Preface | p. xxi |
Defining Adolescents: Who Are They? | p. 3 |
Studying Adolescents: Four Themes to Look for in This Text | p. 4 |
Chapter Overview | p. 4 |
Who Are Adolescents? | p. 5 |
Adolescents in a Changing Society | p. 6 |
What Is Adolescence? Three Answers | p. 8 |
Perspectives on Adolescence | p. 11 |
The Historical Perspective | p. 12 |
The Lifespan Perspective | p. 14 |
The Contextual Perspective | p. 16 |
The Constructive Perspective | p. 18 |
The Faces of Adolescents | p. 18 |
Research Focus: An Experiment "Who You Pushin', Buddy!" Perceptions of Aggressiveness | p. 19 |
One Face or Two? Sex and Gender | p. 20 |
Faces of Many Colors: Ethnicity | p. 22 |
In More Depth: Socializing African American Children | p. 24 |
Peach Fuzz and Whiskers: From Early Adolescence to Emerging Adulthood | p. 24 |
That's My Face: Identity | p. 25 |
Summary | p. 27 |
Key Terms | p. 19 |
Theoretical Foundations of Adolescent Development | p. 31 |
Chapter Overview | p. 32 |
Models and Theories | p. 32 |
A Model Defined | p. 32 |
A Theory Defined | p. 33 |
The Environmental Model | p. 35 |
The Organismic Model: The Constructive Perspective | p. 36 |
Environmental Theories | p. 38 |
Focus on the Intellectual: Havighurst | p. 38 |
Explaining the Motivational: Skinner | p. 38 |
Focus on the Social-Interpersonal: Bandura | p. 40 |
Organismic Theories: Adolescents Constructing Their Worlds | p. 41 |
Focus on the Intellectual: Piaget and Kegan | p. 41 |
Focus on the Motivational: Freud and Homey | p. 43 |
Focus on the Social: Erikson, Chodorow, and Gilligan | p. 46 |
Research Focus: Erikson's Psychohistorical Approach: A Clinician's Notebook from the Dakota Prairies | p. 49 |
In More Depth: Self-Descriptions of Two Adolescents | p. 51 |
In More Depth: Choosing Between Responsibility to Self and Responsibility to Others | p. 53 |
The Worlds of Adolescents: A Contextual Perspective | p. 55 |
Internalizing the Context: Vygotsky and Rogoff | p. 55 |
The Significance of Context: Protective Versus Risk Factors | p. 58 |
Development Within a Personal Context: The Lifespan | p. 59 |
Summary | p. 59 |
Key Terms | p. 61 |
The Biological and Physical Changes of Adolescence: Puberty, Health, and Well-Being | p. 63 |
Chapter Overview | p. 63 |
The Endocrine System | p. 65 |
Hormonal Activity | p. 65 |
Puberty: A Two-Step Process | p. 65 |
The Physical Changes of Puberty | p. 68 |
Recollections of an Adolescent Girl | p. 69 |
Recollections of an Adolescent Boy | p. 70 |
The Growth Spurt | p. 71 |
The Reproductive System | p. 72 |
Menarche | p. 75 |
Spermarche | p. 77 |
The Secular Trend | p. 78 |
The Psychological and Social Implications of Puberty | p. 79 |
Heightened Emotionality | p. 79 |
Relationships with Parents | p. 80 |
The Timing of Change: Early and Late Maturers | p. 81 |
Early and Late Maturing Boys | p. 82 |
Early and Late Maturing Girls | p. 82 |
Body Image and Self-Esteem | p. 84 |
Health and Well-Being | p. 87 |
Nutrition | p. 87 |
Physical Activity | p. 88 |
Overweight | p. 88 |
In More Depth: The Edible Schoolyard | p. 90 |
Health Care | p. 90 |
Poverty | p. 91 |
Research Focus: Randomized Versus Quasi-Experimental Designs: What's in a Name? Communication Across the Ages | p. 92 |
Summary | p. 94 |
Key Terms | p. 97 |
The Cognitive and Intellectual Changes of Adolescence | p. 99 |
Chapter Overview | p. 100 |
How Adolescents Think | p. 101 |
Thinking Abstractly | p. 101 |
Thinking Hypothetically | p. 102 |
Thinking Logically | p. 102 |
Biological Bases to Intellectual Development | p. 103 |
Cognitive Development: A Constructive Perspective | p. 104 |
Piaget and Kegan | p. 105 |
Contextual Effects and Formal Thinking | p. 108 |
A Psychometric Approach to Intelligence | p. 109 |
Intelligence: What Is It? | p. 110 |
A Closer Look: The WAIS-R | p. 110 |
Intelligence Tests and Culture | p. 111 |
Research Focus: Cross-Sectional and Sequential Designs: Does Intelligence Slip with Age? | p. 112 |
Are There Gender Differences in Intellectual Functioning? | p. 114 |
Beyond IQ: An Information Processing Approach | p. 116 |
Sternberg's Componential Intelligence | p. 117 |
Gardner's Multiple Intelligences | p. 119 |
Practical Intelligence | p. 120 |
Implications for Everyday Life | p. 121 |
Pseudostupidity | p. 121 |
An Imaginary Audience | p. 121 |
Understanding Others | p. 122 |
New Emotions | p. 122 |
Arguing | p. 123 |
Doubt and Skepticism | p. 124 |
Implications for the Classroom | p. 124 |
Reasoning | p. 124 |
Can Adolescents Think Like Scientists? | p. 125 |
Study Skills and Knowing What You Don't Know | p. 126 |
Metaphors and Meaning: When Is a Ship a State? | p. 127 |
Summary | p. 128 |
Key Terms | p. 129 |
Defining the Self: identity and Intimacy | p. 131 |
Chapter Overview | p. 132 |
Autonomy and Individuation | p. 133 |
Autonomy | p. 133 |
Individuation | p. 135 |
In More Depth: The Joys of Parenting Early Adolescents | p. 136 |
Family Interaction and Adolescents' Individuation | p. 137 |
In More Depth: Communication Patterns That Foster Individualism | p. 138 |
In More Depth: Parents' Reflections About Late Adolescence | p. 139 |
Identity: The Normative Crisis of Adolescence | p. 139 |
Variations on a Theme of Identity | p. 142 |
Identity Statuses | p. 142 |
Moratorium and Possible Selves | p. 145 |
Identity styles | p. 145 |
Identity: Gender and Ethnicity | p. 146 |
Gender Differences in Identity Formation | p. 146 |
Research Focus: Operationalizing Concepts: What Kind of Decision Maker Are You? | p. 148 |
Contributions of Ethnicity to Identity Development | p. 150 |
Achieving a Bicultural Identity | p. 153 |
The Self | p. 154 |
Self-Concept: Who Am I? | p. 154 |
Self-Esteem: Do I Like Myself? | p. 156 |
Intimacy: Discovering the Self Through Relationships | p. 159 |
Knowing Oneself | p. 159 |
Intimacy with Others | p. 160 |
Intimacy and Identity: Different Paths to Maturity? | p. 161 |
Developmental Issues in Adolescence | p. 163 |
Dimensions of Relatedness | p. 164 |
Gender Differences in Relatedness | p. 164 |
A New Definition of Maturity | p. 167 |
Summary | p. 168 |
Key Terms | p. 169 |
The Sexual Self: Close Relationships in Adolescence | p. 171 |
Chapter Overview | p. 172 |
Sexual Identity | p. 172 |
Gender Stereotypes: The Meaning of Masculine and Feminine | p. 173 |
Research Focus: Between-Subjects Design: Date Rape | p. 174 |
Constructing a Sexual Identity | p. 176 |
Sexual Scripts | p. 178 |
Making Sexual Decisions | p. 178 |
Talking with Parents | p. 179 |
Sexual Attitudes and Behaviors | p. 179 |
Self-Stimulation | p. 180 |
Protective Factors | p. 181 |
In More Depth: Descriptions of the Experience of Orgasm | p. 183 |
The Sexual Response Cycle | p. 183 |
Sexual Functioning: Myths and Misconceptions | p. 184 |
Sexual Orientation | p. 185 |
Homosexuality | p. 186 |
Prejudice and Discrimination | p. 187 |
Biological and Psychosocial Bases of Sexual Attraction | p. 187 |
Sexual Health: Risks and Responsibilities | p. 159 |
Contraception | p. 189 |
Sexually Transmitted Diseases | p. 191 |
Teenage Pregnancies | p. 198 |
Sex Education: What Adolescents Need to Know | p. 201 |
The Effectiveness of School Programs | p. 202 |
Comprehensive and Service Learning Programs | p. 203 |
Abstinence-Only Programs | p. 205 |
Summary | p. 205 |
Key Terms | p. 207 |
Adolescents in the Family: Changing Roles and Relationships | p. 209 |
Chapter Overview | p. 209 |
Changing Relationships with Parents | p. 210 |
Turmoil and Change | p. 210 |
Calm and Continuity | p. 210 |
Research Focus: Sampling: How Emotional Are Adolescents? | p. 211 |
Change and Continuity | p. 211 |
Negotiating Family Conflicts | p. 214 |
Emotional Climate of Families | p. 218 |
Parents and Adolescents | p. 219 |
Styles of Parenting | p. 219 |
Styles of Parenting and Ethnicity | p. 221 |
The Contexts of Parenting: Genetic and Environmental Contributions | p. 224 |
Whose Identity Crisis? Parents and Middle Age | p. 226 |
Families and Adolescent Development | p. 227 |
Family Factors in Development | p. 227 |
Families and Ethnicity | p. 229 |
In More Depth: What Parents Wish They Had Known About Adolescence | p. 230 |
Siblings | p. 231 |
Families in Transition | p. 232 |
Changing Family Structures | p. 232 |
Dual-Earner Families | p. 238 |
Summary | p. 240 |
Key Terms | p. 241 |
Adolescents and Their Friends | p. 243 |
Chapter Overview | p. 243 |
The Importance of Friendships | p. 245 |
Group Identity | p. 245 |
Gossip and Self-Disclosure | p. 246 |
Friends and Well-Being | p. 248 |
Parents and Well-Being | p. 249 |
Friendship Patterns | p. 250 |
Age Differences in Friendship Patterns | p. 251 |
Social Competence | p. 253 |
Social Status: Who's In and Who's Not | p. 254 |
Interethnic Friendships | p. 256 |
Gender and Friendships | p. 259 |
Friendships and Sexual-Minority Youth | p. 259 |
The Peer Group | p. 259 |
Cliques and Crowds | p. 260 |
Crushes and Dating | p. 262 |
Research Focus: Longitudinal Design: Friendship Patterns | p. 263 |
A Youth Culture | p. 265 |
School | p. 265 |
Conformity and Peer Pressure | p. 266 |
Values | p. 267 |
Deviant Behavior | p. 268 |
Youth Organizations | p. 271 |
Summary | p. 271 |
Key Terms | p. 273 |
Adolescents in the Schools | p. 275 |
Chapter Overview | p. 276 |
Educating Adolescents | p. 276 |
Structuring the Learning Environment | p. 276 |
Preparing for High School: Junior High or Middle School | p. 277 |
What Makes Schools Effective? | p. 279 |
Skilled Teachers | p. 280 |
In More Depth: Science in the Classroom: Analysis of a Frisbee | p. 281 |
Smaller Schools and Smaller Communities for Learning | p. 282 |
School Climate | p. 282 |
Full-Service Schools | p. 283 |
Parental Involvement | p. 283 |
School Violence | p. 283 |
Bullies and Victims | p. 284 |
In More Depth: Columbine: The Imaginary Audience and a Real Stage | p. 286 |
In More Depth: Definition and Forms of Bullying | p. 289 |
Teaching Peace | p. 289 |
Education for All | p. 290 |
Gender in the Classroom | p. 290 |
Multicultural Education | p. 291 |
Examining the Differences | p. 294 |
Academic Achievement | p. 296 |
Socioeconomic Status | p. 297 |
Academic Tracking | p. 297 |
Proficiency in Basic Subjects | p. 299 |
Academic Success | p. 299 |
Patterns of Achievement | p. 302 |
Gender Differences and Achievement | p. 303 |
Adolescents at the Edge | p. 305 |
Gifted Adolescents | p. 306 |
In More Depth: Some Characteristics of Gifted Students | p. 307 |
Adolescents with Learning Disabilities | p. 307 |
Research Focus: Within-Subjects Design and Attention Deficit Disorder: "Can't I Stay Home? I Think I Don't Feel Well." | p. 308 |
Dropping Out | p. 310 |
Measuring Success | p. 313 |
Testing and Public Policy | p. 314 |
Summary | p. 314 |
Key Terms | p. 317 |
Work, Careers, and College: New Decisions, New Ways of Thinking | p. 319 |
Chapter Overview | p. 320 |
Adolescents at Work | p. 321 |
Continuity of Attitudes Toward Work over the Lifespan | p. 321 |
Part-Time Employment | p. 321 |
Adolescents Who Drop Out and Employment | p. 325 |
Choosing a Vocation | p. 327 |
Social-Cognitive Theory | p. 327 |
Research Focus: Correlational Research: Hangin' out on a Friday Night | p. 328 |
Ginzburg: Vocational Stages | p. 330 |
Super: Careers and the Self-Concept | p. 332 |
Holland: Personality Types and Work | p. 333 |
Joining the Workforce | p. 335 |
Job Availability | p. 335 |
Gender in the Workplace | p. 336 |
Minorities and Work | p. 339 |
Intervention Programs: Strategies for Change | p. 340 |
Counselors as Change Agents | p. 341 |
Irrational Beliefs and Maladaptive Myths | p. 341 |
In More Depth: Myths That Interface with Adaptive Career Decision Making | p. 342 |
Adolescents and College: Thinking About Ideas | p. 343 |
New Solutions to Old Problems: Structural Analytical Thinking | p. 343 |
How College Changes the Way Adolescents Think | p. 345 |
Gender Differences in Intellectual Development | p. 347 |
Knowledge of One's Culture: Everybody's an Expert | p. 350 |
Adolescent Decision Making | p. 351 |
Personal Effectiveness | p. 351 |
Dealing with Everyday Problems | p. 352 |
Summary | p. 354 |
Key Terms | p. 355 |
Facing the Future Values in Transition | p. 357 |
Chapter Overview | p. 358 |
The Values of Adolescents | p. 358 |
Values: Adolescents and Parents | p. 358 |
Values: Gender and Race | p. 359 |
Values and Culture | p. 360 |
Values and Identity | p. 360 |
A Developing Morality | p. 364 |
Social-Cognitive Theory and Moral Development | p. 364 |
Internalizing Standards | p. 364 |
Considering Intentions | p. 364 |
Questioning Values | p. 365 |
Acting Morally | p. 365 |
Moral Virtues | p. 366 |
Critique of Social-Cognitive Theory | p. 366 |
Kohlberg: The Development of Moral Reasoning | p. 367 |
In More Depth: Kohlberg's Stages of Moral Reasoning | p. 368 |
Preconventional Moral Reasoning | p. 368 |
In More Depth: Rachel's Dilemma | p. 369 |
Conventional Moral Reasoning: Internalizing Standards | p. 369 |
Research Focus: Statistical Tests of Significance: What Do a Huai Haizi, a Warui Ko, and a Bad Kid Have in Common? | p. 370 |
Postconventional Moral Reasoning: Questioning Values | p. 371 |
When Justice May Not Be Enough: Forgiveness | p. 372 |
Critique of Kohlberg's Theory | p. 374 |
Gilligan: An Ethic of Care | p. 376 |
Caring for Self (Survival) | p. 376 |
Caring for Others (Goodness) | p. 377 |
Caring for Self and Others (Truth) | p. 378 |
Critique of Gilligan's Theory | p. 379 |
Comparison of Kohlberg's and Gilligan's Approaches | p. 380 |
Freud: Morality and the Superego | p. 381 |
Critique of Freud's Theory | p. 381 |
Adolescents' Religious Beliefs | p. 382 |
The Importance of Religion | p. 386 |
Summary | p. 387 |
Key Terms | p. 389 |
The Problems of Youth | p. 391 |
Chapter Overview | p. 392 |
Alienation and the Failure to Cope | p. 392 |
Runaways | p. 393 |
Support for Adolescent Runaways and Parents | p. 394 |
In More Depth: Types of Maltreatment | p. 395 |
Maltreatment: Abuse and Neglect | p. 395 |
Juvenile Delinquency | p. 397 |
Age Differences in Delinquency | p. 397 |
Gender Differences in Delinquency | p. 398 |
Ethnic Differences in Delinquency | p. 398 |
Delinquency and Social Class | p. 398 |
Understanding Delinquency | p. 399 |
Gangs | p. 400 |
Youth and Violence | p. 403 |
Adolescents and Drugs | p. 405 |
What Is Dependence? | p. 406 |
Alcohol | p. 406 |
Cigarettes | p. 406 |
In More Depth: Criteria for Drug Dependence | p. 407 |
Marijuana | p. 407 |
Age, Ethnicity, and Gender | p. 408 |
Patterns of Drug Use | p. 409 |
Risk and Protective Factors | p. 409 |
Trends Over Time | p. 410 |
Prevention Programs | p. 410 |
Eating Disorders | p. 413 |
Bulimia and Anorexia | p. 414 |
Overweight | p. 415 |
Research Focus: Bias and Blind Controls: Eating Disorders | p. 416 |
Depression | p. 417 |
Three Depressive Disorders | p. 417 |
Masked Depression | p. 418 |
Suicide | p. 418 |
Gender and Ethnic Differences | p. 419 |
Warning Signs | p. 419 |
Risk Factors | p. 420 |
In More Depth: A Poem Written by a 15-Year-Old Boy Two Years Before Committing Suicide | p. 421 |
Counseling and Prevention | p. 421 |
Summary | p. 423 |
Key Terms | p. 425 |
Positive Development in Adolescence: Meeting the Challenges and Making It Work | p. 427 |
Chapter Overview | p. 429 |
Protective Factors in Adolescence | p. 429 |
Families | p. 430 |
Research Focus: Archival Research: Racial Socialization-Survival Tactics in a White Society? | p. 432 |
Communities | p. 434 |
Schools | p. 435 |
Personal Strengths: Temperament, Competence, and Religion | p. 436 |
Stress and Coping | p. 436 |
How Adolescents Cope with Stress | p. 437 |
Gender and Ethnicity | p. 438 |
Learning Effective Coping Strategies | p. 438 |
Beyond Coping: Caring and Prosocial Behavior | p. 440 |
Positive Youth Development | p. 441 Love 443 |
Summary | p. 444 |
Key Terms | p. 445 |
Studying Adolescence: Research Methods and Issues | p. 447 |
Chapter Overview | p. 447 |
Research Strategies | p. 449 |
Number of Participants | p. 449 |
Degree of Control | p. 450 |
Developmental Research: Issues and Designs | p. 454 |
Correlational Research | p. 454 |
Cross-Sectional Designs | p. 455 |
Longitudinal Designs | p. 456 |
Sequential Designs | p. 458 |
Path Analysis | p. 458 |
Response Measures in Developmental Research | p. 459 |
Dependent Variables | p. 459 |
Types of Response Measures | p. 460 |
Research Issues | p. 460 |
Internal and External Validity | p. 460 |
Theory-Guided Research | p. 461 |
Operationalizing Concepts | p. 461 |
Sampling | p. 461 |
Bias and Blind Controls | p. 462 |
Tests of Significance | p. 462 |
Ethics | p. 463 |
Research Designs | p. 463 |
Between-Subjects Designs | p. 463 |
Within-Subjects Designs | p. 463 |
Matched-Subjects Designs | p. 464 |
Factorial Designs | p. 465 |
Summary | p. 465 |
Key Terms | p. 466 |
Glossary | p. G-1 |
References | p. R-1 |
Credits | p. C-1 |
Author Index | p. I-1 |
Subject Index | p. I-13 |
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