natural inborn temperaments, but some of the characteristics of man like the feelings of competence or inferiority, and appearances as learned are based on the support and challenges faced by us during growing up. Erik Erickson explored this concept thoroughly. Though he had a great influence of Freud, the existence of ego from birth, and that behavior not being totally defensive were also his beliefs. He studied Sioux Indians on a reservation, and this made him aware of the great influence of culture on behavior. This made him place a lot of stress on the external world, like war and depression."
