Running head: ADOLECENTS 1 13 ADOLESCENTS Adolescents The adolescent stage is an incredible life stage in the life course of an individual. It crosses over from childhood into adulthood. This stage occurs when an individual is between the ages of 12 and 20 years (Lavesque, 2013, p.211).Many noticeable changes are physical and are prompted by hormonal changes; however, some of these changes are emotional and psychological. On time and off-time transitions are significant during this stage since elements such as peer pressure are very high for adolescents. “The degree of acceptance that an adolescent has among his or her peers is likely to be based on the degree to which they have on time transitions”(Lavesque, 2013, p. 211). Age Norms Gender Emotions are an integral part of the adolescent stage. Many adolescents experience a wave of emotions, some of which are based on the hormonal releases taking place in their bodies. Adolescents are usually described as being impulsive as opposed to being rational and logical. The changes taking place in their bodies have a role to play in this. “Males in this age usually start to develop an interest in females” (Lavesque, 2014, p.109). Unlike males in the childhood stage who prefer to have friends of the same gender, males in the adolescent stage also prefer to establish relationships with females. These relationships may be friendship based or they may be a bit more intimate. If a male still seems to have little interest in girls at the age of 18, then this is considered as an off time transition. This male may be subjected to ridicule by his peers. At the adolescent stage, females also develop an interest in males. However, the interest in females comes at an earlier age than in males (Lavesque, 2014, p. 105). By the time the average female is 14, she already has some interests in people of the opposite sex. Females are usually more open and express themselves more succinctly than males at this stage. Thus, if a female likes a male, it is not unusual to find the female making the first move and letting the male know how she feels. This is contrary to traditional settings in which the male is expected to make the first move. If a girl has a boyfriend by the age of 14 or 15, then it is considered an on time transition. For example, every girl is expected to have a date for prom which usually occurs at the age of 17-18. If a girl is at this age attending prom without a date, then this is considered an off time transition and is frowned upon by her peers. Race& Ethnicity Race affects several elements of the development of people at the adolescent stage. Every race has a unique cultural disposition to which adolescents are expected to adhere to. However, the placing of races in certain environments has led to the development of certain patterns in the adolescent demographic that may not necessarily be ideal. Teen pregnancy is a common occurrence across all races in the United States. All races conside ...

1. Running head: ADOLECENTS 1
13
ADOLESCENTS
Adolescents
The adolescent stage is an incredible life stage in the life course
of an individual. It crosses over from childhood into adulthood.
This stage occurs when an individual is between the ages of 12
and 20 years (Lavesque, 2013, p.211).Many noticeable changes
are physical and are prompted by hormonal changes; however,
some of these changes are emotional and psychological. On time
and off-time transitions are significant during this stage since
elements such as peer pressure are very high for adolescents.
“The degree of acceptance that an adolescent has among his or
her peers is likely to be based on the degree to which they have
on time transitions”(Lavesque, 2013, p. 211).
Age Norms
Gender
Emotions are an integral part of the adolescent stage. Many
adolescents experience a wave of emotions, some of which are
based on the hormonal releases taking place in their bodies.
Adolescents are usually described as being impulsive as
opposed to being rational and logical. The changes taking place
in their bodies have a role to play in this. “Males in this age
usually start to develop an interest in females” (Lavesque, 2014,
p.109). Unlike males in the childhood stage who prefer to have
friends of the same gender, males in the adolescent stage also
prefer to establish relationships with females. These
relationships may be friendship based or they may be a bit more
intimate. If a male still seems to have little interest in girls at
the age of 18, then this is considered as an off time transition.

2. This male may be subjected to ridicule by his peers.
At the adolescent stage, females also develop an interest in
males. However, the interest in females comes at an earlier age
than in males (Lavesque, 2014, p. 105). By the time the average
female is 14, she already has some interests in people of the
opposite sex. Females are usually more open and express
themselves more succinctly than males at this stage. Thus, if a
female likes a male, it is not unusual to find the female making
the first move and letting the male know how she feels. This is
contrary to traditional settings in which the male is expected to
make the first move. If a girl has a boyfriend by the age of 14 or
15, then it is considered an on time transition. For example,
every girl is expected to have a date for prom which usually
occurs at the age of 17-18. If a girl is at this age attending prom
without a date, then this is considered an off time transition and
is frowned upon by her peers.
Race& Ethnicity
Race affects several elements of the development of people at
the adolescent stage. Every race has a unique cultural
disposition to which adolescents are expected to adhere to.
However, the placing of races in certain environments has led to
the development of certain patterns in the adolescent
demographic that may not necessarily be ideal. Teen pregnancy
is a common occurrence across all races in the United States.
All races consider pregnancy during this age as an off time
transition. However, the tolerance of the races to this off time
transition differs. Members of the African American race and
Hispanic races are a bit tolerant to girls getting pregnant at this
stage (Dacey, 2007, p. 71). The statistics on teen pregnancy by
race reveal a lot. The birth rate among black teens in the year
2013 was 39 births per 1000. White teens had a rate of 19 births
per 1000. Latina teens provided the highest statistics with 42
births per 1000 (Newman, 2011. P. 40). However, the Caucasian
race is a bit harsher on girls who get pregnant at this stage.
They are especially harsh due to the issue of abortion among
teens. 11% of all abortions in the United States are because the

3. mother is too young to take care of children. Whites account for
39% of all abortions in the country while blacks account for
28% (Newman, 2011, p. 41).
The races also have a different approach to males in the
instance of a pregnancy at this stage. In most cases, the males
are below the legal age and cannot be held financially
responsible for the pregnancy and subsequent birth. Thus, males
seem to get a “pass” when it comes to issues of teen pregnancy.
This is unlike females who are forced to bear the full burden,
not just by their families but by the society as a whole.
However, male getting a girl pregnant at the adolescent stage is
considered an off time transition. This does not mean that teen
pregnancies are rare. “The current rates are 53live births per
1000 for girls aged between 15 and 19” (Lavesque, 2014).This
is a high number which shows that teenagers are engaging in
unprotected sex at an early age.
Social Class
A major expectation for individuals at the adolescent stage is
the completion of education. For many, this stage irrespective
of their social class. If a person completes high school at this
stage and maybe gets a college admission then this is
considered to be an on time transition. However, there are still
instances of people dropping out of high school or deciding to
join college. The graduation rate for blacks is 69%, 73% for
Hispanics and 86% for whites (Newman, 2011, p.42). The
descision to join college is mostly caused by financial
constraints due to the cost of a college education in the United
States. College education in the United States costs up to
$10,000 per semester which is out of the reach of most people
(Newman, 2011, p. 43). White adolescents have a higher chance
of completing high school and moving on to college due to the
relative financial stability of their race. However, minority
groups such as African Americans and Hispanics have a higher
rate of high school dropouts and a low rate of college
enrolments (Newman, 2011, p. 43). Members of the upper and
middle class are expected to complete their high school

4. education and move on to college. If, for example, a person
completes high school and gets a job as opposed to joining
college then this is considered to be an off time transition.
However, the chances of members of the lower class joining
college are very low and they often do perhaps on scholarships
or sponsorships from well wishers, for example, an adolescent
from a poor family manages to secure a college sponsorship
then this will elevate their stature not just in their family but in
their community as a whole. The reverse is the same for an
adolescent from a wealthy family failing to join college. Such
an adolescent is likely to be considered a failure by their family
as well as the greater society as a whole.
Biological Changes
The bodies of adolescents undergo tremendous changes at this
stage. The bodies changes from the demeanor of a child to an
adult. Females usually experience changes such as the
development of the breasts and the enlarging of the hips. They
also start experiencing their menstrual cycles. “The average
female is expected to undergo these changes by the age of 19”
(Marván, Vacio, 2011, p. 460). However, changes such as the
development of the breasts are expected at an earlier age such
as 15. Development of breasts at an age later than this is
considered to be an off time transition. Off time transitions
usually have a big impact on females at this stage. There is
usually a lot of pressure on females to conform to the norm and
develop certain feminine features that make them more
appealing by society’s standards. If these features fail to
develop then it can lead to self esteem issues.
Males experience changes such as deepening of the voice and
the development of facial, chest and pubic hair. However, the
growth of chest hair isn’t a guarantee and is dependent on the
genes of an individual. The deepening of the voice is expected
to occur at the age of 13(Chen, Jackson, 2009, p. 980).
However, if a male is 18 and still does not have a deep voice
then this is considered to be an off time transition (Chen,

5. Jackson, 2009, p. 980). The males also develop exclusive male
features such as the enlargement of the penis and the dropping
of the testes into the scrotum. This marks the beginning of the
development of sexual urges in males.
Psychological Issues
Adolescents are considered to be psychologically unstable
(Daniels, Krim, 2009).Most of the decisions they make are
usually irrational and fuelled by emotions as opposed to critical
thought. This psychological state is fuelled by hormonal
changes that take place at this stage. “Adolescents experience
secretion of hormones that prompt their bodies to develop
features of an adult body” (Chen, Jackson, 2009, p. 979). These
changes are accompanied by a wave of emotions and urges
which tend to sway them away from rationality. An example of
this is the development of sexual urges and the manner in which
these urges are dealt with. An adult is likely to behave more
responsibly with regard to their sexual urges (Jaffa, 2010, p.
305). However, for adolescents the risks of engaging in
unprotected sex are a lot higher. Girls are 30% to engage in
unprotected sex at this age than boys. Approximately 13% of
adolescents are engaging in unprotected sex. As a result sex
education and adult supervision are a major requirement for
adolescents despite their mostly negative receptions of the
latter.
Adolescents are usually very passionate in life. They have a lot
of zeal and optimism for the future. This is perhaps fueled by
their inexperience with the difficulties of life. It is common to
find adolescents yeaning from a sense of independence from
their parents. However, they fail to take into account the
massive responsibilities that will come the minute they are out
of the care of their parents. At this stage a parent is usually
perceived as an obstacle to a desired lifestyle as opposed to a
valuable guardian and mentor (Jaffa, 2010, p.308). As a result
many adolescents usually have a poor relationship with their
parents characterized by animosity and disrespect as opposed to

6. love and compassion.
Relevant Theories
The person in environment lens can help in understanding
adolescents. The systems theory of the person in environment
lens is also a useful tool in understanding adolescents. This
theory interprets human behavior as the result of several
interrelated systems in which a person finds themselves.
Sigmund Freud also notes that the manner in which parents deal
with their children during the childhood and adolescent stage is
instrumental to their development as adults (Dacey, 2007). If,
for example, the parents engage the adolescents on their sexual
desires and urges they are likely to grow up to be well adjusted
adults in control of their sexual urges. Adolescents are a very
impressionable demographic (Jaffa, 2010, p.310).The systems
that are at work around them are likely to influence their
behavior. For example, two adolescents, one coming from a
family of academics and the other coming from family of drug
abusers. The former adolescent is likely to take education more
seriously as a result of the environment in which they are
raised. The case is the same for the latter teenager who is likely
to have a very high propensity to use and even abuse drugs.
Thus, it is very important for parents and guardians as well as
society as a whole to provide a holistic environment for
adolescents to grow up in (Jaffa, 2010, p.311). Bronfenbrenner
developed the ecological systems theory. This theory states that
the surroundings in an individual’s environment affect the
development of the individual in question. This is especially the
case for adolescents due to their high degree of
impressionability (Dacey, 2007). It is prudent to ensure that the
ecological environment of adolescents is filled with good and
productive constructs.
Other systems that may affect the development of adolescents
are systems established by their peers. Erickson focuses on the
development of a sense of identity and how this sense of
identity ultimately affects the manner in which a person
develops (McCarty, 2010). Adolescents usually have a high

7. desire for acceptance by members of their age group. They may
engage in extreme and irrational behavior as a means to appeal
to a certain social class of adolescents and gain more friends.
According to Erickson the influence of peer pressure on
adolescents is deterministic on the direction their lives
ultimately take. However, this is often not an ideal situation as
the adolescents may give up who they are in order to fit into a
certain peer group. Peer pressure is also very powerful among
members of this age demographic (Jaffa, 2010, p.313).
Kohlberg focuses on moral development through the life of a
person. He argues that at the adolescent stage moral practice is
preconventional (Newman, 2011). This means that the
adolescents may not necessarily have a good handle on what
moral practice is. These suggestions are in line with the
cognitive perspective. This perspective notes that adolescents
are not as well adjusted and developed cognitively as adults are.
Thus, they need some guidance when it comed to moral decision
making. These notions are echoed by Piaget who suggests that
adolescents are at the sensory stage of thinking. At this stage
they begin to think symbolically and even conceptualize
abstract ideas that are not really tangible at the moment
(McCarty, 2010).
Implications of Off Timed Transitions
Acceptance within a certain peer group is usually a major issue
for adolescents. However, in most cases this acceptance is
usually based on the ability of an adolescent to have certain on
time transitions (Daniels, Krim, 2009, p. 1482). For example, of
this is an adolescent wishing to join the school football team. If
this adolescent has not developed more of a male physique by
the time they are 15 then this might limit their ability to be
accepted into the football team. The case is the same for a
female adolescent wishing to join the cheerleading team.
Off timed transitions among adolescents usually lead to
seclusion and exclusion from certain circles. This exclusion
might lead to depression and ultimately suicide. An adolescent
might be bullied because they are in high school and are yet to

8. break their voice. Such bullying usually affects the self esteem
of the victim and might even drive them into suicide (Broaard,
2016, p. 60).
Off timed transitions also have a massive impact on the general
development of adolescents in the long run for example, joining
college at 17 or 18. If an adolescent fails to join college at this
age then this is considered an off time transition. Such an
adolescent is at risk of being left behind by peers who are
acquiring a higher education and arming themselves with the
necessary job skills to move to the next phase of their lives.
Such an off-time transition means that a given adolescent may
grow up to be in a different economic and social class from his
or her peers and this will influence the manner in which this
adolescent relates with these peers even at later stages in life.
Whenever people go to their high school reunions they
reminisce on the times that they had as adolescents (Brogaard,
2016, p. 62). However, they also discuss issues such as their
current stature in life and what they have done for themselves as
well as their families and community. In these instances the
most successful ones are the most vocal with the least
successful ones being rather silent. All this is as a result of off
timed transitions during the adolescent stage that affected the
financial and strategic placing of all these people in the
future.Off timed transitions for adolescents are a big deal and
are likely to affect their social and psychological life.
References
Brogaard, B. (2016). Against emotional
dogmatism. Philosophical Issues, 26(1), 59-77.
doi:10.1111/phis.12076
Chen, H., & Jackson, T. (2009). Predictors of changes in body
image concerns of Chinese adolescents. Journal of
Adolescence, 32(4), 977-994.
doi:10.1016/j.adolescence.2008.08.002
Dacey, J. (2007). Adolescent development. Victoria, Australia:
Thomson.

9. Daniels, A. M., &Krim, A. (2009). Helping adolescents explore
emotional issues. The American Journal of Nursing, 69(7),
1482. doi:10.2307/3454142
Jaffa, C. (2010). Psychotherapy with Adolescents. Emotional
Disorders in Children and Adolescents, 2(4), 303-315.
doi:10.1016/b978-0-08-035153-7.50023-1
Levesque, R. J. (2013). Sexual victimization by
adolescents. Adolescents, sex, and the law: Preparing
Adolescents for Responsible Citizenship, 3(2), 211-262.
doi:10.1037/10342-008
Levesque, R. J. (2014). Regulating sexually active
adolescents. Adolescents, Sex, and the Law: Preparing
Adolescents for Responsible Citizenship, 1(3), 103-137.
doi:10.1037/10342-004
Marván, M. L., & Vacio, A. (2011). A comparison of menstrual
changes expected by Pre-Menarcheal Adolescents and Changes
Actually Experienced by Post-Menarcheal Adolescents in
Mexico. Journal of School Health, 71(9), 458-461.
doi:10.1111/j.1746-1561.2001.tb07326.x
McCarthy, J. B. (2010). Adolescent Development and
Psychopathology. Lanham, MD: University Press of America.
Newman, P. R. (2011). Adolescent development. Columbus:
Merrill Pub. Co.
IT 328: Milestone One Guidelines and Rubric
Prompt: For this milestone, you will write a SWOT analysis for
a chosen scenario. First, read the three scenarios listed in the
Final Project Document and select the most interesting one. You
will use this same scenario for various project activities
throughout the course. Each milestone will continue the
scenario, building to a full project management plan that will be
completed for the final project (due in Module Seven). Certain
assumptions can be made in each scenario, and as the project

10. manager, you can build questions about the scenario into the
project management plan. Once the scenario is selected, you can
begin to work on the SWOT analysis.
The course textbook covers some sample formats for a SWOT
analysis on pages 144–145. The initial ideas for the SWOT
analysis, as outlined in the text, can be on paper, sticky notes,
PowerPoint, or even MindView software, an application
designed to help with mind mapping. Once you have developed
the main ideas, you should create a one-page SWOT analysis for
this project. There are various formats for the analysis (a simple
web search, especially by image, will show a large variety).
You can select any one of them and use it to create a SWOT
analysis. This webpage also offers some examples.
Your submission should include all four quarters of the SWOT
(strengths, weaknesses, opportunities, and threats) based on
your own analysis of the final project scenario.
Requirements of Submission: You have some latitude in how
you format the SWOT analysis. It could be a Word document
with tables or columns, an Excel document using a number of
cells, or something else entirely. The key for this milestone is
that it should be immediately apparent that all four sections are
included and there are entries for each of the four sections.
Instructor Feedback: Students can find their feedback in the
Grade Center.
Critical Elements
Proficient
Needs Improvement
Not Evident
Value
Strengths
Lists five strengths and provides support and reasoning for each

11. strength
(20-25)
Lists fewer than five strengths and/or provides little support or
reasoning for each
(18-19)
No strengths are listed
(0-17)
25
Weaknesses
Lists five weaknesses and provides support and reasoning for
each weakness
(20-25)
Lists fewer than five weaknesses and/or provides little support
or reasoning for each
(18-19)
No weaknesses are listed
(0-17)
25
Opportunities
Lists five opportunities and provides support and reasoning for
each opportunity
(20-25)
Lists fewer than five opportunities and/or provides little support
or reasoning for each
(18-19)
No opportunities are listed
(0-17)
25
Threats
Lists five threats and provides support and reasoning for each

12. threat
(20-25)
Lists fewer than five threats and/or provides little support or
reasoning for each
(18-19)
No threats are listed
(0-17)
25
Earned Total
Comments:
100%
Scenario 2: New Sales Application Implementation
Your company has a number of different locations, spread
across a wide geographical area of the state. The company is
going to start using a new application, and that application
needs to be installed at all of the physical locations. You have
been assigned the project manager role for this project.
Each location currently has a different way of keeping track of
sales and receipts. Some use pen and paper, while others use
individual Excel spreadsheets. The new application will
standardize how the company will track sales and receipts, and
the application will report in to a central server to collect all the
sales data from all the locations.
A business analyst will interview representatives from each of
the physical locations to determine how they currently do
business. They will complete a gap analysis that will reveal the
differences between their current way of doing business and

13. how the new application will require them to do business. Each
location will also need training to ensure that the users there
can use the new application once it is installed.
You will need to schedule the upgrade of the software,
hardware, and network capabilities of each location and
coordinate that with each site to ensure a minimal interruption
of business and training to ensure that people can use the new
system as soon as it is put in place.
1
Running head: MIDDLE CHILDHOOD
5
MIDDLE CHILDHOOD
Development in Middle Childhood

14. Abstract
Middle childhood is a critical stage of human development and
may be characterized by a shift in physical, psychological, and
social development. This is a period when a child faces many
problems which influence the developmental trajectory of them
being on-track or off-track compared to their age group. When
a child falls behind their age group there is an onset of
difficulties that are apparent in subsequent developmental
phases. The purpose of this paper is to discuss middle
childhood age norms, identify characteristics of having an on-
time or off-time transition, and explore the implications of
having an off-time transition. In addition, this paper will
discuss physiological, psychological, and social issues
regarding those in middle childhood and the theories associated
with its life transition.
Development in Middle Childhood
In the past 20 years, a collection of theories and empirical
evidence from primatology, anthropology, endocrinology,

15. behavior genetics, and evolutionary psychology have
modernized our understanding of middle childhood (Del
Giudice, 2014). Middle childhood initiates at age five or six
and can last until the age of 11 (Rogers, 2016). There are a
number of developmental milestones during middle childhood
where a parent or caregiver may notice a continuation of
biopsychosocial growth. This is a period when children may
face problems thereby creating concerns for their parents or
caregiver in regards to their wellbeing. According to Rogers
(2016), parents worry that their child may be susceptible to
emotional, social, and physical developmental delays, whereas
they may fall behind their peer group. Thus, it is important for
a parent or caregiver to recognize and understand what
constitutes on-track and developmental delays during middle
childhood.
Physical Development
In middle childhood, the body undergoes a small growth spurt
and is followed by a steady, but constant developmental
transition. According to Del Diudice (2016), the first eruption
of permanent molars occurs around age six and during this same
time frame, until age eight, the adrenal gland secretes
androgens. The purpose of the different hormones secreted by
the adrenal gland is to act as a chemical messenger while
traveling through the bloodstream and contacting various body
tissues, which allow them to function properly (Adrenal Extract,
2013). Androgen has many functions such as a) being
particularly a male sex hormone that constructs and maintains
the differences between being a male or female, b) playing a
role in early development of male sex organs during childhood,
and c) being an essential element during puberty for females
(Adrenal Extract, 2013).
As the body continues to develop during middle childhood,
the child’s skeletal structure begins to take its adult form and
the bones become denser (Rogers, 2016). The body starts to
retain fat and increase in muscle mass; still, boys and girls
usually have similar body structures until either sex reaches

16. puberty (Adrenal Extract, 2013). Sexual maturity occurs in
boys between age nine and 12, and occurs in girls between age
eight and 14, but research suggests that it can occur as early as
age 6 in girls from ethnic cultures (Howland, 2015). When
either sex undergoes puberty in middle childhood, distinctive
gender variances in body structure become apparent such as
breasts and curves in females, increased height and broader
shoulders in males. In addition, a body odor begins to exist due
to the presence of auxiliary hair and vocal characteristics begin
to coincide with the child’s sex (Rogers, 2016).
Rogers (2016) notes children develop and enhance their
fine motor skills during middle childhood when they actively
participate in physical activities such as running, climbing, or
other activities that require finger and hand coordination.
Rogers adds that physical activities are necessary in evolution
of the child’s motor skills. Unfortunately, in recent years there
has been a dynamic shift in the cyber domain due to around-the-
clock advancement of technology and its widespread
availability. According to Rogers (2016), the cyber domain is a
direct threat to children because it impedes on them getting the
exercise they need to refine their motor skills as technology
competes (and often wins) for their time and attention. The
lack of exercise leads to childhood obesity and creates
developmental issues in adolescence and adulthood.
There has been a 50% increase in the number of children
who are obese worldwide and a 32% increase in the U.S. since
the 1980s (Moore, Wilkie, & Desrochers, 2017). Childhood
obesity brings about a serious health risk and if childhood
obesity is not reduced, American children are at risk of living
shorter lives compared to their parents (Moore, Wilkie, &
Desrochers, 2017). If and when overweight children make it to
adulthood, they are faced with health-related problems such as
diabetes, high blood pressure, and heart complications (Moore,
Wilkie, & Desrochers, 2017).
In addition, the National Institute of Health found that children
of obese parents are more likely to fail a) tests of fine motor

17. skills, b) measures of social competence, and c) tests of
problem solving ability thereby causing an off-track
developmental transition (Parental Obesity…, 2017). Gardner’s
theory of multiple intelligences would argue that there are
different forms of intelligence utilized by the human brain that
could maintain an on-track development (Herr, 2008). Still,
current research indicates that obesity is predominately higher
among non-Hispanic black and other minority women, women
with lower education, and women who are enrolled in Women,
Infants and Children (Fisher et al, 2013). Furthermore,
Navalporto et al (2012) found that adverse household
socioeconomic conditions are correlated to predominance of
obesity in childhood, while the amount of those in low
socioeconomic status are higher in underprivileged areas. With
regard to the medical model, middle childhood is a fundamental
stage for physical development in which children need well-
balanced nutrition, positive habits, physical exercise, and
intellectual stimulation to endure lasting health (Rogers, 2016).