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Introduction
Growth is a physical change and increase in size. Indicators of growth include height ,weight, bone size and dentition. The pattern of physiologic growth is similar for all people. Development is an increase in the complexity of function and skill progression.
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Adolescent Period
Subdivided into three stages Early adolescence lasts from ages 12 to 13 Middle adolescence extends from 14 to 16 years. Late adolescence extends from 17 to 18 or 20 years.
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Adolescence Period
uberty is the first stage in which sexual organs begin to grow and mature. Menarche ( onset of menstruation ) occurs in girls. Ejaculation ( expulsion of semen ) occurs in boys.
Physical Development
Marked by sudden and dramatic physical changes. ( adolescent growth spurt ) Influenced by a number of factors , such as heredity , nutrition , medical care , illness , physical and emotional environment. Growth noted first in the musculoskeletal system follows a sequential pattern.
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Physical Development
rimary sexual characteristics relate to the organs necessary for reproduction , such as the testes , penis , ovaries, vagina , uterus. Secondary sexual characteristics differentiate male from female but do not relate directly to production. ( e.g pubic hair growth , breast development , and voice changes.
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Adolescent Thinking
brain maturation, intense conversation, additional years of schooling, moral challenges, and increased independence occurs between 11 and 18 years of age
a young person might believe that his or her thoughts, feelings, and experiences are unique, more wonderful or awful than anyone else s.
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Abstract thinking Can take others perspective Can think about non-concrete things like faith, trust, beliefs, and spirituality More logical thought Hypothetical-deductive reasoning: involves creating a hypothesis and deducing its implications
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Problem-Solving ability to systematically solve a problem in a logical, methodical way emerges quickly plan an organized approach draw conclusions from the information available. E.g : abilities to formulate complicated verbal arguments, and to understand complex mathematics. (Berman, Synder, Kozier, Erb, 2008)
Age: Adolescence --12 to 20 years Conflict: Identity vs. Role Confusion Important Event: Peer relationships
#From ego identity: self-image #Identity crisis : a temporary period of confusion and distress as they experiment with alternatives before settling on a set of values and goals.
During adolescence, children are exploring their independence and developing a sense of self. Those who receive proper encouragement and reinforcement through personal exploration will emerge from this stage with a strong sense of self and a feeling of independence and control. Those who remain unsure of their beliefs and desires will insecure and confused about themselves and the future.
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struggling with social interactions and fitting in , and developing a sense of morality and right from wrong. Eg: must achieve identity in occupation, gender roles, politics and religion (Learning Theories Knowledgebase, 2011 )
ADOLESCENCE
RUDE
IRRESPONSIBLE
DISHONEST
WILD
MISCHIEVOUS
(PublicAgenda, 2011)
RASCAL
ADOLESCENCE
The journey from childhood to adolescence is very challenging whilst adolescence is filled with experiences and decisions that relate to moral development. According to Kohlberg, the young adolescence is usually at the conventional level of the moral development. (Berman, Synder, Kozier, Erb, 2008)
Instrumental Relativist Orientation. -Conformity is based on egocentricity & narcissistic needs. ( I ll do something if I get something for it or because it pleases you. )
STAGE Interpersonal Concordance Orientation - Decisions & behavior are based on concerns about other s reactions (the person wants other s approval or a reward) - An emphatic response, based on understanding of how another person feels, is the determinant for decisions & behavior ( I can put myself in your shoes. )
Law-and-Order Orientation - The person wants established rules from authorities, & the reason for decisions & behavior is that social & sexual rules & traditions demand the respond ( I ll do something because it s the law & my duty. )
CONVENTIONAL LEVEL
STAGE Social Contract Legalistic Orientation - The social rules are not the sole basis for decisions & behavior because the person believes a higher moral principle applies such as equality, justice, or due process.
Middle - age or older adult (a few people attain or maintain this stage)
Universal Ethical Principle Orientation - Decisions & behavior are based on internalized rules, on conscience rather than social laws, & on self-chosen ethical & abstract principles that are universal, comprehensive, & consistent.
(Fradrick, 2011)
PUBERTY - Signifies the re-emergence of biologically based processes that might impact moral development during adolescence. - The physiological and physical maturation changes of puberty might be expected to enhance emotional sensitivity and intimacy, and consequently care-based emotions (e.g., empathy, sympathy) and social behaviours. (Hart, Carlo, 2005)
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IDENTIFICATIONS WITH ROLE MODEL -The first positive role model is their parents but many parents fail to realize the value of modelling positive behaviour to their children. -Children are more likely to imitate the behaviour they observe in a parent than to listen to any regulations that a parent hopes to impose. - As a child grows into adolescence, his choice of role models (musicians, actors, politicians) may appear to be reckless or misguided, leading teens to seek role models who demonstrate behaviour that is consistent with the types of behaviour modelled by his parents or caregivers. (eHow, 2011)
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PEER PRESSURE -Peer pressure is often considered to be a negative force in the life of a n adolescence to which they will not choose to engage in negative behaviours such as smoking or premarital sex unless coaxed to do so by their peers. - Adolescents will provide support to one another in times of stress. E.g. If an adolescence is considering committing suicide, their friends will usually be the first to tell them that life is worth living. (eHow, 2011)
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Responsibility (Developing a Sense of Duty ) -Adolescents reach an advanced moral level once they are responsive to their greater duties within society (community service, extracurricular). E.g. They begin to question the ethics associated with misdemeanours which they have committed, they may begin to r e-evaluate their own patterns of behaviour. - Rather than taking responsibility in society, they will attempt to modify their behaviour out of a sense of moral duty. E.g. Instead of saying I did , they would say It s not right for me to do it again. (eHow, 2011)
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Media -The media access and literacy level among many adolescents provide additional unique and significant socializing experiences that cannot be underestimated. E.g. Internet, movie, films, magazines, etc. - They are capable of creating and promoting their moral beliefs and actions to others. (Hart, Carlo, 2005)
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ADOLESCENCE
According to Fowler s, the adolescent or the young adult reaches the synthetic-conventional stage of spiritual development. (Berman, Synder, Kozier, Erb, 2008)
STAGE 0. Undifferentiated 1. Intuitive projective 2. Mythic literal 3. Synthetic conventional 4. Individuating reflexive 5. Paradoxical consolidative 6. Universalizing
AGE 0 to 3 years 4 to 6 years 7 to 12 years Adolescence or adult After 18 years After 30 years Maybe never
Adolescents encounter different groups in society. They are exposed to a wide variety of:> Opinions > Beliefs > Behaviors (regarding religious matter)
Adolescents may reconcile the differences in one way of the following:Deciding any differences are wrong Compartmentalizing the differences. E.g. A friend may not be able to go to dances on Friday evenings because of religious observances. Obtaining an advice from a significant other, such as parent or a minister. (Berman, Synder, Kozier, Erb, 2008)
Adolescents often believes that various religious beliefs and practices have more similarities than differences. At this stage, their focus is on interpersonal rather than conceptual matters.
Nursing activities relative to this stage of spiritual development includes:~ Presenting an open, accepting attitude to adolescents questions and statements regarding spiritual matters & their implications for health. Arranging for adolescents to see a member of their religious faith by talking with members of their church peer group Provide a comfortable environment in which adolescents can practice the rituals of their faith (Berman, Synder, Kozier, Erb, 2008)
CONCLUSION
In conclusion, adolescent youth experience monumental changes in every single aspect of their lives as they make the transition from childhood into adulthood. Therefore, the process of adolescent development becoming quite challenging and sometime overwhelming for both youth and their families. Despite adolescents constantly challenging authority figures, they need or want limit-setting, as it provides a safe boundary in which to grow and function. Limit-setting refers to predetermined and negotiated rules and regulations regarding behaviour.
References
Erikson s Stages of Development [Learning Theories Knowledgebase ].(2011). Retrieved June 20, 2011, from http://www.learning-theories.com/eriksons-stages-ofdevelopment.html
Berman, A., Synder, S.J., Kozier, B., & Erb, G. (2008). Kozier & Erb s fundamental of nursing: Concepts, process, and practice (8th ed.). New Jersey: Pearson Prentice Hall
Americans Deeply Troubled About Nation s Youth; Even Young Children Described by Majority in Negative Terms. (June 26, 1997). Retrieved on June 9, 2001, from http://www.publicagenda.org/press-releases Hart, D., Carlo, G. (2005). Journal of Research On Adolescence. Moral Development in Adolescence. About Moral Development in Adolescents. (2011). Retrieved June 10, 2011, from http://www.education.ucsb.edu/janeconoley Fradrick, C. (2011). Human Development from the aspects of physical, learning, intelligence, memory, motivation, emotion, personality and psychosocial. (Unpublished lecture notes, SEGi College, Sarawak, Malaysia.
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