Adolescent Psychology

What has the adolescent period looked like historically?
What led to the recognition of adolescence as a unique developmental period?
Be able to describe the theoretical perspectives of adolescence.

Biological Changes
Be able to describe the basics of puberty.
Be able to describe the HPG Axis.
Be able to describe the physical changes that occur during puberty.
How do pubertal timing and tempo affect adolescent development?
How does puberty affect psychological development?
How does puberty affect social relationships?
What health concerns are associated with adolescence?

Cognitive Changes
What are the major cognitive changes in adolescents compared to children?
Be able to describe Piaget’s theory of cognitive development in relation to adolescents.
Be able to describe the information-processing perspective.
What types of imaging are used to study changes in the brain during adolescence?
What changes in behavior have been linked to changes in the brain?
How do adolescents’ IQ scores compare to children’s IQ scores?
Be able to describe the theories of IQ and learning.
How does social cognition change in adolescence?
Why does risk taking occur during adolescence?
How can risk taking be reduced?

Social Changes
What is social redefinition?
How does social redefinition impact psychosocial development?
What are the common features of social redefinition?
How has the adolescent period been elongated over time?
In what ways is adolescence a social invention?
What is emerging adulthood?
What are the limitations of emerging adulthood?
How do changes in legal status affect adolescents?
What are the inconsistencies in adolescents’ legal status?
How do the clarity and continuity of social redefinition differ across cultures?
What are the challenges faced by poor and minority adolescents during the transition to adulthood?
What strategies can be used to ease the transition to adulthood among at-risk youth?

 

Sample Solution

Adolescent Psychology

The idea of adolescence is today one of our most widely held and deeply imbedded assumptions about the process of human development. Although the first use of the word adolescence appeared in the 15th century and came from Latin word “adolescere,” which meant “to grow up or to grow into maturity” (Lerner & Steinberg, 2009, p.1), it wasn’t until 1904 that the first president of the American Psychological Association, G. Stanley Hall, was credited with discovering adolescence. Adolescence frequently co-occurs with puberty, a biological phenomenon defined by a constellation of events that are driven by increases in adrenal and gonadal hormones, including the development of secondary sex characteristics and modulations in muscle and fat.

emergence of R2P however, as it was incorporated into the summit outcome document. Furthermore, its adoption was ratified by each UN member enforcing the concept of R2P as an ‘emerging norm’ within the global sphere not solely an empty political principle. The 2009 General Assembly debate surrounding a report written by UN Secretary General Ban-Ki Moon on its implementation globally has spread the culture of R2P further. Whilst within the debate, as Hehir argues, there was “little clarification of the criteria for intervention”, the fact that the report does not retract from any of the principles adopted in 2005, and outlined within the introduction, but constructively builds upon them, shows a level of global recognition for the importance of the R2P doctrine.(Hehir 2012, p54), (Badescu 2010, p8) It is clear, therefore, that R2P emerged from UN mistakes and frail international law surrounding humanitarian intervention, its subsequent conceptual development and its recognition by the international community has seen it evolve from an emerging political policy to a predominant international norm.

Having established both why and how R2P emerged to become an internationally accepted norm, the assessment of how it has affected African conflict over the 21st-century, merits analytical focus. It must be said that each of the case studies that will be discussed are dramatically different situations, this makes the application of Responsibility to Protect different in each case and thus the dimension and nature of how intervention is applied must be viewed through this perspective of situational difference.

Arguably the most prominent case in which Responsibility to Protect can be seen to have been enacted upon in the 21st-century is that of the 2011 Libyan civil conflict. Over the period February 2011-12, 21,490 Libyans were killed at a rate of 5.1 per 1000 people per year, a further 19,700 were injured and 435,000 were displaced. (Daw, Dau and El-Buzedi 2015, pp101-107) The extent to which this can be considered a mass atrocity can be measured by the UN’s response. This UN response came rapidly on the 26th of February 2011, just three days after the conflict began, as the UN Security Council unanimously adopted resolution 1970. The resolution expressed a “grave concern for the situation in Libya,” at the “gross and systematic violation of human rights,” crucially it is also explicit in calling upon the Libyan authorities for their “responsibility to protect its population,” and the need to “respect the freedoms of peaceful assembly.” (UN, n.d) Resolution 1970 also imposed sanctions upon the Libyan state such as the freezing of economic resources on Libyan territory. This action was reinforced by the UN adoption of resolution 1973 on March 17th 2011, which “reiterated responsibility of the Libyan authorities to protect the Libyan population,” and that all armed parties within the conflict “take all feasible steps to protect civilians,” yet again reaffirming language of the Responsibility to Protect

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