Category: Adolescence

Creating a legal definition for various ages is crucial for lawmakers in America. By establishing the boundaries between childhood, adolescence, and adulthood, it becomes possible to clarify the specifics of such periods and behaviors that the individuals might demonstrate. However, as explained by Scott (2000) in The Legal Construction of Adolescence, there are several complications connected to clearly defining the end of childhood and the overall period of adolescence. While childhood and adulthood ages can be specified by distinguishing between the childrens vulnerability and adults responsibility, adolescent populations ages are more difficult to determine due to the transitional nature of this growth period.

In the contemporary legal framework, adolescence is not properly defined. Nevertheless, it appears that not including this term in the system is a highly successful tactic that allows the policymakers to avoid additional confusion that is connected to the introduction of a new concept. As such, the categorical approach is most commonly used when managing cases of adolescents, thus relying on the concept of the age of majority (Scott, 2000). In this sense, anyone under the age of majority is legally considered a minor, eliminating the need to account for individual developmental characteristics or differences in maturity (Scott, 2000). Therefore, all people under the age of 18 are currently regarded as minors.

However, this legal framework fails to account for the numerous factors affecting young populations maturity. Given the differences in development, cognitive abilities, and the surrounding environment, some adolescents can enter the age of maturity earlier or later than 18 years. As a result, the legal definition of adulthood might not apply to some teenagers, forcing the authorities to treat all individuals below 18 as minors regardless of their actual development (Scott, 2000). Nevertheless, as perfectly explained by Scott, incorporating the multitude of factors impacting maturity is a highly strenuous task that requires significant effort from lawmakers.

Reference

Scott, E. S. (2000). The legal construction of adolescence. Hofstra Law Review, (29)2, 547598.

Adolescence is the stage of life referred as a transition stage from childhood into adulthood. It is the period between puberty and mellowness to adulthood. This stage of life is very important as it determines the kind of life in the later years. It is a critical stage that is faced by a lot of pressures such that if these pressures are not controlled they can end up ruining someones life (Coleman & Hendry, 1999).

Early adolescence start at the age of 10 to 14 while the late adolescence is from 15 to 21years in boys but girls are said to attain early maturity at the age of 19 years. This discussion analyzes of the pressure often faced in adolescence which include: peer pressure, substance abuse, dating, sexuality, and changes within family relationship among others.

To start with, peer pressure is believed to be the most pressure experienced during adolescence. It is the influence of the individual character by the mass as they try to search for their identity. By this, individuals believe in finding love, joy, and completeness of life. Peer groups do influence each other more on negative aspects rather than positive aspects. When they help one another to study and revise in their academic work then a positive influence is created.

However, in the search of their identity they find themselves engaged on negative deeds. A boy at the age of 14 years may be influenced in substance use and abuse like alcohol, marijuana, or smoking for him to be accepted in a certain group and keep the friendship. These drugs are however harmful to the health in that they do cause mental disorders and cancers among other diseases at the same time they can lead to poor performance and school dropout.

Dating is said to be very high during the adolescence. This may not be actual dating as in most cases little seriousness is put in place nor does it lead to marriage. The quality of romantic relationship when dating has some long-term effects in shaping of the personal values in regards to sexuality and the self-esteem. At the age of 10 to 14 adolescents are very anxious with love which becomes more of social life at the age of 15-19.

This is influenced as the peers try to search for the identity on their sexuality and when searching for the emotional support. There are however risks which are involved when dating due to the unhealthy relationship. Abuse is an effect which comes along when dating. Many are abused verbally, physically and more so emotionally. When they engage themselves in sexual activities, they are always at the risk of contracting STDs and the occurrences of early pregnancies which in most cases leads to abortion (Coleman & Hendry, 1999).

At this stage there are changes in the family relationships where the adolescents desire to have full control of their lives thus trying all means to wane the influence from the adults in their family setup. Parents or any adult in the family are on the other hand interested in controlling the lives of the adolescents as they fear on the dangers associated with this stage. This brings more conflict between the parents and the adolescence when the parents become more restrictive.

This can be avoided if parents practice indirect control by either engaging a relative or a friend who is close to their daughters or sons, incase of any conflict. It is dangerous to overlook or under look the pressures faced in adolescence since it is a stage that is passed through by all. Therefore, there is a need to support effective counseling at this stage while allowing an open discussion between the adults and the adolescence (Adams & Michael, 2005).

References

Adams, G., & Michael B. (2005). Blackwell handbook of adolescence. New York: Wiley-Blackwell.

Coleman, J.,& Hendry, L. (1999). The nature of adolescence. London: Routledge.

Risk-taking behavior in adolescents is a significant bother for the US healthcare system, as it negatively affects the health and well-being of the population. According to Edelman et al. (2014), automobile and other accidents, violence, drug and alcohol use, and sexual risk-taking are the most frequent negative behaviors among adolescents. Even though some risk-taking behaviors, such as driving under the influence of alcohol and having unprotected sex, have decreased, it still remains a significant problem (Edelman et al., 2014). On the physical level, risk-taking increases among adolescents as a result of changes in the brains socio-emotional system, which makes adolescents more reward-seeking, especially in front of their peers (Edelman et al., 2014). Thus, nurses need to make special considerations about health promotion for this age group.

Stress is one of the factors that affect risk-taking behaviors. According to Edelman et al. (2014), stress may lead to significant psychological problems, including anxiety, depression, hostility, and anger. Additionally, stress causes a sense of disconnection from lifes meaning (Edelman et al., 2014). As for the social consequences of stress, it can cause over-eating, excessive use of alcohol or drugs, and smoking (Edelman et al., 2014). American Psychological Association (APA, 2020) reports that the pandemic caused increased stress among adolescents and older adults due to increased uncertainty. In particular, the average stress level has risen from 5.6 to 6.1 between 2018 and 2020, as the pandemic disrupted the plans of Generation Z concerning their carrier and education (APA, 2020). Thus, it is clear that the prevalence of risk-taking behaviors among adolescents is expected to be increasing during the pandemic. Therefore, it is crucial that nurses are equipped with reliable strategies to reduce stress and risk-taking behaviors among adolescents

References

American Psychological Association. (2020). Stress in America 2020. Web.

Edelman, C., Mandle, C., & Kudzma, E. (2014). Health promotion throughout the life (8th ed.). Mosby.

Abstract

For adolescents identity development appears to be an essential issue. Identity can be seen as a combination of commitments that influence the behavioral patterns of adolescents. Therefore, this research paper examines contemporary studies intended to discover whether an identity search affects conflicts between adolescents and their parents. Literature suggests that identity development is linked to hostile interactions between family members. Additionally, findings revealed that identity development indirectly influences conflictual circumstances, leading to aggressive behavior and weak self-regulation. The studies also found evidence affirming that adolescents reevaluation of commitment negatively impacts relationships between adolescents and parents, linking back to the concepts of Eriksons theory. The results can be regarded as relevant, as the articles reviewed concerning this inquiry benefited from comprehensive and representative samples. Moreover, all the analyzed academic papers consisted of primary research, leading to unique findings and conclusions.

Introduction

Adolescence, commonly used to refer to a young adults teenage years, has several stereotypical behaviors associated with it. Most prominent is the perception that adolescents are rebellious and temperamental as a result of identity formation. They purposefully break the rules, create conflict with authority figures, and are prone to fits of melancholy and angst. If the adolescent is not allowed to form their own identity, they may suffer from identity confusion when another pre-described identity is forced upon them by peers, society, or parents (Erikson, 1974). Identity can be perceived as a series of commitments the adolescent determined for themselves, while adherence to these commitments generates self-worth. Conversely, breaking these commitments due to identity confusion or other factors often leads to negative self-worth (Erikson, 1974). Identity dimensions are likely behaviors adopted by an adolescent due to their emerging identity, ranging from a predilection for or avoidance of behaviors like aggression and exploration (Morsunbul, 2015). The adolescent creation process regarding self-identity can be linked to conflict.

Furthermore, the storm and stress of adolescent and parental relations, particularly the prevalence of conflict, can result from the interplay of parental expectations and teen self-discovery. Parents authority may easily lead to identity confusion, generating conflict with an adolescent seeking their commitments. The particular dimensions of an adolescents identity can further conflict if, for example, aggression becomes a critical element of personality (Morsunbul, 2015). In addition, creating a new identity may involve purposefully rejecting and combating the previous identity of a child to build something new. While some researchers do not find a direct correlation between identity development and conflict, most academics find a correlation between adolescent identity formation and subsequent disputes with other family members. Thus, to fully comprehend arguments supporting this position, it is essential to conduct a literature review, analyze articles, and synthesize central ideas.

Literature Review

The first research does not provide evidence that identity search and conflict are interrelated. The study by Becht et al. (2016) claims that questioning ones identity is standard during the period of adolescence. Therefore, throughout identity formation, adolescents are expected to enter this period with a collection of engagements in prominent ideological and interpersonal identity areas that are frequently based on parental beliefs and patterns. However, in adolescence, these identity patterns are questioned, and adolescents personality formation is thought to occur in emotional confusion. The study results showed that many adolescents revealed reasonably high identity confidence levels during personality formation from age thirteen to eighteen (Becht et al., 2016). However, an equivalent number of adolescents demonstrated a pattern of identity crisis in their everyday character development throughout adolescence (Becht et al., 2016). This form of extraordinary identity uncertainty was supported by weak and greatly diminishing commitment levels. Adolescents in those crisis-like developmental patterns also revealed both relatively more general and specific psychosocial adaptation difficulties. Complex behavioral alterations often follow the period of identity development due to the constant changes; however, it does not directly lead to conflictual situations.

Additionally, the literature suggests that identity searching can bring conflict in the relationship between adolescents and parents. The study by Crocetti et al. (2017) aimed to investigate mutual connections between identity processes, including commitment, in-depth search, and power of family relationships. The study examined 497 Dutch families, including adolescents and other family members, leading to almost two thousand respondents. Thus, the studys size is sufficient to consider the findings presented by the research.

The authors referred to Eriksons psychosocial theory, implying that adolescents identity can influence the nature of family relationships. Overall, the study discovered substantial evidence to support this hypothesis. Findings showed that most notable cross-lagged paths were occurring from adolescents identity to the character of household interactions. Notably, identity defined alterations in communication with parents and siblings. Subsequently, adolescents reassessment of commitment aggravated parent-child relationships, reducing paternal care (Crocetti et al., 2017). However, the study suggests that when adolescents are involved in strengthening their identity, they also develop positive relationships with their family members (Crocetti et al., 2017). In contrast, when adolescents are challenging and changing their identity, the subsequent negative relationship within a family may be causing conflicts.

Furthermore, the study has explored aggression and how searching for identity amongst adolescents affects it. This cross-sectional research was intended to measure the contribution of identity dimensions and other personality factors on aggression. The researcher collected information from 484 students from various high schools and universities in Aksaray (Morsunbul, 2015). The study suggests that exploration in-depth and ruminative exploration are critical determinants for aggressive behavior, as these exploration processes influence individuals degree of aggression (Morsunbul, 2015). Moreover, in exploration in-depth, people reassess their commitment levels and, as a result, either identify with these commitments or return to the outset position. Therefore, if the exploration process is delayed, adolescents may display even more aggression. On the other hand, the research showed that commitment dimensions did not significantly influence aggression levels. Overall, the study concluded that identity affects aggressive behaviors among adolescents. However, it indicated that some parts of the identity dimensions do not directly influence aggression. The research explains that the process of identity formation is not one-dimensional, and the proper analysis should differentiate between variations of attributes defining it.

Conflict can result from an adolescents weak self-regulation, which can come from a lack of maturity in a young adults self-identity. A 2018 study of adolescents temperament and identity found that environmental effects can lead to the development of an identity lacking maturity and prone to neuroticism (Zohar et al., 2018). Alcohol, drugs, and social inequality may lead to an immature self-identity, although such an identity is not limited to these factors. In contrast, self-regulation can be developed, leading to the creation of a more mature, conflict resistant identity. Girls were found to learn and practice self-regulation at an earlier age than boys, indicating fewer chances of developing a conflict-prone identity (Zohar et al., 2018). The study created temperament profiles for 752 twelve-year-olds, which were updated every two years, up to the age of 16, to track development and changes. The profiles were generated based on interviews and surveys of adolescents. This methodology is reliable, proving long term data; however, the study notes that of the 752 initial participants, only 628 returned two years later and only 406 two years after that.

Adolescent identity can be divided into three categories: positive identity, negative identity, and arrogant identity; however, only the latter is linked to conflict. A 2019 study found that adolescents who experienced school problems, ranging from bullying and stress to poor academic performance, were more likely to develop negative or arrogant self-identity (Saleem et al., 2019). Negative self-identity is related to a lack of self-worth and indicates the adolescents perception that they lack their peers social and academic skills (Saleem et al., 2019). However this self-identity is not correlated with a predilection towards conflict due to a lack of self-worth. In contrast arrogant self-identity is a defensive mechanism for adolescents, where self-worth is inflated despite a lack of positive characteristics. Individuals with arrogant self-identity are more likely to generate conflict, as their self-assessment does not match others assessment of themselves (Saleem et al., 2019). The study interviewed 400 randomly selected school pupils, ages 13 to 18, from four public schools. A large sample does indicate data reliability, though the focus on schools may only reveal school-related issues, without exploring familial or social conflicts.

Lastly, an adolescents predilection towards conflict and other harmful behavior may result from peer socialization. A 2017 study of adolescents in the Netherlands found a link between conflictual and delinquent behavior and the norms presented by a young adults peers (Mercer et al., 2017). Adolescents often form their own identity concerning peers and friend groups, measuring themselves against others. This can lead to identity confusion, where adolescents shift commitments. Furthermore, adolescents who identify as friends with conflict-prone adolescents are more likely to be more conflict-prone themselves (Mercer et al., 2017). Through their behavior, peers and friends create norms that become acceptable to the adolescent if their identity is related to the peer group. Thereby, if conflictual and delinquent behavior is adequate to the peer group, the adolescent is more likely to engage in such behavior (Mercer et al., 2017). The study used both interviews in combination with surveying to analyze adolescent self-identity in relation to conflict-prone action. Nearly 500 adolescents, divided into five age categories ranging from 14 to 18, were interviewed, creating a set of reliable data indicating the studys validity.

Critical Analysis of Literature

The literature reviewed regarding this research benefited from large, representative samples and mixed methods methodology. This allows for the findings to be considered reliable and externally valid. Furthermore, all the studies presented in this paper were conducted in recent years, indicating that the results are relevant. In contrast, only two studies were longitudinal, and most articles showed that identity formation is a process. This is a weakness of some of the researches as they do not cover potential changes over time. While the findings were consistent and did not contradict each other, they do not indicate the prevalence of adolescent-parent conflict, only the possible causes. However, these studies allow for a better understating of how identity formation can lead to conflict in general and with parents.

Synthesis of Literature

Overall, most articles reviewed for this research have presented sufficient evidence that links the issue of identity to conflicts between adolescents and parents. In particular, the argument stating that adolescents reevaluation of commitment worsened relationships between parents and children, linking back to Eriksons theory (Crocetti et al., 2016). Moreover, arrogant identity and the effects of peer socialization were directly associated with family conflicts based on a recent study (Saleem et al., 2019). Some researchers did not find associations between identity and conflict; however, such traits as aggression and weak self-regulation contribute to conflictual situations. All in all, only one study did not specify whether the search for identity causes conflict or aggressive behavior. Nonetheless, the study mentioned the harmful effects it may have on adolescents psychosocial adaptation, leading to the possibility of other implied dangers.

Conclusion

In conclusion, the adolescent development of a new identity can cause conflict with their parents. An essential aspect of identity is a commitment, which adolescents may change as they discover themselves. This can lead to aggravation with parents who may disagree with the adolescents new commitments or do not want their role reduced by the young adults new identity. Furthermore, conflict can arise due to the nature of the adolescents new identity, particularly if it possesses dimensions of aggression or arrogance. Self-regulation is an important aspect of limiting conflict, and often is lacking in adolescent identity. Self-regulation can also diminish due to environmental factors that determine the maturity of an adolescents self-identity. Lastly, young adults often form an identity based on peer socialization, leading to negative behavior if the peer group presents such action as acceptable. Overall, adolescent identity formation has many opportunities to generate conflict. Even more, conflict may arise if the identity itself normalizes aggression and arrogance.

References

Becht, A. I., Nelemans, S. A., Branje, S. J. T., Vollebergh, W. A. M., Koot, H. M., Denissen, J. J. A., & Meeus, W. H. J. (2016). The quest for identity in adolescence: Heterogeneity in daily identity formation and psychosocial adjustment across 5 years. Developmental Psychology, 52(12), 20102021. Web.

Crocetti, E., Branje, S., Rubini, M., Koot, H. M., & Meeus, W. (2017). Identity processes and parent-child and sibling relationships in adolescence: A five-wave multi-informant longitudinal study. Child Development, 88(1), 210228.

Erikson, E. H. (1974). Identity: Youth and crisis. Faber & Faber.

Mercer, N., Crocetti, E., Branje, S., Lier, P. V., & Meeus, W. (2017). Linking delinquency and personal identity formation across adolescence: Examining between- and within-person associations. Developmental Psychology, 53(11), 21822194. Web.

Morsunbul, U. (2015). The effect of identity development, self-esteem, low self-control, and gender on aggression in adolescence and emerging adulthood. Eurasian Journal of Educational Research, 61, 99-116. Web.

Saleem, S., Iqbal, S., & Jabeen, A. (2019). Assessing identity in adolescence: A psychometric study. FWU Journal of Social Sciences, 13(2), 2535.

Zohar, A. H., Zwir, I., Wang, J., Cloninger, C. R., & Anokhin, A. P. (2018). The development of temperament and character during adolescence: The processes and phases of change. Development and Psychopathology, 31(02), 601617.

Depression in Adolescents

Depression is described as a collection of unique symptoms associated with impairment. However, depression is best characterized as a medical condition that manifests symptoms through an individuals functionality and mood. Depression between adults and adolescents has similar clinical and diagnostic features. It is a common mental health problem amongst the youths at puberty across the globe but usually goes unrecognized and is given little to no attention (Thapar et al., 2012). Depression has proven to be a critical and severe condition for the individual, especially when left unattended, since its consequences are magnificent. The incidence of depression in the youths at puberty is notably highest among girls. Depression amongst adolescents in the middle- and low-income nations bear the highest-burden since the depression rates among these adolescents are most elevated (Thapar et al., 2012). Adolescents suffering from depression might be feeling sad from time to time, hopeless, or anxious. However, there is a scale of diagnosis for depression and the extent of depression.

Causes for Depression in Adolescence

Usually, depression is a process that has a reasoning behind it (Thapar et al., 2012). Depression amongst the young adults at the puberty stage comes in hand with several causes that one cannot imagine, and depression happens or is triggered by various reasons. This work aims to discuss and enlighten the reader. Some of the significant causes of depression among adolescents are discussed below.

An adolescents personality is the leading cause of depression. Adolescents with low self-esteem tend to hold more worries than adolescents with higher self-esteem. It is influenced by the parenting style their parents have adopted during their nurturing period. Authoritarian and ignoring parenting styles produce adolescents who have a higher rate of depression. Youth raised with an authoritarian parenting style are easily sensitive to criticism and tend to break down (Cohen et al., 2020). Therefore, an adolescents personality, which is significantly contributed by the parenting style, is the leading cause of depression amongst youths at puberty.

Substance and drug abuse are another cause of depression among adolescents. Medications of various drugs have a significant reaction on the user, especially when the prescription is misunderstood (Martsenkovskyi et al., 2020). However, it is advised when an individual feels depressed after medication; they should seek the advice of the doctor or research its side effects before taking further actions. Likewise, alcohol use and recreational drugs are other causes of depression, with an increasing number of adolescents consuming alcohol in large amounts.

The family structure citing the family history variable is a concept we have to look at as a cause of depression among adolescents. However, there is no specific gene that we can look to enable us to trace depression in a familys roots (Study identifies genes potentially linked to depression, 2018). When a family member has depression issues, an adolescent is likely to face the wrath of depression. Most adolescents tend to be attracted to the opposite gender and develop romantic relations. If the relationship is not stable, an adolescent tends to experience significant depression. Similarly, abusive families and being victims of bullying in learning institutions is a cause that leads to depression. Other adolescents have difficulty transitioning into adulthood, offering unnecessary pressure and succumbing to depression. Some adolescents take complex subjects that take them a considerable amount of time to comprehend, together with pressure from their guardians and parents to excel in academics, making them victims of depression.

Lack of or insufficient chemicals in the brain is another cause of depression in adolescence. The chemistry of the brain is a complex and developing field in the medical profession, and much is being researched about the functionality of the brain. However, depression is not certainly caused by the lack of specific chemicals in the brain but by the unique process of the functionality of nerve cells that contributes to depression.

Effective Treatment Strategies

Every adolescent has a range of depression levels that require various strategies to adopt or use. Most of the treatment strategies recommended for depression focus on the brain functionality and nerve cells responsible for regulating moods. However, practical methods for treating depression involve a change of lifestyle to an accommodative one that has less pressure, changing social life, undertaking therapy, and regular medications prescribed by a physician or doctor. Starting a therapy or counseling session with a physician or mental health service provider is the first step to treating and combating depression.

Stimulation of the brain helps treat depression among adolescents with severe depression cases. Changing a lifestyle is a simple but effective guide to treating depression that an adolescent can practice. Changing lifestyles like sleeping cycles and how they spend their time would do a lot in treating depression. However there are various treatment forms for depression, but the above discussed are the most effective and applicable to any adolescent.

References

Cohen, O., Shahar, G., & Brunstein Klomek, A. (2020). Peer victimization, coping strategies, depression, and suicidal ideation among young adolescents. Crisis, 41(3), 156-162. Web.

Martsenkovskyi, D., Napryeyenko, O., & Martsenkovsky, I. (2020). Depression in adolescents exposed to war trauma risk factors for developing depression in adolescents exposed to war trauma: Does PTSD matter? Global Psychiatry, 3(12), 4-8. Web.

Study identifies genes potentially linked to depression. (2018), 10(6), 2-6. Web.

Thapar, A., Collishaw, S., Pine, D., & Thapar, A. (2012). Depression in adolescence. The Lancet, 379(9820), 1056-1067. Web.

Introduction

It is widely believed that developing ones physical talents can also assist in developing ones personal and social skills. This includes self-confidence, interaction, taking turns, getting along with others, and other abilities of a similar nature. Their manner of life and precisely how kids view things have altered as a result of this, and as a result, they exhibit pretense. This is connected to the amusement and play fighting they watch on computers and other electronic devices. Today, children are more used to watching television to the point of displacing their reading time. Piaget, Ferschmann, Erickson, and Sigmund Freud discuss these aspects in their respective development theories across the lifetime.

Case Study Analysis: Presenting Challenges

The increasing amount of time spent watching television by youngsters aged 2 to 6 presents several issues which ultimately impact the childrens future. Screen time for children in the United States has increased from 13 to 16 hours, with most kids spending at least two hours a day consuming some media (Ferschmann et al., 2019). This has affected their cognitive outcomes because the childs physical growth aids the development of their cognitive capacities. When children move around and investigate their surroundings, they learn about the characteristics of things and their potential. Some of the videos that children see on television and in the movies are considered to have the potential to be harmful (Freud, 2021). This is because it reduces the time they have to study, which may affect their behavior and how they interact with one another.

Lifespan Theory: Piagets Cognitive Development Theory

Newborns learn about their surroundings by investigating their surroundings using their actions and senses. During this period, a wide array of cognitive capacities begins to emerge. Piaget and Vygotsky claimed that pretend play ceases when children enter elementary school (Singer, 2022). The most notable of these abilities include self-recognition, symbolic play, object permanence, and postponed imitation. Infants are entirely focused on the here and now at this period. They do not remember anything at all that is associated with this planet inside their mind. At eight months, the newborn will begin to grasp the permanence of certain items, and when those objects are absent, the infant will begin to look for them (Maree, 2022). Newborns begin to show signs of having a general symbolic function, and they can use two things to stand in for each other. When kids realize they can use words to depict emotions and things, this marks the beginning of their language development (Broderick & Blewitt, 2020). The youngster will begin to file away the knowledge he has learned about the world, give it names, and eventually remember it.

Concepts, also known as mental models, are referred to as schemas and are used to assist us in classifying and interpreting information. According to Piaget, infants construct schemas to better comprehend the world around them (Singer, 2022). By reaching adulthood, children will have developed schemas for almost every aspect of life as they continue to watch. As children acquire new knowledge, their schemas are modified in two ways: via assimilation and accommodation. People first integrate new information or experiences into their schemata (Singer, 2022). This means that people take in information similar to what they already know. Accommodation refers to how people adjust their schema in response to new knowledge (Broderick & Blewitt, 2020). This process continues when youngsters engage with the environment in which they find themselves.

Ericksons Development Theory

Children can initiate activities and exert control over their world once they reach the preschool stage, which occurs between the ages of 3 and 6. During this stage, children are active participants in social interactions and play. According to Erikson, children in preschool need to figure out how to balance their feelings of initiative and remorse (Maree, 2022). Pre-schoolers can become experts in this endeavor if they are taught how to organize their activities and accomplish their objectives while collaborating with their peers. Those that can accomplish this will grow in self-confidence and experience a greater sense of purpose. Those who are unsuccessful at this stagewith their initiative misplaced or not takenwill go on to the next.

Sigmund Freuds Development Theory

At each of the five stages of development, childrens pleasure-seeking urges are focused on a different part of the body, which Freud referred to as an erogenous zone. These zones are the bodys oral, anal, phallic, latency, and genital regions (Freud, 2021). This can describe the different changes in childrens play. However, what we can take away from Freuds theory is that personality is shaped, at least partly, by the experiences we have when we are young (Freud, 2021). Psychologists today dispute Freuds psychosexual stages as a legitimate explanation for how the development of ones personality takes place.

Intervention Process

As a strategy for intervention, he emphasizes open education, fostering increased cognitive growth in youngsters and allowing them to learn about their surroundings and adapt appropriately. According to Piaget, actions are the outcome of the structure of the mental processes arising from the childs biological makeup and environmental experiences (Singer, 2022). He felt that children of varying ages made various errors, such as spending too much time in front of a screen and not being present, because the quality rather than quantity of their intellect was responsible. In addition, Piaget hypothesized that the process of cognitive development occurs at the human bodys core. Language development depends on acquiring information and comprehension via cognitive growth. In addition, Ivan Pavlov proposes that behaviors can be learned and unlearned (Akpan, 2022). Because of this, children may modify their habit of spending too much time in front of screens by being limited in what they can view.

Individual and Cultural Differences

Throughout a persons life, they pick up bits and pieces of their culture from various sources, including their family, friends, teachers, and the media. The traditions and values that develop through time in a specific culture serve to assist people of that cultures society in performing effectively within that society and cherishing that society (Yu et al., 2020). We tend to feel that the norms and customs associated with our culture are correct. The notion that ones own culture is superior to others is ethnocentrism and is a natural consequence of growing up in a particular culture (Yu et al., 2020). On the other hand, it becomes an obstacle when it prevents people from comprehending the cultural traditions of other civilizations. The concept of cultural relativism refers to an awareness of different cultural traditions and the realization that cultural activities are best comprehended when seen from the perspective of the specific culture in question.

Understanding development entails determining which aspects are founded on cultural norms and assumptions, given that culture is an essential component of the human framework for growth and change. This comprehension is very recent, and more investigation is now being carried out (Lee & Kelley-Petersen, 2018). A significant portion of what developmental theorists have articulated in the past has been culturally bound and challenging to adapt to various cultural settings. For instance, Marees idea that adolescents struggle with identity assumes that all adolescents live in a society where they are presented with various choices and must make independent decisions about their future (Maree, 2022). In many areas of the globe, a persons identity is decided by their familys position or the norms of their culture.

Conclusion

During adolescence, the kid continues to develop physically, intellectually, and emotionally, evolving from a child into an adult. Although the most rapid cognitive changes occur throughout childhood, the brain continues to grow throughout adolescence and even into the 20s. At the same time, when teenagers acquire more complex patterns of thinking and a greater sense of self, they attempt to establish their own identities, creating meaningful affiliations with individuals other than their parents. The increased cognitive capacities obtained throughout adolescence may also give birth to new emotions of egocentrism, in which teenagers think they can achieve anything and know more than everyone else, even their parents. For that, the habit of children having too much time sent to the screen affected their cognitive capabilities. One of the interventions that can be applied to curb this issue is education and altering this behavior. Additionally, society plays a more significant role in a childs development since their habits are modeled by society.

References

Akpan, B. (2020). Classical and operant conditioningIvan Pavlov; Burrhus Skinner. in science education in theory and practice (pp. 7184). Springer.

Broderick, P. C., & Blewitt, P. (2020). The life span: Human development for helping professionals (5th ed.). In Physical and cognitive development in young adulthood, pp 427460. Pearson Education.

Ferschmann, L., Vijayakumar, N., Grydeland, H., Overbye, K., Sederevicius, D., Due-Tønnessen, P., & Tamnes, C. K. (2019). Prosocial behavior relates to the rate and timing of cortical thinning from adolescence to young adulthood: Developmental cognitive neuroscience, 40, 100734.

Freud, S. (2021). A General introduction to psychoanalysis. In The Dreams of Childhood, pp. 130180.

Lee, K. A., & Kelley-Petersen, D. J. (2018). Service learning in human development: Promoting social justice perspectives in counseling. Professional Counselor, 8(2), 146-158. Web.

Maree, J. G. (2022). The psychosocial development theory of Erik Erikson: Critical overview. The influence of theorists and pioneers on early childhood education, pp. 119133. Web.

Singer, E. (2022). Piaget and Vygotsky: Powerful inspirators for todays students in early education and developmental psychology. In Piaget and Vygotsky in XXI century (pp. 129-143). Springer.

Yu, D., Yang, P. J., Geldhof, G. J., Tyler, C. P., Gansert, P. K., Chase, P. A., & Lerner, R. M. (2020). Exploring idiographic approaches to childrens executive function performance: An intensive longitudinal study. Journal for Person-Oriented Research, 6(2), 73.

Introduction

Adolescence is a life stage that precedes reaching psychological maturity and social independence. For that reason, it involves the risks of extreme reactions to negative experiences, including impulsive decisions to end ones life. Adolescent suicide research sheds light on eight signs pointing to suicide risks, depression/relationship issues as the key causes contributing to suicidal ideation, and preventive recommendations, ranging from psychological assessments to crisis teams.

Suicide Signs, Causes, and Prevention: Research/Data: Warning Signs

In the adolescent population, the emergence of new behavioral patterns and interests can point to suicide risks. As per research reviewed by Feldman (2018), including over ten trials conducted between 2000 and 2013, eight warning signs are singled out in the adolescent population. Among them are drastic behavioral changes, preoccupations with death themes in art, talking about taking ones life, and declines in academic performance (Feldman, 2018). Other signs include making suspicious arrangements, trying to write a will, food intake abnormalities, and the symptoms of general depression, including mood, sleeping, and communication issues (Feldman, 2018). Thus, suicidal ideation has various direct and indirect manifestations in adolescence.

Common Suicide Causes and Differences between Adolescence/Adulthood

In adolescence, individuals may develop the idea of killing themselves due to dissatisfying interpersonal connections and persistent low moods. The prevalence of adolescent suicide has nearly tripled in the last 30 years to exceed 12 successful attempts per 100,000 individuals every year (Feldman, 2018). The most common causes of suicidal feelings in this demographic have not changed, with depression, family difficulties, including abuse, and issues in peer relationships acting as the leading contributors to reported incidents (Feldman, 2018). Suicide rates are much higher in adults aged 65 and older compared to adolescents, and the key motivations for taking ones life also differ considerably between the groups (Feldman, 2018). Adolescents are much less likely than their adult counterparts to attempt suicide due to severe psychiatric conditions, physical diseases causing unbearable suffering, including cancer, and financial issues (Feldman, 2018). Overall, these dissimilarities are reflective of their varying degrees of financial self-reliance and ability to withstand peer pressure.

Solutions/Suggestions for Prevention

Previous investigations into adolescent suicide suggest strategies to solve the problem and help those considering killing themselves. Case studies of an epidemic of self-killing in an unnamed Pennsylvania school in the late 1980s suggest that suicidal behaviors can be psychologically contagious (Feldman, 2018). These trends point to the need for forming school-based crisis intervention teams after a single suicide case as a preventive solution (Feldman, 2018). Guns availability in the U.S. facilitates suicidal adolescents access to the most effective means for fulfilling their plans, so stricter gun storage guidelines can also be seen as solutions (Feldman, 2018). Family violence screening strategies and school-based mental health assessments, including depression questionnaires, are other viable recommendations (Feldman, 2018). Concerning helping those with suicide-related thoughts, individual vulnerabilities, such as homosexuality, can be associated with receiving little help, suggesting the need to refer suicidal adolescents to specialized preventive services for their risk group (Feldman, 2018). Another suggestion refers to antidepressant drugs positive link to suicide risks (Feldman, 2018). It implies that helping adolescents that already receive depression treatment but suddenly develop suicidal thoughts should involve supporting their active communication with prescribers.

Conclusion

Finally, considering taking ones life as the only way to cope with suffering is a serious issue in adolescence that manifests itself in behavioral changes and unusual new interests. In this demographic group, resorting to suicide commonly stems from depression and unhealthy relationships with ones immediate social surroundings. The recommended interventions include hindering adolescents access to weapons, using crisis teams, and mental health/abuse screening at school.

Reference

Feldman, R. S. (2018). Child development (8th ed.). Boston, MA: Pearson.

A Teenager in Love by Dion DiMucci was a famous song during my adolescent years. Some of the most crucial Lyrics are Each time we have a quarrel / It almost breaks my heart (DiMucci, 2017, lines 1-2). Essentially, this was a powerful opening considering this was a love song. Other critical lines include One day I feel so happy / Next day I feel so sad / I guess, Ill learn to take / The good with the bad (DiMucci, 2017, lines 9-12). The track was primarily about social interactions, notably love, and the singer tells how a teenager can be madly in an intimate relationship despite their life circumstances. According to Berk (2018), peers become more firmly bonded into cliques as teens spend limited time with family members. Therefore, such music helped them prepare for dating by showing them how to connect and allowing them to do so without challenges.

A Teenager in Love was popular because it highlighted some of the concerns that teens were facing. For instance, adolescents aim to create social interactions during this period by finding love and someone who adores cares about and understands their emotions. When this song was released, Dion was a teenager and was one of countless teen idols. Generally, it marked the beginning of a new era for artists and audiences who adopted a more virile attitude to accomplish their youthful yearning.

A Teenager in Love reflects some of the most common adolescent concerns, such as an identity crisis. Adolescent development entails a quest for autonomy or an impression of oneself as a distinct, self-governing person (Berk, 2018). For instance, the repeated lines Why must I be / A teenager in love? (In love) (lines 38-39) show how the author questions their integrity. The ethically significant distinction between adulthood and teenagehood is that the latter aims to prepare teenagers for the period when they will have complete control over their lives (Betzler, 2021). While forming a sense of self is essential to adolescence, love is equally important. Most teenagers learn to love and be loved in return, which improves social connections. The song significantly impacted adolescents since it allowed them to experience new feelings and sensations. Essentially, this implies that A Teenager in Love triggered the strongest emotions and was relatable.

The theory that connects with the themes expressed in this song is Eriksons Theory: Identity versus Role Confusion. Erikson was the first to see identity as a critical component of adolescent development and a necessary step toward successful, joyful adulthood (Berk, 2018). DiMucci identifies as A teenager in love before describing the accompanying challenges. Understanding the self, ones values and the paths chosen to pursue in existence are all part of establishing a personality. Erikson coined the phrase identity versus role confusion to describe the psychological struggle of adolescence (Berk, 2018, p. 329). Berk (2018) argues that if teenagers previous disputes were poorly addressed or society restricts their options to those that do not fit their capabilities, they may emerge immature, aimless, and unsuited for the difficulties ahead. Autonomy is supported by a range of changes in the teenager (Berk, 2018). The adolescent vision of self gets even more complicated, well-organized, and stable when they encounter love. They can evaluate a greater array of features about themselves. As a result, they build a coherent, comprehensive view of their weaknesses and strengths through time.

References

Berk, L. E. (2018). Exploring lifespan development (4^th ed.). Pearson.

Betzler, M. (2021). The moral significance of adolescence. Journal of Applied Philosophy, 1-15.

DiMucci, D. (2017). A teenager in love lyrics. JioSaavn.

Peer pressure can be said as a social phenomenon where a pressure is exerted by members of a society and a social group which influence on a person’s behaviour though not always negative but majorly towards socially undesirable behaviour such as the ones where people are resistant or not much inclined to do.

Younger lot such as teenagers and adolescents are more vulnerable to peer pressure because of the age where being gullible is more than expected because the mind hasn’t matured properly and is still in the development stage.

It can be witnessed that Peer Pressure has a chain reaction starting from the child, moving towards pressure on parents and eventually ending with a purchase to prove that the pressure was successful in eventually making the purchase happen. This is the reason why marketers exploit peer pressure opportunities.

Teenagers and youngsters are usually vulnerable to peer pressure and have high tendency to make decisions and develop behaviours which positively comply with the peer’s expectations. For a study conducted in Botswana researchers found that the impact of peer pressure on purchase intention is quite significant, being more strongly and positively related to publicly consumed goods than the privately consumed goods (Mokgosa & Mohube, 2007). The young customer behaviours are manipulated by peer pressure as they feel it as an essential aspect to fitin their social group is aligned with the acceptability level and cope with the trends and life of their peers.

Teens influenced by peer pressure purchase what friends buy, according to the American Psychological Association, and product branding and marketing give adolescents a way to quickly identify items. Branding involves placing a manufacturing logo prominently on goods. The APA claims teen groups pay attention to products, and seek out branded products as a way to have immediate prestige with friends. Companies also target teens in print, store promotions, online and television advertisements. These promotions make it easy for teens to select the advertised products that earn acceptance from peers.

As it turns out, popularity isn’t a concern for just high school students and rock stars. According to recent research, economic and social decisions rely on perceptions of popularity, too — especially online. Peer influence can have a huge effect on purchasing decisions, investments, and markets.

Children are assuming larger roles in household consumer decisions and have also emerged as independent consumers, thus forming an increasingly powerful market segment. Children can be seen as forming, first, a primary market; second, as influencers on their parents’ decision making; and third, as potential future adult consumers. The second role is the main focus of this paper, centring on supermarket purchases. Using focus groups and in‐depth interviews, this study explores the influence of children on supermarket shopping. Participants included parents and children of families in Midlothian, Scotland. The results showed that children have a significant influence on supermarket product purchases. The factors which influence children’s product preferences are analysed, and their ability to relay their choices to their parents is considered.

The way of looking at life may influence you to change for betterment. Some of peers such as close friends, who do not pressurize to do things but rather inspire to change yourself, persuade to bring about a constructive changes in personality. Hence Peer pressure can lead to make the right choices in life, thus can have a positive impact which might enable to change the perception towards being positive as well. When it comes to buying and consumer behavior, it is always perceived that good or bad, the peer pressure imposes an impact which is in the best use of marketers. Where trendy things like Selfie Sticks or branded products such as iPhones, Androids all are getting companies a world time high of sales. Be it commodities inducing addiction, or sexual behavior there is no loss to the enterprises at all. Marketers are neutral to the fact if the perception about peer pressure is positive or not unless, to save their Corporate Image or inculcating Corporate Social Responsibilities.

Nowadays, there is a boom in online purchasing, especially by adolescents. In fact, scholars and marketers alike have long noticed the emergence of adolescent consumers and their consumption behaviors. This research aims at exploring the effect of adolescent decision‐making styles on online purchasing behavior, with peer influence as a moderating variable. An online questionnaire survey was conducted on 2,419 adolescents and further verified by regression analysis and analysis of covariance. Adolescents with planned purchase behaviors can be considered as rational consumers, in that they do not care about fashion, or recreational, hedonistic shopping consciousness, but rather focus on brand, price value, and high quality. Indeed, adolescent purchase decision making can be strengthened by peer influence.

Introduction

Development from childhood to adulthood is a complex process. Adolescence often causes individuals to question their liberation and individuality. Developmental changes such as physical, cognitive, emotional and so on that adolescents’ experience prepare them to integrate with their peers and experiment with their new-found knowledge. The drastic alteration between concrete to abstract thinking makes this period of time chaotic and can often lead to anxiety, excessive risk taking and prejudice (Dumontheil, 2014). Youth developmental theories such as Tajfel’s social identity, Kohlberg’s moral development and Steinberg’s Dual Systems attempt to understand young individuals through the obstacles they are presented with. This essay will be discussing the above stated theories and how these can be applied so that people who handle adolescents regularly are able to aid their development and reduce the inevitable unpleasantness that come with it.

Bullying

According to Tajfel’s Social Identity theory (1963) one of the greatest social change for adolescence during their development is the new importance of their peers and their independence from their families. The groups in which teenagers belong to is seen as a source of pride and self-esteem as they obtain a sense of social identity and belonging. Without say, people tend to have negative connotations of others that are perceived to be in the outgroup. The desire to belong can influence adolescents to engage in activities that they normally would not consider and base their worth in how well accepted they are in the social circle. For Example, an athlete would socialise with other athletes as they are stereotypically at the top of the hierarchy rather than intellectuals.

It is important to remember that social identity is a perception and not a fact. In order to tackle issues such as bullying in school, teachers need to challenge the perceptions of their students. This can be achieved through an interactive learning environment. When adolescents are divided from their ingroup and are compelled to interact with people they perceive to be in their outgroup it opens the path for conversation and likeability. In several studies, teachers that promote an inclusive environment can aid in reducing negative attitudes between different groups of children (McGuire, Rutland and Nesdale, 2015). Teachers should integrate groups by creating sessions where individuals are presented with hypothetical situations and are asked to work together to resolve it. Group activities that promote team work and rewards as a whole class can encourage adolescents to see themselves as a part of a larger social identity and community which in turn would lead to a reduction in bullying.

Risk Taking

Another issue that arises during adolescence is risk-taking behaviour. Steinberg’s dual system model suggests that teenagers engage in risky behaviour attributed to sensitive reactivity of the socioemotional system along with a non-attentive cognitive control (Steinberg, 2004). Studies show that this is a key factor in shaping the identities of individuals and maturing their newly found decision-making skills (Jessor, 1993).

Despite this, it can lead to adolescents practising unsafe sex, abusing drugs and using maladaptive behaviours. Parents should be able to communicate with their children in a constructive manner about the decision-making processes; the goal is to allow them to weigh the benefits and drawbacks of a situation without feeling as if they are being disciplined.

Nonetheless, Adolescents often consider their parents the enemy and so to combat this issues schools should promote the idea of peer educators. The peer educators interact with the adolescents as equals and provide a safe space to communicate about pressing issues such as their sexuality and sociability. The peer educator although older is recognised as an individual in the adolescents’ ingroup and is considered relatable. Weekly hourly sessions should be implemented in schools per classroom where students can combat issues such as unsafe sex, body image, drugs, which are conversations that adolescence might not be comfortable having with an adult or their parents. This way adolescents make informed decisions of the risks they are willing to take.

Moreover, it is possible to achieve risk-taking behaviour without it harming the individual. A risk is considered anything that goes beyond a person’s comfort zone or abilities. There are positive pathways that can satisfy this urge such as performing in school plays or learning a new instrument (Ponton, 1998). Parents should encourage adolescents to perform such tasks and school curriculums should involve innovative extracurricular activities where they are able to explore and shape their identities.

Morality

Involvement in peer groups also allow the development of individual morality. The process of moral development can be frustrating as youth explore how they contrast from their parents and often question authority. According to Kohlberg’s moral development theory (1976) , adolescents transition from the preconventional (egocentric behaviour) to the conventional stage where they compare their actions according to societies views and expectations. In one study, participants were asked how they would react to hypothetical situations. It was found that 18-year old’s still think rather egocentrically, having their own self-interest in mind whereas 22-year old’s thought more about what was socially acceptable and thinking becomes less self-centred (Jadack, 1995).

In order to combat risk-taking behaviour such as smoking governments should promote the safety of adolescents in terms of their own self-interest rather than what is socially acceptable. When advertising the harm of smoking to adolescents, interventions should focus on effects such as lung cancer that can harm the person individually. If adolescents were to be told smoking causes increase in taxes for the population due to larger medical bills or that it can reduce the well-being of those close to them, they are less likely to quit.