Chapter 9. Cognitive and Socioemotional Development

Introduction

Chapter 9: Cognitive and Socioemotional Development

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$A teenage girl at a protest holds a sign reading "You have planned to frack our land, now we stand so it is banned."$

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In your book’s chapter on adolescent cognitive and socioemotional development, you learned about the idea of adolescent “storm and stress” identified by G. Stanley Hall in 1904. Generally, the storm and stress of adolescence has been characterized by social sensitivity risk taking behaviors and emotional sensitivity (Blakemore & Mills, 2014; Gunther Moor et al., 2014; Sebastian et al., 2010; Steinberg, 2005; 2008; Dahl, 2004; Johnston et al., 2011; Spear, 2008; Steinberg, 2010; Csikszentmihalyi & Larson, 1984; Giletta et al., 2012; Muehlenkamp et al., 2012; Romeo, 2013; Warr, 2007).

The critical question regarding this period is, “Who gets derailed and who thrives during this landmark decade of life?”

9.1 Activity

In this activity you will assess your own level of storm and stress during early adolescence and how it has potentially impacted who you are now.

Thinking back to when you were in your early adolescent years (13-15) answer agree or disagree to the items below.

Question

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Question

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Question

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Question

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Question

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Question

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Question

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Question

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Question

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9.2 Something to Consider

Question

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Activity status

After reading your book’s chapter on adolescent cognitive and socioemotional development, you probably had a good idea if your early adolescent years fit the characteristics of storm and stress. There is a big difference between adolescence-limited turmoil and life-course difficulties (Moffitt, 1993). You can probably think of someone from high school who engaged in drinking or drug use but later became a responsible adult.

You can also think of your own adolescent experiences and how you have changed since then. After all, you made it to college! The point is that storm and stress is not the end of development. Rather, as you will learn in the next chapter, it is during the emerging-adult years that we change most.

How do you think your early adolescent years have influenced your current personality?

References

Blakemore, S., & Mills, K. L. (2014). Is adolescence a sensitive period for sociocultural processing? Annual Review of Psychology, 65, 187–207.

Csikszentmihalyi, M., & Larson, R. (1984). Being adolescent: Conflict and growth in the teenage years. New York: Basic Books.

Dahl, R. E. (2004). Adolescent brain development: A period of vulnerabilities and opportunities. In R. E. Dahl & L. P. Spear (Eds.), Adolescent brain development: Vulnerabilities and opportunities (Vol. 1021, p. 1–22). New York: New York Academy of Sciences.

Giletta, M., Scholte, R. J., Engels, R. E., Ciairano, S., & Prinstein, M. J. (2012). Adolescent non-suicidal self-injury: A cross-national study of community samples from Italy, the Netherlands and the United States. Psychiatry Research, 197(1-2), 66–72.

Gunther Moor, B., Bos, M. N., Crone, E. A., & van der Molen, M. W. (2014). Peer rejection cues induce cardiac slowing after transition into adolescence. Developmental Psychology, 50(3), 947–955.

Holmbeck, G., & Hill, J. (1988). Storm and Stress Beliefs About Adolescence: Prevalence, Self-Reported Antecedents, and Effects of an Undergraduate Course. Journal of Youth and Adolescence, 17, 285-306.

Johnston, L. D., O’Malley, P. M., Bachman, J. G., & Schulenberg, J. E. (2011). Marijuana use continues to rise among U.S. teens, while alcohol use hits historic lows. University of Michigan News Service: Ann Arbor, MI. Retrieved May 4, 2012, from http://www.monitoringthefuture.org

Muehlenkamp, J. J., Claes, L., Havertape, L., & Plener, P. L. (2012). International prevalence of adolescent non-suicidal self-injury and deliberate self-harm. Child and Adolescent Psychiatry and Mental Health, 6, 1–9.

Moffitt, T. E. (1993). Adolescence-limited and life-course-persistent antisocial behavior: A developmental taxonomy. Psychological Review, 100, 674–701.

Romeo, R. D. (2013). The teenage brain: The stress response and the adolescent brain. Current Directions in Psychological Science, 22(2), 140–145.

Sebastian, C., Viding, E., Williams, K. D., & Blakemore, S.-J. (2010). Social brain development and the affective consequences of ostracism in adolescence. Brain and Cognition, 72, 134–145.

Spear, L. P. (2008). The psychology of adolescence. In K. K. Kline (Ed.), Authoritative Communities: The Scientific Cases for Nurturing the Whole Child (pp. 263–280). New York: Springer-Verlag.

Steinberg, L. (2005). Cognitive and affective development in adolescence. Trends in Cognitive Sciences,9, 69–74.

Steinberg, L. (2008). A social neuroscience perspective on adolescent risk-taking. Developmental Review, 28, 78–106.

Steinberg, L. (2010). A behavioral scientist looks at the science of adolescent brain development. Brain and Cognition, 72, 160–164.

Warr, M. (2007). The tangled web: Delinquency, deception, and parental attachment. Journal of Youth Adolescence, 36, 607–622.