The Biological, Social And Cognitive Changes

A teenagers risk taking is a crucial part of their brains development and can significantly benefit their growth as a person. Recent test have shown that in social situations, teenagers are more likely to take risks. In the article, Beautiful Brains, the author, David Dobbs, discussed a study in which teenagers played a game alone, then with people in the room. “When teens drive the course alone, in what Steinberg calls the emotionally ‘cool’ situation of an empty room, they take risks at the same rates that adults do.” (Pbs.org) This shows that teenagers are capable of making good decisions and taking the same amount of risks as a developed adult. So many parents assume that they take unnecessary risk, when really, the teenager knows exactly

I started my adolescents around the time I was 11 (so fifth or sixth grade) and continued as one through high school. At the end of high school, and now, I am considered an emerging adult. For the sake of this essay I am going to mainly focus on my junior high years, touching a bit on myself as a freshman and sophomore in high school. While I think there are many

Since the early 1900’s psychologists have developed theories about how the human brain develops and how humans learn. Cognitive development is the construction of thought processes, including remembering, problem solving, and decision-making, from childhood through adolescence to adulthood (Wells, 2011). There are many factors that play vital roles in how we learn, some of which are intelligence, reasoning and memory.

The Biological aspects of adolescence is a period of great physical change, marked by a rapid growth spurt, the maturation of the reproductive system and continuing brain development. Adolescence are confronted with all kinds of changes within themselves mentally and physically as well as changes in how the outside world perceives them (Hutchison, 2015, pp 228). These changes can be difficult to handle if the adolescence struggles with a difficult home live, abuse or neglect. It is easy to see that Charlie is having a difficult time as a freshman in high school. He seems introverted, into his books and maybe a little bit socially awkward. He is having a difficult time making friends. He also seems nervous

Based upon scientific findings, the adolescent brain is constantly growing and changing. The character Romeo, in Shakespeare’s famous play, displays how his adolescent brain is growing and changing. For instance, in the play, it states,”She is too fair, too wise, wisely too fair, to merit bliss by making me more despair.” (1.1. 218-219) This quote reveals that Romeo is deeply in love with Rosaline but as his youthful brain changes he quickly falls in love with Juliet with little knowledge of her. Not to mention, in the article, Are teenage brains really different from adult brains, it conveys, “Teenagers experience a wealth of growth in synapses during adolescence” (Edmonds). This small excerpt informs us that the synapses that help us make reasonable decisions are at an increase. In the same source, another significant

In this paper I plan to discuss the developmental stages of adolescence. Adolescents are also referred to as "teenagers" or "young adults." Adolescence begins after the childhood stage and ends right before adulthood. The years of adolescence range from 12 years old to 21 years old. The years of adolescence can be quite a roller coaster ride. Young people in this stage encounter a great deal of changes in their life as they prepare for adulthood. I will discuss emotional, intellectual, physiological, and social domains of development and how it relates to adolescents. I will also discuss some helpful tips for teachers to aide in communicating effectively to adolescents and understanding their

Adolescence is a time of stressful transition for teenagers. They are straddling the fence between childhood and adulthood. Changes in their bodies, brains, thinking, values, friends, responsibilities and expectations cause events that are usually a time fraught with turbulence, for both the teen and their parents. This is a normal part of human development, and must be endured in order to come out the other side, hopefully well-adjusted, happy, healthy, and

People groan as they find out I teach high school, voicing their lack of understanding the teenagers in their own lives. Admittedly, I love the mind of teenagers and quickly tell people of my joy to teach this age group. After reading The Primal Teen by Barbara Strauch, I now have language and terms for what I see happen in my classroom. I find myself reflecting on my own years of adolescence as I learn how to navigate this period in their lives on the seemingly forgotten self-spectrum. As I read about the changes of the teen brain, from developing prefrontal lobes to the growth of dendrites and the pruning process to the lack of impulse control, I am often more impressed with the exuberance of the teenage brain.

Cognitive development in this stage of adolescence centers on the experiences of the adolescent and how they are processed

There are various cognitive aspects and socio-cultural aspects vital for shaping the adolescence journey to the adulthood. Hoffnung et al., (2016) explained that cognitive aspects include the development of formal operational thoughts which originates from early adolescence, more advanced in middle adolescence and late adolescence. Due to the immature frontal lobe of the brain, temporal lobe does the decision making and logical reactions in adolescence (Barkway, 2013). Hypothetical thinking develops and do not worry about the consequences and are more perspective takers. In the middle years, they start to think logically by identifying and rejecting the hypothesis and trying to find possible outcomes based on logic (Barkway, 2013). Abstract thinking develops in late adolescence,

Have you ever witnessed a teenager taking a risk? Adolescents are taking more risks than ever, such as drinking, vaping, texting while driving, having unprotected sex, and participating in extreme sports. Research suggests that there are, in fact, specific reasons why teens take risks. Three important effects of the drive to take risks in young people include dopamine, peer pressure, and a parents influence on their children.

The purpose of this issue paper is to compare and contrast two different articles one written by L.E. Berk in 2010 that explores lifespan development. The other article was written by the staff and research team at Lucile Packard Children's Hospital at Stanford in 2012 that addresses what cognitive development is and the progress of adolescence cognitive development. Cognitive development begins from the moment of birth and continues throughout life. However, this student finds the cognitive abilities are more complex during the adolescent years. Therefore, the issue this paper will address is adolescence cognitive development.

The emergence of the ability to think and understand moves from being dependent on Actions and perceptions in infancy to an understanding of the more abstract aspects of reality in childhood to the underlying abstract rules and principals in adolescence.

Adolescence is the distinct transitional stage between childhood and adulthood in human development, extending primarily over the teenage years and terminating legally when the age of majority is reached (Rathus, 2014). However in some instances, this biological, cognitive, social and emotional maturity may not be reached until a later stage and may be dictated by gender. Adolescence is characterised by rapidly changing and unpredictable behaviour (Freud, as cited in Rathus 2014), heightened and unstable emotions (Hall, as cited in Rathus 2014), disturbances in identity, the gradual development of one’s moral reasoning (Kohlberg, as cited in Rathus, 2014) and the gradual establishment of one’s independence. Several of these changes may occur at differing phases in adolescent growth. This development is categorized into three separate stages; early adolescence, middle adolescence, and late adolescence. Early Adolescence, commencing from the ages of eleven or twelve until the age of fourteen, comprises of several features such as rapid biological development and maturity, heightened stress levels and limited coping capabilities. On the other hand, middle adolescence, from the approximate age of fourteen to sixteen, involves the gradual cease of biological change, an increase in coping strategies and declined stress levels. Furthermore, late adolescence, commencing from the age of sixteen until the age of eighteen or nineteen, encompasses physical maturity, whereby the

You don’t realize as a teenager how you begin to mature until something in life impacts you in a way that nothing else has. I know that I have grown physically and more knowledgeable. I am told and I know that I am mature, but it is not a characteristic that I regularly think about until something significant happened in my life. This