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What is happening? | How can I tell? | How can I help? |
Brain-Based Development | ||
Capacity for complex thought, planning and impulse control increases |
Begins to show improved abilities to organize thoughts, plan ahead, control impulses and direct attention to the task at hand while ignoring distractions (for example, a young person of this age may begin to rely on organizing school commitments in an agenda) May also be more able to postpone enjoyable social activities in order to keep commitments to school or work Begins to rely less on external forms of regulation (such as parental rules) and is more able to regulate behaviour independently |
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The brain becomes more specialized and efficient |
Ability to process complicated information and learn new concepts is growing |
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The ability to assess risks and rewards improves |
Ability to effectively assess risk versus reward is improving May engage in thrill-seeking and risk-taking behaviour such as:
May be especially motivated by risks and thrills when in the presence of peers Sensitivity to pleasure and reward is further increasing, particularly in the presence of peers May be more sensitive to criticism and peer rejections |
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The ability to control impulses and regulate behaviour improves |
Under conditions of low emotional stress, can anticipate consequences, control impulses, and act on rational choices Under conditions of emotional or physical stress (for example, break-up, lack of sleep) the capacity to make sound decisions is diminished Is able to better organize and plan |
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Development of Reasoning Skills | ||
Abstract thought matures |
Becomes more able to think abstractly and hypothetically Begins to suspend beliefs in areas of expertise Develops systems for organizing abstract ideas |
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Logical thinking skills improve |
More able to think about possibilities, form and evaluate hypotheses, deduce and induce principles that guide decision making |
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Working memory continues to improve |
Improving ability to manipulate information held in working memory (for example, solving multi-step math problems or planning and then packing for a trip) Better able to maintain, attend to, update and evaluate information |
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Beliefs about knowledge and facts continue to evolve |
May adopt a sceptical approach to knowledge in some domains Stops believing that all “facts” exist independently of people’s perspectives Begins to question universal social “facts” (for example, speeding while driving is wrong) and see that some truths are relative (what if the driver is a doctor on their way to an emergency?) Begins to think about and question facts and ideas and is sceptical about answers May insist that every answer is as good as any other answer Accepts an authority figure’s position (dogma) in areas of uncertainty |
What is happening? | How can I tell? | How can I help? |
Experience of Emotions | ||
Emotional responses increase |
Continuing to experience heightened emotions Emotional information becoming more important and meaningful May be experiencing mood fluctuations May be more vulnerable to stress |
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Emotional self-regulation matures |
Becomes better able to use thinking strategies for emotional self-regulation (for example, trying to put a positive spin on things, focusing thoughts on things that are more happy and pleasant, planning and developing solutions, or accepting the situation) Begins to believe in their ability to regulate emotions and becomes aware of the personal strategies that work best |
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The ability to read body language further improves |
Is better able to read and understand other people’s emotions, including displays of fear and anger |
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Motivation is increasingly internalized |
Demonstrates ability to set their own goals and stay on task with less prompting from others |
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Development of Empathy | ||
Empathy continues to develop |
Able to understand information from differing perspectives |
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What is happening? | How can I tell? | How can I help? |
Identity Formation | ||
Identity is actively explored |
Actively exploring identity options (for example, questioning parents’ values, and seeking information about potential career choices) |
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Gender role flexibility increases |
Begins to become less rigid about gender stereotypes as gender identity continues to evolve (for example, may be more empathetic to gender identity of others; may begin to express gender identity through clothing and image) |
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Social group-esteem continues to increase |
May seek information about their social groups by reading, talking with other group members, learning cultural practices, or attending cultural events |
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Exploration of spiritual beliefs may increase |
Begins to question and explore the foundations of spiritual beliefs |
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The concept of self becomes more complex and situation-dependent |
May start to notice that different contexts affect how they behave and perceive themselves (for example, I am deferential with my parents, a leader among friends and shy in class) May notice conflicts between the way they think of themselves and behave in different contexts (for example, I am quiet in class but vocal at soccer practice) May struggle with diverging self-concepts and express anxiety or stress about this internal conflict |
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Self-appraisal skills improve |
Demonstrates ability to think critically and be reflective (for example, able to see one’s self from other people’s [peers, parents] perspective) |
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Self-efficacy increases |
Beliefs about the ability to achieve goals grows stronger |
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Self-esteem continues to decline |
Begins to feel less self-confident and more negative about themselves than they did in childhood or early adolescence |
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Development of Relationships | ||
Understanding of varied perspectives deepens |
Begins to understand the effect of social roles in perspective-taking Begins to understand that “neutral” perspectives on a situation are rare, and that everyone’s perspective is coloured by their context, beliefs and background |
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Peer relationships are increasingly important |
Continues to engage in friendships that become closer and more intimate, and involve sharing of confidences and mutual support |
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Early romantic relationships emerge |
Begins dating in groups (forming couples but spending time together within the context of larger groups) Bases romantic relationships, either with the same or opposite sex, not necessarily on emotional intimacy but more often on fun and camaraderie Some expressions of emotional intimacy beginning to emerge May acknowledge same-sex romantic interests to trusted friends or family members |
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Family relationships continue to evolve |
May experience intensified disagreements with parents as their sense of individuality and independence continues to develop but occurrences will begin to decline |
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Moral reasoning shifts to a focus on maintaining order |
Makes moral decisions on the basis of a “law and order” orientation May feel the need to uphold laws in order to maintain order within the wider society |
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Self-sufficiency increases |
Demonstrates desire for independence in decisions about relationships and activities Begins to gain financial independence through employment |
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What is happening? | How can I tell? | How can I help? |
Physical Activity | ||
Participation in physical activity is changing |
May engage in less physical activity May begin to focus on a few physical activities or specialize in a few sports Choosing activities that reflect personal interests, abilities, ambitions, availability, and past experiences |
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Cardiovascular and muscular endurance, strength and flexibility are changing |
In the absence of training, cardiovascular endurance peaks and levels off in females Cardiovascular endurance continuing to increase gradually in males In the absence of training, there are no further increases in muscular strength or endurance for females Muscular strength continuing to increase gradually in males (muscle endurance peaks and begins to level off) In the absence of training, flexibility continues to slowly decline |
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Growth & Physical Development | ||
Puberty produces further physical changes |
Males may experience a growth spurt For females growth may begin to slow down after the first menstrual period (most females reach adult height before the end of adolescence) Sexual development beginning to mature |
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Hormonal changes cause sleep and waking cycles to continue to shift |
Falling asleep even later at night and waking up even later in the morning (may result in sleep deprivation and contribute to moodiness and irritability) |
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Body Image & Nutrition | ||
Development of body image is ongoing |
Males: may be maintaining more positive body image than females Females: may be dissatisfied with parts of their body Transgendered youth may struggle with body image Negative perceptions of body image vary for youth from different cultural and ethnic backgrounds More commonly making social comparisons about body type (comparisons to unrealistic ideals shown in media can play a role in the development of this dissatisfaction) Placing greater importance on and forming opinions about style, clothing and appearance |
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Knowledge of nutrition and healthy eating expands |
May be forming opinions about, and a desire for, independent control over eating and nutrition |
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