Adolescence (Material from Week 4)

Describe the physical development of the adolescent. What was his or her physical growth like during adolescence? Did he or she have a growth spurt? What about sexual maturation? When did signs of sexual maturation first appear? What was the individual’s response to reaching sexual maturity? What was his or her diet like as an adolescent? Did he or she have weight issues? Did the person notice any friends having eating disorders or problems with obesity? How did the adolescent view his or her own physical development during adolescence? Give details and examples. 

 

Describe the cognitive growth of the adolescent. Did the person’s beliefs interfere with his or her reasoning? Where does (did) the adolescent fall on Kohlberg’s levels of development? Give examples of why you placed the individual there. How did the individual fare in school? How did (does) the individual see his or her cognitive development during adolescence? Did the person exhibit the characteristics of adolescent thinking? (Table 9.2 on page 343) Be sure to give details and examples.

 

Discuss the adolescent’s identity (including ethnic identity) and self-esteem. Did he or she exhibit Marcia’s four identity statuses? What was his or her self-esteem as an adolescent? What were the influences on that? What kind of relationship did the person have with his or her parents? Did earlier parenting styles indeed play into who the adolescent was becoming? How did (does) the adolescent view himself or herself during this period in life? Discuss the adolescent’s peer and romantic relationships. How important were peers? What type of company did the adolescent keep? How much influence did the acquaintances hold? How were issues of sex and drugs handled? Did the adolescent experiment? Was peer pressure involved? What did the adolescent do with free time? How did the adolescent particularly see the issues of sex and drugs?

• 20 points–The answer clearly and fully addresses the concepts in the section. The paper reflects an understanding of the developmental concepts in the section. All concepts are addressed and supported with relevant examples. The answer uses and applies the vocabulary/terminology of developmental psychology when applicable.
• 15-19 points–The answer addresses the concepts in the section, but it is not completely developed or supported with relevant examples. The answer does not address all of the developmental concepts of the section. The answer does not use and apply the vocabulary/terminology of developmental psychology when applicable.
• 10-14 points–The answer for the section is incomplete and/or not well supported.  
• 5-9 points–An answer to the question is attempted, but the answer is wrong or examples are inappropriate.

Introduction and conclusions, APA style, references, spelling, grammar, and so forth 

• 20 points–The answer has an introduction and conclusion present, APA style is accurate, and there are no spelling or grammatical errors. 
• 15-19 points – The answer has an introduction and conclusion, may have minor errors in APA formatting, includes at least one reference, and may have minor spelling or grammatical errors.
• 10-14 points–The answer is lacking either an introduction or conclusion, has poor use of APA format, has no references, and has minor spelling or grammatical errors. The answer for the section is incomplete and/or not well supported.  
• 5-9 points–The answer does not include an introduction and/or conclusion, has poor use of APA format, has no references provided, and/or has poor spelling and grammar.

Total Points: 100