[ADOLESCENT

DEVELOPMENT]

AUTHOR:

[Geresh Singh]

DATE:

[8th April 2019]

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Exploration of romantic
relationships and a sense
of one’s sexuality
Exploration of romantic
relationships and a sense
of one’s sexuality

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2
Concept map of Adolescent development.
Table of Contents

INTRODUCTION 3

Adolescents and Adolescence 4

Stages of Adolescence 5

Early Adolescence (Ages 10 to 13).....................................................................5

Middle Adolescence (Ages 14 to 17)..................................................................5
Late Adolescents (18-21)....................................................................................6
Developmental Characteristics of Adolescents 6

Physical Development of Adolescents 7

Growth Spurts.....................................................................................................8
Growth of pubic and body hair...........................................................................8
Growth and maturation of reproductive organs..................................................8
Social and Emotional Development 10

Emotional separation from parent.....................................................................10

Greater sense of personal identity.....................................................................11
Identification with a peer group........................................................................12
Exploration of romantic relationships and a sense of one’s sexuality..............12
Cognitive Development in Adolescents 13

Conclusion 15

References 16

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INTRODUCTION

Any discussion of adolescent development should include a definition of adolescence itself.

Determining the exact onset and conclusion of adolescent development can be difficult, with

complex biologic, psychological, and social paradigms all playing roles. Cultural factors also

must be considered in determining the developmental norms of adolescence. Normal

development from one cultural perspective may appear aberrant when viewed through the lens of

another culture, and in an increasingly multicultural society, such considerations are especially

important. For example, an Asian youth who begins to question his parents’ values may be

viewed very differently by Western versus Eastern cultures. Although the West may view this

move as a healthy and normal emotional development, the youth’s parents might consider it to be

pathologic and dangerous. Cultural differences such as this are generalizations but keeping these

potential differences in mind is extremely important to any clinical consideration of adolescent

populations. Given individual and cultural variability, the most useful definition of adolescence

is not by age norms but by the developmental tasks that are achieved during this stage.

Developmental processes often are separated into distinct domains, such as physical, cognitive,

psychological, and moral development. Although this article follows the same approach, it is

important to note that such domains are in constant flux, interact with each other, and do not

occur in isolation. For example, the physical changes associated with puberty and their timing

have a profound impact on the social and emotional functioning of the adolescent. In addition,

the boundaries between developmental domains are not always distinct. For example, physical

changes in the brain during adolescence correspond

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Adolescents and Adolescence

Adolescence is the period of transition between childhood and adulthood. It includes some big

changes—to the body, and to the way a young person relates to the world. The persons going

through this stage are called adolescents.

The many physical, sexual, cognitive, social, and emotional changes that happen during this time

can bring anticipation and anxiety for both children and their families. Understanding what to

expect at different stages can promote healthy development throughout adolescence and into

early adulthood. 

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Stages of Adolescence

Early Adolescence (Ages 10 to 13)

 During this stage, children often start to grow more quickly

 These body changes can inspire curiosity and anxiety in some―especially if they do

not know what to expect or what is normal.

 Early adolescents have concrete, black-and-white thinking.

 Pre-teens feel an increased need for privacy. 

Middle Adolescence (Ages 14 to 17)

 Physical changes from puberty continue during middle adolescence.  

 At this age, many teens become interested in romantic and sexual relationships.

 Many middle adolescents have more arguments with their parents as they struggle

for more independence. 

 The brain continues to change and mature in this stage, but there are still many

differences in how a normal middle adolescent thinks compared to an adult. 

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Late Adolescents (18-21)

Late adolescents generally have completed physical development and grown to their full adult

height. They usually have more impulse control by now and maybe better able to gauge risks and

rewards accurately. In comparison to middle adolescents, youth in late adolescence might find

themselves thinking:

o "While I do love Paul Rudd movies, I need to study for my final."

o "I should wear a condom…even though my girlfriend is on birth control, that's not

100% in preventing pregnancy."

o "Even though marijuana is legal, I'm worried about how it might affect my mood

and work/school performance."

Developmental Characteristics of Adolescents

Adolescence, the transition between childhood and adulthood, is a stressful period of life

characterised by changes;

 Physical

 Social and Emotional

 Cognitive

 Moral.

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Physical Development of Adolescents

Rapid and dramatic physical development and growth mark adolescence, including development

of sexual characteristics. Marked morphological changes in almost all organs and systems of the

body are responsible for the accelerated growth and the changes in contours and sexual organs.

In case of boys, active acceleration in growth of coarse pubic hair and facial hair usually precede

other signs of puberty such as voice changes. In girls, development of breasts, broadening of hips

and rapid growth in height usually begins about two and a half years before menarche.

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Growth Spurts 
are rapid rise in height and weight and are most visible in the first year of life and around

puberty, both periods when a tremendous amount of growth takes place in a short time.

But growth spurts can occur other times, too, though they're less obvious.

Growth of pubic and body hair

During puberty, increased hormone levels cause vellus hair to turn into terminal hair in certain

parts of the body. Different parts of the body possess different levels of sensitivity to these

hormones, known as androgens. The development of terminal hair is considered one of the

secondary sex characteristics.

Growth and maturation of reproductive organs

A concerted release of hormones from the hypothalamus (GnRH), the anterior pituitary (LH and

FSH), and the gonads (either testosterone or oestrogen) is responsible for the maturation of the

reproductive systems and the development of secondary sex characteristics, which are physical

changes that serve auxiliary roles in reproduction.

As a girl reaches puberty, typically the first change that is visible is the development of the breast

tissue. This is followed by the growth of axillary and pubic hair. A growth spurt normally starts

at approximately age 9 to 11 and may last two years or more. During this time, a girl’s height can

increase 3 inches a year. The next step in puberty is menarche, the start of menstruation.

In boys, the growth of the testes is typically the first physical sign of the beginning of puberty,

which is followed by growth and pigmentation of the scrotum and growth of the penis. The next

step is the growth of hair, including armpit, pubic, chest, and facial hair. Testosterone stimulates

the growth of the larynx and thickening and lengthening of the vocal folds, which causes the

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voice to drop in pitch. The first fertile ejaculations typically appear at approximately 15 years of

age, but this age can vary widely across individual boys. Unlike the early growth spurt observed

in females, the male growth spurt occurs toward the end of puberty, at approximately age 11 to

13, and a boy’s height can increase as much as 4 inches a year. In some males, pubertal

development can continue through the early 20s.

sexual characteristics. Examples of secondary sexual characteristics are listed in Table below

Table 1. Development of the Secondary Sexual Characteristics

Male Female
Increased larynx size and deepening of the voice Deposition of fat, predominantly in breasts

and hips
Increased muscular development Breast development
Growth of facial, axillary, and pubic hair, and Broadening of the pelvis and growth of

increased growth of body hair axillary and pubic hair

Social and Emotional Development

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The physical changes that occur during puberty give rise to a variety of social and emotional

changes as well. First, the ongoing physical maturation process directly affects body and brain to

alter children's needs, interests, and moods. Then, as children start to look and act differently, an

array of social influences further accelerate the social and emotional changes children

experience.

Exploration of romantic
relationships and a sense
of one’s sexuality
Exploration of romantic
relationships and a sense
of one’s sexuality
Exploration of romantic
relationships and a sense
of one’s sexuality
Emotional separation from parent
Though adolescent children may become moody and make poor choices, they are not doing this

purely out of spite, but rather because they cannot be substantially otherwise at this point in their

development. Despite their resistance, parents need to continue to provide their adolescent

children with clear behaviour guidelines and set and enforce age-appropriate behaviour limits.

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Children need enough room to express their individuality and to practice (and sometimes fail)

independent decision-making AND they need to be protected from the consequences of their

worst decisions in order for them to thrive.

Greater sense of personal identity

Adolescent identity is developed, in part, based on relationships and feedback received from

others. As young people move from early to late adolescence and their brains continue to

develop, their adolescent identity is also likely to change.

While your tween or teen may not be doing all of these, here are a few ways they may be

changing as they seek answers to the question, “Who am I?”:

 Desire to identify themselves in multiple ways outside of their role in the family

 Increase awareness of themselves as part of a peer group (for some, navigating where

they fit into the social landscape may take time and involve multiple changes)

 Consider themselves and their beliefs in relation to broader social-cultural groups like

gender, race, and religion

 Take stronger stances on social, ethical, or moral issues

 Increase stability in how they see themselves across different places and social groups

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  Begin to balance idealistic views of who they may become with a more accurate

understanding of reality

 Can make strong commitments to personal and social group identities (gender, race,

religion), but new experiences can result in further exploration and change

Identification with a peer group

Adolescents continue to refine their sense of self as they relate to others. Erikson referred to the

task of the adolescent as one of identity versus role confusion. Thus, in Erikson’s view, an

adolescent’s main questions are “Who am I?” and “Who do I want to be?” Some adolescents

adopt the values and roles that their parents expect for them. Other teens develop identities that

are in opposition to their parents but align with a peer group. This is common as peer

relationships become a central focus in adolescents’ lives.

Exploration of romantic relationships and a sense

of one’s sexuality

As children observe that their bodies are changing, they may experience a new and unfamiliar set

of social experiences. Reinforced by their first enjoyable experiences of sexual arousal, and by

their peers and culture, they become interested in forming what can become intense, romantic,

and sometimes sexualized relationships with others. Also, as these bodily changes become

visible to others, children may begin to experience being treated differently by others. For

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example, more rapidly maturing youth may experience an increase in their popularity, while their

more slowly maturing peers may experience a decline in popularity. Youth may also notice that

other people are suddenly paying a great deal more attention to how they look than they are

accustomed.

Cognitive Development in Adolescents

Cognitive development means the growth of a child’s ability to think and reason. This growth

happens differently from ages 6 to 12, and from ages 12 to 18.

Ages 12 to 18 is called adolescence. Kids and teens in this age group do more complex thinking.

This type of thinking is also known as formal logical operations. This includes the ability to:

 Do abstract thinking. This means thinking about possibilities.

 Reason from known principles. This means forming own new ideas or questions.

 Consider many points of view. This means to compare or debate ideas or opinions.

 Think about the process of thinking. This means being aware of the act of thought

processes.

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Moral Development in Adolescents

According to Piaget, youth develop the morality of cooperation, at the age of 10 years or older.

As youth develop a morality of cooperation, they realize that in order to create a cooperative

society people must work together to decide what is acceptable, and what is not. Piaget believed

that youth at this age begin to understand that morals represent social agreements between people

and are intended to promote the common good. Furthermore, they recognize people may differ in

the way they understand and approach a moral situation or problem. They also begin to

understand that the difference between right and wrong is not an absolute but instead must

consider changing variables such as context, motivation, abilities, and intentions. Contrast this to

younger youth who believe rules and laws are created by indisputable, wise authorities and

believe that rules established by these wise authorities ought never be challenged or changed.

Moreover, Piaget believed youth at this age begin to understand that the morality of a

decision does not rest solely on the outcome of that decision. For example, youth at this age

realize that running a stop sign is wrong, regardless of whether a person receives a traffic ticket

or causes a traffic accident.

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Kohlberg developed a six-stage theory of moral development. Kohlberg believed that by early

adolescence most youth have reached the mid-level of moral reasoning called the Conventional

Level. At this level, morality is determined by social norms; i.e., morality is determined by the

rules and social conventions that are explicitly or implicitly agreed upon by a group of people.

These rules and customs function to serve to the best interests of the group's majority, while

simultaneously providing a structure that maintains social order and limits discord among group

members.

Conclusion

Adolescence is a complex
developmental process that
varies substantially, both
individually and culturally.
Over the past 2 decades,
advances in the neurosciences
have shed new light on this
process, with dramatic bio-
logic changes in the brain
underlying dynamic cognitive

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and psychological shifts that
occur during this time.
Continued work in this area
likely will yield greater
understanding of adolescent
development.
When adolescent development
is successful, the result
is a biologically mature
individual equipped with a
sense
of an independent self, the
capacity to form close peer
and group relationships, and the
cognitive and psycho-
logical resources to face the
challenges of adult life.
Although many discussions of
development end with the
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completion of adolescence, the
young adult emerging
from adolescence is not a
finished product. Rather, mod-
ern developmental theorists
generally view development
as a process that continues
throughout life. Change may
not be as rapid and tumultuous
in adult life, but young
adulthood presents a new set of
developmental tasks,
such as the capacity to form
stable, intimate relationships
and the search for a fulfilling
career. In the healthy
individual, adolescent
development sets the stage for
the
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additional growth that lies
ahead.
Adolescence is a complex developmental process that varies substantially, both individually and

culturally. Over the past 2 decades, advances in the neurosciences have shed new light on this

process, with dramatic bio-logic changes in the brain underlying dynamic cognitive and

psychological shifts that occur during this time. Continued work in this area likely will yield

greater understanding of adolescent development. When adolescent development is successful,

the result is a biologically mature individual equipped with a sense of an independent self, the

capacity to form close peer and group relationships, and the cognitive and psycho-logical

resources to face the challenges of adult life. Although many discussions of development end

with the completion of adolescence, the young adult emerging from adolescence is not a finished

product. Rather, mod-ern developmental theorists generally view development as a process that

continues throughout life. Change may not be as rapid and tumultuous in adult life, but young

adulthood presents a new set of developmental tasks, such as the capacity to form stable,

intimate relationships and the search for a fulfilling career. In the healthy individual, adolescent

development sets the stage for the additional growth that lies ahead.

References
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 2. Marshall WA, Tanner JM. Variations in pattern of pubertal
 3. Marshall WA, Tanner JM. Variations in pattern of pubertal
 cence: findings from recent research. J Am Acad Child Adolesc
 changes in boys. Arch Dis Child. 1970;45:13
 changes in girls. Arch Dis Child. 1969;44:291
 https://courses.lumenlearning.com/atd-hostos-childdevelopment/chapter/social-

development/

 https://www.gracepointwellness.org/1310-child-development-theory-adolescence-12-

24/article/41173-piagets-theory-of-moral-development

 https://www.healthychildren.org/English/ages-stages/teen/Pages/Stages-of-

Adolescence.aspx

 https://www.researchgate.net/publication/5401531_Adolescent_Psychological_Developm

ent_A_Review

 https://www.stanfordchildrens.org/en/topic/default?id=the-growing-child-adolescent-13-

to-18-years-90-P02175

 Offer D, Schonert-Reichl KA. Debunking the myths of adoles-cence: findings from

recent research. J Am Acad Child AdolescPsychiatry. 1992;31:1003–10142. Marshall

WA, Tanner JM. Variations in pattern of pubertalchanges in girls. Arch Dis Child.

1969;44:2913. Marshall WA, Tanner JM. Variations in pattern of pubertalchanges in

boys. Arch Dis Child. 1970;45:13.

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Psychiatry. 1992;31:1003–1014

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