The purpose of The 21st-Century Teenager is to provide information on the developing teenager for youth workers and parents. In general terms we are trying to describe the sequence of what happens to a teenager from a developmental point of view. Admittedly, more comprehensive resources exist in abundance. See the bibliography for some of them.

Before going any further, let's recall the difference between adolescents and adolescence. While they sound the same, and are related at many points, the differences are worth noting. Adolescents are the teenagers. It is a collective term (singular is adolescent) used to describe persons who are in the age group (both chronologically and developmentally) called adolescence.

Adolescence is the term used to describe the time in life between the onset of puberty (sexual maturation) and the full acceptance of adult responsibility. Some thinkers believe that adolescence is a creation of this century. Sociologist-historians occasionally give credit to G. Stanley Hall and Jean-Jacques Rousseau for either discovering or inventing adolescence (Kaplan 1984, 19). Others have chimed in, claiming that adolescence is a 20th-century invention. It makes some sense to envision that in America the gap between childhood and adulthood has at least widened and perhaps been created. As the 19th century wound to a close, it was likely that a teenager would become a husband or a wife shortly after puberty. The new couple would begin a life that was patterned much like the one that they observed as children. In the last hundred years or so, adolescence has widened as puberty has come at earlier ages. With the industrialization of the United States and the general move from the family farm to the cities, the acceptance of adult responsibility has come later. Instead of three to five years of "adolescence" prior to marriage, the 21st-century teenager can expect anywhere from 15 to 20 years! In other words, if there had been a youth department at church in 1901, it would have included children only through about age 15.

From a youth ministry point of view, a 20th-century inventionist view also makes sense. Ministry to and programming for adolescents has come of age, in both church and secular settings. The age group considered "in bounds" for youth ministry has lengthened with the years as well. Public school systems have increasingly respond to increasing enrollments in elementary schools by placing sixth graders with seventh and eighth graders in middle schools. In many instances youth ministers are now given responsibility for collegiate ministry as a part of their work with adolescents. The section of this resource entitled "A Brief History of Adolescence" explores this notion in a bit more detail.

When adolescent development is discussed, the lens is often "the big five" of human development—spiritual, physical, mental, social, and emotional. Picture the equalizer on a sound board or stereo. It looks like a bar graph with the bars constantly moving up and down. Adolescence (and every other age group) is similar. Each aspect of development (the big five) is a bar on the graph, fluctuating rapidly at times and appearing stationary at others.

The person who is studying spiritual development of adolescents may ask questions like:

• When can a person knowingly accept Christ as Savior?
• Does the realization of the seriousness of sin grow with age?
• Does increasing abstract thought contribute to the understanding of theology?
• How much repetition is needed to ensure comprehension of spiritual truths?

The person who is studying physical development may ask questions like:

• What is puberty, and when does it happen?
• Does early or late maturation affect the teenager?
• What physical development is to be expected and when?
• Are sixth-graders adolescents, and when should we tell them about the changes that will take place in their bodies?

The person who is studying mental or cognitive development may ask questions like:

• Does the move toward abstract thought explain why my preteen asks so many questions?
• Do the stage theories of adolescence really explain the move toward adult thought?
• Is intelligence measured by one number or by several different measurements?
• How do youth learn? Is learning ability related to spiritual maturity?

The person who is studying social development may ask questions like:

• How do we protect youth while acknowledging their growing need for independence?
• How do we help with peer relationships?
• What about courting, dating, romance, sex, and intimacy?
• How do we mediate the turbulent world of adolescence, which now includes homosexual issues, media influence, violence, gangs, raves, and Internet culture?

The person who is studying emotional development may ask questions like:

• Does personality change with adolescence?
• Are there truly differences in adolescents in different cultures?
• What does emotion have to do with discipline? What about stress and anger in a seemingly crazy culture?
• How do hormones affect emotions and relationships with parents, siblings, and peers?

YQ: What questions would you add to this list?

Hiding behind the categories above are some general questions about adolescence. One such question (probably one of the biggest) that fits into this section is the issue of "nature versus nurture." In other words, the question is posed, "Which is more influential—our genetic makeup (nature) or the environment in which we are raised (nurture)?"

 Nature is generally thought to include the inherited characteristics of an individual that are for the most part unmodifiable or unchanging (internal forces). Persons who hold to an extreme nature position would claim that all behavior is inherited. Hereditarians are persons who embrace the nature position.

Nurture involves the assumption that the experiences of an individual in an environment (external forces) shape one's personality. The extreme nurture position asserts that all behavior is learned. Environmentalists are those who embrace the nurture position. There are three areas with regard to nature/nurture:

1. Temperament—What makes a child shy or outgoing? We can describe inborn traits or an innate disposition. However, environment and training can modify these tendencies. A child's future is influenced by a combination of their genetic code and how parents and teachers react to their genetic inheritance.
   
   
2. Intelligence—The same two factors—heredity and environment—generally combine to form one's intelligence. Research has been based on examples found in twins, with adopted children for comparisons. Genetics provides the potential, but training determines the extent to which the potential is reached.
   
   
3. Sex role—This is a controversial subject. Evidence supports influence from both areas, biological and environmental.

While there is little value in going deeply into the nature-nurture argument here, you can probably see where an awareness of the issue will help you further investigate circumstances surrounding individual teenagers with whom you work.

Other similar questions may be asked. Whenever we study adolescent development, some issues seem to circulate over and over. Here are a few more of them. You probably have others. Note that further discussion continues in other sections of the resource for some of them.

1. Is there any validity or relevance to the often-discussed differences between the generations? Are teenagers today (millennials) different from baby boomers or generation X'ers were when they were teenagers?
   
   
2. Is it unbiblical for Christians to refer to psychology to explain human behavior?
   
   
3. Are adolescents the same around the world?
   
   
4. Does adolescence have to be a volatile, turbulent time?
   
   
5. With regard to the development of a teenager, what is normal? Or, developmentally, where should teenagers be?
   
   
6. Are there significant gender differences regarding development?

YQ: From your experience are you a hereditarian or an environmentalist?

Besides the above issues, youth leaders and parents are interested in the differences between early, middle, and later adolescence. Perhaps the following summary will be helpful (Jackson and Johnson 1996, 25-28).

Physical

• Changes are rapid and dramatic.
• Stamina is lacking; tiredness and short attention span are common.
• They may be awkward; hands and feet are large in proportion to rest of body.
• They begin to show physical signs of sexual maturation, with the emergence of secondary sexual characteristics.
• Girls are usually more mature than boys, entering puberty up to two years earlier.
• Most have superhuman appetites.

Intellectual

• They want to see proof and are less willing to accept others' opinions (particularly parents).
• They begin to think abstractly but usually view issues in terms of black or white answers by looking at alternatives and consequences.
• They grow in their ability to make decisions based on personal values.
• They make decisions that often are idealistic and sometimes overly optimistic in expectations.

Emotional

• They begin to develop personal identity and sense of self.
• They are self-conscious and egocentric but gaining more confidence.
• They are enthusiastic.
• They are still dependent on parents, but their desire for independence is increasing.
• Fluctuates between friendly and moody
• They express a positive sense of humor.

Social

• They place great value on same-sex peer acceptance and want to fit in with the crowd.
• They attach to a few close friends and are often cliquish.
• They can be overcritical and have unrealistic expectations.
• They begin to be interested in the opposite sex (girls develop interest earlier).
• They are most comfortable in small groups of trusted friends of the same sex.
• They experiment with appropriate behaviors and test limits.

Spiritual

• They are generally receptive to making a decision about a relationship with Christ.
• They are more able to make genuine commitments.
• Their spiritual views usually mirror their parents' spiritual views.
• They are beginning to develop personal values.
• They respond to others' needs and are more aware of social issues.

Middle Adolescence (14–15)

Physical

• Physical changes have slowed for girls; boys may still be changing rapidly.
• Advanced development of secondary sex characteristics takes place.
• They develop an intense sex drive (particularly males).
• They are active and energetic.
• They tend to experiment with alcohol or drugs.

Intellectual

• They become capable of more complex and abstract thoughts.
• They can ask deep questions.
• They are usually extremely interested in pop psychology and "self-help."
• They often question illogical arguments.
• They are more analytical and critical of belief systems.

Emotional

• Their ability to form personal relationships increases.
• They are less egocentric; they learn how to give of themselves.
• They often enjoy arguments.
• They feel an intense need to separate from their parents.
• Their self-assurance can mask deep-felt insecurities and self-doubts.
• They seek recognition for being good in some activity.

Social

• Their focus moves from same-sex friendships to opposite-sex relationship. They date in groups.
• They stay with their established circle of friends.
• They may join a group with social beliefs or values that differ from parents.
• They sometimes rebel against persons in authority.
• They may become protective of personal possessions.

Spiritual

• They search for what the Bible says about what is or isn't OK.
• They may experience guilt about relationships with or thoughts about the opposite sex.
• They may experience frustration with the desire to stop some behavior and their apparent inability to do so (like pornography or masturbation).
• They often pray for forgiveness.

Late Adolescence (16–18)

Physical

• Their physique is almost fully developed.
• Most have reached adult height.
• Boys have caught up with girls developmentally.
• They express a strong interest in personal health.
• They may fall victim to eating disorders.
• Some are sexually experienced.

Intellectual

• They become increasingly involved with their future.
• They begin to focus on career choices.
• They recognize that current decisions influence their future.
• They develop the ability to consider many options at once and can process possibilities.
• They make better and more mature decisions.
• They might be able to resolve conflicts with judgment.

Emotional

• They feel confidence and security with their own identity.
• They are sometimes sentimental.
• They can put others' needs ahead of their own.
• They recognize the need to take more personal responsibility.
• They are usually friendly toward family.

Social

• They desire meaningful relationships with others, including (and especially) the opposite sex.
• Dating is frequent.
• Personal relationships show increasing commitment; many date one partner exclusively.
• Some are sexually active.
• Driver's license and graduation will be rites of passage.
• Most work part time, resulting in discretionary income.

Spiritual

• They show ability to demonstrate strong commitment to a relationship with Christ.
• Moral and spiritual values are tested and challenged.
• They understand and care about how others feel and think.
• They become interested (and sometimes obsessed) with life after death.
• They ask questions and express doubts about their spiritual life (assurance of salvation).
• They may rededicate their life at camps or retreats repeatedly.
• They are increasingly able to apply spiritual principles to life and are able to grasp deeper spiritual concepts.

YQ: Consider each teenager in your home or group. How do these statements apply to him or her? What are the implications for the way you relate to and minister to him or her?

As you add questions, remember that you are surrounded by other youth workers and youth parents who will help you. You may say, "But I am in the middle of nowhere!" But you are also able to connect online. If we don't keep asking the questions, we will lose sight of the difference between the cultural factors in adolescence that change by the minute and the unchanging love of the Father for this and every generation of adolescents. Thanks for coming along for the ride!