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Social Changes That Occur in the Brains of Adolescents Today

A Research Paper
In Partial Fulfillment of the Requirements
In English 102

Submitted by: Mark Dino T. Miranda Marcelino M. Larin Nikko D. Marin Mac Kinly Josue C. Red

Submitted to: Mrs. Leah Joson

October 7, 2013

Acknowledgment

First of all, we would like to thanks our professor, Mrs. Leah Joson, for her excellent guidance and support during our stay in Baliuag University. She has taught us everything we need to be a great researcher including being creative, thinking deeply, and the skills for presenting ideas and writing papers. She is also always approachable, nice, polite, and considerate. She is a perfect role model and we have learned so much from her.

Also, we would like to thank our parents for their love and support for our entire life.

Last but not least, we would like to thank God, for creating this beautiful universe and giving me this wonderful life.

Dedication

This research papers, our dedicated to subject professor Ma’am Leah Joson she never failed to guide us, to our family who supports me and my classmates in everything, to my friends who helped me finished this project, to the students know about what adolescence is, how affects one’s health, ways to treat it and how to treat the adolescence and most of all to God who gives me and my mates strength and good health while doing this.

To all of the adolescence who are in this stage, so that they will know how that no matter adolescence are in today, and the ways that adolescence has in the past.

I dedicate this research because I want them to know that adolescence can be treated with other and easy way and how they prevent them in this stage.

Table of Contents
I. PROBLEM AND ITS BACKGROUND a. Introduction b. State of the Problem
c. Significance of the Study
d. Methods and Sources of Data
e. Scope and Delimitation of the Study.
f. Definition of Terms
g. Conceptual Frameworks

II. Summary of Data A Definition
B History
C Kinds
D Benefits

III. Survey and Questionnaires Profile Background Parents Answers

IV. Conclusion

V. Appendices
A. Outline B. Copy of Questionnaires

VI. Bibliography

I. Problem and its Background

A. Introduction
Adolescents is the time where we experience the difference changes or stage that occur in the period of puberty to legal adult hood. All of us experience this period of our live .There a many factors that affect in social changes it is characterized by physical environment, population changes, isolation and contact, attitudes and values and technological factors.

Adolescents is period where we experience many problems or trials .We develop many skills and talent in this period . It is also the time of maturity.

B. Statement of the problem

This research was conducted to answer the following question. 1. Specific Problem

a. What is adolescence?
b. What are the different kind stage of development?
c. What are the ages of adolescence?
d. What are the age of adolescence?

2. Major problem

a) What are the social changes occur in the brains of adolescents today?

C. Significance of the Study

This study will benefit the following people.

1. Student. They will know what are the problem will occur in their life. 2. Parents. They will understand why some adolescence were depressed and sad. 3. Teacher. They will understand whytheir students sometimes are absent minded.

4. Society. They can be aware to the adolescence and control or avoid the different problems.

D. Methods and Sources of Data This research was conducted by finding and collecting information by following source. Library to the guide and help our research and give some information. Online Wikipedia , dictionary, books and module in the Internet.

E. Scope Delimitation o f the Study

This study focused on the opinion of the students regarding the effects of the different kind of problems. The researchers interviewed new and old students about the problems of adolescence.

G. Definition of Terms
1. Puberty. Is process of physical changes by which a child 's body matures into an adult body capable of sexual reproduction to enable fertilization. It is initiated by hormonal signals from the brain to the gonads; the ovaries in a girl, the testes in a boy. In response to the signals, the gonads produce hormones that stimulate libido and the growth, function, and transformation of the brain, bones, muscle, blood, skin, hair, breasts, and sexual organs.
2. Maturity. In psychology, maturity is the ability to respond to the environment in an appropriate manner. This response is generally learned rather than instinctive. Maturity also encompasses being aware of the correct time and place to behave and knowing when to act appropriately, according to the circumstances and the culture of the society one lives in.[1] Adult development and maturity theories include the purpose in life concept, in which maturity emphasizes a clear comprehension of life 's purpose, directedness, and intentionality which, contributes to the feeling that life is meaningful.
3. Attitude. Is an expression of favor or disfavor toward a person, place, thing, or event (the attitude object).
4. Isolation. Solitude, a state of seclusion or isolation, i.e., lack of contact with people.
5. Adulthood. The period in the human lifespan in which full physical and intellectual maturity have been attained. Adulthood is commonly thought of as beginning at age 20 or 21 years. Middle age, commencing at about 40 years, is followed by old age at about 60 years.

G. Conceptual Framework

II. Summary of Data

Adolescence

A thorough understanding of adolescence in society depends on information from various perspectives, most importantly from the areas of psychology, biology, history, sociology, education, and anthropology. Within all of these perspectives, adolescence is viewed as a transitional period between childhood and adulthood, whose cultural purpose is the preparation of children for adult roles. It is a period of multiple transitions involving education, training, employment and unemployment, as well as transitions from one living circumstance to another.

A. Definition

Adolescence is a transitional stage of physical and psychological human development that generally occurs during the periodfrom puberty to legal adulthood (age of majority).This is the process of developing from a child into an adult. . Adolescence is a time of many transitions for both teens and their families.

B. History

Although the first use of the word “adolescence” appeared in the 15th century and came from the Latin word “adolescere,” which meant “to grow up or to grow into maturity” (Lerner & Steinberg, 2009, p.1), it wasn’t until 1904 that the first president of the American Psychological Association, G. Stanley Hall, was credited with discovering adolescence (Henig, 2010, p. 4). In his study entitled "Adolescence," he described this new developmental phase that came about due to social changes at the turn of the 20th century. Because of the influence of Child Labor Laws and universal education, youth had newfound time in their teenage years when the responsibilities of adulthood were not forced upon them as quickly as in the past. Hall did not have a very positive view of this phase, and he believed that society needed to “burn out the vestiges of evil in their nature” (G. Stanley Hall, 2010). Therefore, adolescence was a time of overcoming one’s beast-like impulses as one was engulfed in a period of "storm and stress" (Lerner &Israeloff, 2005, p. 4). He identified three key aspects of this phase: mood disruptions, conflict with parents, and risky behavior.
Other work appearing in the late 1950s through the 1970s in Europe and America helped adolescence emerge as a field of study (important earlier work by Freud, Piaget, Maslow, and Kohlberg also addressed stages of development). In BYAEP, we were interested in how the work of Erik Erikson related to our work and how it articulated what we knew. Erikson (1959, pp. 251-263) described the impact of social experience across the whole lifespan. Erikson looked at life in eight stages. We felt that our age group of 13-23 year-olds actually struggled with the following three stages:
Psychosocial Stage 4 - Industry vs. Inferiority, age 5-11. Main Question: Am I successful or not? Through social interactions, children begin to develop a sense of pride in their accomplishments and abilities. BYAEP focus: Competence.

Psychosocial Stage 5 - Identity vs. Confusion, age 12-19. Main Question: Who am I and where am I going? During adolescence, children are exploring their independence and developing a sense of self. Identity formation can take a long time and can lead to an “Identity Crisis” BYAEP focus: Identity.

Psychosocial Stage 6 - Intimacy vs. Isolation, age 20-35. Main Questions: Am I loved and wanted? Should I share my life with someone or live alone? This stage covers the period of early adulthood when people are exploring personal relationships. BYAEP focus: Connections.
In the chapter “Developing the BYAEP Framework” you will see how these areas of focus contribute directly to building our framework.
In 1962, Peter Blos published a book titled On Adolescence. Blos, a German-born American child psychoanalyst, was known as Mr. Adolescence as a result of his research into the problems of teens. His theories described the conflicts teens have between wanting to break free of their parents and desiring to remain dependent. He popularized the notion that there were two individuation stages in human development. The first occurs when one is a toddler, and the second takes place when one is an adolescent and is finally able to shed family dependencies. Since maturity depends on achieving a degree of independence, it is during adolescence that the “self” develops. The goal is to be independent and to discover and celebrate one’s unique attributes as one develops one’s distinct potential. (http://www.massculturalcouncil.org/services/BYAEP_History.asp)

C. Age

Adolescence has a different age. The following are Early Adolescence and Late Adolescence.

1. Early Adolescence extends roughly from 12/13 to 16/17 years.
2. Late adolescence covers the period from 17 years to 18/19 years, the age of legal maturity.

D. Stages

Adolescence has different stage of development.
1. Rapid physical development. It is a period of vital physical as well as physiological changes and developments. At this stage, all the external and internal body parts and organs achieve their full form and maturity. 2. Rapid mental development. During the early adolescence period, rapid mental development occurs. These give rise to the need for later mental adjustments and the necessity for establishing new attitudes, values and interests. The adolescent is mentally alert at this stage. He not only develops not only his intellectual power but also his capacity to critical thinking.

3. Rapid social development. It is a period of social development and adjustment. In this stage, the child enters a new field of social responsibilities. The adolescents become socially conscious, self-assertive, and loyal towards their group, they develop co-operation and friendship and become responsible.

4. Stage of emotional development. Traditionally adolescence has been thought of as a period of heightened emotionality resulting from glandular and other changes. The heightening is characterized by high degree of instability. The adolescents also develop dependency and sometime independency. They also develop some special feelings like - pride, humility, curiosity, guilt, hero-worshipping etc. All these emotions must be properly guided and they should be provided knowledge to control their emotions at this stage.

5. Rapid sexual development. A number of internal and external changes take place in the sexual characteristics of the boys and the girls at the adolescence stage. At the later part of this stage they achieve sexual maturity. 6. Rapid moral development. It is also a period of moral development and changes in morality. Their moral outlook becomes progressively more abstract. Moral convictions become more concerned with ‘what is right’ and justice emerge as a dominant moral force. Their moral judgment becomes less egocentric at this stage. They develop an attitude towards the service to mankind.

E. Kind Social changes can be classified as:
1. Identity. When asked to describe themselves, very young children tend to mention their possessions ("I have a red tricycle") or their appearances ("I am tall"). By elementary school, children include social group membership ("I am a Boy Scout"), relationships ("I am Malika 's friend"), and some psychological traits ("I am nice") in their definitions (Livesley & Bromley, 1973). By adolescence, descriptions become more complex. Adolescents realize that who they are might change with different settings or relationships ("I am shy at school but outgoing with my friends"). They also can imagine who they might be ("I am going to become a better athlete by practicing harder"). Compared to children in middle childhood, adolescents view themselves in terms of what makes them different or unique from their peers, showing that they value their individuality. Adolescents also are capable of reflecting on and evaluating themselves, which leads them to believe that they should be able to make their own decisions and create their own set of values.

These changes in thinking about the self are tied to the broader issue of developing an identity, which involves the integration of all the different aspects of the self. Adolescents form their identities by trying on different ideas, appearances, behaviors, and relationships. Adults may sometimes be frustrated by an adolescent who wants to attend a service from a different religion, dress in a nontraditional way, or hang out with a different set of friends. Although adolescents still need adult guidance, this experimentation and exploration of different possibilities of the self are considered essential in forming a healthy identity. Once an identity is established, it can be used to guide the individual 's future actions.
2. Autonomy. At one time it was believed that adolescents needed to deindividuate from adults and to completely separate from adult values to be emotionally healthy. Now researchers realize that a more appropriate goal is for adolescents to become autonomous, gaining ownership over their thoughts and behaviors, but to remain emotionally connected to others (Ryan & Lynch, 1989). Still, adults and adolescents must negotiate the timing and extent of this independence.
In his expectancy-violation-realignment model, Collins (1990) suggests that the handing over of authority from adults to adolescents is a gradual process. Both parents and adolescents carry expectancies about how the other should behave (e.g., an expectation that the adolescent will adhere to a curfew). Times of rapid change, such as adolescence, lead to violations of expectations (e.g., curfew is broken), resulting in conflict. To maintain the relationship (and any hope of influencing the adolescent in the future), the parent and adolescent need to resolve their conflict and realign their behavior (e.g., adolescent resolves never to break curfew again) or, more commonly, their expectations (e.g., a new rule is created, stating that the adolescent must phone for a curfew extension). In this way, the relationship is maintained, and more and more control is gradually relinquished to the adolescent.
Much of the conflict surrounding issues of autonomy concerns rather mundane issues such as hairstyle, clothing, and curfew (Steinberg, 1990). In a study of autonomy, Smetana (1988) asked adolescents in the 6th, 8th, and 10th grades and their parents to think about 24 hypothetical situations and to decide whether the adolescent or the parent should be in control of the issue. Some of these issues concerned friendship (e.g., when to see friends, who your friends are), personal matters (e.g., watching television, choosing clothes), and prudential matters (e.g., smoking, eating junk food, drinking), while others concerned moral issues (e.g., taking someone else 's money). Not surprisingly, parents and adolescents each believed that theyshould retain control of most of the issues, with adolescents tending to view the issues as a matter of personal choice. However, both parents and adolescents agreed that parents should retain jurisdiction when the issue was a moral one. So although adolescent striving for autonomy creates conflict within the family, most adolescents retain the values of their family and wish to maintain those relationships (Collins, 1997). In fact, very few adolescents (about 3% of girls and 5%-9% of boys) reject their parents outright (Rutter, Graham, Chadwick, & Yule, 1976). Instead, parents remain important figures in adolescents ' lives and are valued for the aid and advice they provide (Furman & Burmester, 1992).
Adolescents ' desire for autonomy extends beyond the reach of the family and into the classroom.

3. Peer Relations. In the second decade of life adolescents begin to spend more time with their friends than they do with their parents (Larson, et al., 1996). Friendships are a source of mutual understanding, intimacy, and commitment.
Although friendships can be positive forces in adolescents ' lives, adults have expressed concern about the role of peer pressure in adolescent behavior. Research shows that conformity to peers peaks in early to midadolescence and is greatly diminished by late adolescence (Berndt, 1979). In all stages of adolescence, however, the identity of one 's friends influences behaviors (Hartup & Stevens, 1997). Adolescents who have delinquent friends are much more likely to participate in delinquent acts than are other adolescents. It seems that delinquent adolescents not only select each other as friends but also "train" each other in how to behave delinquently; one of the best predictors of desisting antisocial behavior is parting with friends who also engage in this behavior (Dishion, Andrews, & Crosby, 1995). Alternatively, having a group of friends who value academics may lead an adolescent to improve his or her academic performance.
Dating and romantic relationships have only recently begun to receive attention as important peer relationships in adolescents ' lives (Brown, Feiring, Furman, 1999; Collins, 2003). Most adolescents have had some experience with dating by age 15 (Feiring, 1996). These relationships are brief, lasting an average of 4 months at age 15 but intense (Feiring, 1996). Adolescents with boyfriends or girlfriends typically have wider mood swings than adolescents without romantic partners (Larson, Clore, & Wood, 1999).

IV. Conclusion

We the researchers conclude that the problem in they making their son and daughter. Parents give their child the least can. We also conclude that parents sacrifice for their children or older child like adolescence. They give more importance for the sake of their children than themselves.

V. Appendices A. Outline

I. The problem and it’s Background

A Introduction
B Statement of the Problem

a Major Problem b Specific Problems

C Significance of the Study
D Methods and Sources of Data
E Scope and Delimitation of the Study
F Definition of Terms
G Conceptual Frameworks

II. Summary of Data

A Definition
B History
C Age
D Stage
E Kind

III. Survey and Questionnaires

IV. Conclusion

V. Appendices

VI. Bibliography

VI. Bibliography

Websites:

(September 11, 2013) http://en.wikipedia.org/wiki/Adolescence
(September 11, 2013) http://oxforddictionaries.com/definition/english/adolescent
(September 11, 2013) http://pubs.ext.vt.edu/350/350-850/350-850.html
(September 11, 2013) http://www.massculturalcouncil.org/services/BY
(September 11, 2013) http://raisingchildren.net.au/articles/social_and_emotional_development_teenagers.html/context/1100AEP_History.asp)
(September 29, 2013) http://www.kkhsou.in/main/education/stage.html
September 29, 2013) http://raisingchildren.net.au/articles/social_and_emotional_development_teenagers.html/context/1100
(October 2, 2013) http://en.wikipedia.org/wiki/Puberty
(October 2, 2013) http://en.wikipedia.org/wiki/Maturity_(psychological)
(October 2, 2013) http://en.wikipedia.org/wiki/Attitude_(psychology)
(October 2, 2013) http://en.wikipedia.org/wiki/Isolation
(October 2, 2013) http://en.wikipedia.org/wiki/Attitude_(psychology)
(October 3, 2013) http://www.education.com/reference/article/adolescence-social-relational-changes/

Bibliography: Websites: (September 11, 2013) http://en.wikipedia.org/wiki/Adolescence (September 11, 2013) http://oxforddictionaries.com/definition/english/adolescent (September 11, 2013) http://pubs.ext.vt.edu/350/350-850/350-850.html (September 11, 2013) http://www.massculturalcouncil.org/services/BY (September 11, 2013) http://raisingchildren.net.au/articles/social_and_emotional_development_teenagers.html/context/1100AEP_History.asp) (September 29, 2013) http://www.kkhsou.in/main/education/stage.html September 29, 2013) http://raisingchildren.net.au/articles/social_and_emotional_development_teenagers.html/context/1100 (October 2, 2013) http://en.wikipedia.org/wiki/Puberty (October 2, 2013) http://en.wikipedia.org/wiki/Maturity_(psychological) (October 2, 2013) http://en.wikipedia.org/wiki/Attitude_(psychology) (October 2, 2013) http://en.wikipedia.org/wiki/Isolation (October 2, 2013) http://en.wikipedia.org/wiki/Attitude_(psychology) (October 3, 2013) http://www.education.com/reference/article/adolescence-social-relational-changes/