Adolescent Development

Area of
Development
Early Middle Late
Adolescence Adolescence Adolescence
(ages 12-15) (ages 15-18) (ages 18-22)
Physical Peak time of physical Develops sexuality more Achieves full physical
Growth growth— fully development
puberty Negotiates feelings of Gains more assurance
Transitions towards adult gendered about body
body attraction and sexual image
Eats and sleeps more orientation Engages in sexual activity;
Demonstrates or does not Navigates greater risks more
demonstrate behaviors that relating to likely to be partnered
may alcohol, drug use, sexual Learns to manage stress
indicate risk for eating activity and
disorders or Peak physical growth maintain health
depression stage for
Seeks support for self- male youth
esteem and
body image
Cognitive, Moves from only concrete Has the ability to think Particularly open to
Intellectual thinking to deductively, learning; a time
Development more abstract thinking, inductively, conceptually, ripe for formal / informal
including hypothetically education
hypothetical thinking Able to synthesize and use Expresses ideas with more
Concentrates on self and information efficiently linguistic
other’s May engage in celebrating skill
perceptions of self new May see many points of
Engages an “imaginary mindfulness about self view and
audience,” a (journal may claim multiple realities
mental idea of others writing, re-reading emails, as the
watching etc.) truth (relativism)
Particular intelligence Becomes more interested May claim self as a
strengths in and “producer” of
become evident (linguistic, critical of the wider world knowledge (not just a
mathematical, interpersonal, consumer)
musical)
Social, Social relationships with Tries to claim identities, Increases self-reliance
Affective peers are both Develops sense of identity
Development very important independently and in and
Acceptance with peers is relationships intimacy
often with others Expresses interest in
important—may seek Needs to belong and have vocational and
“similar” peers a sense personal life choices
as a means of affirming self of self-worth Brings to realization sexual
(e.g. May start to conform less identity
same race peers, or similarly to peer of self
athletic groups Makes choices (either
peers, etc.) Needs engagement with explicitly or
Explores racial, ethnic, diversity not) to claim sexual identity
gender, and of peers to broaden notions While relationships with
sexual identities of peers are
May enact racial and ethnic identity still important, they do not
racial/ethnic/gender May claim boldly racial define the
stereotypes as part of the identity— self
process of may seek same-race peers May feel pressures to
developing their own identity to claim
May have heightened affirm identity racial/ethnic identity in
consciousness Youth in mostly mono- different
about race (e.g. multi-racial racial spheres
youth environments may just be May reject alliances based
may feel pressure to “fit in” starting solely on
with one to realize salience of their race
racial group) racial Negotiates more
 Learns social scripts identity (particularly White knowledgably
(embedded in youth) racism as a system of
the contexts of race, Struggles with gender and privilege and
ethnicity, and sexual oppression
class) about what it means identity—often a time of Needs involvement with
to be a increased diverse
sexual person stress for GLBTQQ youth peers to continue healthy
Expresses criticism of self Tries to reconcile scripts racial and
and others about ethnic identity development
“normative” sexuality with
feelings
that may or may not be
similar
Moral Demonstrates interest in Thinks conceptually and Wrestles with personal
Development ethics of enjoys morality and
care and justice moral reasoning life choices
Respects social order, Engages in “principled Expresses interest in moral
although morality”— and
sometimes challenges it as principles are more philosophical thinking, for
well important than self and
Learns how to put ethics of laws wider world
justice Often has increased social
into action through awareness and activism
community
service
Spiritual, Enjoys presence or Conceptualizes religion as Claims authority around
Religious, absence of an issues of
Faith religious creed outside authority that can be faith
Development Expresses interest in questioned Further develops
religion that Questions faith, leading to spirituality as an
embodies one’s values deeper important part of self
Sustains faith development ownership or Engages in “faith” beyond
by disenfranchising traditional
engaging with a community Deepens religious spiritual organized religion
that identity Considers the role of faith
allows questioning May use faith as sustaining in identity
presence

Chart information from “Nurturing Children and Youth: A Developmental Guidebook,” UUA, 2005
Support for Stages of Adolescent Development
Early Adolescent (12- 15 years old)
Support a critical perspective on media images of beauty and adulthood
Promote healthy body image and self-esteem
Affirm and support the youth’s many physical, emotional and cognitive changes
Be flexible and responsive
Model respect
Provide opportunities for complex thinking and the pondering of big questions
Listen first
Recognize that challenging authority provides an outlet for new cognitive skills
Afford autonomy within limits of safety
Engage in honest, supportive talk about sexuality
Provide information and resources about healthy sexuality that affirm a range of sexualities and
gender identities
Provide outlets for questioning faith, religion and creed
Have a sense of humor!
Middle Adolescent (15 – 18 years old)
Affirm that sexuality is a healthy part of human development
Provide information about safe sex and contraception
Be available for conversation; be a sounding board
Offer fair and grounded support around risk taking; provide safety limits
Enjoy the youth’s ability to think critically, hypothetically, and conceptually
Encourage practices that celebrate youth’s mindfulness (such as journaling)
Understand that new thinking skills may result in new criticisms?
Encourage involvement in multiple realms of activity or achievement (e.g. music, faith,
community groups, sports)
Strongly encourage sustained engagement for youth with ethnically and racially diverse peers
and seek role models for Youth of Color who lack them
Learn and support youths’ realities and struggles
Engage openly with the youth about moral reasoning
Late Adolescent (18-22 years old)
Continue providing information about safe sex and contraception
Provide for self-care including stress management
Respect the privacy and intellect of the young adult
Provide complex problems and thick questions to ponder
Tie activities to broader concepts or issues (i.e. philosophical, existential, social activist lenses)
Understand tat intimacy and identity development are tied together and respect the young
adult’s attention to this aspect of life
Provide models and conversations about vocations and life choices
Celebrate and channel the young adult’s moral idealism into action
Celebrate the process of searching that is part of late adolescence