Module 6 Discussion Questions: Is Adolescence A Stage?

Module 6 Discussion Questionsin Your View Is Adolescence A Social Inv

In your view, is adolescence a social invention? Why or why not? Consider this video by CNN: "Being Thirteen: The Secret Life of Teens" when formulating your answer.

Paper For Above instruction

Adolescence has historically been recognized as a distinct developmental stage marked by biological, psychological, and social changes. However, the question of whether adolescence is a social invention is rooted in the understanding that societal norms, expectations, and cultural constructs largely define this phase of life. The concept of adolescence as a social invention implies that it is a product of societal and cultural influences rather than solely a biological or natural phase of human development. This perspective is supported by the fact that different societies have varying age ranges, roles, and responsibilities assigned to teenagers, indicating a social construct rather than a biologically fixed stage.

The documentary "Being Thirteen: The Secret Life of Teens" provides a lens into how societal expectations shape adolescents' experiences and behaviors. The film highlights the influence of social media, peer pressure, and cultural norms on teenagers' identities and decision-making processes. It demonstrates that many of the challenges adolescents face are a product of societal influences rather than inherent developmental issues. For example, the portrayal of teen sexuality, academic pressure, and social acceptance are largely culturally driven and vary across different societies.

Historically, the notion of adolescence is a relatively recent development, emerging prominently in the 20th century with the industrialization of Western societies. Prior to this, young people transitioned directly from childhood to adulthood through various rites of passage or were integrated into adult roles at earlier ages. The creation of compulsory schooling and the recognition of adolescence as a distinct phase are societal constructs designed to serve economic and social needs. These developments suggest that adolescence is, at least in part, a social invention tailored to contemporary societal goals.

Furthermore, the social invention perspective is reinforced by cross-cultural studies showing significant variations in the duration, expectations, and responsibilities associated with adolescence. In some indigenous societies, for instance, adolescents acquire adult roles much earlier, with less emphasis on extended schooling or leisure. Conversely, in modern Western societies, adolescence often extends into the early twenties, emphasizing education and personal identity. These differences underscore the social and cultural shaping of adolescence as a developmental stage.

In conclusion, the evidence suggests that adolescence is largely a social invention—a construct created and maintained by societal norms, economic systems, and cultural expectations. While biological and psychological changes occur during this period, the roles, responsibilities, and perceptions associated with adolescence are heavily influenced by societal influences. Recognizing adolescence as a social invention invites a broader understanding of how societal structures shape young people's experiences and how they can be modified to support healthier development.

References

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- Erikson, E. H. (1968). Youth: Who are you? New York: Norton.

- Giedd, J. N. (2004). Structural magnetic resonance imaging of the adolescent brain. Annals of the New York Academy of Sciences, 1021(1), 77–85.

- Johnson, J. E. (2018). Cultural concepts of adolescence: Cross-cultural perspectives. Developmental Psychology, 54(3), 325–333.

- Moshman, D. (2011). Adolescent rationality and decision-making. In Handbook of adolescent psychology (pp. 255–286). John Wiley & Sons.

- Sawyer, S. M., et al. (2015). The age of adolescence. The Lancet Child & Adolescent Health, 1(3), 223–228.

- Twenge, J. M., & Campbell, W. K. (2018). The narcissism epidemic: Living in the age of entitlement. Atria Books.

- United Nations Educational, Scientific and Cultural Organization (UNESCO). (2012). Quality education and adolescence. UNESCO.

- Weisfeld, G. E., & Weisfeld, C. C. (2010). The cultural shaping of adolescence. In The Psychology of Adolescence.

- WHO. (2014). Global status report on adolescence. World Health Organization.