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G. Stanley Hall
青少年心理学的正式研究始于G. Stanley Hall的“1904年青少年”的出版。霍尔是美国心理学会的第一任校长,他认为青春期主要是内部动荡和剧变(sturm und drang)。这种对青年的理解基于两种新的理解人类行为的方式:达尔文的进化理论和弗洛伊德的心理动力学理论。他认为,青春期是我们人类祖先从原始到文明的系统发育转变的代表。直到20世纪50年代,当Erik Erikson和Anna Freud等心理学家开始制定关于青春期的理论时,霍尔的断言相对无可争议。弗洛伊德认为,与青年相关的心理障碍是以生物学为基础,在文化上具有普遍性,而埃里克森则侧重于身份形成与角色实现之间的二分法。[90]即使他们的理论不同,这三位心理学家也认为,青春期本质上是一个扰乱和心理混乱的时期。青少年不那么动荡的方面,如同伴关系和文化影响,在20世纪80年代之前基本上被忽视了。从50年代到80年代,该领域的重点主要是描述行为模式而不是解释它们。[90]
Jean Macfarlane于1927年创立了加州大学伯克利分校人类发展研究所,前身为儿童福利研究所。[91]该研究所在启动健康发展研究方面发挥了重要作用,与先前基于病理性人格理论主导的研究相反。[91]这些研究着眼于大萧条和第二次世界大战期间的人类发展,这是一代儿童长大的独特历史环境。奥克兰成长研究由Harold Jones和Herbert Stolz于1931年发起,旨在研究奥克兰地区儿童的身体,智力和社会发展。数据收集始于1932年,一直持续到1981年,使研究人员能够收集从青春期延伸到成年期的个体的纵向数据。 Jean Macfarlane发起了伯克利指导研究,该研究从社会经济和家庭背景的角度审视了儿童的发展。[92]这些研究为格伦埃尔德在20世纪60年代提供了背景,提出了青少年发展的生命历程观点。埃尔德制定了青少年发展的几个描述性原则。历史时间和地点的原则表明,个人的发展是由他们成长的时期和地点决定的。在一个人的生命中,时间安排的重要性的原则是指生命事件在一个人的生命中发生的时间对发展的不同影响。关联生命的概念表明,一个人的发展是由相互联系的关系网络塑造的,其中一个人是其中的一部分;人类机构的原则断言,一个人的生命历程是通过个人在其历史时期和社会网络背景下的选择和行动来构建的。[93]
在美国以及世界其他文化中可以找到的社会和宗教过渡仪式的一些例子是Confirmation,Bar and Bat Mitzvahs,Quinceañeras,sweet sixteens,cotillions和débutanteball。在其他国家,启蒙仪式起着重要作用,标志着过渡到成年或进入青春期。这种转变可能伴随着明显的身体变化,这些变化可能因服装的变化而变化,也可能是纹身和划痕。[218]此外,过渡到成年期也可能因性别而异,特定的仪式可能更常见于男性或女性。这说明了青春期至少部分是社会建构的程度;它根据文化背景的不同而形成,并且可能通过文化实践或过渡而不是通过普遍的化学或生物物理变化来实施。
另见
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