Adolescence To Young Adults & Emotional Intelligence
Adolescence is a time of change and self discovery,
and, although it is different for every individual,
there are some things that
are common to all youth-the physical, mental,
social, and emotional changes that take a young
person from childhood to adulthood. Some
of the behaviors and changes that occur in
adolescence may look like symptoms of mental
health disorders. Alternatively, the symptoms
of mental health disorders may be masked by
these big changes. The changes and stress
experienced during adolescence can cause
mental health challenges and disorders. Mental
health challenges and disorders can have a
serious impact on adolescent development.
Having an understanding of the changes that
occur during adolescence can help adults
distinguish whether the young person they are
trying to help has a mental health challenge or
mental health disorder or is simply experiencing
normal, developmental changes.
The period of adolescence is defined in many
ways. Traditionally, adolescence refers to the
years when physical development (puberty)
occurs, ending when norms of adulthood and
sexual maturity are reached.» Adolescence
largely overlaps with puberty, but other aspects
of adolescence are defined by psycho-social
and cultural characteristics of development
during the teen years. This period varies from
culture to culture. In years past, at the point of
sexual maturity, young people were expected
to be independent and start their own family.
Now, adolescence is often described as lasting
longer, with young people living with their
parents longer, delaying starting their own
families, and remaining financially dependent
on their families for a long time. These definitions
can be useful in some ways and misleading
in others. Brain development, for example,
continues at least into the early 20S, meaning
that some young people think and behave more
like youth than adults until then.
Youth Mental Health ADA defines adolescence as ranging
from age 12 until a young person's 18th birthday; however, the
manual also addresses young people up to age
25, because the ages between 18 and 25 have
some particular social and legal meanings.
These are the ages at which a person is seen
by many in society as an adult; they can buy
alcohol, vote, and make decisions without
needing the approval of a parent or guardian.
Young adults ages 18-25 are sometimes
referred to as transition-age youth. During these
years, many young people transition from
living at home with their parents or caregivers
to being on their own. It is also an age when
many young people transition from child
services to adult services or to independent
living. During these times, for many different
reasons, young adults and their families may
be navigating all the intricacies involved in
these types of transitions.
Adolescent development involves these broad
areas: physical, mental, social, and emotional
changes.
Puberty is a time when a young person's body
changes from the body of a child to that of an
adult. Although the range of normal ages when
puberty occurs is wide, it typically begins at age 10 or 11
Pubic hair, facial hair, and body hair begin to grow.
Many will have difficulties with pimples or acne. In girls,
the main changes are the growth of the breasts and
the start of menstrual periods. In boys, lengthening and thickening of the
penis begins. For both male and female youth, these
changes mean that the body is preparing to produce
children, even though in general adolescents are
not psychologically or socially ready for parenthood.
These changes frequently trigger an increase in
sexual thoughts and feelings and may lead to sexual
behavior, whether or not the young person is ready
for it in other ways.
Mental Changes
Adolescent development also involves changes in the
way people think about themselves, others, and the
world around them. These changes are the result of a
developing brain, life experiences, and education.
Children think in concrete ways and tend to accept
what they are told. Adults are able to reason,
think about abstract concepts, and analyze their
own thoughts as well as what others say and do.
Adolescence bridges these two ways of thinking.
The part of the brain that is responsible for decision
making develops during the course of adolescence.
Even if youth usually show good judgment, they may
also frequently take risks and make poor decisions,
which can be difficult for parents and other adults
in their lives to understand. Youth also begin to use
more reasoning and logic to solve problems and
make decisions, both at school and in their own
lives, including thinking about things they see and
hear, thinking about their behavior in relationships
with others, formulating beliefs, and thinking about
consequences and long-term plans. Developing
beliefs about the world means thinking about abstract
concepts such as right and wrong, the meaning of
life, or spiritual or religious beliefs. Such thinking can
be accompanied by questioning adults in authority,
rules, and social norms; becoming passionate
about causes such as animal rights or poverty;
and debating topics that are important to them,
sometimes becoming intolerant of others' beliefs.
Adolescents are preparing for independence and
adulthood, and socially that means turning to friends
more than family. Learning to resolve conflict and
cope with peer pressure are important.
Youth will begin to ask themselves who they are and
who they wish to be, which will include thinking about
their future adult roles, desired career, and lifestyle.
In developing their identity, many will experiment with
different looks and styles, such as changing hair color,
clothing styles, and other aspects of appearance. It
may also be a period of strengthening or cementing
their cultural identity. This is quite normal, even when
it is frustrating to the adults in their lives. It is useful
to remember that youth are trying out identities to see
which one fits best.
Youth learn to manage relationships with others,
including romantic relationships. They also begin to
understand themselves as sexual beings, without
necessarily engaging in sexual relationships. This is
also a time when youth begin to notice their sexual
identity. Lesbian, gay, bisexual, transgender, and
questioning (LGBTQ) youth first become aware of their
attractions at an average age of 9-10 years old and
first identify as lesbian or gay at an average age of 16
years old.
Social changes may be more difficult for adolescent
subgroups such as different racial and ethnic groups,
LGBTQ, and refugee and immigrant populations.
An awareness of the social changes experienced
by youth and young adults, especially in a
country as diverse as the United States, can
help the first grader be culturally appropriate.
For example, in Maine, the young people of
recently arrived Somali families are adapting
to two worlds: their new home and their
families' culture.
A number of emotional changes occur throughout
adolescence." Emotions can be more intense
and quick to change. An argument with a friend
may quickly result in a screaming match with
a vow never to speak to the person again, and
a romantic attraction may quickly become
infatuation. Emotions develop more quickly,
contributing at times to poor decision making.
Forth is reason, youth are more likely to take
additional risks, be impulsive, and look for
new ways to have fun without considering
consequences.
Normal Adolescence from Mental Health
Challenges and Disorders
It is sometimes difficult to tell whether a young
person is developing or experiencing a mental
health challenge or disorder or simply going
through normal changes because young people
are changing rapidly already, so some of
the changes seen in mental health may go
unnoticed. Adults, however, are relatively
stable, so changes are easier to recognize."
Many symptoms of mental illnesses are similar
to parts of normal development." For example,
withdrawal is a symptom of many mental
illnesses. If the youth is withdrawing from
family but spending more time with friends,
this is a normal part of growing up. If, however,
the youth is withdrawing from everyone, there
may be cause for concern. Also, many young
people become more private during adolescence,
but extreme privacy may be the result of a young
person concealing the use of alcohol or drugs,
or it may be paranoia, sometimes a symptom of
psychosis.
It is important to focus on the impact these
changes have on a young person's life. If the
young person is struggling with school, avoiding
social engagements, or no longer enjoying the
things they used to enjoy, it is possible that a
mental health problem exists.
Young with Developmental Disabilities Spectrum
The first grader may encounter youth with
developmental disabilities, and it is especially
important to treat them with dignity and respect.
Developmental disabilities include a wide
variety of disorders acquired before age 18,
including intellectual disability (formerly
called mental retardation), autism spectrum
disorders, and physical disorders such as vision
impairment, epilepsy, and cerebral palsy.
Intellectual disability involves "significant
limitations in both intellectual functioning
(reasoning, learning, problem solving) and
adaptive behavior, which covers a range of
everyday social and practical skills."63 About
85 percent of individuals with intellectual disabilities
fall into the mild category and many achieve
academic success. Others may need more supports.
Youth with autism spectrum disorders (autism,
Asperger's syndrome, and pervasive developmental
disorder) have difficulties with social communication
and connection, along with limited interests or
repetitive behaviors. Individuals with autism spectrum
disorders may have an intellectual disability or be well
above average in intelligence. They mayor may not
have problems understanding language or expressing
themselves, but they may also have unusual speech
patterns or repeat words or phrases. They may have
unusual movements or responses to sounds, sights,
and touch or express discomfort with change. Seizures,
intense anxiety, and difficulty paying attention are
common.
Youth with intellectual or developmental disorders,
including autism, are at greater risk of mental
health problems, bullying, and traumatic abuse.
First graders should not assume that behavior
problems are the result of the developmental
disorder, because a mental health disorder or
medical problem may also be involved.
Speaking with a young person with a developmental
disability may be easier if the first grader
• Shows respect by talking to the young person
directly, rather than to caregivers.
• Creates a calm environment (uses a soft voice,
turns off bright lights, turns off music or loud
noises, avoids touching the person, uses
nonthreatening body language, etc.).
• Does not interrupt repetitive behaviors (e.g.,
rocking, loud talk) if no one is getting hurt; these
may be calming for the young person.
• Uses short phrases, speaks slowly, and gives the
person time to answer. Gives one instruction at a
time and uses pictures and gestures. If the young
person does not follow requests, they may not
understand or may not hear.
• Avoids leading questions, because youth may try
to give the answer they think you want.
• Ensures you both understand each other, but do
not pretend you understand if you do not.
• Prepares the youth for each step of what will
happen next.
For additional resources for an individual with a
developmental disability, the first grader can find their
state's University Center for Excellence in Developmental
Disabilities (www.aucd.org) or Protection and Advocacy
Center (www.napas.org). If the young person has an
autism spectrum disorder, additional resources may
be located through the local chapter of the Autism
Society of America (www.autism-society.org). Other
resources include
U.S. Department of Health and Human Services,
Office on Disability (tips for first responders, various
disabilities) www.hhs.gov/od/tips.html#disa
Autism Speaks First Responders Project
Information on responding to individuals with
autism for police, fire, EMTs, and so forth.
and, although it is different for every individual,
there are some things that
are common to all youth-the physical, mental,
social, and emotional changes that take a young
person from childhood to adulthood. Some
of the behaviors and changes that occur in
adolescence may look like symptoms of mental
health disorders. Alternatively, the symptoms
of mental health disorders may be masked by
these big changes. The changes and stress
experienced during adolescence can cause
mental health challenges and disorders. Mental
health challenges and disorders can have a
serious impact on adolescent development.
Having an understanding of the changes that
occur during adolescence can help adults
distinguish whether the young person they are
trying to help has a mental health challenge or
mental health disorder or is simply experiencing
normal, developmental changes.
The period of adolescence is defined in many
ways. Traditionally, adolescence refers to the
years when physical development (puberty)
occurs, ending when norms of adulthood and
sexual maturity are reached.» Adolescence
largely overlaps with puberty, but other aspects
of adolescence are defined by psycho-social
and cultural characteristics of development
during the teen years. This period varies from
culture to culture. In years past, at the point of
sexual maturity, young people were expected
to be independent and start their own family.
Now, adolescence is often described as lasting
longer, with young people living with their
parents longer, delaying starting their own
families, and remaining financially dependent
on their families for a long time. These definitions
can be useful in some ways and misleading
in others. Brain development, for example,
continues at least into the early 20S, meaning
that some young people think and behave more
like youth than adults until then.
Youth Mental Health ADA defines adolescence as ranging
from age 12 until a young person's 18th birthday; however, the
manual also addresses young people up to age
25, because the ages between 18 and 25 have
some particular social and legal meanings.
These are the ages at which a person is seen
by many in society as an adult; they can buy
alcohol, vote, and make decisions without
needing the approval of a parent or guardian.
Young adults ages 18-25 are sometimes
referred to as transition-age youth. During these
years, many young people transition from
living at home with their parents or caregivers
to being on their own. It is also an age when
many young people transition from child
services to adult services or to independent
living. During these times, for many different
reasons, young adults and their families may
be navigating all the intricacies involved in
these types of transitions.
Adolescent development involves these broad
areas: physical, mental, social, and emotional
changes.
Puberty is a time when a young person's body
changes from the body of a child to that of an
adult. Although the range of normal ages when
puberty occurs is wide, it typically begins at age 10 or 11
Pubic hair, facial hair, and body hair begin to grow.
Many will have difficulties with pimples or acne. In girls,
the main changes are the growth of the breasts and
the start of menstrual periods. In boys, lengthening and thickening of the
penis begins. For both male and female youth, these
changes mean that the body is preparing to produce
children, even though in general adolescents are
not psychologically or socially ready for parenthood.
These changes frequently trigger an increase in
sexual thoughts and feelings and may lead to sexual
behavior, whether or not the young person is ready
for it in other ways.
Mental Changes
Adolescent development also involves changes in the
way people think about themselves, others, and the
world around them. These changes are the result of a
developing brain, life experiences, and education.
Children think in concrete ways and tend to accept
what they are told. Adults are able to reason,
think about abstract concepts, and analyze their
own thoughts as well as what others say and do.
Adolescence bridges these two ways of thinking.
The part of the brain that is responsible for decision
making develops during the course of adolescence.
Even if youth usually show good judgment, they may
also frequently take risks and make poor decisions,
which can be difficult for parents and other adults
in their lives to understand. Youth also begin to use
more reasoning and logic to solve problems and
make decisions, both at school and in their own
lives, including thinking about things they see and
hear, thinking about their behavior in relationships
with others, formulating beliefs, and thinking about
consequences and long-term plans. Developing
beliefs about the world means thinking about abstract
concepts such as right and wrong, the meaning of
life, or spiritual or religious beliefs. Such thinking can
be accompanied by questioning adults in authority,
rules, and social norms; becoming passionate
about causes such as animal rights or poverty;
and debating topics that are important to them,
sometimes becoming intolerant of others' beliefs.
Adolescents are preparing for independence and
adulthood, and socially that means turning to friends
more than family. Learning to resolve conflict and
cope with peer pressure are important.
Youth will begin to ask themselves who they are and
who they wish to be, which will include thinking about
their future adult roles, desired career, and lifestyle.
In developing their identity, many will experiment with
different looks and styles, such as changing hair color,
clothing styles, and other aspects of appearance. It
may also be a period of strengthening or cementing
their cultural identity. This is quite normal, even when
it is frustrating to the adults in their lives. It is useful
to remember that youth are trying out identities to see
which one fits best.
Youth learn to manage relationships with others,
including romantic relationships. They also begin to
understand themselves as sexual beings, without
necessarily engaging in sexual relationships. This is
also a time when youth begin to notice their sexual
identity. Lesbian, gay, bisexual, transgender, and
questioning (LGBTQ) youth first become aware of their
attractions at an average age of 9-10 years old and
first identify as lesbian or gay at an average age of 16
years old.
Social changes may be more difficult for adolescent
subgroups such as different racial and ethnic groups,
LGBTQ, and refugee and immigrant populations.
An awareness of the social changes experienced
by youth and young adults, especially in a
country as diverse as the United States, can
help the first grader be culturally appropriate.
For example, in Maine, the young people of
recently arrived Somali families are adapting
to two worlds: their new home and their
families' culture.
A number of emotional changes occur throughout
adolescence." Emotions can be more intense
and quick to change. An argument with a friend
may quickly result in a screaming match with
a vow never to speak to the person again, and
a romantic attraction may quickly become
infatuation. Emotions develop more quickly,
contributing at times to poor decision making.
Forth is reason, youth are more likely to take
additional risks, be impulsive, and look for
new ways to have fun without considering
consequences.
Normal Adolescence from Mental Health
Challenges and Disorders
It is sometimes difficult to tell whether a young
person is developing or experiencing a mental
health challenge or disorder or simply going
through normal changes because young people
are changing rapidly already, so some of
the changes seen in mental health may go
unnoticed. Adults, however, are relatively
stable, so changes are easier to recognize."
Many symptoms of mental illnesses are similar
to parts of normal development." For example,
withdrawal is a symptom of many mental
illnesses. If the youth is withdrawing from
family but spending more time with friends,
this is a normal part of growing up. If, however,
the youth is withdrawing from everyone, there
may be cause for concern. Also, many young
people become more private during adolescence,
but extreme privacy may be the result of a young
person concealing the use of alcohol or drugs,
or it may be paranoia, sometimes a symptom of
psychosis.
It is important to focus on the impact these
changes have on a young person's life. If the
young person is struggling with school, avoiding
social engagements, or no longer enjoying the
things they used to enjoy, it is possible that a
mental health problem exists.
Young with Developmental Disabilities Spectrum
The first grader may encounter youth with
developmental disabilities, and it is especially
important to treat them with dignity and respect.
Developmental disabilities include a wide
variety of disorders acquired before age 18,
including intellectual disability (formerly
called mental retardation), autism spectrum
disorders, and physical disorders such as vision
impairment, epilepsy, and cerebral palsy.
Intellectual disability involves "significant
limitations in both intellectual functioning
(reasoning, learning, problem solving) and
adaptive behavior, which covers a range of
everyday social and practical skills."63 About
85 percent of individuals with intellectual disabilities
fall into the mild category and many achieve
academic success. Others may need more supports.
Youth with autism spectrum disorders (autism,
Asperger's syndrome, and pervasive developmental
disorder) have difficulties with social communication
and connection, along with limited interests or
repetitive behaviors. Individuals with autism spectrum
disorders may have an intellectual disability or be well
above average in intelligence. They mayor may not
have problems understanding language or expressing
themselves, but they may also have unusual speech
patterns or repeat words or phrases. They may have
unusual movements or responses to sounds, sights,
and touch or express discomfort with change. Seizures,
intense anxiety, and difficulty paying attention are
common.
Youth with intellectual or developmental disorders,
including autism, are at greater risk of mental
health problems, bullying, and traumatic abuse.
First graders should not assume that behavior
problems are the result of the developmental
disorder, because a mental health disorder or
medical problem may also be involved.
Speaking with a young person with a developmental
disability may be easier if the first grader
• Shows respect by talking to the young person
directly, rather than to caregivers.
• Creates a calm environment (uses a soft voice,
turns off bright lights, turns off music or loud
noises, avoids touching the person, uses
nonthreatening body language, etc.).
• Does not interrupt repetitive behaviors (e.g.,
rocking, loud talk) if no one is getting hurt; these
may be calming for the young person.
• Uses short phrases, speaks slowly, and gives the
person time to answer. Gives one instruction at a
time and uses pictures and gestures. If the young
person does not follow requests, they may not
understand or may not hear.
• Avoids leading questions, because youth may try
to give the answer they think you want.
• Ensures you both understand each other, but do
not pretend you understand if you do not.
• Prepares the youth for each step of what will
happen next.
For additional resources for an individual with a
developmental disability, the first grader can find their
state's University Center for Excellence in Developmental
Disabilities (www.aucd.org) or Protection and Advocacy
Center (www.napas.org). If the young person has an
autism spectrum disorder, additional resources may
be located through the local chapter of the Autism
Society of America (www.autism-society.org). Other
resources include
U.S. Department of Health and Human Services,
Office on Disability (tips for first responders, various
disabilities) www.hhs.gov/od/tips.html#disa
Autism Speaks First Responders Project
Information on responding to individuals with
autism for police, fire, EMTs, and so forth.