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)."

Tags:puberty, sexual, awareness, development, menstrual

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. "

Tags:puberty, cognitive, regulation

Abstract
This paper reviews three child and adolescent development 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
This paper refers to the popular film, 'Mean Girls', in relation to three important concepts of female adolescent development as experienced by millions in North America. Mark Waters' film refers to matters of adolescents and their family relationships, to preoccupations with appearance and female body image, and the importance of the peer group and personal popularity.

From the Paper
"The viewer of the film who reads on these topics is left to question the extents to which each has become much more powerful an influence over female experiences of adolescence, through time, as ..."

Tags:clique, culture, continuity

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."

Tags:preoperative, adolescent, 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 adolescent development 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. "

Tags:youth, tension

Abstract
In this article, the writer presents an examination of the expectation development theory as it relates to child and adolescent life span development. The theory is developed by the writer using the character Forrest Gump as the case study. The writer notes that though the character Forrest Gump is a fictional character in a movie, the character provides a perfect back drop for understanding and applying the invented theory of expectation development. The writer concludes that the movie shows the world that the theory can be applied to human life with little regard to particular cultures or societies and this lends credibility to the truth of the theory itself.

From the Paper
"The Expectation Theory of Life Span development involves several stages of life. It is built on the idea that individuals pass through various stages of expectations and if these stages are successfully met and handled they are mentally, emotionally and physically able to move into the next step of their life span development.
The theory examined and discovered that the importance of adults, peers and others in the life of an individual alternates as various stages of development are entered into and conquered.
"The first stage of the theory involves the child's expectations of the world. As the child is born and travels through his or her basic infancy the child develops expectations of the world and how the world should react to his needs.
This is observed by a child's cry when hungry, wet or ill and the expectation of that child that his or her needs will be met by those that surround his or her life.
"One example of this can be seen in the child who cries when hungry. The expectation the child has from that cry is that one of the caretakers will appear with a bottle or breast, however if that does not happen the child begins to expect negative results from his or her cry. This makes it difficult to move into the next stage of development."

Tags:stages, individuals, developmental, adulthood

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."

Tags:child, adolescent, studies, educators, workforce, schoolingdevelopmental, human, jobs, labor, psychology

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 adolescent development. 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
In this article, the writer notes that anorexia nervosa is not a new disorder in terms of dysfunctional adolescent development. The writer points out, however, that the disorder has long been thought of as being a female crisis rather than having much influence on adolescent male development. The writer explains that as defined by the American Psychiatric Association, anorexia nervosa is best described as an excessive preoccupation with weight and body image. Although little research is available with respect to the male anorexic, the writer maintains that overall the disorder is likely a result of bio-psycho-social factors and encouraged by society wherein appearance is a worthy individual trait.

Outline:
Introduction and Literature Review
Research Purpose, Question and Hypothesis
References

From the Paper
"As defined by the American Psychiatric Association anorexia nervosa is best described as an excessive preoccupation with weight and body image. Some of the more frequent symptoms exhibited by the male population include social isolationism, perfectionism, rigid cognitive style, and obsessive-compulsiveness in terms of an expressed fear of gaining weight over muscle growth. Although the general lack of a slimness value on male adolescents puts them at a somewhat lower risk the phenomenon is increasing in frequency wherein the muscular body type is seen as an advantage to gaining a competitive edge, albeit in sports, social relations, or an ideal male image."

Tags:obsessive, weight, muscle, growth