4/4 - Session 2: Youth Development
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The document discusses physical, cognitive, and social/emotional development in early adolescence (ages 11-13), middle adolescence (ages 14-18), and late adolescence (ages 19-21). It also outlines what teens need to develop positively, including family and community support through meaningful activities, high expectations, and constructive social environments.
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Family, neighborhood, religion, day care, school, peer groups, sports, and the workplace are the main agents of socialization that influence people's behaviors, attitudes, and self-concept from a young age. Later in life, resocialization may occur when taking on new roles or environments that require learning new norms, such as entering a total institution like the military, prison, or religious orders that aim to replace a person's former identity.
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The document discusses the importance of family relationships. It defines the family as the basic social unit defined by marriage, ancestry, or adoption. Family relationships are shaped by communication, shared memories and values. Good communication is important for maintaining strong family ties. Strong family relationships provide love, protection, guidance, and a sense of belonging which help children build confidence and independence. Effective discipline requires time, patience, and explaining to children what they did wrong and the consequences of their actions. Parents who experienced abuse may struggle with disciplining their own children out of fear of being abusive.
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The document discusses the important functions of family in society. It states that family is the most fundamental social institution and performs various roles including providing affection, economic support, recreation, protection, religious guidance, education, socialization, health care, cultural preservation, and social control. Through the socialization process within the family, children learn norms, values, and ideals to become socialized members of society. Overall, the family plays a key role in transmitting culture and socializing new generations.
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The document discusses the social development of adolescents and the influence of family. It states that family, especially parents, is the most influential factor. Parent-adolescent relationships involve negotiating autonomy, privacy, and individual vs. group identities. Peer relationships and friendships also play an important role by providing companionship and helping adolescents develop social skills. Autonomy increases as adolescents gain independence but still need parental support and guidance. Crowds and cliques influence social identities and relationships during this developmental period.
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Here are the key points about my family:
- Classification: Nuclear family (parents and siblings)
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This document discusses several topics related to social and personality development in adolescence including identity formation, self-concept, relationships with peers and family, sexuality, dating, and risk-taking behaviors. Key aspects addressed are Erikson's psychosocial stages of identity vs role confusion, influences on self-esteem, types of peer groups, causes of juvenile delinquency, trends in adolescent sexual behavior, factors affecting teen pregnancy rates, and sexual orientation identity development.
Chapter 1 housing and human needs
This document discusses how housing meets human needs and affects quality of life. It covers Maslow's hierarchy of needs and how different types of housing can fulfill physical, safety, love and esteem needs. Housing choices are influenced by factors like personal priorities, family relationships, costs and life stages. The types of households like nuclear families, single-parent families and extended families are reviewed. Finally, it discusses how housing impacts both personal quality of life and society's quality of life through areas like human ecology.
Written report (Moral Development in Late Childhood)
1. Jean Piaget's theory of moral development proposed three stages: pre-moral, heteronomous morality, and autonomous morality. During heteronomous morality, children see rules as fixed and view actions as either totally right or wrong. During autonomous morality, children see rules as more flexible and view intentions rather than just outcomes.
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Hwo do peers affect our upbringing
Peer influence has a greater impact on children's development than parenting styles according to the psychologist Judith Rich Harris. Children who grow up in disciplined or chaotic homes are equally likely to develop in similar ways if they mix with unruly classmates early on. During adolescence, peers account for 29% of a high schooler's time and influence their self-esteem and behavior more than family. Children and teens learn social norms from their peers and conform to their groups' styles and activities.
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Late childhood: meaning, characteristics and hazards
Late childhood: meaning, characteristics and hazards
Written report (Moral Development in Late Childhood)
Written report (Moral Development in Late Childhood)
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4/4 - Session 2: Youth Development
- 1. Ea r l y Ad o l e s c e n c e (1 1 - 1 3 ) Physical Development: - body hair - perspiration - increased oil production - growth of primary & secondary sex organs - menstruation - wet dreams - deepening voice - physical growth - sexual interest
- 2. Ea r l y Ad o l e s c e n c e (1 1 - 1 3 ) Cognitive Development: - abstract thought - limited thoughts of the future - expanded intellectual interests - deeper moral thinking
- 3. Ea r l y Ad o l e s c e n c e (1 1 - 1 3 ) Social Emotional Development: - struggle for identity - awkwardness - worry about being “normal” - recognition that parents aren't perfect - conflict with parents - influence of peer group - desire for independence - limit testing - interest in privacy
- 4. M id d l e A d o l e s c e n c e (1 4 - 1 8 ) Physical Development: - completion of puberty - physical growth continues, esp. for males
- 5. M id d l e A d o l e s c e n c e (1 4 - 1 8 ) Cognitive Development: - more abstract thought - capacity for goal setting - interest in moral reasoning - questions about the meaning of life
- 6. M id d l e A d o l e s c e n c e (1 4 - 1 8 ) Social/Emotional Development: - self-involvement - high expectations & poor self-concept - worries about being “normal” - adjustment to changing body - drive for independence - distance from parents - drive to make friends & reliance on friends - importance of popularity - love & passion
- 7. L a t e Ad o l e s c e n c e (1 9 - 2 1 ) Physical Development: - females fully developed - males continue physical growth
- 8. L a t e Ad o l e s c e n c e (1 9 - 2 1 ) Cognitive Development: - thinks ideas through - ability to delay gratification - examination of inner experiences - concerns for the future - continued interest in moral reasoning
- 9. L a t e Ad o l e s c e n c e (1 9 - 2 1 ) Social Emotional Development: - sense of identity - emotional stability - concern for others - independence & self-reliance - peer relationships important - more serious romantic relationships - social/cultural traditions regain importance
- 10. W h a t Do T e e n s Ne e d ? - physical activity - sense of achievement - identity - creative expression - positive social interactions - structure, limits, and boundaries - meaningful contributions to the world
- 11. S uppor t Family support Positive family communication Other adult relationships Caring neighborhood Caring school climate Parent involvement in schooling
- 12. E mp o we r me n t Community values youth Youth as resources Service to others Safety
- 13. B o u n d a r ie s & E x p e c t a t io n s Family boundaries School boundaries Neighborhood boundaries Adult role models Positive peer influence High expectations
- 14. C o n s t r u c t iv e Us e o f T ime Creative activities Youth programs Religious community Time at home
- 15. C o mmit me n t t o L e a r n in g Achievement motivation School engagement Homework Bounding to school Reading for pleasure
- 16. P o s it iv e V a l u e s Caring Equality and social justice Integrity Honesty Responsibility Restraint
- 17. S o c ia l C o mp e t e n c ie s Planning & decision making Interpersonal competence Cultural competence Resistance skills Peaceful conflict resolution
- 18. P o s it iv e I d e n t it y Personal power Self-esteem Sense of purpose Positive view of personal future