Delayed Adolescence and Social Development

Changes in the physical appearance and structure of the face and torso, intensified emotional experience, and growing concerns around sexuality are some of the aspects which make adolescent life tough. Watching and waiting with baited breath for those changes to occur can be even more difficult for the "late bloomer", who experiences adolescent life changes after his or her age peers.

The innate human tendency toward the autonomy and independence which are facilitated by physical maturity has obvious survival value. This tendency is reinforced by peer pressure and cultural values that define what we consider attractive. Appearing biologically mature, or adult like, is desirable in teen society. Reflections of a teen's perceived interpersonal desirability or peer acceptance can be seen in such behavioral measures as grades, behavioral problems at school, or participation in varied activities.

A 15-year-old boy is embarrassed by cracks in his voice, or his small stature. A 17-year old girl is disappointed in the morning when she checks out the mirror, to see whether her breasts have grown any during the night, prior to strapping on her training bra. These are examples of how excess concern over normal physiological development, perhaps arriving somewhat late, can influence mental health. Are there social or emotional consequences or correlates of adolescent developmental changes arriving late?

Among the major immediate effects of delayed adolescence are diminished self-concept or poor body image, according to Blyth, Fulcroft & Simmons (1981), in their longitudinal study of 450 Milwaukee adolescents. Appearing somehow different than the majority - or even concern over being perceived as queer or odd - can be emotionally upsetting or damaging to a teenager. The fear of being rejected or left out (abandoned), or viewed as undesirable by peers, are among the more painful experiences of being a youth.

In another longitudinal study, at the University of California (Jones, 1938; Jones, 1965; Jones and Bayley, 1950; Jones & Mussen, 1958), early maturing boys perceived themselves as more positive and were more successful in peer relations than their late-1mturing counterparts. Among the psychological traits correlating positively with early maturation were dominance, independence, and self-control. These characteristics were evident even 1rJhen the subjects reached their thirties.

At the Same time, either early or late physical development can be emotionally advantageous, in different ways. For example, whi1e early breast development in girls may correlate with poor body-image, academic performance or school behavior, it offers an advantage in opposite-sex relations and perhaps some greater personal independence. Likewise, being either unusually short or tall, flat-chested or big-busted for a girl, can relate to poor body-image and either inadequate or age-inappropriate relations with the opposite sex.

Joe is a 16-year-old boy who stands approximately a foot shorter than his age peers, with poor skeleto-muscular development He feels self-conscious and embarrassed about his short stature and skinny arms. Perhaps a consequence of repeatedly coming in last in competitive physical activities, Joe has cultivated an interest in repairing and rebuilding small engines in his back yard. He denies any interest in girls, and is failing most subjects at school. Joe's circle of friends consists of four or five neighborhood boys, all younger than he, who share his interest in go-carts.

Alyce is a 15-year-old girl whose physical development and figure make her attractive to a wide range of boys. She could easily pass for 21. Alyce has been sexually active since age 11, has had one abortion, and six months ago was petitioned into Family Court for truancy and running away from home with a man in his mid twenties. Alyce's superior intelligence enables her to earn good grades, despite excessive absences last year. She has numerous interests, including playing concert violin. Presently, Alyce is in county foster care, working toward returning to her natural home.

In both these cases, a variety of environmental and family/community systemic factors combine to create complex problems. However, in each case, timing of the onset of adolescence seems to have played a major role.

It my be that early physical development is stressful for adolescent girls in. different ways than for boys, as suggested by Lakin, Blyth and Simmons (1984). That study concludes: "Physically attractive girls, due to their greater appeal, are especially likely to receive more attention iran boys. Because of these reactions, they my become more acutely aware that they face the transition to new roles in live. This realization combined with an increase in emotional demands my lead to a change in self-image, Which is reflected in lower self-esteem. However, this alternative interpretation does not account for the unattractive developing girls' higher self-esteem."

In contrast, adolescent men are socialized to base self-esteem, in part, on points they are able to "score" in sexually aggressive acts which exploit women. In clinical experience with adolescents, the sexual orientation of the passive or noncompetitive is often suspect by peers. Coleman & Remafdi (1989) remind us: "If one were to choose a time in the life cycle when the acquisition of a homosexual or bisexual identity might be most disruptive, adolescence would be a prime candidate." Future research is needed to explore a possible connection between early or delayed adolescence and gay/lesbian sexual identification during adolescence or later.

In a recent survey of 2,400 girls and 600 boys at 36 public schools in 12 communities throughout the country, reported in the popular press (Schuster, 1991), it was shown that "girls emerge from adolescence with a poor self-image, relatively low expectations from life and much less confidence in their abilities than boys." According to Schuster: "Based on an index of personal self-esteem created by the response to such statements as 'I like the way I look,' 'I like most things about myself' and 'I wish I were somebody else,' the study found that overall, boys had a higher sense of self-esteem than girls in elementary school and retained it better over the years."

Despite popular impressions to the contrary, it seems questionable Whether the presence of sex-role stereotypes have diminished over the past 15 or more years enough to make much difference.

REFERENCES

Blyth, D.A., Bulcroft, R., & Simmons, R.G. (1981). The impact of puberty on adolescents: A longitudinal study. Paper presented at the annual meeting of the American Psychological Association, Los Angeles.

Coleman, E. & Remafedi, G. (1989). Gay, lesbian, and bisexual adolescents: A critical challenge to counselors. Journal of Counseling& Development, 68, 1 36-40.

Jones, H.E. (1938). The California adolescent growth study. Journal of Educational Research, 31, 561-567.

Jones, M.C. (1965). Psychological correlates of somatic development. Child Development, 28, 113-128.

Jones, M.C. & Bayley, N. (1950). Physical mturing among boys as related to behavior. Journal of Educational Psychology, 41, 129-148.

Jones, M.C. & MUssen, P.H. (1958). Self-conceptions, JOOtivations, and interpersonal attitudes of early- and late-maturing girls. Child Developnxmt, 29, 491-501.

Schuster, C. (1991). Girls' self-image wanes by high school. American Association of University Women in New York Times, 1/11.

Thomas S. Rue, M.A., NCC
March 4, 1991 - 1991, 2004

The University of Iowa - College of Education
Psychological and Quantitative Foundations 31:163
Abnormal Psychology

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