Steinberg, Introduction, pp. 3-19:
How do different perspectives influence how we define the beginning and ending of adolescence?
Among the most important perspectives are psychology, biology, history, sociology, education, and anthropology. Within all
of these perspectives, adolescence is viewed as a transitional period whose chief purpose is the preparation of children for
adult roles. Rather than viewing adolescence as having a specific beginning and ending, it makes more sense to think of the
period as being composed of a series of passages- biological, psychological, social, and economic- from immaturity into
Using different perspectives what are some boundaries for the beginning and end of adolescence?
Onset of puberty
Becoming capable of sexual
Beginning of detachment from
Attainment of separate sense of
Emergence of more advanced
Consolidation of advanced
Beginning of a shift in interest
from parental to peer relations
Development of capacity for
intimacy with peers
Beginning of training for adult
work, family and citizen roles
Full attainment of adult status and
Entrance into Junior high school
Completion of formal schooling
Attainment of juvenile status
Attainment of majority
Attainment if designated age of
Attainment of designated age of
Entrance into period of training
for a ceremonial rite of passage
Completion of ceremonial rite of
When are early, middle and late adolescence?
Early: 10- 13, Middle: 14-17, Late: 18- 22
What are some other terms for late adolescence?
Youth and emerging adulthood
What are the components of John Hill’s framework for studying adolescence?
3 Basic Components: the fundamental changes of adolescence, the contexts of adolescence, and the psychosocial
developments of adolescents
Explain G. Stanley Hall’s view of adolescence.
Stanley is the father of the modern study of adolescence, likened adolescence to the turbulent, transitional period in the
evolution of the human species from savagery into civilization. “Adolescence is a new birth. Development is less gradual,
suggestive of some ancient period of storm and stress.”
How do psychoanalytic theorists view adolescence?
Explain whether learning theories, sociological theories, historical theories, and anthropological theories stress genetic or
environmental components of adolescent development.
Major theories about adolescence can be organized along a continuum, with biological theories at one end, and historical and
anthropological theories at the other. In the middle of the continuum are organismic, learning, and sociological theories.
These theories vary in the degree to which they view adolescence as a biologically determined period of development versus