Introduction

During adolescence, as children morph from childhood to adulthood, change takes place through a process called puberty. Puberty begins around the age of eight to twelve and is triggered by hormonal changes but is not a process that concludes over night. The onset of puberty arrives under unique circumstances. It is influenced by a variety of different variables and its physical side is generally more visible than it�s cognitive or psychosocial side. Despite popular belief, the finalization of puberty can surpass the teen years completely and terminate well into the twenties. (Annenberg, 2007)

In this stage of life, Biological, Cognitive, and Psychosocial Development are noted as physical, educational, sexual, emotional, and personality enhancements that continue to help create new milestones. On the following pages, we shall discuss these different areas, provide examples and show how the development of a child/adolescent aged eight through nineteen progresses. By the end of this document, one should be able to provide a simple description of this process with little to no difficulty.

Biological Development

Biological Development involves changes that are physical in nature. Through the adolescence years, these changes include internal as well as external body changes and are stimulated by hormonal development. These changes take place approximately two years� earlier in females than they do in males. Therefore, since this stage of development is gender specific, we shall separate the two making it easier to explain.

In General, with girls, the onset of puberty begins around the age of eight to twelve. Where as with boys, there is a two-year delay that sets puberty at approximately age twelve to fourteen. During this time, a girl�s ovaries begin to produce eight times more estrogen than ever before. A boy�s testis generates eighteen times more testosterone than ever before. (Annenberg, 2007) This rise in estrogen and testosterone causes the body to under go transformations such as increased height, weight, and musculature change. Pubic, under-arm and leg hair begin to blossom (Lewis, 2007). With girls, hips begin to spread, and breasts begin to develop. With boys, voices deepen and ejaculation becomes possible. (Annenberg, 2007) This process seems to lead girls to menstruation around age thirteen and full facial hair for males around age 18 as their physical adulthood begins. It should be noted however, that menstruation can begin at any time during puberty and it is not abnormal for a young lady to begin earlier or later than her peers.

Over all, Boys and girls of all ages can experience a variety of issues that can delay and or speed the maturity process. Some biological variations include, but are not limited to, things such as stress, body mass, and disorders such as anorexia. Stress can cause many changes in the body. It can slow down the creation of hormonal substances or speed the process. Stress and/or anorexia can cause delay menstruation, cause irregular bleeding, or temporarily end the process all-together. Body mass comes into consideration because most girls begin to enter puberty around the time they reach one hundred pounds. Heavier girls tend to reach puberty faster than thinner girls and the more actively involved in heavy sports a girl is will also contribute to the arrival of hormonal change. Despite the delayed possibilities, most adolescents reach puberty in average times. Generally, girls will reach physical adulthood by age sixteen and males by eighteen.

Cognitive Development

Cognitive development describes the intellectual or educational side of human growth. It includes but is not limited to the thinking process, perceptual ability, and communication. During age ten to twelve logical thought processes become abstract thinking, planning and memory skills improve, the long-term memory strengthens, and language skills develop into more complex and concrete forms of verbal communication. By age fifteen, (Annenberg, 2007) an adolescent�s formal operational reasoning takes hold and the capacity for the abstract and scientific thought process emerges. (Health, 2006) Basically, they become capable of thinking in a new critical, self-conscious ways. However, it is around this age that sarcasm may seem to slip into the picture as the child begins to grasp new concepts and becomes less sincere in their choice of words. This lasts a relatively short time, considering that by age sixteen to nineteen (Annenberg, 2007), coping skills develop substance as they learn to integrate rules and consequences into their decision making, and adolescents become able to better manage their problems and situations on a day to day bases. (Health, 2006) Basically, this is saying that the character of the youth becomes that of an adult and their intellectual skills mirror such improvements.

Psychosocial development

Psychosocial Development describes more intimate areas of human development. These intimate areas include the emotional character, personality, and the ability to form and maintain interpersonal relationships. Many outside influences as well as the above biological changes influence these important traits during adolescents.

Between the ages of ten and twelve, things begin to become complicated for the child. Not only is he or she facing their ever changing bodies, raging hormones, other normal day to day challenges, they begin to notice other things as well. Peers begin to split onto cliques, stereotypes, and prejudice seems to become more obvious, and a new sexual awakening challenges their sense of morals, and values (Lewis, 2007). These drastic changes can play an important role in the way a child portrays his or her self. Matter a fact; this can be the beginning of an emotional roller coaster for both the child and his or her parents.

Over all, a strong support system can make an extreme difference in an adolescent�s life. If a strong system is in place, it is more likely that a thirteen to fifteen year old teenager will feel more comfortable asking advice, thus creating a stronger self-esteem and enabling the individual to make more responsible choices. (A proper support system will assure the teen is educated in all areas of potential issues, along with support the ones at hand) (Cleveland, 2006). When a child maintains this type of relationship with at least one adult, they gain self-confidence, and are more likely to separate themselves from conflict, invest in healthy friendships, value education, hold on to their virtue, and decline offers of potentially harmful substances. Not to mention, the more positive the adolescent experience is for the teen, the more positive it will be for the parent and society as a whole.

Ok, So, Not all adolescent aged individuals can cruse through life without chaotic moments and although parental involvement plays a huge role in adolescent success it�s not the only element that influences behavior. Matter a fact; many responsible parents have faced heartache when their child has made bad choices, as well as, negligent and/or abusive parents who managed to gain responsible offspring with little to no guidance at all. This is where other variables come into play. Biological, sociological, or psychological dysfunctions, and peer pressure enhance the chances of adolescent productivity and negativity (Annenberg, 2007).

Hormonal changes can create issues such as depression, anxiety, eating disorders, etc. These issues (among others) can lead to such actions as alcohol and drug abuse, suicide attempts, eating disorders, and other deviant behaviors. Teens in these predicaments are also more likely to engage in unprotected adolescent sexual encounters than those who maintain strong support systems and healthy self-images. (Which of course is a matter of life and death) These effects are multiplied when a teen also faces societal issues such as publicly humiliating situations including being subjected to bullying or hazing, peer pressure, and the lack of a healthy support system. Children who face these situations tend to seek attention from unhealthy sources and need immediate intervention. Common signs these situations are, lack of conversation, decreased activities, shakiness, obviously weight gain or loss, lack of appetite, over eating, pupil dilation, and unexplainable marks (among others). (Cleveland, 2006) Parents should pre-educate themselves and at the first sight of these signs provide a comfortable setting for one on one conversation between parent and child and if necessary seek professional advice from a qualified therapist to ensure the safety of the situation.

Conclusion

The Adolescent era has a lot of incoming and out going obstacles. Each individual child has a unique personality and should be treated as such. Parental support continues to play an important role but is not the only influence. Changing bodies, raging hormones, societal changes, and peer pressure provide obstacles that may lead to deviant if not dangerous or even fatal results if not closely monitored and support granted on an as needed basis. Positive feedback is always helpful and provides guidance in ways that nothing else can. Over coddling is not necessary. Basically, since this is a time of learning and mistakes; unconditional love, guidance, and support are key elements for success. Remember, we were all kids at one time and we all made mistakes. We all sought individuality. We all deemed ourselves invincible. We all learned that most mistakes are small enough, easily forgotten, and fixable. We may live in a different age, but, even body piercing can be removed; hair re-grown or dyed, and above all adolescent�s conquered if our teens are shown the way. Again, The insanity of adolescence is only temporary with limited to no adverse effects.. When it�s over, our children will beat the odds and become mature adults. After all, WE DID!

References

Annenberg Media (2007). Discovering Psychology. Age 10-12. Retrieved Jan. 25, 2007

From WGBH Educational Foundation website:

http://www.learner.org/discoveringpsychology/development/10_12.html

Annenberg Media (2007). Discovering Psychology. Age 13-15. Retrieved Jan. 25, 2007

From WGBH Educational Foundation website:

http://www.learner.org/discoveringpsychology/development/13_15.html

Annenberg Media (2007). Discovering Psychology. Age 16-19. Retrieved Jan. 25, 2007

From WGBH Educational Foundation website:

http://www.learner.org/discoveringpsychology/development/16_19.html

Cleveland Clinic, The. (2006) Social Development During the Teen Years.

Retrieved Jan 24, 2007 From: The Cleveland Clinic Information Center Website:

http://www.clevelandclinic.org/health/health-i info/docs/2700/2707.asp?index=9983

Health topic contract (2006). Adolescent Medicine; Adolescent development.

Retrieved Jan. 28, 2007 From University of Virginia Health Systems website:

http://www.healthsystem.virginia.edu/UVaHealth/peds_adolescent/cogdev.cfm

Lewis, Joe (2007). The Physiological and Psychological Development of the Adolescent.

Retrieved Jan 26, 2007. From Yale-New Haven Teachers Institute website:

http://www.yale.edu/ynhti/curriculum/units/1991/5/91.05.07.x.html#b

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