Chapter 5 The Teen Years: Growth & Development



Chapter 5 The Teen Years: Growth & Development

1. the physical transformation from a child to an adult capable of reproduction

2. rapid increases in height and weight, such as those associated with puberty

3. when body parts grow at different rates

4. focused primarily on one’s own concerns

5. the ability to think about thinking

6. the links between brain cells that develop when actions are repeated

7. trying to do many things at the same time

8. independence that includes personal responsibility and decision making

9. being able to bounce back after a defeat or setback

10. feeling incapable of being defeated or having anything bad happen to you

11. Changes are linked to puberty. This process begins when the pituitary gland, located at the base of the brain, signals the endocrine system to release specific hormones.

12. Growth is marked by growth spurts. Growth does not always occur in an orderly way. Hormone shifts trigger sexual development. Growth continues even after sexual maturity is reached.

13. Girls, as a group, mature before boys. Those who develop early must deal with being out of sync with their classmates. Young teens are dealing with changing bodies and unfamiliar feelings. They may be self-conscious. They experience egocentrism. Body image is a major concern. Teens are concerned about their personal appearance and attractiveness. Older teens may be uncomfortable with how well their body meets perceived cultural expectations. Dieting is an issue.

14. • developing abstract thinking

• significant changes in brain development

• meeting school challenges

• setting goals for the future

15. to grasp abstract concepts such as honor and freedom; to think about the future; to consider multiple solutions to problems and the potential consequences of each; to figure out why things are the way they are; to understand complex math problems; to think critically about a person’s own thinking (metacognition)

16. there is evidence that the teen years are a window of opportunity for boosting lifetime cognitive ability. Neural connections can be strengthened through activities that repeatedly stimulate the brain.

17. most teens understand that doing well in high school is important to future career options and success. Teens often juggle many things at once including school, work, outside activities, and friends. Many students’ academic performance declines during adolescence due to many distractions, concerns, and multitasking.

18. students begin to think seriously about career goals or at least the short-term future. As teens mature, their improved thinking skills make them better able to understand the long-term effects of their decisions. Teachers, school counselors, employers, parents, and other adults play an important role in helping teens navigate decisions.

19 • redefining self

• moving toward independence

• refining relationships

• dealing with emotional changes

20. working to establish a personal identity, independent of parents; seeing oneself as a male or female; trying out different roles and integrating opinions of others in formulating their sense of self

21. there is a drive for autonomy. Establishing independence from others, especially family, is an important part of establishing identity. Rules and limits should gradually loosen as teens show they are ready for additional independence, once they prove that they are reliable and trustworthy. Teens are building skills needed to become self-sufficient adults.

22. that with teens’ emerging abilities to think critically and the corresponding push toward independence, the importance of various types of relationships changes.

A. Having friends gives a sense of belonging. Popularity is very important. Teens are very influenced by peers. Older teens are able to develop friendships with peers that are close and more long-lasting. Extracurricular activities provide opportunities for teens to meet new people and develop social skills. Electronic communication is changing the way people interact.

B. For young teens, there are

different levels of interest in

the opposite sex. For many,

shyness, awkwardness, and

fear of rejection are obstacles.

Socializing in groups is common.

Some pairing off begins to

occur. Older teens still enjoy

group social activities, but some are in dating relationships.

Some teens become sexually active. Most, realizing the risks involved or conflicts with their personal values, decide to delay sexual relationships. Some teens experience abusive relationships.

C. In order for teens to learn the

skills they need to become

independent adults, parents

must gradually give them more freedom and less supervision.

Teens often push for more independence. Parents must set guidelines that strike a balance. Teens often question or reject the views and values of their family.

23. experiencing anxiety from causes ranging from size or looks to falling

behind at school or problems with relationships. Having someone to listen can be helpful. Sports and activities can be good outlets for stress. Many can bounce back after a defeat or setback. Others adopt coping behaviors that are self-defeating such as using alcohol and other drugs, reckless drinking, sex, or joining gangs. These make problems worse. Notifying a counselor or other person in authority can help.

24. Teens’ beliefs about right and wrong and what is fair and right continue to evolve. Teens tend to see moral decisions in all-or-nothing terms. They are often idealistic and concerned about their personal impact on the world and embrace moral issues with conviction.

25. deciding for themselves the type of people they will be. This involves evaluating, choosing, and committing to specific values and ideals. Teens must consider what kind of adult they want to be. Many look to role models.

26. teens believing that nothing bad will happen to them regardless of what they do. This causes them to engage in high-risk behaviors. Brain development may play a role in risk-taking behavior. Teens with low self-esteem and those who struggle in school may be more likely to engage in high-risk behaviors. Negative peer influence as well as teens from families with less parent-teen communication and lack of parental supervision are more likely to take risks. Engaging in high-risk behaviors can have lifealtering consequences. Teens who decide their personal limits before situations actually arise can make appropriate decisions when they are under pressure.

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