u07d1 Changes

Contrast the physical and sexual changes experienced by boys and girls as they progress through puberty.

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Adolescent development of egocentrism or self-focus are a part of a cognitive confluence of change and forms a basis for the development of an adult identity or self-knowledge. According to Erikson (1968), interpersonal relationships such as ones peer network play a large role in developing identity at adolescence (Broderick, P. C., & Blewitt, P., 2006). Similar to an infants journey to childhood, so an adolescent emotionally separates from caregivers to explore new arenas of relationships with peers. Approximately between the ages of 11 and 16, adolescents loosen their emotional bond to caregivers. As caregivers become more peripheral to an adolescents self-system, they experience a sense of loss in security and become more dependent on peer networks. Concurrent with the development of self knowledge in adolescents are the primary and secondary sex characteristics that facilitate gender differentiation between males and females (Rathus, Nevid & Fichner-Rathus, 2004). Menarche is the principal characteristic of the onset of puberty in girls. Research indicates that a higher body fat percentage is directly related to the inception of menarche (Anderson, Dallal & Must, 2003). Secondary characteristics such as increases in hormonal stimulation and connective tissue assist in development and growth of breast tissue, unique pelvic formation, pubic and underarm hair, uterus, clitoral and labia development. In adolescent males, the increase in pituitary growth hormones signals a symbiotic increase in the production of testosterone. Testosterone is the single most important hormone in the development of primary and secondary growth characteristics in adolescents. Testicular and genital development actually accelerates differential male characteristics of facial, body and pubic hair, body muscle mass and voice changes. It is important to note that adolescent male voice changes are particularly noticeable, whereas voice changes in girls can be more subtle and variable. This has implications for music and voice instructors working with adolescents to discern specific individual changes and make appropriate recommendations and placement for involvement in music and choral groups. Sexual changes in girls primarily correlate with hormonal increases of estrogen which regulates the menstrual cycle. Initial menstrual cycles are anovulatory. Generally speaking, adolescent girls can become sexually reproductive one or two years after menarche at which time ovulation commences (Frisch, 2002). Sexual self-concept is considered a multidimensional construct that refers to an individuals positive and negative perceptions and feelings about him or herself as a sexual being.

Sexual self-concept is typically composed of three factors, sexual arousability, sexual agency, and negative sexual affect, each of which was associated with reports of romantic and sexual experiences. Research indicates that sexual assertiveness or sexual agency which is the sole dimension of female adolescent sexual self-concept was associated with female adolescents reports of higher numbers of partners and more frequent condom use (Rostosky, Dekhtyar, Cupp & Anderman, 2008). Adolescent girls also tend to show some preference for gender-segregated sexuality education and more strongly than boys support a parent's role in sexual education (Brunk, et al., 2008). Sexual changes in boys also evolve around the production of testosterone. Testosterone causes the prostrate and seminal organs to produce semen. During this time pubertal boys experience their first masturbation, but the maturation process of reproductive sperm can take approximately one year after the first ejaculation. Concomitant nocturnal emissions are also salient during semen maturation and often accompanied by erotic dreams and an inherent desire for pair groupings with the opposite sex. Rostosky et al., (2008) found that pubertal males reported lower levels of sexual self-concept and sexual situation self efficacy than did pubertal females. These findings suggest that young males may lack confidence in their ability to manage sexual interactions with a partner. Perhaps these results are indicative of male sexual scripts that portray male sexual desire or arousal as something that cannot (or should not) be resisted, particularly if one has access to a willing partner (Rostosky et al., 2008). This has specific implications upon implementation of appropriate sex education modalities among pubertal males and females that seek to target and curtail rising teenage unwanted pregnancy rates and use of contraceptives among pubertal boys and girls. Anthony Rhodes General Psychology Ph.D References Anderson, S. E., Dallal, G. E., & Must, A. (2003). Relative Weight and Race Influence Average Age at Menarche: Results From Two Nationally Representative Surveys of US Girls Studied 25 Years Apart. Pediatrics, 111(4), 844. Retrieved from EBSCOhost. Broderick, P. C., & Blewitt, P. (2006) The Life span: Human development for helping professionals (2nd ed.). New Jersey: Merrill Prentice Hall. Brunk, T., Morris, S., Rye, B. J., Meaney, G. J., Yessis, J., Wenger, L., & McKay, A. (2008). Girl Time: Development and implementation of a healthy sexuality program for girls in Grades 7 and 8. Canadian Journal of Human Sexuality, 17(1/2), 71-82. Retrieved from EBSCOhost. Frisch, R. E. (2002). Female fertility and the body fat connection. Chicago: University of Chicago Press.

Rathus, S. A., Nevid, J. S., & Fichner-Rathus, L. (2004). Human sexuality in a world of diversity (6th ed.). Boston: Allyn & Bacon. ISBN: 0205406157. Rostosky, S., Dekhtyar, O., Cupp, P. K., & Anderman, E. M. (2008). Sexual Self-Concept and Sexual Self-Efficacy in Adolescents: A Possible Clue to Promoting Sexual Health?. Journal of Sex Research, 45(3), 277-286. doi:10.1080/00224490802204480