Understanding Adolescence: Navigating the Tween Years
Discover insights into the transition from childhood to adolescence, challenging traditional stereotypes about teenage behavior. Learn about the different periods within adolescence, and how to build strengths and communicate effectively with tweens during this crucial developmental phase.
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BOSTON COLLEGE WORLD-WIDE WEBINARS: Navigating the Tween Years Jacqueline V Lerner, Ph.D. Boston College Lynch School of Education Department of Applied Developmental Psychology 1
OUTLINE Tweens and the transition to the adolescent period Perspectives on the adolescent transition- what research says What is changing, what to expect Building strengths to reduce challenges How to parent, communicate during this time 2
What are the tweens? The years between childhood and adolescence (also considered early adolescence) Transition to adolescence (adolescence is typically thought of as the second decade of life) 3
Periods within Adolescence: Early adolescence (10-13 yrs. Old)* (TWEENS) Middle adolescence (14-17 yrs. old) Late adolescence (18-21 yrs. old) Periods roughly correspond to groupings in educational settings (i.e., early adolescence corresponds with junior high/middle school) 4
What We THOUGHT We Knew About Adolescence G. Stanley Hall (1904), of Clark University, founded the study of adolescence. Hall defined adolescence as a period of universal and inevitable, biologically- based storm and stress. Therefore, according to Hall, Anna Freud, and Erik Erikson, adolescence was a period of crisis and disturbance. These ideas resulted in the view that adolescents were "broken" or in danger of becoming "broken. For almost all of the 20th century most research about adolescence was based on this DEFICIT conception of young people. 5
Research Contradicts the Stereotypes of the Teenage Years Most young people do NOT have a stormy adolescent period. Although adolescents spend increasingly more time with peers than with parents, most adolescents still value their relationships with parents enormously. Most adolescents have core values that are consistent with those of their parents. (e.g., about the importance of education in one s life, about social justice, and about spirituality) Most adolescents select friends who share these core values. 6
The Deficit Model is Debunked! As early as the 1960s, research began to show that the deficit model was NOT in fact true: There are problems that occur during adolescence. BUT there are problems that occur in infancy, childhood, and adulthood as well. All age periods have challenges, and the fact that there are life problems in the teenage years does not in and of itself make it an especially challenging period. Adolescents who do have an especially stormy decade also tend to have had a problematic childhood as well. The stereotypes of adolescent problems evaporate in the light of actual research. 7
The Positive Youth Development (PYD) Perspective How do we keep children on a positive path through adolescence? What constitutes positive development? How does it develop? Theory and research came together in the early 2000 s We defined, measured, and conducted a 10 year study to see how it develops (we studied 7000 youth in 43 states for 10 years)
. Competence Connection Confidence PYD Caring Character 9
Competence Contribution Individual Strengths Connection Confidence PYD Reduced Risk Behavior Ecological Assets Caring Character 10
Intentional self regulation (ISR)- setting goals, garnering resources to get to the goal Hope for the future- youth see themselves in a future that is successful and satisfying Behavioral, Emotional, and Cognitive School Engagement All of these strengths are associated with higher PYD, lower Risk and higher Contribution 11
Key Ecological Assets Promoting PYD are: 1. Individuals, such as mentors, family members, and teachers 1. Physical and institutional resources, such as parks, schools and community-based youth development programs 1. Youth engagement with people and institutions 1. The accessibility of people and institutions 12
So what specifically are the tweens going to be transitioning into? And how can parents and other adults support them? 13
Changes in Adolescence: Biological Transitions Puberty Cognitive/Brain Transitions Emergence of abstract thought Social and Psychosocial Transitions Changes in social status (peer groups; privileges, driving, etc.) 14
Major Psychosocial Developments: Identity Autonomy Intimacy Sexuality Achievement Psychosocial Challenges Relationships (family and peers) 15
Physical changes (Puberty) Physical maturation can sometimes influence the degree to which youth experience challenges in adolescence. Starting to mature earlier or later than peers can cause social awkwardness. And puberty, in general, can create some discomfort in relationships between parents and children. 16
Effects of Timing of Puberty Early-maturing boys tend to be more popular, to have more positive self- conceptions, and to be more self-assured than their later-maturing peers, but are also more likely to get involved in antisocial activities. Late-maturing boys show higher levels of intellectual curiosity and have better coping skills long-term. Early-maturing girls may feel awkward and self-conscious due to the emphasis on thinness in our culture, but this is dependent on context (are her peers also early- maturing or does she stand out?) What can parents do? Monitor the peer group, help girls recognize strengths and positive features, help them in preparing for puberty. 17
Cognitive/brain changes New areas of development begin to grow extremely fast from around the age of 12 years (although they won t finish their development spurt until around age 23). These developments mean that by around age 15-16, most teens can use logic and reason (and abstraction) at an adult level. 18
What do brain changes mean? The part of the brain responsible for forward planning and thinking about the future requires more development. Teens understand the logic behind why something should or should not be done, but their ability to think through the consequences for their own lives seems limited. And the peer group is more important to them than a good decision!(Driving with many passengers increases accidents) 19
Personality changes- IDENTITY During adolescence, youth start to develop a sense of who they really are. (abstract thought allows for this!) Psychologists have called this an identity crisis (it s not a bad crisis although it can create some discomfort). (youth can handle it! Teens in our study reported that they loved being able to think about all the things they could be!) Teens have to determine who they want to be, their life philosophy and morality, the way they will display their gender, their sexuality, their politics, their social stances, a career identity, and so on. WHAT ABOUT THE ROLE OF SOCIAL MEDIA? 20
Social Media and Identity 94% of teen social media users have Facebook Average age of joining: 13-14 Recent research suggests the age of first adoption may be declining. Potential for positive and negative experiences Teens describe it as stressful and helpful. How can it be both? (feeling connected, getting positive and negative feedback, heightened social comparison, bullying) (a 16 year old in our study told us she had 3 breakups over Facebook!) 21
Social changes: What to expect While there are many, many social changes for teens, the most substantial is the progression towards becoming independent from parents- this is called autonomy Teens still value their relationships with their parents and actually hold core values in line with their parents. They are more susceptible to peer pressure for more daily aspects like dress, music, leisure activities, etc. (teens report finding comfort in knowing they can go to parents for advice and support, they do not want to break away entirely, they just want to become their own person!) 22
AUTONOMY BEHAVIORAL, COGNITIVE, and EMOTIONAL Research suggests that teenagers want to do most things about two years earlier than their parents think is appropriate. Emotional components (feeling separate from parents) Behavioral components (the growth of independent decision making) Cognitive components (developing personal beliefs and values) 23
Promoting Autonomy Maintain appropriate limits, while slowly releasing the reins and allowing youth the freedom they need to develop positively. If limits need to be set, work together on solutions, rather than dictating. Most teens want to have close relationships with parents. Use your relationship to help them understand your concerns. (teens in my study report that they would like to spend more time with their parents so don t be afraid to ask them!) Allow your teen some leeway. If they make mistakes, be a safe place for them to come home to. 24
Promote strengths Be flexible, be patient, be compassionate, be there. Monitor activities, friends, and choices without smothering. Support their goal-setting, help with planning and resources. Help them visualize their future with their goals in mind. Do what you can to help them stay engaged in school. 25
STEINBERGs 10 Basic Principle of Good Parenting 1. What you do matters 2. You cannot be too loving 3. Be involved in your child s life 4. Adapt your parenting to fit your child 5. Establish rules and set limits 6. Help foster your child s independence 7. Be consistent 8. Avoid Harsh Discipline 9. Explain your rules and decisions 10. Treat your child with respect 26
Resources Steinberg, L. (2005) The 10 basic principles of good parenting. New York: Simon and Schuster. Lerner, R. (2007) The Good Teen.Rescuing Adolescence from the Myths of the Storm and Stress Years. New York, NY: Stonesong Press. http://www.webmd.com/children/tc/growth- and-development-ages-11-to-14-years- overview 27
THANK YOU! QUESTIONS??? lernerj@bc.edu 28
