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Adolescence is a time of growth and maturation in the brain, and it is also a time when many new behaviours begin to emerge (most of which irritate and frustrate parents!). These changes include changes in attention, in motivation and in risk-taking behaviour. Surprisingly, many of these behaviours are a direct result of brain changes, and are completely NORMAL!
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This page is intentionally left blank PRESCHOOL PERIOD (3 to 6 years) Height and weight continue to increase rapidly. The body becomes less rounded and more muscular. The brain grows larger, neural interconnections continue to develop, and lateralization emerges. Gross and fine motor skills advance quickly. Child ren can throw and catch balls, run, use forks and spoons, and tie shoelaces. Children begin to develop handedness. Children show egocentric thinking (viewing world from their own perspective) and "centration," a focus on only one aspect of a stimulus. Memory, attention span, and symbolic thinking improve, and intuitive thought begins. Language (sentence length, vocabulary, syntax, and grammar) improves rapidly. Children develop self-concepts, which may be exaggerated. A sense of gender and racial identity emerges. Children begin to see peers as individuals and form friendships based on trust and shared interests. Morality is rule-based and focused on rewards and punishments. Play becomes more constructive and cooperative, and social skills become important. Preoperational stage Initiative-versus-guilt stage Phallic stage Preconventional morality level MIDDLE CHILDHOOD (6 to 12 years) Growth becomes slow and steady. Muscles develop, and "baby fat" is lost. Gross motor skills (biking, swimming, skating, ball handling) and fine motor skills (writing, typing, fastening buttons) continue to improve. Children apply logical operations to problems. U nderstanding of conservation (that changes in shape do not necessarily affect quantity) and transformation (that objects can go through many states without changing) emerge. Children can "decenter"-take m ultiple perspectives into account. Memory encoding, storage, and retrieval improve, and control strategies (meta-memory) develop. Language pragmatics (social conventions) and metalinguistic awareness (self-monitoring) improve. Children refer to psychological traits to define themselves. Sense of self becomes differentiated. Social comparison is used to understand one's standing and identity. Self-esteem grows differentiated, and a sense of self-efficacy (an appraisal of what one can and cannot do) develops. Children approach moral problems intent on maintaining social respect and accepting what society defines as right. Friendship patterns of boys and girls differ. Boys mostly interact with boys in groups, and girls tend to interact singly or in pai rs with other girls. Concrete operational stage I ndustry-versus-inferiority stage Latency period Conventional morality level PHYSICAL DEVELOPMENT COGNITIVE DEVELOPMENT SOCIAL/ PERSONALITY DEVELOPMENT THEORIES & THEORISTS Jean Piaget Erik Erikson Sigmund Freud Lawrence Koh Iberg ADOLESCENCE (12 to 20 years) • Girls begin the adolescent growth spurt around age 1 0, boys around age 1 2 . • Girls reach puberty aroun ...
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Brians brain
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Brian’s Brain
Can current brain research help us understand adolescent behavior? Sandy Powell Adolescent and School Health Program Alabama Department of Public Health
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Adolescent Neurons…. Connections
that receive the most neurochemical juice survive Use it or lose it
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Healthy Youth Development
Risk Factors Protective Factors
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Questions? www.adph.org/schoolhealth
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