I.

CONCEPTION (Gohing)

A. Ovulation

Each month, in one of a woman's two ovaries, a group of immature eggs

start to develop in small fluid-filled cysts called follicles. Normally, one of the
follicles is selected to complete development or maturation. This "dominant
follicle" suppresses the growth of all of the other follicles, which stop growing
and degenerate. The mature follicle ruptures and releases the egg from the
ovary.Ovulation generally occurs about two weeks before a woman's next
menstrual period begins.

B. Development of Corpus Luteum

After ovulation, the ruptured follicle develops into a structure called the
corpus luteum, which secretes two hormones, progesterone and estrogen.
The progesterone helps prepare the endometrium for the embryo to implant
by thickening it.

C. Release of Egg

The egg is released and travels into the fallopian tube where it remains
until a single sperm penetrates it during fertilization. The egg can be fertilized
for about 24 hours after ovulation. On average, ovulation and fertilization
occurs about two weeks after your last menstrual period.

D. Menses

If no sperm is around to fertilize the egg, it and the corpus luteum will
degenerate, removing the high level of hormones. This causes the
endometrium to slough off, resulting in menstrual bleeding. Then the cycle
repeats itself.

E. Fertilization

If sperm does meet and penetrate a mature egg after ovulation, it will
fertilize it. When the sperm penetrates the egg, changes occur in the protein
coating around it to prevent other sperm from entering. At the moment of
fertilization, your baby's genetic make-up is complete, including its sex. Since
the mother can provide only X chromosomes (she's XX), if a Y sperm fertilizes
the egg, your baby will be a boy (XY) vice versa.

F. Implantation

Within 24-hours after fertilization, the egg begins dividing rapidly into
many cells. It remains in the fallopian tube for about three days. The fertilized
egg called a zygote continues to divide as it passes slowly through the
fallopian tube to the uterus to be attached to the endometrium. First the
zygote becomes a solid ball of cells, then it becomes a hollow ball of cells
called a blastocyst. Before implantation, the blastocyst breaks out of its
protective covering, When the blastocyst establishes contact with the
endometrium, an exchange of hormones helps the blastocyst attach. Some
women notice spotting or slight bleeding for one or two days around the time
of implantation. The endometrium becomes thicker and the cervix is sealed
by a plug of mucus.Within three weeks, the blastocyst cells begin to grow as
clumps of cells within that little ball, and the baby's first nerve cells have
already formed. Your developing baby is called an embryo from the moment
of conception to the eighth week of pregnancy. After the eighth week and
until the moment of birth, your developing baby is called a fetus.

II. PREGNANCY

A. First trimester (Gelito)

Pregnancy is often defined as beginning when the developing embryo

becomes implanted into the endometrial lining of a woman's uterus. In some
cases where complications may have arisen, the fertilized egg might implant
itself in the fallopian tubes or the cervix, causing an ectopic pregnancy. Most
pregnant women do not have any specific signs or symptoms of implantation,
although it is not uncommon to experience minimal bleeding at implantation.
Some women will also experience cramping during their first trimester. This is
usually of no concern unless there is spotting or bleeding as well. After
implantation the uterine endometrium is called the decidua. The placenta
which is formed partly from the decidua and partly from outer layers of the
embryo is responsible for transport of nutrients and oxygen to, and removal
of waste products from the fetus. The umbilical cord is the connecting cord
from the embryo or fetus to the placenta.The developing embryo undergoes
tremendous growth and changes during the process of fetal development.

The signs and symptoms of pregnancy:

1. Tenderness of the breast

2. nausea and vomiting
3. frequent urination
4. feeling tired
5. irritability
6. dizziness
7. constipation

B. Second Trimester (Diopenes)

The second trimester of pregnancy spans from week 13 to week 27 of

your pregnancy. This is the time when most women start to look pregnant
and may begin to wear maternity clothes. By 16 weeks, the top of your
uterus, called the fundus, will be about halfway between your pubic bone and
your navel. By 27 weeks, the fundus will be about 2in. or more above your
navel.

You may find that the second trimester is the easiest part of pregnancy.
For some women, the breast tenderness, morning sickness, and fatigue of the
first trimester ease up or disappear during the second trimester, while the
physical discomforts of late pregnancy have yet to start. Pressure on your
bladder may be less as the uterus grows up out of the pelvis.

Normal symptoms you may experience during the second

trimester of pregnancy include:

1. Breast changes.
2. Leg cramps.
3. Back pain.
4. Pelvic ache and hip pain.
5. Stretch marks and other skin changes.
6. Hemorrhoids and constipation.
7. Heartburn (also a symptom of gastroesophageal reflux disease, or
GERD).
8. Nosebleeds and bleeding gums.
9. Hand pain, numbness, or weakness (carpal tunnel syndrome).
10.Back pain during pregnancy

C. Third Trimester (Majaducon)

The third trimester of pregnancy spans from week 28 to the birth.

Although your due date marks the end of your 40th week, a full-term
pregnancy can deliver between the 37th and 42nd weeks of pregnancy.
During this final trimester, your fetus grows larger and the body organs
mature. The fetus moves frequently, especially between the 27th and 32nd
weeks.

In the final 2 months of pregnancy, a fetus becomes too big to move

around easily inside the uterus and may seem to move less. At the end of the
third trimester, a fetus usually settles into a head-down position in the uterus.
You will likely feel some discomfort as you get close to delivery.

Normal symptoms you may experience during the third trimester

of pregnancy include:

1. Braxton Hicks contractions, which are "warm-up" contractions that

do not thin and open the cervix (do not lead to labor).
2. Fatigue.
3. Back pain.
 4. Pelvic ache and hip pain.
5. Hemorrhoids and constipation.
6. Heartburn (a symptom of gastroesophageal reflux disease, or
GERD).
7. Hand pain, numbness, or weakness (carpal tunnel syndrome).
8. Breathing difficulty, since your uterus is now just below your rib
cage, and your lungs have less room to expand.
9. Mild swelling of your feet and ankles (edema). Pregnancy causes
more fluid to build up in your body. This, plus the extra pressure
that your uterus places on your legs, can lead to swelling in your
feet and ankles.
10.Difficulty sleeping and finding a comfortable position. Lying on your
back interferes with blood circulation, and lying on your stomach
isn't possible. Sleep on your side, using pillows to support your
belly and between your knees. Later in your pregnancy, it is best
to lie on your left side. When you lie on your right side or on your
back, the increasing weight of your uterus can partly block the
large blood vessel in front of your backbone.
11.Frequent urination, caused by your enlarged uterus and the
pressure of the fetus's head on your bladder.

Signs that labor is not far off include the following:

1. The fetus settles into your pelvis. Although this is called dropping,
or lightening, you may not feel it.
2. Your cervix begins to thin and open (cervical effacement and
dilatation). Your health professional checks for this during your
prenatal exams.
3. Braxton Hicks contractions become more frequent and stronger,
perhaps a little painful. You may also feel cramping in the groin or
rectum or a persistent ache low in your back.
4. Your "water" may break (rupture of the membranes). In most
cases, rupture of the membranes occurs after labor has already
started. In some women, this happens before labor starts. Call
your health professional immediately or go to the hospital if you
think your membranes have ruptured.
 III. DELIVERY (Francisco)

A. Fetal Presentation – the body part of the fetus that enters the pelvic
inlet first.

1. Vertex/Cephalic Presentation - the head is the presenting part

a. Occiput – the occipital area first

b. Military – the parietal area first
c. Brow – brows are fisrt
 d. Face – the face is first
2. Breech Presentation – the buttock is the presenting part
3. Transverse Presentation – the shoulder is the presenting part

B. Naegele’s Rule – (Franz Karl Naegele) the rule estimates the

expected date of delivery (EDD). (LnMP – Last NORMAL Menstrual
Period)

EDD = LnMP + 9 months + 7 days

Example:

EDD = Jan. 1, 2009 + 9 months + 7 days

= October 8, 2009

C. Stages of Labor

1. Dilatation Stage – longest of all the stages and characterized by

dilatation and effacement of the cervix.
2. Expulsive Stage – Complete dilatation of the cervix, active
pushing and delivery of the fetus
3. Placental Stage – separation and delivery of the placenta
4. Restoration Stage – 1 to 4 hours after the delivery of the placenta

IV. INFANCY (Echalar)

It is also called early childhood. It is from birth to one year old. It is the
child’s first year of life. A child is totally dependent, specifically on others on
food, warmth and affection and therefore must be able to blindly trust the
parents or caregivers.

A. Principles of Growth and Development

1. Growth and development are continuous process from conception

until death
2. Growth and development proceed in an orderly sequence
3. Different child pass through predictable stages at different rates
4. All body system does not develop at the same rate
5. Development is cephalocaudal

B. Psychosexual Charcteristics

1. Oral stage

Erogenous zone: mouth

 eating and other mouth movements

Symptoms of oral fixation:

 smoking
 constant chewing of gum, pens, pencil, etc.
 Nail biting
 over eating

C. Significant persons

1. Mother
2. Mother substitute
3. Primary caregiver

D. Physical development – it depends on heredity, nutrition, and

environment

V. TODDLER (Martirez)

 Play side by side with another child but does not interact
 Each one is engrossed in his own parallel play

A child takes her first steps. Most children learn to walk by 15 months
of age, although some normal children do not begin to walk until 18 months.
Mastery of walking soon leads to running and jumping.

Children become interested in mirror images around 6 months of age.

Beginning at 15 to 18 months, toddlers understand they are looking at a
reflection of themselves.

A. Anal Stage

Toilet training - children at this age are taught when, where and how
excretion is deemed appropriate by society. Through toilet training, they also
discover their own ability to control such movements. That is, by exercising
control over the retention and expulsion of feces.

B. Physical Development

Normal infants possess neurological systems that detect and store speech
sounds, permit reproduction of these sounds, and eventually produce
language. Toddlers’ utter all known speech sounds, but retain only those
heard regularly.

Word like sounds occur at 12 months and have meaning at about 18

months. One- and two-word sentences are used to convey meaning. Early
words generally include naming objects and describing actions, for example,
“fall floor.” Acquisition of complex language after 18 months is very rapid.

C. Emotional Development

Attachment is a psychological bond between an infant and her or his

primary care giver, usually the mother. Crying and smiling bring infants in
contact with care givers and are called attachment behaviors. Attachment
provides a secure emotional base from which mature relationships develop.
Research shows that inadequate attachment impedes social and emotional
development throughout life. For example, when an infant is subjected to
maternal deprivation, and thus does not form a secure attachment,
subsequent development is often severely atypical.

Traumatic events such as physical abuse or malnutrition that occur during

infancy will affect development and behavior, usually in a negative way. Less
extreme experiences are also influential, but their effects may be temporary
and less apparent. All early experiences are known to influence attitudes
toward the learning process, the self-concept, and the ability to form and
maintain social and emotional relationships in later life.

VI. PRESCHOOL (Gareza)

Three and four-year-old children are often called preschoolers.

Preschool children want to touch, taste, smell, hear, and test things for
themselves. They are eager to learn. They learn by experiencing and by
doing. Preschoolers learn from their play. They are busy developing skills,
using language, and struggling to gain inner control.

Preschoolers want to establish themselves as separate from their

parents. They are more independent than toddlers. They can express their
needs since they have greater command of language.

Fears often develop during the preschool years. Common fears include
new places and experiences and separation from parents and other important
people. You can expect the preschool child to test you over and over again.

He or she might use forbidden words and might act very silly.
Preschoolers may still have trouble getting along with other children and
sharing may still be difficult. Because of their developing imaginations and
rich fantasy lives, they may have trouble telling fantasy from reality. They
may also talk about imaginary friends. Preschoolers need clear and simple
rules so that they know the boundaries of acceptable behavior.

A. Three-year-olds
 Physical Development - They ride a tricycle. They catch a ball. They
stand on one foot. They build towers of 6-9 blocks. They walk on tip toes.
They jump horizontally. They handle small objects such as puzzles, and
pegboards. They smear or daub paint. They draw or paint in circular and
horizontal motions. They grow about 3 inches taller in a year.

Social and Emotional Development - They need to know clear and

consistent rules and what the consequences for breaking them are. They
enjoy dramatic play with other children. Their emotions are usually extreme
and short-lived. They need to be encouraged to express their feelings with
words. They begin to learn to share.

Intellectual Development - Preschool children learn best by doing.

They need a variety of activities. They need indoor and outdoor space. They
need a balance between active and quiet play. They can communicate their
needs, ideas, and questions. Their attention span is a little longer so they can
participate in group activities.

B. Four-Year-Olds

Physical Development - They like unzipping, unsnapping, and

unbuttoning clothes. They dress themselves. They like lacing their own shoes.
They can cut on a line with scissors. They can make designs and write crude
letters. They are very active and aggressive in their play.

Social and Emotional Development - They sometimes have

imaginary friends. They tend to brag and be bossy. They have very active
imaginations. They need to feel important and worthwhile. They can be
aggressive but want friends and enjoy being with other children. They enjoy
pretending to be important adults such as mom, dad, nurse, doctor, mail
carrier, police officer. They appreciate praise for their achievements. They
need opportunities to feel more freedom and independence. They are
learning to take turns and to share. Games and other activities can help
preschoolers learn about taking turns.

Intellectual Development - They ask lots of questions, including

"how" and "why" questions. They are very talkative. Their language includes
silly words and profanity. They enjoy serious discussions. They should
understand some basic concepts such as number, size, weight, color, texture,
distance, time and position. Their classification skills and reasoning ability are
developing.

VII. SCHOOL AGE (Mayo)

A good education for your child means good schools, good teachers
and good vision. Your child's eyes are constantly in use in the classroom
and at play. So when his or her vision is not functioning properly, learning
and participation in recreational activities will suffer.
The basic vision skills needed for school use are:

• Near vision. The ability to see clearly and comfortably at 10-13

inches.

• Distance vision. The ability to see clearly and comfortably beyond

arm's reach.

• Binocular coordination. The ability to use both eyes together.

• Eye movement skills. The ability to aim the eyes accurately, move
them smoothly across a page and shift them quickly and accurately from
one object to another.

• Focusing skills. The ability to keep both eyes accurately focused at

the proper distance to see clearly and to change focus quickly.

• Peripheral awareness. The ability to be aware of things located to

the side while looking straight ahead.

• Eye/hand coordination. The ability to use the eyes and hands

together.

If any of these or other vision skills are lacking or not functioning

properly, your child will have to work harder. This can lead to headaches,
fatigue and other eyestrain problems. As a parent, be alert for symptoms
that may indicate your child has a vision or visual processing problem. Be
sure to tell your optometrist if your child frequently:

• Loses their place while reading;

• Avoids close work;

• Holds reading material closer than normal;

• Tends to rub his or her eyes;

• Has headaches;

• Turns or tilts head to use one eye only;

• Makes frequent reversals when reading or writing;

• Uses finger to maintain place when reading;

• Omits or confuses small words when reading;

• Consistently performs below potential.

School Age discipline

The overall objective during this final preadolescent period is to teach

the child that his actions have inevitable consequences. One of the most
serious casualties in a permissive society is the failure to connect those
two factors: behavior and consequences.

Too often, a 3-year-old child screams insults at her mother, but Mom
stands blinking her eyes in confusion or simply ignores the behavior. A
first-grader launches an attack on his teacher, but the school makes
allowances for his age or is fearful of a lawsuit and takes no action. A 10-
year-old is caught stealing candy in a store but is released with a
reprimand. A 15-year-old sneaks the keys to the family car, but his father
bails him out when he is arrested. A 17-year-old drives like a maniac, and
her parents pay the higher insurance premiums after she wraps the family
car around a telephone pole. You see, all through childhood some loving
parents seem determined to intervene between behavior and
consequences, breaking the connection and preventing the valuable
learning that could have occurred.

Physical Development

School-age children typically have fairly smooth and strong motor

skills. However, their coordination (especially eye-hand), endurance,
balance, and physical tolerance vary.

Fine motor skills may also vary widely and influence a child's ability to
write neatly, dress appropriately, and perform certain chores, such as
making beds or doing dishes.

There will be significant differences in height, weight, and build among

children of this age range. It is important to remember that genetic
background, as well as nutrition and exercise, may influence a child's
growth.

There can also be a big difference in the age at which children begin to
develop secondary sexual characteristics. For girls, secondary sex
characteristics include:

• Breast development

• Underarm and pubic hair growth

For boys, they include:

• Growth of underarm, chest, and pubic hair

• Growth of testicles and penis

Language Development

Early school-age children should be able to consistently use simple, but

complete sentences that average five to seven words. As the child
progresses through the elementary years, grammar and pronunciation
become normal. Children use more complex sentences as they grow.

Language delays may be due to hearing or intelligence problems. In

addition, children who are unable to express themselves well may be
more likely to have aggressive behavior or temper tantrums.

A 6-year-old child normally can follow a series of three commands in a

row. By age 10, most children can follow five commands in a row. Children
with a problem in this area may try to cover it up with backtalk or
clowning around. They will rarely ask for help because they are afraid of
being teased.

Behavior

Frequent physical complaints (such as sore throats, tummy aches, arm

or leg pain) may simply be due to a child's increased body awareness.
Although there is often no physical evidence for such complaints, the
complaints should be investigated to rule out possible health conditions,
and to assure the child that the parent is concerned about his or her well-
being.

Peer acceptance becomes increasingly important during the school-age

years. Children may engage in certain behaviors to be part of "the group."
Talking about these behaviors with your child will allow the child to feel
accepted in the group, without crossing the boundaries of the family's
behavior standards.

Friendships at this age tend to be mainly with members of the same

sex. In fact, younger school-age children typically talk about members of
the opposite sex as being "strange" or "awful." Children become less
negative about the opposite sex as they get closer to adolescence.

Lying, cheating, and stealing are all examples of behaviors that school-
age children may "try on" as they learn how to negotiate the expectations
and rules placed on them by family, friends, school, and society. Parents
should deal with these behaviors privately (so that the child's friends don't
tease them), apply a punishment that is related to the behavior, and show
forgiveness.
 An ability to pay attention is important for success both at school and
at home. A 6-year-old should be able to focus on an appropriate task for at
least 15 minutes. By age 9, a child should be able to focus attention for
about an hour.

It is important for the child to learn how to deal with failure or

frustration without losing self-esteem or developing a sense of inferiority.

Safety

Safety is important for school-age children.

• School-age children are highly active and need strenuous physical

activity, peer approval, and more daring and adventurous behaviors.

• Children should be taught to play sports in appropriate, safe,

supervised areas, with proper equipment and rules. Bicycles, skateboards,
in-line skates, and other types of recreational sports equipment should fit
the child. They should be used only while following traffic and pedestrian
rules, and while using safety equipment such as knee, elbow, wrist
pads/braces, and helmets. Sports equipment should not be used in
darkness or extreme weather conditions.

• Swimming and water safety lessons may help prevent drowning.

• Safety instruction regarding matches, lighters, barbecues, stoves,

and open fires can prevent major burns.

• Wearing seat belts remains the most important way to prevent

major injury or death from a motor vehicle accident.

Parenting Tips

• If your child's physical development appears to be outside the

norm, talk to your health care provider.

• If language skills appear to be lagging, request a speech and

language evaluation.

• Maintain close communication with teachers, other school

personnel, and parents of friends to be aware of potential problems as
they arise.

• Encourage children to express themselves openly and talk about

concerns without fear of punishment.

• While encouraging children to participate in a variety of social and

physical experiences, parents should be careful not to over-schedule a
 child's free time. Free play or simple, quiet time is important for the child
not to feel constantly pushed to perform.

• Children today are exposed, through the media and their peers, to a
vast array of issues dealing with violence, sexuality, and substance abuse.
Discuss these issues openly with your children to share concerns or
correct misconceptions. Setting limits may be necessary to ensure
children will be exposed to such issues only when they are
developmentally ready.

• Encourage children to participate in constructive activities such as

sports, clubs, arts, music, and scouts. Staying sedentary at this age
increases the risk of lifetime obesity. However, it is important not to over-
schedule your child. Try to find a balance between family time, school
work, free play, and structured activities.

• School-age children should participate in family chores such as

setting the table and cleaning up.

VIII. ADOLESCENCE (Duran)

Period of life from puberty to adulthood (roughly ages 12–20)

characterized by marked physiological changes and development of sexual
feelings.

Adolescence is sometimes viewed as a transitional state, during which

youths begin to separate themselves from their parents but still lack a clearly
defined role in society. It is generally regarded as an emotionally intense and
often stressful period.

They give more importance to their friends and less to their parents

Male and female:

1. The testes and scrotum begin to increase in size

2. Pubic hair begins to appear
3. The penis begins to enlarge
4. The larynx starts to grow and the voice deepens
5. Hair growth begins on the upper lip
6. Hair growth begins in the axillas
7. Enlargement of the breast
8. Pubic hair development
9. Pimples
10. Increase in muscle strength
 Between the ages of thirteen and fifteen girls start to feel more self
conscious about their body image.

Adolescent maturation is a personal phase of development where children

have to establish their own beliefs, values, and what they want to accomplish
out of life.

During early adolescence (ages 11-13), development usually centers

around developing a new self-image due to their physiological changes.
Adolescents need to make use of their newly acquired skills of logical thinking
and ability to make judgments rationally. When they reach the ages of
fourteen and fifteen (the period known as mid-adolescence), adolescents
strive to loosen their ties to their parents and their emotions and intellectual
capacities increase. The adolescent becomes adventuresome, and
experiments with different ideas. This plays an important role in finding one’s
relations to oneself, groups, and opposite sex. It is during this time that
adolescents’ self-dependence and a sense of responsibility become apparent,
along with their quest to contribute to society and find their place in it.

During late adolescence (ages range from sixteen on), adolescents have a
more stable sense of their identity and place in society.. Adolescent should,
by this time, have established a balance between their aspirations, fantasies,
and reality. In order for them to achieve this balance they should be
displaying concern for others through giving and caring, instead of the earlier
childhood pattern of self-gratification. At the conclusion of late adolescence
they should have had designed or discovered their role in society, have set a
realistic goal in life, and have begun in ernest to achieve it.
 Adolescence (Matus)

Adolescence for me is the period within human life when most of a

person's characteristics are changing from childlike to adultlike. Changes in
the body are the most observable occurring at this stage. Other kinds of
developments take place such as, intellectual, academic. Social and spiritual.
During the phase of Adolescence, girls body is changing in size, shape, and
hormonal structure. Adolescent girls focus on their changing bodies. They
feel, look and act differently. Absorbing all these changes is very difficult. The
preoccupation with bodies at this age cannot be overstated. Small flaws
become obsessions. Just at this point that their bodies are becoming rounder,
girls are told that thin is beautiful, even imperative. Girls in this stage feel an
enormous pressure to be beautiful and are aware of constant evaluations of
their appearance.

Puberty

Puberty is a period of several years in which rapid physical growth and

psychological changes occur, culminating in sexual maturity. The average
onset of puberty is at 10 for girls and age 12 for boys. Puberty begins with a
surge in hormone production, which in turn, causes a number of physical
changes.[6] It is also the stage of the lifespan in which a child develops
secondary sex characteristics (for example, a deeper voice and larger adam's
apple in boys, and development of breasts and more curved and prominent
hips in girls) as his or her hormonal balance shifts strongly towards an adult
state. Facial hair in males normally appears in a specific order during puberty:
The first facial hair to appear tends to grow at the corners of the upper lip,
typically between 14 to 16 years of age.[9][10] It then spreads to form a
moustache over the entire upper lip. This is followed by the appearance of
hair on the upper part of the cheeks, and the area under the lower lip.[9] The
hair eventually spreads to the sides and lower border of the chin, and the rest
of the lower face to form a full beard.[9]. Facial hair is often present in late
adolescence, around ages 17 and 18, but may not appear until significantly
later. The major landmark of puberty for males is the first ejaculation, which
occurs, on average, at age 13.[12] For females, it is menarche, the onset of
menstruation, which occurs, on average, between ages 12 and 13.[13].[13]
Consequently, girls who eat high-fat diet and who are not physically active
begin menstruating earlier, on average, than girls whose diet contains less
fat and whose activities involve fat reducing exercise (e.g ballet and
gymnastics).[13] Girls who experience malnutrition or are in societies in
which children are expected to perform physical labor also begin
menstruating at later ages.[13]For girls, early maturation can sometimes lead
to increased self-consciousness, though a typical aspect in maturing
females.[17] Because of their bodies developing in advance, pubescent girls
can become more insecure.
 Psychology

Adolescent psychology is associated with notable changes in mood

sometimes known as mood swings. Cognitive, emotional and attitudinal
changes which are characteristic of adolescence, often take place during this
period, and this can be a cause of conflict on one hand and positive
personality development on the other.

Because the adolescents are experiencing various strong cognitive and

physical changes, for the first time in their lives they may start to view their
friends, their peer group, as more important and influential than their
parents/guardians. Because of peer pressure, they may sometimes indulge in
activities not deemed socially acceptable, although this may be more of a
social phenomenon than a psychological one. The home is an important
aspect of adolescent psychology: home environment and family have a
substantial impact on the developing minds of teenagers, and these
developments may reach a climax during adolescence. For example, abusive
parents may lead a child to "poke fun" at other classmates when he/she is
seven years old or so, but during adolescence, it may become progressively
worse, for example, the child may now be using drugs or becoming
intolerably violent among other classmates. If the concepts and theory
behind right or wrong were not established early on in a child's life, the lack
of this knowledge may impair a teenager's ability to make beneficial
decisions as well as allowing his/her impulses to control his/her decisions.

Adolescents may be subject to peer pressure within their adolescent time

span, consisting of the need to have sex, consume alcoholic beverages, use
drugs, defy their parental figures, or commit any activity in which the person
who is subjected to may not deem appropriate, among other things.Struggles
with adolescent identity and depression usually set in when an adolescent
experiences a loss. The most important loss in their lives is the changing
relationship between the adolescent and their parents. Adolescents may also
experience strife in their relationships with friends. This may be due to the
activities their friends take part in, such as smoking, which causes
adolescents to feel as though participating in such activities themselves is
likely essential to maintaining these friendships. Teen depression can be
extremely intense at times because of physical and hormonal changes but
emotional instability is part of being a teenager. Their changing mind, body
and relationships often present themselves as stressful and that change, they
assume.