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Introduction
Adolescence is a developmental period of individuals aged 13-19, which has its own peculiarities to distinguish between childhood and adulthood. Adolescents’ brain is not fully matured and is still subject to rapid development, which explains specific changes in youths’ reflecting and behavior. Spear (2013) supports this idea by claiming that “adolescent-typical ways of thinking and behaving appear in part neurobiologically based” (p. 11). In this regard youths’ social life relies on their perception of self-identity formed through family relations and peer networks in school and out of school. The interaction during sport participation is associated with improved psychological and social health (Eime, Young, Harvey, Charity, & Payne, 2013, p. 19). Physical activity promotion is especially important for young individuals who may be reluctant to take an active part in sport-relating activities (Corder, Schiff, Kesten, & Sluijs, 2015, p. 9). Accordingly, “instilling a positive attitude toward physical activity facilitates healthy behavior” (Li, Fenton, Thayer, Russell, & Gray, 2015, p. 108) when adolescents are engaged in a wide range of activities, locations, and coparticipants to allow youths to become engaged in physical activity (Corder et al., 2015, p. 9). Adolescents’ involvement in physical activity is associated with physical, social, and psycho-social changes, which are consistent with the home and educational environment to influence development of youths, including those with auditory processing difficulties.
The Development Period of Adolescence
Typical Development Milestones during Adolescence
Development of the brain continues through adolescence. There are specific morphological and functional transformations in the brain as well as increased levels of hormones, which interact with physical, social, and psycho-social forces to shape youths’ lifestyle (Spear, 2013, p. 7). The forces posit typical development milestones during adolescence.
Physical development. The period of adolescence is associated with biological and physiological changes which influence youths’ perception of their own body. In this case girls tend to address the issue of body dissatisfaction, and this perception can prevent girls from participation in physical activity. Moreover, through adolescence obesity may become one of the problems related to peculiarities of unhealthy diets and a reduced level of physical activity. Also, youths’ physical activity generally decreases throughout adolescence, which explains an urgent need to involve boys and girls in physical activity (Corder et al., 2015, p. 9).
Eime et al. (2013) insist that “regular participation in physical activity is imperative for good health” (p. 2). Choice, novelty, mentorship, competition, rewards, and flexibility are the key themes which can motivate youths to do more physical activity, and the themes serve as the basis of a successful physical activity promotion intervention (Corder et al., 2015, p. 8). Physical activity is connected with better health outcomes, including a higher healthy self-image and lower risk of emotional distress, suicidal behavior, and substance abuse (Eime et al., 2013, p. 16). Overall, peculiarities of adolescents’ physical development describe the necessity to allow young individuals to be engaged in vigorous physical activity.
Social development. Perceptions of one’s status in society, or subjective social status, are associated with health independent of income or education. The social status is based on such characteristics as ethnicity and race. Also, external indicators of social status which establish adolescents’ social position in society are minority status, education, income, and nativity (Alegria, Green, McLaughlin, & Loder, 2015, p. 4). As regards minority status, it can influence youths’ self-esteem, since their experiences with racism, discrimination, prejudice, and oppression are significant. Education plays a vital role in building cognitive resources, and in this way education is a key component of socio-economic status for mental health. Lack of financial resources affects adolescents’ social location, so does the association of race and socio-economic status (Alegria et al., 2015, pp. 3-4).
Spear (2013) claims that “adolescent engagement in risky behaviors commonly occurs in social situations”, and in this case adolescent behavior is influenced by stressful, exciting, and emotionally arousing circumstances (pp. 10-11). In order to eliminate stressful social conditions, physical activity can be advantageous. The social factors of participation in sport include income, parents’ education, age, and ethnicity. In this regard physically active adolescents tend to be characterized by lower social anxiety, lower social isolation, better social self-concept, and improved self-esteem. Enhanced well-being and greater social skills are typical of such adolescents (Eime et al., 2013, p. 18). On the whole, improvement of social conditions is closely connected with adolescents’ physical activity.
Psycho-social development. The psycho-social development is linked to youths’ socio-economic status which relies on financial and psychological resources, environmental and behavioral risks, which are likely to cause racial and ethnic disparities in health. Adolescents’ psycho-social state is closely connected with their mental health. Health care for young people aged 13-19 is characterized by increased spending, since mental health primarily determines their well-being, family relationships, and engagement in society (Alegria et al., 2015, pp. 3-4). Conversely, poor mental health may be associated with appearance of psychiatric disorders which affect youths’ physical health, social relationships, psychological well-being, and financial situation. Brain development is a mix of expansion and regression consistent with developmental immaturities, and performance impairments are connected with conditions of heightened arousal and emotions (Spear, 2013, pp. 8-9). In this respect it is important to pay close attention to adolescents’ psycho-social state.
If adolescents are vigorously involved in physical activity, they feel full enjoyment after acquiring new skills, which later leads to more self-confidence. Autonomous motivation to improve health is likely to bring personal enjoyment in exercise. Supportive environment for obese adolescents assists in ensuring psychological security (Li, Fenton, Thayer, Russell, & Gray, 2015, p. 108). What is more, sports-related activities are linked to lower general risk-taking, fewer mental health and general health problems (Eime et al., 2013, p. 16). Psycho-social aspects reveal fewer symptoms of depression, but arouse feelings of self-esteem and life satisfaction. The aspects establish enhanced emotional and behavioral well-being (Eime et al., 2013, pp. 16-17). In general, psycho-social status develops more when youths become involved in physical activity.
How the Home and Educational Environment Influences Development during Adolescence
A good home environment and positive youth-parent interactions are an essential aspect of youths’ development. Additionally, youths’ active lifestyle is generally connected with different types of extracurricular activities along with sport participation, which determine adolescents’ development.
Home Environment
Family structure is essential for adolescents’ development, as families with both biological parents and single-parent or step-families homes differ. Specifically, single-parent or step-families homes are more subject to negative manifestations of social and psychological problems. In this respect family violence and parental instability may be more characteristic of traumatic events in adolescence. These events are related to different scenarios like teenage pregnancy, marital instability, divorce, and single parenthood (Alegria et al., 2015, p. 6). As a result, the home environment can explain inequalities in youths’ development, according to the physical, social and psycho-social domains. As Alegria et al. (2015) acknowledge, family violence and parental instability are likely to have an impact on adolescents’ physiological development, health, and mental health (p. 5).
Neighborhoods are also influential in terms of youths’ development. Namely, ethnic minorities are known to live in segregated neighborhoods characterized by social disadvantages. In this regard people suffer from psychological pressure due to some stressors, such as federal and local immigration policies, extensive workers’ rights abuses, and marginalization. If youths reside in violent neighborhoods, they tend to experience lower self-esteem owing to internalizing behavior problems. Still, less violent neighborhoods enable adolescents to feel more self-efficacy and do not allow suffering from internalizing behavior problems (Alegria et al., 2015, pp. 6-7). In this case the home environment, which establishes relationships with family and neighbors, influences youths’ physical, social, and psycho-social development.
Educational Environment
Determinants of a healthy environment are a positive school setting, high levels of social support, and positive peer interactions (Alegria et al., 2015, p. 9). These determinants are established in schools and institutions promoting physical activity. Also, different types of extracurricular activities contribute to adolescents’ development: school-based activities, religious activities, youth groups, performing arts, volunteering, paid work, band, and music lessons (Eime et al., 2013, p. 15). Promotion of opportunities to engage youths in exciting activities can mitigate negative effects of adolescence (Spear, 2013, p. 11). As a result, there is a limited access to harmful risk-taking situations.
Youths have different experiences which may not be dramatically changed. This fact arises from peculiarities of the welfare system. As a result, it can be beneficial to address adolescents before they start their own family and become parents. It is vital for youths to receive relevant education which can impact their behavioral problems as well as cognitive skills in their future lives. Furthermore, physical active participation in sport is certain to have a positive effect on youths’ behavioral, social, and personal development. Among the benefits are positive relationships with coaches, making new friends, and developing teamwork and social skills (Eime et al., 2013, p. 15). On the other hand, when youths refrain from playing sport, they may lose the protective power of social networks, alongside with connections to caring adults and pro-social peers. Overall, promoting physical activity within school and out of school is important for adolescents’ physical, social, and psycho-social development.
Auditory Processing Difficulties and Its Effects on Development during Adolescence
For some adolescents, adjustment problems may evolve into psychological disorders (Spear, 2013, p. 11). Among them are auditory processing difficulties which relate to hypersensitivity or hyposensitivity to sound, and responses to speech sounds differ among young individuals. These difficulties affect the quality of interaction with peers and therefore disrupt communication development (DeRape, Hall, Tillmann, & Trainor, 2012, pp. 1-2). In this way they influence youths’ physical, social and psycho-social development. The problems can be recognized as Auditory Processing Disorder which specifies adolescents’ difficulties with understanding other individuals’ speech in challenging environments. This disorder appears not to be revealed in such a way in quiet conditions.
Nonetheless, auditory processing skills can be enhanced by relevant intervention programs in terms of assistive listening as well as speech and language therapy. Moreover, auditory perceptual processing is linked to domains of speech and music, which can be characteristic of such adolescents. In this respect, music can function as a successful intervention tool (DeRape et al., 2012, pp. 3, 12-14). In this way youths’ physical domain is emphasized, whereas the social aspect is consistent with families and peers involved in the program. This assistance correlates with interventions to improve conditions for such youths, taking into account differing social, economic, family, school, neighborhood, and health care contexts (Alegria et al., 2015, pp. 10, 15). The psycho-social development takes precedence when the intervention is successfully implemented in school and out of school.
Conclusion
Adolescents’ engagement in physical activity is characterized by physical, social, and psycho-social changes which shape youths’ lifestyle. The typical development milestones during adolescence embrace biological and physiological changes which impact youths’ perception of their own bodies. Social status is linked to adolescents’ social position in society based on minority status, education, income, and nativity. Socio-economic status determines adolescents’ psycho-social development. If youths are vigorously involved in physical activity, they may mitigate negative perceptions of their own body, eliminate stressful social conditions, and feel more self-confidence. Furthermore, the changes are consistent with the home and educational environment to influence development of youths. Positive relationships with family and neighbors, engagement in different extracurricular activities, along with sport participation give the basis of youths’ development. Additionally, adolescents may suffer from different disorders, especially experience auditory processing difficulties, which are certain to affect physical, social and psycho-social development. In order to mitigate negative effects of the disorder, specific interventions in terms of assistive listening, speech and language therapy can be beneficial.
References
Alegria, M., Green, J. G., McLaughlin, K. A., & Loder S. (2015). Disparities in Child and Adolescent Mental Health and Mental Health Services in the U.S. New York: William T. Grant Foundation. Retrieved from http://wtgrantfoundation.org/library/uploads/2015/09/Disparities-in-Child-and-Adolescent-Mental-Health.pdf
Corder, K., Schiff, A., Kesten, J. M., & Sluijs, E. M. F. van. (2015). Development of a universal approach to increase physical activity among adolescents: the GoActive intervention. BMJ Open, 5, e:008610. http://dx.doi.org/10.1136/bmjopen-2015-008610
DeRape, A.-M. R., Hall, G. B. C., Tillmann, B., & Trainor, L. J. (2012). Auditory processing in high-functioning adolescents with Autism Spectrum Disorder. PLoS ONE, 7(9), e44084. http://dx.doi.org/10.1371/journal.pone.0044084
Eime, R. M., Young, J. A., Harvey, J. T., Charity, M. J., & Payne, W. R. (2013). A systematic review of the psychological and social benefits of participation in sport for children and adolescents: informing development of a conceptual model of health through sport. International Journal of Behavioral Nutrition and Physical Activity, 10(98), 1-21. Retrieved from http://www.ijbnpa.org/content/10/1/98
Li, J., Fenton, N., Thayer, S., Russell, C., & Gray, M. (2015). Understanding motivations: exploring adolescents perceptions and experiences of physical activity-nutrition program. Universal Journal of Public Health, 3(3), 103-111. http://dx.doi.org/10.13189/ujph.2015.030301
Spear, L. P. (2013). Adolescent Neurodevelopment. Journal of Adolescent Health, 52, S7-S13. http://dx.doi.org/10.1016/j.jadohealth.2012.05.006
