Vega Alex Vega Erin Dietel-McLaughlin WR 13300 13 November 2011 Cause for Rebellion

During the course of ones life, many different events shape the development of a persons character but these events have the biggest impact during ones adolescent years. Adolescence begins when a child enters puberty around 13 and ends around 25 when the mind has fully developed. These years are the most important years in the development of the character of an individual as well as the emotional, physical, and psychological well being of the individual. As society has changes so does the role of an adolescent. According to Rodney Skager, the shrinking of the job market in 1930s resulted in a reservation of jobs for adult males and mandatory attendance of high school for teenagers (18). With these changes during the Great Depression, adolescence is now perceived as an extension of childhood, even though earlier it meant work for boys and marriage and childbearing for girls (Skager 18). Skager points out that at the start of the 20th century teenagers had more responsibilities but with the drastic change of the Great Depression, adolescents lost these responsibilities. As a result of this lose, teenagers try to make their own decisions and rebel against authority figures. In an effort to understand this behavior, sociologists, psychologists, and anthropologists have searched for the root cause. These studies have yielded many different results indicating several causes for adolescent behavior.

Vega One possible cause that is well known is society has a great influence on the behavior of adolescents. Changes in society during the 20th century such as the Great Depression and civil rights movements have led to changes in the family, which in turn has led to a change in adolescent behavior. As was discussed earlier, teenagers lost

responsibilities due to the shrinking of the job market and as a result teenagers are seen as bigger children. Another change that has an impact is the change in the role of women in society. Women are now allowed to go to college and work in many jobs that were originally reserved for men. According to a survey made by Catalyst.org indicates that 64.3% of families with children under the age 18 have both parents working. With both parents working, sociologist Don Edgar explains, What we do know is that for many children the child family is becoming more significant than the mother family (Qvotrup 1993). That is, children are more and more responsible for their own learning within the home and, as a consequence, the influence of siblings and peers may be increasing (117). Edgar is indicating that since childrens parents are not able to teach them what to do, the children have to look for other sources. Children will learn from siblings and friends rather than parents and as a result will grow more dependent on peers. Some children will begin to develop resentment towards their parents, which will lead to disobedience in later years. Even though families that have two working parents face their own difficulties, families with one working parent still affect a teenagers behavior. Patrick Johnson and Professor Micheline Malow-Iroff point out, The ultimate choices a child makes, whether risky or not, do not result simply from what parents have done to him or her but come as a result of how that child responds to his or her parents, as well. Children are not simply reactive organisms; they too initiate actions, and these may

Vega have important impacts on their long-term development and willingness to take risks (109). Johnson and Malow-Iroff explain that a childs character will develop from the

responses a child makes. As children make more decisions and become more explorative, they will start to develop habits based on their responses to their parents actions. Another well-known cause is the biological changes during the adolescent years. The body begins to develop and mature during the adolescent years as children begin to transition into adulthood. A common explanation for the changes in teenager moods and behavior is the change in hormones. Hormones transmit messages to different parts of the body and can produce varying responses. Some hormones are known to increase an individuals sexual interest while others regulate different functions of the body. Hormones can explain some behaviors but hormonal changes are not the only changes in the body. The human brain is still in development during the years of adolescence. According to a Time Magazine article written by Associate Dean Claudia Wallis, No matter how a particular brain turns out, its development proceeds in stages, generally from back to frontThe very last part of the brain to be shaped to its adult dimensions is the prefrontal cortex, home of the so-called executive functions-planning, prioritizing, organizing thoughts, suppressing impulses, weighing consequences (58). Wallis points out that a teenagers behavior is due to this undeveloped part of the mind. The prefrontal cortex is an important part of the mind that will second guess a decision before it is made. With this part of the brain still developing, adolescents have limited use of the prefrontal cortex, which accounts for rash and risky behavior. Also according to an article by William Stansfield, even though traits are passed on from generation to generation, some traits can be altered by environmental factors (86). The possibility of behaviors being

Vega passed on by genes has been examined with mixed results. Based on Stansfields article, some genes are passed on to the next individual while others are not. The genes that are passed along may have a specific DNA code that allows for environmental factor to change the expression of the gene and thus affect the behavior expressed by the gene. A lesser-known cause of adolescent behavior and the focus of this paper is religion. During the adolescent years, individuals begin to explore and question everything they observe. With great curiosity, a teenager will ask questions concerning the purpose of themselves and life. Religion tends to offer a response to these questions but every religion differs in their own way. As a result adolescents may have difficulty trying to decide which faith they should believe or should they follow their own faith. According to a study made by Kirsi Tirri and Brandy Quinn, By taking into account the range of spiritual sensitivities and by recognising (sic) that spirituality emerges from and is supported by these sensitivities, those who wish to encourage purpose in youth have fertile ground on which to plant seeds for positive youth development. Purpose need not be grounded in either the explicitly religious or spiritual, but youth who engage in their quest for self within a rich spiritual context (which may be a religious community) potentially have the advantages of inspirational ideology, community support and transcendent understanding in striving to achieve the authentic balance between care of self and care for others that sustained purpose requires (212-13). As can be seen, religion and spirituality are similar but not the exact same. Religion can offer stable support for those examining themselves but the search for purpose can come from the individuals quest for understanding of the larger picture. Even though religion is appealing in this instance, some adolescence may resent religion. According to Michael

Vega Rutter, The loss of reliance on moral laws laid down by the Church may have brought greater flexibility and freedom, but also it is likely to have greatly increased the need for young people to establish their own set of values and ideals. This may well provide its own stresses, as it is usually easier to rely on rules already laid down even though their

restrictions are resented (226). Rutter points out that with the change of religions role in society, teenagers have to deal with stress and may act out to try and find out what their morals are. Also an issue can arise if parents were raised with the old views of religion, since teenagers do not wish to conform to the restrictions that religion places. Religion and spirituality can be very influential in the development of an individuals character. According to a study by Chang-Ho Ji, Tonya Perry, and Dora Clarke-Pine, the effects of religion were examined; the results indicated that adolescents who followed religion naturally were more likely to follow their religions guidelines and resist peer pressure and harmful substances. On the other hand, adolescents that tried to follow a religion that does not match with them were less likely to follow their religions guidelines and exhibit riskier behavior (12). Based on their findings, religion can lead to adolescents questioning a socialistic norm or push them away and inspire delinquency. Another study by Richard Petts and Anne Jolliff examines the effects of religion on behavior with gender and race added as factors. Depending on the culture of an individual, religion either resulted in positive or negative influence on adolescent behavior. In countries where religion is strict and is seen as an important aspect of everyday life, religious adolescents showed signs of depression while nonreligious adolescents had a better quality of life. On the other hand in areas where religion built a sense of community and ethnic identity, nonreligious adolescents expressed feeling of

Vega depression (409-412). Interestingly enough, both studies indicated that depending on

religions role and purpose, adolescents exhibited distinct behaviors. If an adolescent can follow a religion naturally, then the adolescent lives life more focused on the effects their decisions have on their spiritual life. If religion is forced upon an adolescent, then the adolescent will reject the religion and explore other means for spiritual development. Also if an adolescent sees religion as a way to connect to other people and develop a sense of identity, then the adolescent will depend on religion. On the other hand if an adolescent sees religion as restrictive, then the adolescent will seek to explore and experience the world and learn morality on his or her own. The effects of religion and spirituality differ from the start of adolescence to the end of adolescence. Teenagers live at home and follow their parents rules, which may include religion. Depending on how the teenager perceived religion, that individuals religiosity will either increase or decline once he or she becomes a college student. Every individual will react differently to religion once he or she is able to choose his or her faith. A study by Mark Regnerus and Jermey Uecker observes the transformation in the role of religion among college students. According to Regnerus and Uecker on page 231: Although not normative, intense religious growth and decline can and does occur among a subset of adolescents in a relatively short period of time. While about 15-18 percent of adolescents report growth of any magnitude in some form of religiosity, and an additional 20-22 percent reported a decline . Between four and six percent of all adolescents reported a considerable increase or decrease in each measure of religiosity, suggesting some support for Ozorak's (1989) claim of religious polarization during adolescence. This finding augments the assertions

Vega that have long been made by the psychology of religionthat adolescence is the prime stage of the life course for religious conversion (Gillespie 1991; BeitHallahmi and Argyle 1997; Spilka et al. 2003). Regnerus and Uecker also point out that their data indicated that older adolescents experienced the changes in religiosity (231). Based on the data they collected, Regnerus

and Uecker are indicating that older adolescents try to find out ways of understanding the meaning of life. Some college students wish to exercise their new freedom from home by leaving behind their old self. These students look for new friends, form new habits, try new experiences, and possibly leave behind religion. At this time religion can be seen as a restriction founded by the interpretations of its leaders on the laws passed down from a higher being. Some students believe that religion prevents learning and the exploration of ones self and will abandon religion for the time being to try and find the answer to their questions. On the other hand, some students rely on religion to guide them through their life away from home. Since religion already has a set of morals, these students do not have to stress themselves with trying to figure out what is wrong and right. Also increased religious involvement could be caused by the students search for the purpose of life. In college, religion can either lead students to avoid risky behaviors and peer pressure or inspire exploration of any and all experiences in the search for truth. Some argue that religion indirectly affects adolescent behavior. According to the study by Ji, Perry, and Clarke-Pine, there is a notion that the influence of religiosity on delinquency is essentially indirect through moderators such as depression, suicidal impulse, and endorsement of church instruction (12). Based on this notion, religion does not affect delinquency because church instruction keeps adolescents from acting unruly

Vega as well as the emotional factors of adolescents. However, Ji, Perry, and Clarke-Pine counter, Those who care for their fellow men and women and the world around them

may be aware of the destructive nature of violent and criminal behaviors and accordingly want to reduce violence and crime by resorting to church and religion (12). Ji, Perry, and Clarke-Pine seem to indicate that there are adolescents who care about those around them and will look for any means to try and ensure the safety of the men and women around them. As a result, these individuals will be going against the stereotype that adolescents only care about themselves rather than others. In this case, these adolescents are rebelling against the accepted idea that adolescents are uncaring risk takers by using the stability of religion as a base for their lives. Even though society and biological development have an effect on adolescent behavior, religion also has a significant effect on behavior. Adolescents question life and search for more knowledge whether it is concrete or abstract. Religion can be used to help find those answers and help adolescents avoid risky behavior by having a set of morals. On the other hand, adolescents can see religion as another authority figure that is restricting their freedom and as a result they will try to exercise freedom and act how they wish to act. In the end adolescents gain life experience with or without religion and continue into adulthood with these experiences. Based on these experiences, these adults can then be prepared to handle the youth of the future and ensure a stable foundation for future generations.

Vega Works Cited Chang-Ho C., Ji, Tonya Perry, and Dora Clarke-Pine. "Considering Personal Religiosity In Adolescent Delinquency: The Role Of Depression, Suicidal Ideation, And Church Guideline." Journal Of Psychology & Christianity 30.1 (2011): 3-15. Academic Search Premier. Web. 14 Nov. 2011. Edgar, Don. Families as the Crucible of Competence in a Changing Social Ecology. Learning to Cope: Developing as a Person in Complex Societies. Ed. Erica Frydenberg. Oxford:New York: Oxford UP, 1999. Print. Johnson, Patrick, and Micheline Malow-Iroff. Adolescents and Risk: Making Sense of Adolescent Psychology. Westport, CT: Praeger, 2008. Print.

Petts, Richard J., and Anne Jolliff. "Religion And Adolescent Depression: The Impact Of Race And Gender." Review Of Religious Research 49.4 (2008): 395-414. Academic Search Premier. Web. 14 Nov. 2011. Regnerus, Mark D., and Jeremy E. Uecker. "Finding Faith, Losing Faith: The Prevalence And Context Of Religious Transformations During Adolescence." Review Of Religious Research 47.3 (2006): 217-237. Academic Search Premier. Web. 14 Nov. 2011. Rutter, Michael. Changing Youth in a Changing Society: Patterns of Adolescent Development and Disorder. Cambridge, MA: Harvard UP, 1980. Print. Skager, Rodney. "Extending Childhood Into The Teen Years Infantilization And Its Consequences." Reclaiming Children & Youth 18.2 (2009): 18-20. Academic Search Premier. Web. 3 Nov. 2011.

Vega 10 Stansfield, William D. "Acquired Traits Revisited." American Biology Teacher 73.2 (2011): 86-89. Academic Search Premier. Web. 14 Nov. 2011. Tirri, Kirsi, and Brandy Quinn. "Exploring The Role Of Religion And Spirituality In The Development Of Purpose: Case Studies Of Purposeful Youth." British Journal Of Religious Education 32.3 (2010): 201-214. Academic Search Premier. Web. 14 Nov. 2011. Wallis, Claudia. "The Wild World of a Teen Brain." Time Oct. 2011: 58-61. Print.