C H A P T E R

1 Introduction

"In no order of things is adolescence the

simple time of life.”
— Jean Erskine Stewart
American Writer, 20th Century

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2

11 yr. Old in 1909 versus 2009

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3

Pre Industrial Revolution: Farm Labor

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4

Industrial Revolution

Children went from working the Farms to

working the Factories

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5

Child Labor Laws & Compulsory

Education
In US, by late 1800s, many US states and
territories had passed over 1600 laws regulating
working conditions for children

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6

So what do we do with these

unemployed kids?
Compulsory Education

Keep them off the streets; Require them to go to

school.
Massachusetts: first state to enact a compulsory
education law.
Many states soon followed.
Generally, the ages of required attendance ranged
from 6-14 yrs old
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7

Birth of the Adolescent

At the turn of the 20th century, number of factors led to birth

of developmental period called adolescence.
Population in cities increased; Adults were competing for
jobs.
Demands grew for a more skilled labor force. High schools
provided training and preparatory skills that the labor force
required.
High schools also served as a “warehouse”, keeping
adolescence off the streets and out of trouble.

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8

G.Stanley Hall: Father of Adolescence

G. Stanley Hall’s Theory of Sturm und Drang(Storm and
• Stress)
Based on Darwinian theory evolution:genetically hard-
• wired as a species to go through adolescence

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9

Margaret Mead

Disagreed with Hall’s biological view

Observed different cultures who viewed the transition

from child to adult as a gradual and relatively calm
process

Believed our view of adolescence was shaped by

Sociocultural, NOT Biological factors.
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10

Inventionist/Historical View

• As discussed in beginning of lecture,

the inventionist view states that a
confluence of factors:
• 1. Economic(change in labor force)
• 2. Political(legislation protecting
children)
• 3. Social(compulsory education)

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11

How to define adolescence

• From Latin adolescere

• Period of transitions: biological,
psychological, cognitive, economic,
social
Age range:

Spans the ages of 10-21 yrs.

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12

Stages of Adolescence

Early Adolescence: 10-13(middle school)

Middle Adolescence: 14-17(high school)

Late Adolescence: 18-21(college)

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13

Emerging Adulthood

Relatively new developmental phase.

Spans 22-26.

Not much research done on this stage

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14

Today’s Adolescents

⇒Current Status of Adolescents

It is the best and worst of times.

Contexts
The settings in which development occurs;
influenced by historical, economic, social,
and cultural factors

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Today’s Adolescents
Projected Percentage Increase in
Adolescents Aged 10-19, 2025-2100.

Fig. 1.1
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16

Today’s Adolescents
Actual and Projected Number of U.S.
Adolescents Aged 10-19, 2000-2100

Fig. 1.2
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17
Social Policy and Adolescents’
Development

“As we face a new century and a new

millennium, the overarching challenge
for America is to rebuild a sense of
community and hope and civility and
caring for all of our children and youth”
- Marian Wright Edelman
Contemporary American Lawyer and
Child Advocate

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18
Social Policy and Adolescents’
Development

Social policy
A national government’s course of action
designed to influence the welfare of its
citizens.

Generational inequity
The unfair treatment of younger members of an aging
society in which older adults pile up advantages by
receiving inequitably large allocations of resources.

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19

The Global Perspective

• Youth Around The World

– Many Asian Indian adolescents accept

their parents’ choice of marital partner
– In the Middle East, many adolescents
are not allowed to interact with the other
sex—even in school

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20

The Global Perspective

• Global Traditions and Changes

– Health and well-being

– Gender
– Family
– School
– Peers

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21

The Nature of Development

Development:
The pattern of change that begins at
conception and continues through
the life span

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22

Development Processes
Developmental Changes are a Result of Biological,
Cognitive, and Socioemotional Processes

Fig. 1.3
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23

Development Processes

Biological
processes
Biological, Physical changes
Cognitive, and within an
Socioemotional individual’s body.
Processes

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24

Development Processes

Biological,
Cognitive, and
Socioemotional
Processes Cognitive
processes
Changes in
thinking and
intelligence.

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25

Development Processes

Biological,
Cognitive, and
Socioemotional
Processes Socioemotional
processes
Changes in
relationships, emotions,
personality,
and social contexts.

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26

Periods of Development

• Childhood
– Prenatal Period
– Infancy
– Early Childhood
– Middle and Late Childhood

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27

Periods of Development

• Adolescence
– Early Adolescence
– Late Adolescence

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28

Periods of Development

• Adulthood
– Early Adulthood
– Middle Adulthood
– Late Adulthood

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29

Developmental Transitions

• Childhood to Adolescence
– Puberty
– Increased decision making
– Seek increased independence

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Developmental Transitions

• Adolescence to Adulthood
– Youth
– Emerging adulthood
– Personal responsibility, independent
decisions and financial independence

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31

Developmental Issues

• Nature interacts
with nurture
• Nature vs. Nurture
• Continuity vs.
Discontinuity
• Early vs. Later
Experience

Fig. 1.6
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32

Evaluating the Developmental Issues

• History
• Science
• Biological Processes
• Cognitive Processes
• Social and Personality Development
• Contexts
• Problems
• Reflective and Critical Thinking
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33

Taking it to the Net

• Master the material in this chapter by

visiting the Online Learning Center:

http://www.mhhe.com/santrocka11

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