Child and Adolescent Development
Assignment 1
Martin Thomas Buckingham
Charles Darwin University
Scenario 2 describes Brynne, a bright, helpful student
who received an excellent report in Year 7. In Year 8, she became rude and rebellious in class,
but still received top marks. Biologically speaking, Brynne, is going
through adolescence. This change occurs during the key ages of 12 to 14
years, during which students are in Years 7 and 8 (“Going to a Public School,”
2013). Adolescence is a period characterised by a web of interlocking,
contributing factors which may be affecting Brynne’s behaviour.
Biological change spurs cognitive critical development, which in turn
facilitates cognitive moral development or even the emergence of a gifted
individual. These represent a few of the
many possible influences affecting an adolescent student’s sudden change in
temperament.
Cognitively speaking, Brynne is
developing increasingly complex, effective abstract thinking. This leads to a dramatic re-evaluation in the
way she sees herself, others and the world in general (Berk, 2013, p. 255). An improved critical faculty results in the
pushing of standard, immediate social boundaries through a questioning of the
status quo. “The early adolescent begins
to question authority and society standards” (“Cognitive Development,” 2014). Rather than simply accepting culture and its
associated social etiquette, Brynne has begun to challenge it.
Cognitive moral development goes hand in hand with this
process. Coming into adolescence, Kopp
& Wyer (1994) and Thompson, Myer, & McGinley (2006) have stated that “self-control
has become a flexible capacity for moral self-regulation—the ability to monitor
one’s own conduct and constantly adjusting it as circumstances present
opportunities to violate inner standards” (as cited in Berk, 2013, p. 515). This transition of morality has led to a
break-down in Brynne’s usual behavioural structure. This fracture psychologically frees Brynne to
criticize surrounding authorities. For
Brynne, in year 8, the teacher, who was previously respected in year 7, has
become a target.
Abstract thinking permits adolescents to think about
greater possibilities. It opens the
possibility of an ideal world. Upon
discovering that one’s immediate world is not ‘ideal,’ the adolescent tries to
implement change through their criticisms of those around them. As a result, “adolescents become fault-finding
critics” (Berk, 2013, p. 256). Unfortunately, “The disparity between teenagers’
idealism and adults’ more realistic view creates tension (Berk, 2013, p. 256).”
In Brynne’s case, this tension is then expressed in disruptive and rude class
behaviour.
Despite this tension, teenage idealism and criticism
are advantageous tools in utilizing the heightened cognitive ability to
rationalize. Both are simply
externalised expressions of the individual’s exploration of new-found mental
ability. Further, as Brynn challenges
boundaries, her behaviour shifts, and it is inevitable that her self-perception
begins to adjust in concert with her changing world perception.
Piaget believed that from this “a new form of egocentrism
arises, in which adolescents again have difficulty distinguishing their own and
others perspectives” (as cited in Berk, 2013, p. 255). This distortion of perception results in a
disconnect in the relationships between self and others. In some cases, imaginary-audience and/or personal-fable
emerge.
According to Elkind & Bowen (1979), “imaginary-audience
is characterized by an adolescent’s belief that they are the focus of
everyone’s attention and concern” (as cited in Berk, 2013, p. 255). As a side-effect of imaginary-audience,
personal-fable may also develop.
According to Berk (2013), this distortion consists of the adolescent
being “certain that others are observing and thinking about them,” and
developing “an inflated opinion of their own importance—a feeling that they are
special and unique” (p. 255). These frames of mind may be giving Brynne the
courage or the self-justification needed to stand up and challenge others, to
be dismissive, or even assume an air of an authority.
As Brynne struggles with the creation of a
self-perceived, unique, point of view, flexibility in moral self-regulation
could be considered the catalyst for the emergence of criticism and idealism as
well as the imaginary-audience and personal-fable traits. These often disruptive traits may in fact be
necessary tools in strengthening and coming to understand the capability of
abstract thought.
On the other hand, a more concerning possibility may be
that Brynne’s emotional health and wellbeing is at risk. “Many rebellious and
unhealthy behaviours or attitudes in teenagers are actually indications of depression”
(Smith, Barston, & Segal, 2014). In
fact, personal-fable can be a double-edged sword. “Belief in the personal-fable
leads many depressed young people to conclude that no one could possibly
understand their intense pain” (Berk, 2013, p. 473). In Brynne’s case this may be of greater
concern given that studies by Ge, Lorenz, Conger, Elder, & Simone (1994);
Hankin et al. (1998); and Wichstrom (1999) “have shown that depressive symptoms
increase dramatically for girls relative to boys in adolescence.” (cited in
Stice & Bearman, 2001, p.597).
Behaviours associated with imaginary-audience and
personal-fable, could also be an indication of a gifted student. Odd, extreme, or overly emotional responses
may in fact be the calling card of a child with above-average intelligence. In concert with this, risk taking, influenced
by transitional mindsets, can in fact be a great asset, especially where the
visual and performing arts are concerned. According to Sword (2014), “gifted children
not only think differently from their peers, they also feel differently.”
Sword goes on to say that “giftedness
has an emotional as well as a cognitive substructure and that emotional
intensity in the gifted is essential to the learning process.” Therefore, in some cases bad behaviour could
in fact be the result of a frustrated, but gifted, student. In Brynne’s case this could be a possibility
due to her retention of high marks from year 7 continuing into year 8, despite
her poor behaviour.
So what are some strategies which could help Brynne? Felner suggests that, in the first year after
transition into high school, homerooms can be provided in which teachers offer
academic and personal counselling.
Further, “assigning students to classes with several familiar peers or a
constant group of new peers strengthens emotional security and emotional
support.” In schools that took these
steps, “students were less likely to decline in academic performance or display
other adjustment problems.” (as cited in Berk, 2013, p. 642).
I would also take further steps to deal with this scenario
more directly. The first thing I would
do is gather a bit more knowledge of the student. Initially, I would ask to speak with Brynne briefly
after class and use this opportunity to get an idea of how she feels about her
behaviour in class, or to discover what may have provoked her. During this conversation, I would make sure
that I responded “patiently to the adolescent’s grand expectations and critical
remarks.”(Berk, 2013, p. 255).
I might also discreetly mention the situation to other
teachers in an effect to discover if the sudden disruptions were localised to
my class or consistent with others. This
information may shed light on whether the behaviour is the result of
environment, peer association, and/or a possible reaction to me as a teacher. If on further investigation I discovered that
depression was a mitigating factor, I would refer the issue to the school
councillor for insight or possible evaluation.
In conclusion, there are many possible contributing
factors to Brynne’s case. Without more information one can only speculate as to
the cause or severity of an adolescent’s developing disposition. However, on a day-to-day basis, I would
always be sure to use positive language with Brynne and reward her good
behaviour and academic results.
References
Berk, L. E. (2013). Child Development (9th ed.). Upper Saddle River, NJ:
Pearson Education, Inc.
NSW Public Schools. Going to a Public School. (2013). Retrieved from http://www.schools.nsw.edu.au/gotoschool/highschool/index.php
Smith, M., Barston, S., & Segal, J. (2014).
Helpguide.org: A Trusted Non-Profit Resource. Teen Depression: A Guide for Parents. Retrieved from http://www.helpguide.org/mental/depression_teen.htm
Stanford Children’s Health. Cognitive Development. (2014). Retrieved from http://www.stanfordchildrens.org/en/topic/default?id=cognitive-development-90- P01594
Stice, E. & Bearman, S. K. (2001). Body-Image and
Eating Disturbances Prospectively Predict
Increases in Depressive Symptoms in Adolescent Girls: A Growth Curve Analysis. Developmental
Pyschology, 37(5), 597-607.
Sword, L. (2014). Davidson Institute for Talent
Development. Gifted Children: Emotionally Immature
or Emotionally Intense?. Retrieved from http://www.davidsongifted.org/db/Articles_id_10241.aspx
