Module 6 - Review Answers

The document contains 6 problem sets related to adolescent development: 1. It provides timelines showing the average ages of pubertal growth spurts and menarche/spermache for girls and boys. 2. It summarizes the potential social and emotional consequences of early and late maturation for both girls and boys. 3. It compares the profiles of individuals with anorexia nervosa and bulimia nervosa, noting differences in family backgrounds, personality traits, and age of onset between the two disorders. 4. It outlines the many serious health consequences that can result from anorexia nervosa and bulimia nervosa if left untreated. 5. It distinguishes

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Module 6 - Review Answers

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Kate

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Problem Set 1

1. Create two timelines indicating average ages at which the pubertal growth spurt and
menarche/spermache occur for girls and boys.

Growth spurt Menarche End Growing

Girls |_____|_________|___________|________|
| 10 12 1/2 16

Growth spurt Menarche End Growing

Boys |_____|_________|___________|________|
| 12 1/2 13 1/2 17-18

2. Summarize the possible consequences for being an early maturing girl and boy, and a late-
maturing girl and boy.

An early maturing girl may be at risk for many social, behavioral and self-image problems (peers
may bully an early matured girl and this type of girl may partake in more sexual actions with
older boys). Early maturing boys, on the other hand, will be praised for being stronger and taller
than their peers (because males are more likely to excel in sports/activities). Girls who mature
later in life tend to not have as many problems socially and emotionally but can feel annoyed at
their late maturing compared to their peers (sexual developmental wise). Boys who mature later
on in life, however, tend to be bullied more so (physical appearance and behavior wise) others
due to rejection.

3. In what ways do profiles of individuals with anorexia nervosa differ from profiles of
individuals with bulimia nervosa?

Individuals with anorexia nervosa differ from profiles of individuals with bulimia nervosa. Those
who are anorexic tend to be from middle/upper-class families. These family situations are
extremely controlling which cause stress within the individual. There may already be others in
their family that have anorexia as well. These people will tend to be perfections and very
controlling (especially with personal behavior). Bulimics are very impulsive. They may also tend
to be reckless with behavior. Individuals may be depressed (chemical imbalances). Within both
disorders, social, chemical (neuro), genetic and personality traits play an important role. Younger
children, whom exhibit perfectionist qualities, are more likely to be anorexic (or develop the
disorder), while older, less impulsive individuals develop bulimia.

4. What are the health consequences of anorexia nervosa and bulimia nervosa?
There are many healthy consequences of anorexia nervosa and bulimia nervosa. Anorexia
nervosa is a fatal mental disorder (deadliest) which can cause major organ destruction (i.e. heart)
that can last for the duration of that person's lifetime. Nutrition deficiency may also harming
brain and bones, and can cause a woman to have complications with her menstruation cycle
(cycle will eventually stop). Within bulimia nervosa, we can see that it is not as harmful as
anorexia nervosa but the disorder is still extremely detrimental to a person's health. This disorder
can cause stomach ruptures (bingeing and purging), heart failure, effects on teeth (yellowing,
enamel destruction, puffy cheeks, callouses on hands, loss of hair, decreases in menstrual period,
etc. You may be able to notice less consequences with bulimia due to the fact that bulimics are of
normal weight (unlike anorexics) since only about 50% of calories that are binged can be
purged.

5. How does formal operational thought differ from concrete operational thought?

Formal operational thought differs from concrete operational thought. Those who are in formal
operational thought can engage in abstract and deductive reasoning.

6. Describe the pendulum problem.

Within the pendulum problem, researcher Piaget tested logical and systematical thinking with a
pendulum experiment in order to answer the question of what would make a pendulum swing
faster. The students (adolescents) would create a hypothesis and then test it systematically.
Problem Set 2

1) Create profiles of teens who exemplify each of the Identity Statuses. To do so, choose some
aspect of identity (such as vocational identity, ethnic identity) to address and flesh out a scenario
for the teen.

Jenny, while in early childhood, dreamed of becoming a doctor. While in her adolescent years,
she changed her mindset and thought she now wanted to become a pastry chef after taking
courses in culinary arts. After much research and direction (with talking to other pastry chefs and
her culinary arts teacher), Jenny decided she wanted to go to her local community college and
enroll in the baking and pastry arts program. She applied to her local community college in this
major and was accepted by the college. She dreams to move to New York to open her own
bakery. This shows Jenny's vocational identity.

2) What are the two courses of juvenile delinquency? What are Garbarino’s recommendations
for how to help troubled boys?

Two courses of juvenile delinquency include Adolescent-limited and Life-course persistent.

Garbarino’s recommendations for how to help troubled boys consist of: encouraging and
teaching spirituality, meaning (in life), as well as empathy. Also, sheltering them from abuse and
harmful/derogatory media can help.

3) What are common symptoms of adolescent depression?

Common emotional and behavioral symptoms of adolescent depression include: feelings of

sadness (crying for no reason), hopelessness/emptiness,irritability, frustration, anger, loss of
interest in family/friends/pleasure with normal activities, decreased/low self-esteem,
worthlessness, guilt, self-blame/self-criticism, rejection, failure, the need of reassurance
(excessive), sensitivity to failure, life and the future being grim, death/dying, suicide, or having
trouble with concentration, thinking and making decisions/remembering. Behavioral symptoms
include changes with: energy loss, increasing fatigue/insomnia, increase in sleeping activities,
appetite (decreased/weight lost, increased/craving and weight gain), increasing use of drugs and
aclohol, increased agitation, decreased ability to think/speak/body movement, increased body
aches (headaches, frequent visits to doctor or school nurse), increased social isolation, decreased
performance (in school work), not caring about appearance, increased anger outbursts/acting out,
increased self-harm, and making or thinking about suicide.