Life-Span Development John SantrockRequired Resources Read/review the following

Life-Span Development
John SantrockRequired Resources
Read/review the following resources for this activity:
Textbook: Chapter 11
Minimum of 2 scholarly sources (in addition to course text)
Your textbook details a sequence in which the human brain develops. The limbic system, or the seat of emotions and experience of rewards, (p. 344) is said to be completely developed in early adolescence. However, the pre-frontal cortex, also called the, judgement region doesn’t finish developing until at least a person is nearly an adult.
We could reasonably suggest that during the adolescent stage, it may be biologically difficult for a person to wrangle their emotions, impulses, and behaviors.
As a medical educator, how would you teach a group of parents about why their adolescent boys and girls are “acting out”?
In approximately 3 pages, create a “fact sheet” in MS Word that includes a chart, images, or banners, tables, etc., that explain why adolescent children may be less logical and more emotional in their decision-making. As part of your fact sheet, include ideas on how parents can best support their teenager during this time
Be sure that you use peer-reviewed research and the textbook to support your 3-page handout.
Writing Requirements (APA format)
Length: 2.5-3 pages (not including title page or references page)
Includes engaging presentation elements (i.e. images, banners, tables)
Attributes proper credit to outside sources (due to the creative nature of this assignment, attribution may look different than it does in a standard essay – that is ok so long as you credit your source in such a way that your audience can easy track down the sources you reference
Textbook Pg 344 below
Life-Span Development
John Santrock
FIGURE 3 EARLY- AND LATE-MATURING ADOLESCENT GIRLS’ PERCEPTIONS OF BODY IMAGE IN EARLY AND LATE ADOLESCENCE. The sixth-grade girls in this study had positive body image scores if they were early maturers but negative body image scores if they were late maturers (Simmons & Blyth, 1987). Positive body image scores indicated satisfaction with their figures. By the tenth grade, however, it was the late maturers who had positive body image scores.
An increasing number of researchers have found that early maturation increases girls’ vulnerability to a number of problems (Selkie, 2018). Early-maturing girls are more likely to smoke, drink, be depressed, have an eating disorder, engage in delinquency, struggle for earlier independence from their parents, and have older friends; and their bodies are likely to elicit responses from males that lead to earlier dating and earlier sexual experiences (Ibitoye & others, 2017; Pomerantz & others, 2017; Wang & others, 2018). In a recent study, onset of menarche before 11 years of age was linked to a higher incidence of distress disorders, fear disorders, and externalizing disorders in females (Platt & others, 2017). Another study found that early maturation predicted a stable higher level of depression for adolescent girls (Rudolph & others, 2014). Further, researchers recently found that early-maturing girls had higher rates of depression and antisocial behavior as middle-aged adults, mainly because their difficulties began in adolescence and did not lessen over time (Mendle & others, 2018). Further, early-maturing girls tend to have sexual intercourse earlier and to have more unstable sexual relationships, and they are more at risk for physical and verbal abuse in dating (Chen, Rothman, & Jaffee, 2017; Moore, Harden, & Mendle, 2014). And early-maturing girls are less likely to graduate from high Page 344school and tend to cohabit and marry earlier (Cavanagh, 2009). Apparently as a result of their social and cognitive immaturity, combined with early physical development, early-maturing girls are easily lured into problem behaviors, not recognizing the possible long-term negative effects on their development.
In sum, early maturation often has more favorable outcomes in adolescence for boys, especially in early adolescence. However, late maturation may be more favorable for boys, especially in terms of identity and career development. Research increasingly has found that early-maturing girls are vulnerable to a number of problems.
Along with the rest of the body, the brain changes during adolescence, but the study of adolescent brain development is still in its infancy. As advances in technology take place, significant strides are also likely to be made in charting developmental changes in the adolescent brain (Cohen & Casey, 2017; Crone, Peters, & Steinbeis, 2018; Sherman, Steinberg, & Chein, 2018; Steinberg & others, 2018; Vijayakumar & others, 2018). What do we know now?
The dogma of the unchanging brain has been discarded, and researchers are mainly focused on context-induced plasticity of the brain over time (Romeo, 2017; Steinberg, 2017; Zelazo, 2013). The development of the brain mainly changes in a bottom-up, top-down sequence with sensory, appetitive (eating, drinking), sexual, sensation-seeking, and risk-taking brain linkages maturing first and higher-level brain linkages such as self-control, planning, and reasoning maturing later (Zelazo, 2013).
Using fMRI brain scans, scientists have recently discovered that adolescents’ brains undergo significant structural changes (Aoki, Romeo, & Smith, 2017; Crone, Peters, & Steinbeis, 2018; Goddings & Mills, 2017; Rudolph & others, 2017). The corpus callosum, where fibers connect the brain’s left and right hemispheres, thickens in adolescence, and this improves adolescents’ ability to process information (Chavarria & others, 2014). We have described advances in the development of the prefrontal cortex—the highest level of the frontal lobes involved in reasoning, decision making, and self-control. However, the prefrontal cortex doesn’t finish maturing until the emerging adult years, approximately 18 to 25 years of age, or later (Cohen & Casey, 2017; Juraska & Willing, 2017; Sousa & others, 2018).

Life-Span Development John SantrockRequired Resources Read/review the following
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