PSYCH412:

The Chronological Perspective

Refers to describing adolescence based on reaching particular ages. From my experience, most researchers utilized this perspective to define the time period of adolescence, as it tends to be one of the most concrete and easily measurable approaches. However, the argument then becomes: what should be the accepted age range of this time period? For example, Steinberg (2008) refers to adolescence as encompassing the second decade of life (from 10-20 years of age), but not everyone agrees on this demarcation (Santrock, 2008). Adding to the confusion, many researchers divide adolescence even further, describing an “early” versus “middle” versus “late” stage of adolescent development. As you’ve probably already guessed, the assignment of exact age ranges for these categories is also quite varied. Finally, some researchers have even gone to describe the edges of adolescence as separate distinct periods of development that are uniquely different than adolescence itself. For example (as we’ll discuss in lesson 3) some researchers feel that by the late teens we’ve entered into a distinctly different period of development that is no longer adolescence, but is not quite adulthood. This transitional period has been referred to by researchers as emerging adulthood (Arnett, 2000). At the other end of the age range, you’ve probably heard the term “tweens” used to describe roughly ages 9-12 who are considered to be between childhood and being a teenager. Needless to say, as you read through the various articles and pieces of information keep in mind that not all researchers use the same chronological boundaries when describing adolescence.

The Biological Perspective

Implies that the beginning and ending of adolescence follows the development and completion of certain biological markers. For example (as we’ll discuss in lesson 2) some researchers analyze the development of certain puberty-related changes (such as pubic hair growth or breast development) while others look at hormone levels (e.g. changes in testosterone) or changes in brain development to describe adolescence and its boundaries. However, as with the chronological perspective, there are definitely some disagreements and concerns with this perspective as well. For example, what should the exact biological markers included? What is the appropriate ordering of these markers? Who should be analyzing these markers and are there actual differences between raters (e.g. between self-ratings and physician-ratings) on these markers (Dorn, Susman, & Ponirakas, 2003).

The Cognitive Perspective

Deals with defining adolescence based on mental abilities. For example, you probably remember hearing about Jean Piaget and his theory of cognitive development from an Introductory Psychology course. According to Piaget, one of the differentiating markers between child and adolescent thinking is the ability to practice hypothetical deductive reasoning as well as using other elements of abstract thinking. As we’ll discuss in the 3rd and 4th lesson, you’ll see that there are a great deal of cognitive markers we can use to differentiate children and adolescents in the realm of mental processing. You’ll also find that while these advancements have their benefits, there can be some pitfalls as well. In these lessons we’ll also discuss the “mental pitfalls” of cognitive development for adolescents and their implications on behavior and future development.

The Education Perspective

Relates to the transitions through various school systems. For most, adolescence includes moving from a primary to a secondary school system, such as a middle school or junior high school. The end of the period usually refers to completion/graduation from high school. While this appears to be a simplistic model to defining adolescence and its boundaries, we know that not everyone follows the same educational trajectory. Additionally, within this system there is a large amount of disagreement on what should be taught at the various levels to help prepare adolescents for the adult world. We’ll discuss these issues and others related to the education perspective particularly in the 9th and 10th lessons.

The Cultural Perspective

In a number of cultures the transition through adolescence and into adulthood often includes the preparation and completion of a distinct ceremonial rite of passage. In more traditional societies, this ceremony usually corresponds with a biological marker such as menarche (first menstruation) in girls. With boys, the ritual is less likely to focus on a biological marker and is more likely to involve demonstrations of courage, strength, and endurance (Arnett, 2007). For example, in the Yatmul Tribe of New Guinea male youth must endure a number of events testing the vary boundaries of their being to become a man. Over the course of a number of days they must endure psychological (such as having male elders rub their genitals on them), physical (breaking into the male hut while male elders throw volleys of spears and rocks at them), as well as constitutional (extensive scarification of their entire bodies) trials.

Transcript of "Suffering a Thousand Cuts"

The Social Perspective

focuses on the changes of interpersonal relationships when comparing children to adolescents to adults. Additionally, this perspective examines how society views this time period of development, is it a time of participation in society or a time of preparation for adult roles? When they become an adult, what are the status changes for the individual? For example, do you remember when you were first allowed to vote? When you began paying taxes? Or as my parents joked with me when I turned 18, that I was now an adult and could be tried in a court of law as one, just like the rest of the adult world. Thus, some definitions of adolescence include the criterion of being treated as an adult and allowing them to have the rights (and responsibilities) of an adult within the society as the upper boundary for the time period (Rice & Dolgin, 2005). You’ll find that in lesson 6 we’ll focus on the various status changes associated with becoming adult, including the benefits and responsibilities expected with these changes. Also, we’ll describe the historical course of how society has modified its view on this period of development. Finally, you'll also find elements of this perspective discussed in various other lessons, such as the sections on peers, intimacy, and family.

The Individualization Perspective

incorporates changes in identity and how we see ourselves. Additionally, this perspective focuses on issues of moral development and autonomy. Establishment of autonomy essentially reflects your ability to think and act independently as well as taking responsibility for your actions. Thus, the individualization perspective might conclude that adolescence is a time span when we struggle to discover who we are and become self-sufficient behaviorally, emotionally, and morally.