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Teaching and Development Project

Section One: Aspects of Development
Physical: Adolescents undergo significant physical changes which affect social interactions
Entrance into early adolescence is often accompanied by significant physical changes,
known as puberty. Pre-puberty, there is an equality of physical and emotional between genders.
However, as puberty progresses and students enter full adolescence, males experience increased
amounts of testosterone which leads to height and to muscular strength (O, 109-110). Both
genders realize new sexual desires. These desires often lead to romantic relationships which are
most likely innocent at early adolescent stages and sometimes lead to sexual intimacy in later
stages. Obviously, this biological shift significantly changes the dynamic between genders. Some
educators place heavier emphasis on the discovery of sexuality and its influence on social
interactions. Michael Nakkula and Eric Toshalis state, sexual identity development evolves as
adolescents attempt to meet certain aspects of their physiological needs with the complex
interplay of social expectations (NT, 195).
Cognitive: Adolescents demonstrate the ability to make theoretical, cognitive connections
Building on the work of psychologist Jean Piaget, cognitive developmentalist Karen
Bartsch describes the adolescent cognitive sphere in one word: theoretical (NT, 46).. Adolescents
craft theoretical interconnections in order to reconcile many different areas of life and growth.
This ability results in an increased imagination for the futureeducation, career, family. This
concern for a future self often leads to a desire for improvement of the current self (NT, 46). This
theoretical thinking is rooted in assumptions about the way things workassumptions that are
then tested through real-world, trial-and-error experimentation (NT, 2). Piaget would place this
theoretical thinking within his fourth stage of development known as formal operations. A key

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element of formal operation is experiencing perspective-taking, or the ability to view
perspectives other than ones own (NT, 48).
Linguistic: Adolescent linguistic ability develops beyond proficiency and into the theoretical
An adolescents increasing ability to think theoretically is mirrored in his/her ability to
approach use and understand language theoretically. As a result of both formal instruction and
informal socializing, adolescents should progress linguistically to the point of recognizing the
figurative nature of words, including symbolism, metaphor, and hyperbole (O, 29). The
understanding of underlying linguistic elements is aided by an increased ability to recognize and
utilize an expansive vocabulary. At early adolescence (ages 9-12), students have knowledge of
approximately 80,000 words, many of which relate to specific disciplinesacademic or
otherwise (O, 31).
Social: Adolescents learn best when meaningful social relationships are established
Student feedback consistently reinforces that adolescents learn best for teachers who
demonstrate respect and value for their students; teachers who treat their students like real
people (NT, 81). Lev Vygotsky coined the phrase interpsychological development. Nakkula and
Toshalis define the concept as, [each] individual mind develops within the context of other
minds by which it can be influence (NT, 9). The teacher has the ability to set that context while
in the classroom, setting the student up for either success or failure. Robert Selman asserted that
relationships become developmental learning laboratories in which adolescents experiment with
both egocentric and more accommodating orientation toward others (NT, 92). Relationships,
then, are understood as both the means and the ends of our development (NT, 95). As students
discover who they are and where they fit in society, safe socialization becomes crucial. The form
of socialization varies based on surroundings. As mentioned in the section on physical

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development, inter-gender socializing often becomes awkward and defined by sexual-tension.
Healthy teacher-student socialization is based on respect and careful guidance. Finally,
socialization among friends is often defined by reinforcement of gender norms and increasing
self-identity (NT, 111).
Affective: Adolescents more easily relate to those around them as they develop an ability to take
a third-party perspective
As students enter early adolescence, they experience an increased ability to empathize
and to view the perspectives of others. This experience allows a new level of kinship which
psychologist Harry Stack Sullivan argues is the first appearance of true love. From here on,
healthy relationship will no longer be based on a give-and-take system, but on genuine care and
affection (NT, 84).
Moral: Adolescents morally transition as they discover a new self-identity
As adolescents cognitively explore the theoretically, inevitably relational, faith, and
moral convictions are called into question. Lawrence Kohlberg proposed multiple stages of
morality maturation. Early adolescents usually demonstrate mutual interpersonal relations, in
which moral behavior is anything that pleases, assists, or meets the approval of others (NT,
208). This demonstrates the beginning stages of perspective taking by considering the desires of
others in order to determine proper behavior. Eventually, consideration expands to include
societal authority and constructs in the social system and conscience stage. Late adolescents
begin to develop personal convictions on morality and enter the social contract and individual
rights stage. Here, the students self-identity is strong enough to include a personal moral
compass that stays true to internal convictions, regardless of societal standards (NT, 208).

Section Two: Implications for Teaching

Teaching Principle #1: The ability to experience varying perspective allows for accurate
expression in performance of program music (affective)
Program music is composed with the intent of communicating a particular narrative or
concept. (This in contrast with absolute music, which is music for musics sake.) Frequently,
when a new piece of program music is taught in secondary music classrooms, the teacher
explains the narrative or concept in order to evoke playing which corresponds. However, that
process does nothing to encourage perspective taking in adolescents. A much more effective
activity is to ask students to listen and/or play the piece and then have them attempt to take the
composers perspective by retroactively describing the narrative or concept. Psychologically, this
encourages perspective-taking and relating to others non-verbally. Musically, this activity
provides opportunity for basic analysis using notational contexts such as title, dynamics,
articulations, themes, modes, etc.
Teaching Principle #2: Develop a classroom environment centered on respect (social)
If students learn best when they feel respected and possess respect for the other party,
then creating an atmosphere of mutual respect should be a priority for any educator. As a
performance driven discipline, music lends itself to competition and musicians can easily harbor
negative thoughts toward those who perform at lower levels. Music teachers need to champion
the right of every student, whether a gifted or a struggling performer, to enjoy the making of
music. This is accomplished by shifting the daily classroom focus from merely performing music
to enjoying music, which everyone can do on a personal level. It is also worth communicating,
however, that increased personal enjoyment of music can often be found by performing at a high
level. This offers incentive for continued growth.

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Teaching Principle #3: Music is always connected to something greater (cognitive)
Teaching music to adolescents is a fantastic opportunity to discuss incredible connective
possibilities of music. As students grow in their ability to think abstractly and theoretically, they
should be prepared to discuss the intangible effect of music on the persona and on society. For
example, an important part of rudimentary musical analysis is asking, How did this music make
me feel? As music moves the soul through emotion, those who experience that movement
together form an invisible bond. Adolescent students will be more than competent to discuss how
that invisible bond has the potential to shape culture and personal identitiesall theoretical
concepts that are grounded in the history of music.

Section Three: Evaluation of the Book

Psychological Strengths
Authored for educators, Understanding Youths psychological foundation was rather
explicit. Throughout the book, Nakkula and Toshalis frequently cite a variety of developmental
and educational psychologists. The book takes a definite organismic view with a majority of the
content building on stage theories from Piaget, Vygotsky, Kohlberg, Erickson, and
contemporaries of each.
Biblical Strengths
Understanding Youth emphasizes very clearly the importance of mentoring and
developing the next generation. Scripture provides many great example of mentor relationship
built on mutual respect and the desire to learn from those who possess great wisdomMoses
and Joshua, Elijah and Elisha, Jesus and the disciples, Paul and Timothy. The biblical principle of
learning in community is demonstrated in Ecclesiastes 4:9-10, Two are better than one, because
they have a good return for their labor: If either of them falls down, one can help the other up.

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But pity anyone who falls and has no one to help them up. Additionally, the book does a decent
job at presenting the benefits of faith as an element in development, particularly on pages 206207. Scripture speaks generally on development in 1 Corinthians 13:7, When I was a child, I
used to speak like a child, think like a child, reason like a child; when I became a man, I did
away with childish things. The Bible even provides a picture of Jesus developing through
adolescence, And Jesus kept increasing in wisdom and stature, and in favor with God and men
(Luke 2:52). All of these Biblical concepts were supported by the book content.
Psychological Weaknesses
If consistent organismic views are a strength for Understanding Youth, then the lack of
any mechanistic views is a weakness. Nakkula and Toshalis seemingly failed to acknowledge the
influence of behaviorism and motivational theories on educational psychology. While there may
be some disagreements with behaviorism, behaviorist principles can be quite useful in helping
people of all ages acquire productive behaviors in classrooms and other settings (O, 199).
Overall, the book seemed to be lacking concrete and practical suggestions for classroom
management. While social elements are important, they can also easily get out of hand. Along
the lines of practical application, there also seemed to be a lack of motivational theories, which
can vary even within the adolescent stage. Student motivation is reflected in personal
investment and in cognitive, emotional, and behavioral engagement in certain activities (O,
137).
Biblical Weaknesses
The portion of Understanding Youth most contrary to Biblical standards was Chapter 9:
Developing a Sexual Identity Orientation. For you may be sure of this, that everyone who is
sexually immoral or impure, or who is covetous (that is, an idolater), has no inheritance in the

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kingdom of Christ and God (Eph 5:5). The Bible has little tolerance for sexual immorality. In
Chapter 9, the authors discuss a variety of topics from sexual desires to pornography to
homosexuality. The books stance on sexual desires was unclear, but the Bibles stance is
undeniable: FLEE (2 Tim 2:22). Psychological issues resulting from pornography were
discussed, but never any moral issues. If one has the view that untamed sexual desires are
acceptable (and again the book was foggy), then it only follows that perhaps pornography is not
the worst thing in the world. Additionally, the authors seem to have no concerns about the
morality of homosexuality, despite its obviously counter-Biblical nature.

Cedarville University
School of Education
Teacher Education Program

Sex, Zits, and Social Respect:

An Evaluation of Nakkula and Tosaliss Understanding Youth

Presented in partial fulfillment

of the requirements for EDUC-2500 Educational Psychology

By
Jonathan M. Lyons
Box #4076

November 24, 2015