Human Growth And Dev
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Human Growth & Development SSI 209
Examination III
May2, 2008
Test results due May 9,2008
Dr Christopher W. Thompson
Explain the normal range and average developmental problems of girls and boys during the adolescent period? Give age specific examples and explanations of the examples
Adolescents are children who are 10 to 20 years of age. They are in a period between childhood and adulthood, called adolescence. This time period is divided into three stages, including early (10 to 13 years of age), middle (14 to 17 years of age), and late (18 to 20 years of age). During this time, your child will go through many changes in his physical, psychological (mental and emotional), and social growth.
Your childs body changes quickly during puberty. Puberty is a period in adolescence where the body develops and matures sexually. This period usually starts at 7 to 13 years of age in girls, and 9 to 14 years of age in boys. Hormones (special chemicals in the body), family history, and nutrition all add to your childs growth
Boys: Bones and muscles grow, and strength increases. Fat is lost in some parts of the body, such as the arms and legs. Broad shoulders may develop. Body odor becomes adult-like and acne (pimples) may appear. Their voice deepens and hair begins to grow on the face, pubic area, underarms, and other parts of the body.
Girls: Girls store more fats than boys. Their body develops with wider hips and smaller waistlines. Their body odor and voice change. Pubic and underarm hair starts to appear and grow. They may also get acne.
Mental changes occur during adolescence
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Change in self-image: Young adolescents often focus on their own self-image. Through different experiences, your child may find new beliefs and question old ones. He begins to form personality traits that define who he is. He defines his own ideals, values, and principles. By late adolescence, he is happier with who he is, and his place in society.
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Intellectual development and skills: Adolescents learn to think in new ways to understand complex ideas. They learn through selective and divided attention, and better memory. Problem solving skills also improve. They are able to think in a logical way, use sound judgment, and develop abstract thinking. Abstract thinking is the ability to understand and make sense out of symbols or images.
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Setting goals and ambitions: As an adolescent learns who he is, he begins to plan for the future. Based on his beliefs and values, he decides who he wants to be and what he wants to do in life. He sets realistic goals and has learned the difference between goals, fantasy, and reality. By late adolescence, he begins to work hard to reach his goals
Social changes that occur during adolescence
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Family: An adolescent may begin to spend less time with parents and more with friends. He often longs for freedom and starts to detach himself from his family. He begins to depend on himself more and learn responsibility.
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Friends: During early adolescence, having close relationships and being accepted into a peer group is very important. A childs actions can be greatly changed by peers or peer pressure. More time spent with friends gives a child more chances to try new things. He may try smoking, drinking alcohol, or sexual activity. By middle adolescence, boys and girls start to become friends, which often lead to dating.
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Community: As a child grows older, his relationships with others also grow. By late adolescence, he learns to think about the needs of others instead of thinking only of himself.
What is Holland’s career related personality types? Identify; provide explanation and example of each.
John Holland’s created the career related personality theory because of its importance to match individuals’ personality with a particular career. He believed that when individuals find careers that fit their personality, they are more likely to enjoy the work. Holland proposed six basic career-related personality types: realistic, investigative, artistic, social, enterprising, and conventional
Realistic
Realistic individuals are active, stable, and enjoy hands-on or manual activities such as building, mechanics, machinery operation and athletics. They prefer to work with things rather than ideas and people. They enjoy engaging in physical activity and often like being outdoors and working with plants and animals. People who fall into this category generally prefer to “learn by doing” in a practical, task-oriented setting, as opposed to spending extended periods of time in a classroom. Realistic types tend to communicate in a frank, direct manner and value material things. They perceive themselves as skilled in mechanical and physical activities, but may be uncomfortable or less adept with human relations. The preferred work environment of the realistic type fosters technical competencies and work that allows them to produce tangible results. Typical realistic careers include those in the military, electrician, engineer and veterinarian.
Investigative
Investigative individuals are analytical, intellectual and observant, and enjoy research, mathematical or scientific activities. They are drawn to ambiguous challenges and may feel stifled in highly structured environments. People who fall into this category enjoy using logic and solving highly complex, abstract problems. They are introspective and focused on creative problem-solving; therefore investigative types often work autonomously and do not seek leadership roles. They place a high value on science and learning, and perceive themselves as scholarly and having scientific or mathematical ability but lacking leadership and persuasive skills. The preferred work environment of the investigative type encourages scientific competencies, allows independent work, and focuses on solving abstract, complex problems in original ways. Typical investigative careers include medical technologist, biologist, chemist, and systems analyst.
Artistic
Artistic individuals are original, intuitive and imaginative, and enjoy creative activities such as composing or playing music, writing, drawing or painting, and acting in or directing stage productions. They seek opportunities for self-expression through