Adaptation of Adolescence: Past and Present
Adaptation of Adolescence: Past and Present
Margie Herndon
PSYCH500
May 28, 2012
Dr. Jennings
Adaptation of Adolescence: Past and Present
Adolescence became an important part in development a half-century ago; a transitional area needed identifying for the young adults that maintained a small fraction of the population in school and the men already working (Settersten & Ray, 2010). Recently, that definer requires re-evaluation because societal norms and major markers of adolescence have changed in the past few decades. A new transitional area for development has already begun.
Keeping an organized life-span development perspective joined with societal norms is necessary. This serves as a pathway for individuals to chart their developmental progress by and assert or reevaluate themselves in the bigger scheme of life. In the last half-century, many theorists and researchers have contributed important developmental theories to the life-span perspective. Some are relied on today, but others are outdated through new research and changing times, such as society is adapting to adolescence with a different attitude over the last few decades. This requires re-evaluating the prerequisites of the adolescence developmental stage; what theories remain influential, those that are now outdated and no longer practical in emotional, social, physical, or cognitive-development.
The Terms of Adolescence
A Half-Century Ago
When the word adolescent was solidified in the earlier part of this century, it came with distinct lines that young adults would pass through, mature to, or accomplish that would catapult them into adulthood at very early ages (Settersten & Ray, 2010). “To leave home quickly in the 1950’s was “normal” because opportunities were plentiful and social expectations of the time reinforced the need to do so” (Settersten & Ray, 2010, p. 24). A high school diploma in mid-century guaranteed the ability to establish a concrete standard of living.
Margie Herndon
PSYCH500
May 28, 2012
Dr. Jennings
Adaptation of Adolescence: Past and Present
Adolescence became an important part in development a half-century ago; a transitional area needed identifying for the young adults that maintained a small fraction of the population in school and the men already working (Settersten & Ray, 2010). Recently, that definer requires re-evaluation because societal norms and major markers of adolescence have changed in the past few decades. A new transitional area for development has already begun.
Keeping an organized life-span development perspective joined with societal norms is necessary. This serves as a pathway for individuals to chart their developmental progress by and assert or reevaluate themselves in the bigger scheme of life. In the last half-century, many theorists and researchers have contributed important developmental theories to the life-span perspective. Some are relied on today, but others are outdated through new research and changing times, such as society is adapting to adolescence with a different attitude over the last few decades. This requires re-evaluating the prerequisites of the adolescence developmental stage; what theories remain influential, those that are now outdated and no longer practical in emotional, social, physical, or cognitive-development.
The Terms of Adolescence
A Half-Century Ago
When the word adolescent was solidified in the earlier part of this century, it came with distinct lines that young adults would pass through, mature to, or accomplish that would catapult them into adulthood at very early ages (Settersten & Ray, 2010). “To leave home quickly in the 1950’s was “normal” because opportunities were plentiful and social expectations of the time reinforced the need to do so” (Settersten & Ray, 2010, p. 24). A high school diploma in mid-century guaranteed the ability to establish a concrete standard of living.
References: An Envyclopedia Britanica Company. (2012, May 25). Merriam-Webster. Retrieved from http://www.m-w.com Berk, L. E. (2010). Development Through the Lifespan (5th ed.). Boston, MA: Allyn & Bacon. Bickhard, M. (1997, July/August). Piaget and active cognition. Human Development, 40(4), 238-244. Furstenberg, F. (2000, November). The sociology of adolescence and youth in the 1990s: A critical commentary. Journal of Marriage and the Family, 62(1), 896-910. Furstenberg, F. (2010, April). Passage to adulthood. The Prevention Researcher, 17(2). Retrieved from http://www.TPRonline.org Johnson, G. M. (2010). Internet use and child development: The techno-microsystem. Australian Journal of Educational and Developmental Psychology, 10(1), 32-43. Settersten, R. A., & Ray, B. (2010, Spring). What 's going on with young people today? The long and twisting path to adulthood. Future of Children, 20(1), 19-41.