Normal Development:  Middle Adolescence

Adolescence is divided into 3 stages: early (12 to 14 years), middle (15 to 17 years), and late (18 to 20
years). While certain attitudes, behaviors, and physical milestones tend to occur at certain ages, a wide
range of growth and behavior for each age is normal. These guidelines show general progress through
the developmental stages rather than fixed requirements. It is perfectly natural for a teen to reach some
milestones earlier and other milestones later than the general trend.

Physical Development

 Most girls have completed the physical changes related to puberty by age 15.
 Boys are still maturing and gaining strength, muscle mass, and height and are completing the
development of sexual traits.

Emotional Development

 May stress over school and test scores.

 Is self-involved (may have high expectations and low self-concept).
 Seeks privacy and time alone.
 Is concerned about physical and sexual attractiveness.
 May complain that parents prevent him or her from doing things independently.
 Starts to want both physical and emotional intimacy in RELATIONSHIPS .

Social Development

 Is more and more aware of social behaviors of friends.

 Seeks friends that share the same beliefs, values, and interests.
 Friends become more important.
 Starts to have more intellectual interests.
 Explores romantic and sexual behaviors with others.
 May be influenced by peers to try risky behaviors (alcohol, tobacco, sex).

Mental Development

 Becomes better able to set goals and think in terms of the future.
 Has a better understanding of complex problems and issues.
 Starts to develop moral ideals and to select role models.

If you have any concerns about your teen's own pattern of development, check with your health care
provider.
Normal Development: Late Adolescence (18-20 Years Old)

Adolescence is divided into three stages: early (12 to 14 years), middle (15 to 17 years), and late (18 to
20 years). While certain attitudes, behaviors, and physical milestones tend to occur at certain ages, a
wide range of growth and behavior for each age is normal. These guidelines show general progress
through the developmental stages rather than fixed requirements. It is perfectly natural for a teen to reach
some milestones earlier and other milestones later than the general trend.

Emotional Development

 Has a better sense of self.

 Becomes gradually more emotionally stable.
 Has a greater concern for others.
 Have thoughts about his or her purpose in life.
 Has pride in his or her own work.

Social Development

 Has become self-reliant and able to make own decisions.

 Becomes more comfortable around parents.
 Becomes interested in and concerned about serious RELATIONSHIPS .
 Can combine both emotional and physical intimacy in a relationship.
 Has developed a clear sexual identity.

Mental Development

 Has ability to think ideas through and set goals.

 Has ability to express ideas.
 Has developed a deeper view of life and may become involved in community issues
(environment, homelessness, world hunger).

If you have any concerns related to your teen's own pattern of development, check with your health care
provider.

Developmental Changes in Self-description

Adolescence (ages 12-18) brings another shift in self-understanding. Adolescents define themselves in
abstract qualities that emphasize their perceived emotions and psychological characteristics. For
example, an adolescent might be inclined to say he is moody or insecure. These assessments reflect a
more sophisticated, analytical approach to self-definition, one that emphasizes private qualities not
necessarily known to others. Adolescents’ ability to think of themselves in abstract terms may help
them achieve psychological unity. Harter and Monsour (1992) asked 7th, 9th, and 11th graders to
describe themselves in various situations (e.g., in the classroom, with friends), and then indicate which
traits created conflict. Figure 3.2 shows that the percentage of traits that created conflict rose steeply
from 7th to 9th grade, but declined from 9th to 11th grade. Harter and Monsour speculated that the
rise in conflict experienced between 7th and 9th grade reflected young adolescents’ increased
participation in multiple roles, and the decline in conflict experienced between 9th and 11th grade
represented the older adolescents’ ability to come to terms with conflicting identities in different
situations. To illustrate, whereas a 9th grader might be puzzled by the fact that he’s carefree with
friends but sullen with his parents, an 11th grader would reconcile this inconsistency by saying “I’m just
a moody person” (see also Harter, Bresnick, Bouchey, & Whitesell, 1997).

Self-Awareness in Adolescence

In addition to being a time of identity confusion, adolescence is also a time of increased self-
consciousness. This heightened self-awareness takes two forms. The first is a private preoccupation
with oneself, epitomized by the soul-searching Erikson described. The second is an excessive (some
would say obsessive) concern with how one appears to others. Adolescents are notorious for believing
that others are scrutinizing them, talking about them, and evaluating them (Elkind, 1967). These
feelings appear to be particularly acute during early adolescence (Rosenberg, 1979) and decline as
adolescents begin to make their identity commitments (Adams, Abraham, & Markstrom, 1987; Ryan &
Kuczkowski, 1994).

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