Week 5 - Fitzpatrick - Adolescence

For week five we read Chapter 8 in our LifeSmart text, Adolescence. In the text we discussed what adolescence is and when it starts, which is normally at the menarche for female or first ejaculation for male (186-187), The physical development of the human body, including puberty and the sudden re-emergence of a growth spurt (189), body image during  and eating disorders during physical development, Cognitive Development, including Piaget, Erikson, Marcia, and Hills’ theories pertaining to the development of the adolescent brain, Social development and the roles of family and peers, sexual identity, and mental health issues such as suicide, substance abuse and stress.

            Although I understand Piaget’s premise for believing in his four-stage theory of cognitive development, I still have a hard time grasping the concept that the formal operational stage is the final stage to of full cognitive development. While I do agree that at around the age of 11, children do begin to think abstractly, begin questioning and reasoning, and begin to think more scientifically (191), I cannot say that I agree with the idea that by simply displaying these characteristics it is safe to acknowledge the brain as fully developed. Rather, I would consider the display of these factors as a cognitive enlightenment. What I mean by this is I see Piaget’s fourth stage not as an ending of development, but rather the beginning of true cognitive development; when the brain has fully physically developed the means necessary to intake and process information obtained through the social environment, allowing that person the opportunity to adequately develop their own internal sense of self or a true identity. With that said, I must agree with Erikson’s theory above all others mentioned. Erikson mentions adolescence as a time of identity versus identity confusion (194). He does not say that the brain is fully developed but rather developed enough to take what is learned from the outside world and begin to understand your own place within it. Going back to Chapter 2, if you observe Erikson’s theory (32), you notice that adolescence if the time when environmental influences expand from the person’s internal clique to the external crowd that is society and will continue to be the driving external factor for much of the remaining life.

            Much of the information read in the chapter was very informational, but difficult to read, having a child in the house who is on the onset of this stage of development. As a parent to a developing adolescent, it has been a struggle to know how, and even if, I want to communicate with him about this important yet “turbulent” (192) time in his life. One strong takeaway I got out of this reading was on pg.199 where it states that studies indicate that when adolescents become seriously disturbed, chances of recovery are slim if not treated, it made me realize that, although the child is going through a phase of dramatic physical and cognitive growth, it is important to keep in mind the true sensitivity they are emotionally taking place in during this phase as well. When I do reach the moments when my son and I need to speak on sensitive subjects such as the ones in this chapter - or if I am talking to a student as a teacher – it is of utmost importance that I am cognizant of the understanding that what is happening internally is far more fragile than what I see happening externally. Because of this, I found the information on page 197, effective listening skills, extremely helpful as I prepare to venture into this stage of development with my son.

            One topic I was looking forward to reading was the section on sexual identity. In my opinion, as the social community continues to progress in its acceptance of the LGBTQ community, it is going to become increasingly more common to see people in their adolescent years accepting their knowledge of being homosexual. However, as society continuously tries to move forward in sexual equality, there will always be a hesitation of acceptance within the foreseeable future, including in the school environment. Going back to my statement about adolescents’ sensitivity, if I happen to find myself as a teacher in a junior high or high school environment, where emotions run strong and people are constantly struggling to find their identity, it is going to be extremely important for me to make sure that students who recognize themselves as homosexual feel safe and accepted in my classroom. I absolutely believe that knowledge of the existence homosexuals in the school is important and beneficial to the acceptance of gay and lesbian students among their peers. I am a strong advocate of sexual equality among all, and I want to create an environment where my students will understand that so that if there is a time where my students feel that they need someone to talk to, they know they are not alone.