Analysis of Transition Psychology - Essay Example

The understanding enables them to comprehend political happenings, personal relationships, religion in diversity, and the difference between morality and immorality. This enables them to build trust, faith, and fair play, especially in the relationship they keep.

Metacognition ability, if used well, provides academic advantage but if misused may lead to egocentrism which may lead to isolation as the teenager feels being isolated by the rest they need all attention from the surrounding. Their thinking is focused on different dimensions never a single issue as in the past when they were young when they could only think of one issue at a time. Adolescents can describe a person or even themselves from different angles, including social status, character, and how a person is related to the next person (relationship).

Finally, adolescents can question facts about every happening. They want real answers, not absolute answers. This gives them the ability to understand more about society.
1.2 Description of changes in brain chemical function in adolescence and how this may link to changes in behavior.
The brain's chemical functions vary according to age. Between age 9 and 10 frontal lobes reorganizes and grow representing new synapses (Giedd). At age 11 massive reduction of connection of synapses to allow learning takes place. This reduction will allow great operation of the brain. Myelin development help increases the rate of axon moving down the axon. This increases the speed of connection and the number of connections. Myelination takes place last in the frontal lobes, but full Myelation is arrived at age 30 or at soon after.

The chemical changes are important, the frontal lobe is the CEO of the entire brain, and it makes decisions and controls behavior. This is the sober mind; those with damaged frontal lobes cannot comprehend the future even the past. These changes are executed effectively to enable one to manage multiple tasks, instill a sense of insight, and allow self-control and the ability to set goals and priorities (Silvia, 2010). In addition, compassion, planning and the ability to stop an event after the full conclusion. Furthermore, the adolescent can make a judgment based on sound, can formulate plans, and decide on the behavior to undertake.
An unfinished prefrontal cortex, a lot of synapses, and incomplete myelination may lead to insufficiency in behavior control, reasoning, and handling of tasks. This means that the CEO development was rather poor or incomplete (Caballero et al., 2013).

1.3 An outline and evaluation of two psychological theories that relate to moral, social, and emotional development during adolescence.
Piaget’s Theory of Cognitive Development- according to this theory, children's progress is categorized into four stages in their cognitive growth servomotor. It happens from birth to 2 years of age, the pre-operational stage, is 2 to 7 years, and the concrete operational stage is 7 to 11 years. The children can understand the conservation and finally the formal operation, taking place at 11 to 15 years of age (De Bellis, 2001). Each stage shows tremendous growth inability to reason and operate. In the final stage, adolescence shows maturity in thinking and arguing about matters. This theory enables us to understand that adolescents, children, and adults do not think the same in a situation; each has a different view.

Kohlberg's Theory of Moral Reasoning- the theory sees growth in terms of the intensity of reasoning people make in their lives. Moral reasoning occurs during a person’s lifetime and is influenced by an individual’s social interaction. A person develops from one level of reasoning to another for the reason of understanding the higher level acknowledging and being able to accept the newer and more sophisticated values (Erdfelder, 2007).

The problem people face, and the logic application in the resolution of problems determine developmental levels according to the theory. The important levels and stages in Kohlberg's Theory of Moral Reasoning are discussed below;
Stage 1: Preconvention Morality stage - This is the stage where the child makes decisions based on educational roles of what is right or wrong. The reasoning is based on reward, punishment, and the satisfaction of their own needs. The stages include;

Stage One: Punishment and Obedience Orientation- Here the adolescent fears making mistakes because of the punishment awaiting.
Stage Two: Instrumental Relativist Orientation - The reasoning is based on satisfying other people and the fear of breaking a sealed deal, which can make a friend unhappy. Therefore, there is needed to keep the friend happy at your expense.

Level 2: Conventional Morality-the adolescent makes a decision based on conformity. Stages within this level include;
Stage Three: Interpersonal concordance – this is based on being nice to please others. Being a good boy or good girl.
Stage Four: Law and Order Orientation - The reasoning is based on set rules and undertaking duties according to stated rules.
Level 3:Post-conventional Morality- This stage is individual. It is based on the individual’s decision.
Stage Five: Social Contract Orientation - Right behavior is stated in terms of a person’s rights and the agreement of society.
Stage Six: Universal Ethical Principle Orientations – This is the final stage where right behavior is defined based on self-chosen moral principles that are rational, universal,l and reliable. Read More