Theories of adolescent development

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Biosocial Theories of Development
Stress the effects of biology on development
Stanley Hall: Recapitulation theory (discussed in Lecture 1
emphasized the effects of genetics and hormonal activity
on human development
 Modern Nature/Nurture Research – Twin Studies and the H-
factor
 Monozygotic (MZ) twins develop from one egg

 Dizygotic twins develop from more than one egg

 MZ twins are genetically identical

 DZ twins are not genetically identical

 Lack of concordance for MZ twins is caused by environment

 Lack of concordance for DZ twins is caused by genetics and

environment
DZ non concordance – MZ non concordance = H-factor
 (H+E) - (E) = H-factor
Brain Maturation Theories
• Rapid increase in the connections between brain cells
• Development of myelin, an insulating layer that helps
cells communicate
• Synaptic pruning of unused connections in the thinking
and processing part of the brain (called the grey matter)
• Maturation of the frontal lobes
• Physical brain changes determine changes in behaviour

Copyright © Pearson Education 2010

 Dual Systems Theory
Two neural networks in the brain develop to
their maximum potential during adolescence
The emotional/social network develops in

early adolescence
The self-control/advanced thinking and

judgement network develop in middle and late

adolescence
The “maturational imbalance” leads to poor

judgement and risky behaviour

Psychoanalytic Theory of Development
 Biology is subject to situational and environmental events
(eg: a woman’s menstrual cycle can be altered socially)
Psychoanalytic theory (Freud): development
involves resolutions of psychosexual conflicts
 Adolescence is when we must resolve all leftover conflicts over
uncomfortable sexual urges from earlier years
 Adolescence is when we crystallize a stable personality from the

fragments developed in previous years (oral, anal, phallic, and

latency periods)
 Due to these developments, adolescence is an extended period of high
stress and confusion in the otherwise normally smooth path of
development (Anna Freud)
 Most research does not support Anna Freud’s description of adolescence.
 Stress and confusion appear only during the initial “step” of stage theory
and not during the “plateau”
Psychosocial Theory of Development
 Psychosocial theory (Erikson): at each stage of
development we must resolve a “psychosocial crisis” (ie. We
must make a decision about how the social world works
and how we relate to it)
1. Trust versus mistrust (infancy - world is a place I can trust)
2. Autonomy versus shame (toddlerhood – I think I can try and
succeed)
3. Initiative versus guilt (preschoolers – I can plan and carry out tasks
on my own)
4. Industry versus inferiority (childhood and early adolescence– I get
pleasure doing things for myself and I am as good as anyone else)
Identity versus role diffusion (middle adolescence – I
know myself and accept who I am)
Intimacy versus isolation (late adolescence – I can be
vulnerable in relationships)