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Teenagers Social Development
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Socio-emotional development occurs through a series of stages. These stages are comprised of conflicts between the self (due to maturation-for example, puberty) and social norms (cultural expectations of the maturing child). Therefore, individuals are shaped by other individuals who, in turn, are shaped by their culture and social institutions. Each stage presents potentials, and new way of interacting with the world. The best resolution is to balance between both ends.
Children are not little adults. Until they reach the age of 15 or so they are not capable of reasoning as an adult. The human brain is not fully developed until late adolescence or in the case of males sometimes early adulthood. We often expect children to think like adults when they are not yet capable of doing so. It is important that parents know what to expect from their child as they develop and to be sure that the expectations they may have for their child at a given age are realistic. | Age | Stage | Psychosocial Development | Ages 9-11
(Grades 4-6) | • thinks logically about concrete events
• reversibility
• begins mental representation
• learns to break things up into steps | Industry vs. Inferiority
The child moves to an emphasis on work
(school work/academic performance).
Learns to be competent and effective at activities
valued by adults and peers, or feels inferior. | Ages 12-14
(Grades 7-8) | • abstract reasoning/ability to generalize
• logical thinking
• able to manipulate mental representations | Identity vs. Role Confusion
Because of the pubertal changes, the adolescent enters the crisis of personal identity.
Either establishes a sense of self-image and a social identity or become confused about who s/he is and what s/he wants to do in life. | Ages 15-18
(Grades 9-12) | • abstract reasoning and logical thinking
more consistently applied
• more complex reasoning
and mental hypothesis testing | Identity vs. Role Confusion
The adolescent continues the conflict of ego identity versus role confusion.
Adolescents should experiment with a number of possible identities before choosing a final, personal identity. |
Ages 9-11 | Characteristic Behaviors | Needs | Learns to apply experience.
Likes to explore ideas.
Interests change rapidly.
Develop simple or incomplete plans.
Gains understanding of exchange of resources for goal.
Interested in community, country and in other countries and people.
Sets short goals.
Has difficulty in delaying immediate pleasure for future goals.
Cannot predict future consequences of present actions.
Likes group activity, most comfortable with peers of the same sex.
Groups are of short durations and changing membership.
Participates as a member of a team and contributes to group effort. Enjoys cooperation.
Able to perceive two points of view.
Learns to share tools while working together or to share part of what one has.
Learns about self through relationships.
Admires and imitates older boys and girls.
Starts to establish individual identity separate from parents.
Shows independence through disobedience and rebelliousness.
May have wide mood swings. | Wide variety of learning experiences.
Critical thinking tasks about what can be seen, felt, touched, etc. (concrete, hands-on projects).
Training in skills, but without pressure.
Reasonable explanations without talking down.
Short-term projects. Simple, short directions.
Friends and membership in groups.
Independence and individuality, within a secure framework of appropriate rules and guidelines, support, and supervision.
An atmosphere of acceptance. Recognition and praise of doing good work. Use teen leaders as role models.
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Ages 12-14
| Characteristic Behaviors | Needs | Begins to think abstractly; learns what questions to ask to get more information.
Prefers "active" to "reflexive" learning.
Develops more complete plans; involves others in planning.
Makes simple budgets for financial resources.
Capable of introspections. Interested in "thinking about thinking."
Begins to plan ahead. Is able to set long-term goals.
Emerging future orientation.
Reaches out to the community.
Maturing socially, often conforming to group culture.
Negotiates personal and group needs.
Continues membership in groups, with loyalty stronger in boys than in girls.
Explores opposite sex activities.
Develops mediation and negotiation skills.
Sees mutual benefits of sharing and working together.
Is self-conscious and concerned with physical development.
May develop "hero" worship and idolize adult, or develop "crush" on older youth/adult.
Peer pressure grows, but still depends on adult guidelines.
Begins to question authority and adult values.
Struggles with autonomy vs. dependence. | Carefully planned activities for the widely varied group.
Involvement in the actual planning and implementation of activities.
Opportunities for greater independence and for carrying more responsibility without pressure.
Warm affection and sense of humor in adults. No nagging, condemnation, or talking down.
Sense of belonging, acceptance by peer group.
Peer groups effective. Use peers as teachers.
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Ages 15-18 | Characteristic Behaviors | Needs | Is able to think abstractly; organizes, processes, and maintains information.
Is able to conduct systematic inquiry.
Makes, implements, assess and adjusts more complete plans.
Is able to prepare budgets. Is able to generate and invest financial resources.
Capable of introspections and can think about his/her own thoughts and feelings.
Implements strategies for reaching long-term goals; can plan for future.
Understands cause-and-effect relationships.
Demonstrates understanding, friendliness, adaptability, empathy and politeness in groups.
Organizes groups to accomplish purpose.
Enjoys activities involving boys and girls, such as coeducational social events; peer groups are very important.
Is able to negotiate, mediate, and assist in reaching consensus.
Risks more to share.
Has strong desire for peer group status.
Believes in own self-worth, but may have feelings of inferiority and inadequacy.
Forms intimate relationships; may have mentor.
Assesses self accurately.
Begins evaluating "self" in relation to the world.
Continues to challenge parental authority. | Strong voice in planning own programs and activities.
Guidance and counseling from adults rather than directions.
Adults should serve as resources, helping to stimulate teens' thoughts.
Freedom from parental control to make decisions.
Encouragement of independent thinking and decision-making.
Exploration of adult leadership roles.
Career guidance.
Mixed groups.
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Copyright © www.babyart.org, 2006-2008: Teen: Teenagers Social Development
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