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Adolescent Development, physical - Coggle Diagram

- - - - one stage to the next ; after experiencing a crisis
        
        resolution has lasting effect
      - crisis/conflict made up by individual needs (psyho) + needs/ demands of society (social)
    - - industry Vs Inferiority (Age 6-12)
        
        children need opportunity to build up skill+ competencies
        
        child encouraged = sense competence, feel industrious + confident in his ability to achieve goals
        
        child who isn't = inferior, doubting= not reach potential
        
        Balance
        
        teachers= important Peer gain= importance
      - Initiative vs Guilt (3- 5 yrs)
        
        child asserts more socially (directs play)
        
        opportunity = purpose/ innovative- feel secure ability to lead
        
        if not (crisis/control)= child develops sense of guilt> inhibit creativity and social interactions in future
        
        balance (guilt is needed)
      - Autonomy Vs Shame + Doubt (18months -3yrs)
        
        child - personal control over physical skills+ independence(terrible 2's)
        
        encouraged + supported = independence + a will
        
        confident + secure- ablity to survive
        
        child criticized, controlled = feel inadequate in their ability to survive
        
        poor self esteem + overly dependent
      - Identity Vs Role Confusion (13-18 yrs)
        
        Adolescents search : sense self + personal identity by exploring personal value, beliefs + goals
        
        independent consider future: career, relationship, want to belong society
        
        2 key identities : sexual + occupation
        
        successful stage = fidelity = ability to commit their sense of self to others on the basis of accepting others even ideological differences
        
        failure: role confusion- unsure about self + place in society
        
        Response to role confusion- experiment with different lifestyles if pressured - may rebel and develop negative identity.
      - Generativity Vs Stagnation (40-65 yrs)
        
        need: generativity> make your mark, through creating/nurturing
        
        met= adult feels useful + accomplished
        
        Not = shallow involvement in the world
      - Intimacy Vs Isolation (18- 40 yrs)
        
        need: form intimate relationship with people
        
        met : love. i.e. happy relationship, commitment, safety + core
        
        Not: isolation, avoidance of intimacy, fear, commitment, loneliness, depression
      - Ego Integrity Vs Despair (65 + yrs)
        
        need contemplate our accomplishments
        
        met = develop integrity, a sense of coherence + acceptance
        
        Not = (regret) bitter, despair
        
        Virtue : wisdom-balance
      - Trust Vs Mistrust (0-18 months)
        
        infant + uncertain about their world
        
        needs stability + consistency from caregiver
        
        consistent, predictable, reliable= Hope
        
        Fear, Mistrust, suspicion, anxiety = lack of confidence
    - - understand development, not analyse/ predict
      - any stage theory = critique
  - - - "Teachers as Therapists"
        
        learning envirmoent
        
        emotional support
        
        needs
    - - problem with authority
        
        transferred
        
        teacher
    - - critique
        
        retrospective analysis
        
        limited sample
  - - - identity status
        
        diffusion - no clear commitment/direction> apathetic/withdrawn
        
        foreclosure- commitment no exploration ((career) Parents identity)
        
        Moratorium - middle of exploring identities > healthy
        
        Achievement - Explored + committed . Healthy
      - Teacher
        
        explore wide range of occupations (gender+ class) > refer to G. councillor
        
        Accepting students express themsleves
        
        focus on/ correct B. not person
      - critique
        
        identity status captures Erikson's theoretical conception of identity
        
        4 status don not operate in developmental sequence
        
        conscious exploration may not be required
  - - - Microsystem- family, friend, teacher, school
        
        influence works both ways
      - Mesosystem - interactions between the different parts of a persons Microsystem
      - Exosystemic- indirect (parents work)
      - Macrosystem - values, Law, traditions
      - Chronosystem - time, sociocultural development
    - - integrates multiple influences on development
      - Does not provide detailed mechanisms of development
- - - - importance
        
        damage =problems with cognitive strategies+ impluses
        
        short term memory
        
        blunt emotional responses/ decision making
  - - - transition speed x100
  - - - integration memory + experience
  - - - why ?
        
        imbalance in dopamine - 'reward deficiency syndrome'
        
        teens need higher dose to feel rush
        
        less ability to control their responses = risk taking
    - - brain changes = change in sleep regulation
        
        stay up later > sleep in (eveningness)
        
        school schedule = sleep deprivation
        
        irritable
        
        impulsive behaviour
        
        Depression
        
        poor academic outcomes
      - more common in boys
  - - - myth: more effective @ period of synaptic growth (childhood)
        
        childhood = good time/ not only time
    - - myth: hemispheres are divide
        
        hemispheres do process different into
        
        complex interaction between 2 hemispheres, No part of the brain is completely inactive
    - - more sensitive at periods - not exclusive
    - - little evidence
        
        serval modes = beneficial