Child And Adolescent Development Quotes

Life is a process during which one initially gets less and less dependent, independent, and then more and more dependent.

After a few days of rain, the seedlings will push through the soil and unfold their tiny leaves. Two weeks later, if the rain is still good, we then carefully apply the first round of fertilizer, because each seedling requires love and attention like any living thing if it's going to grow up strong.

Adulthood is the realization that sometimes an abstract principle is right and good for its own sake, that even if it hurts you today, even if it hurts others, being honest is still the right thing to do. In the same way that the adolescent realizes there’s more to the world than the child’s pleasure or pain, the adult realizes that there’s more to the world than the adolescent’s constant bargaining for validation, approval, and satisfaction. Becoming an adult is therefore developing the ability to do what is right for the simple reason that it is right.

Thus we arrive at the problem of the relation of religion to the negation of sexual desire. Sexual debility results in a lowering of self-confidence. In one case it is compensated by the brutalization of sexuality, to maintain sexual repression, in the other by rigid character traits. The compulsion to control one's sexuality, to maintain sexual repression, leads to the development of pathologic, emotionally tinged notions of honor and duty, bravery and self-control. But the pathology and emotionality of these psychic attitudes are strongly at variance with the reality of one's personal behavior. The man who attains genital satisfaction, is honorable, responsible, brave, and controlled, without making much of a fuss about it. These attitudes are an organic part of his personality. The man whose genitals are weakened, whose sexual structure is full of contradictions, must continually remind himself to control his sexuality, to preserve his sexual dignity, to be brave in the face of temptation, etc. The struggle to resist the temptation to masturbate is a struggle that is experienced by every adolescent and every child, without exception. All the elements of the reactionary man's structure are developed in this struggle. It is in the lower middle classes that this structure is reinforced most strongly and embedded most deeply. Every form of mysticism derives it's most active energy and, in part, also it's content from this compulsory suppression of sexuality.

Growth of the Body and the Brain. The physical growth of the human body increases in a roughly linear manner from birth through adolescence. In contrast, the brain’s physical growth follows a different pattern. The most rapid rate of growth takes place in utero, and from birth to age four the brain grows explosively. The brain of the four-year-old is 90 percent adult size! A majority of the physical growth of the brain’s key neural networks takes place during this time. It is a time of great malleability and vulnerability as experiences are actively shaping the organizing brain. This is a time of great opportunity for the developing child: safe, predictable, nurturing and repetitive experiences can help express a full range of genetic potentials. Unfortunately, however, it is also when the organizing brain is most vulnerable to the destructive impact of threat, neglect and trauma.

But that’s just it: he needs room to develop. Kids need responsibility more than they deserve it. For most adolescents, and even for younger kids, waiting until they are mature enough to get all their homework done and to turn it in on time before giving up the enforcer role means you’ve waited too long.

The major impairments of ADD — the distractibility, the hyperactivity and the poor impulse control — reflect, each in its particular way, a lack of self-regulation. Self-regulation implies that someone can direct attention where she chooses, can control impulses and can be consciously mindful and in charge of what her body is doing. Like time literacy, self-regulation is also a distinct task of development in human life, achieved gradually from young childhood through adolescence and adulthood. We are born with no capacity whatsoever to self-regulate emotion or action. For self-regulation to be possible, specific brain centers have to develop and grow connections with other important nerve centers, and chemical pathways need to be established. Attention deficit disorder is a prime illustration of how the adult continues to struggle with the unsolved problems of childhood. She is held back precisely where the child did not develop, hampered in those areas where the infant or toddler got stuck during the course of development.

Inside every child is an ‘emotional tank’ waiting to be filled with love. When a child really feels loved, he will develop normally, but when the love tank is empty, the child will misbehave. Much of the misbehavior of children is motivated by the cravings of an empty ‘love tank.’” I was listening to Dr. Ross Campbell, a psychiatrist who specialized in the treatment of children and adolescents.

Of course, all animals have different things to learn while traversing the arc that takes them from sexually immature, vulnerable child to reproductively capable, developed adult. In our case, those include advanced language skills and critical thinking. But there’s one feature that defines adolescence in species from condors to capuchin monkeys to college freshmen. It’s a time when they learn by taking risks and sometimes making mistakes.

I liked the metaphor the first time I heard it: “Inside every child is an ‘emotional tank’ waiting to be filled with love. When a child really feels loved, he will develop normally, but when the love tank is empty, the child will misbehave. Much of the misbehavior of children is motivated by the cravings of an empty ‘love tank.’” I was listening to Dr. Ross Campbell, a psychiatrist who specialized in the treatment of children and adolescents.

The process is very natural. It starts when we are children; helpless but aware of things, enjoying what is around us. Then we reach adolescence; still helpless but trying to at least appear independent. When we outgrow that stage we become adults; self-sufficient individuals able and mature enough to help others as we have learned to help ourselves. But the adult is not the highest state of development. The end of the cycle is that of the independent, clear-minded, all-seeing child. That is the level known as wisdom. When the Tao te ching and other wise books say things like "return to the beginning", "become a child again", that's what they're referring to. Why do the enlightened seem filled with light and happiness like childen. Why do they sometimes even look and talk like children? Because they are. The wise are children who know. Their minds have been emptied of the countless minute somethings of small learning and filled with the wisdom of the great nothing. the way of the universe

When Does Social Anxiety Appear? Social anxiety can develop at any age. Many people remember feeling afraid during social situations as early as kindergarten. Others don’t develop symptoms until they are adults. However, social anxiety most commonly appears in adolescence, between the ages of 15 and 20. When you think about the changes that are taking place in your life at this time, this fact makes a lot of sense. As a teenager, you are expected to act more like an adult than a child. You are beginning to take on adult responsibilities and see yourself as a part of society. Meeting the expectations of others and making a good impression are very important. As a result, you may worry about what others think of you and be afraid of acting incorrectly.

G. Stanley Hall, a creature of his times, believed strongly that adolescence was determined – a fixed feature of human development that could be explained and accounted for in scientific fashion. To make his case, he relied on Haeckel's faulty recapitulation idea, Lombroso's faulty phrenology-inspired theories of crime, a plethora of anecdotes and one-sided interpretations of data. Given the issues, theories, standards and data-handling methods of his day, he did a superb job. But when you take away the shoddy theories, put the anecdotes in their place, and look for alternate explanations of the data, the bronze statue tumbles hard. I have no doubt that many of the street teens of Hall's time were suffering or insufferable, but it's a serious mistake to develop a timeless, universal theory of human nature around the peculiarities of the people of one's own time and place.

As we mature we progressively narrow the scope and variety of our lives. Of all the interests we might pursue, we settle on a few. Of all the people with whom we might associate, we select a small number. We become caught in a web of fixed relationships. We develop set ways of doing things. "As the years go by we view our familiar surroundings with less and less freshness of perception. We no longer look with a wakeful, perceiving eye at the faces of people we see every day, nor at any other features of our everyday world. "It is not unusual to find that the major changes in life-a marriage, a move to a new city, a change of jobs, or a national emergency-break the patterns of our lives and reveal to us quite suddenly how much we had been imprisoned by the comfortable web we had woven around ourselves. "One of the reasons why mature people are apt to learn less than young people is that they are willing to risk less. Learning is a risky business, and they do not like failure. In infancy, when the child is learning at a truly phenomenal rate-a rate he or she will never again achieve-he or she is also experiencing a shattering number of failures. Watch him or her. See the innumerable things he or she tries and fails. And see how little the failures discourage him or her. "With each year that passes he or she will be less blithe about failure. By adolescence the willingness of young people to risk failure has diminished greatly. And all too often parents push them further along that road by instilling fear, by punishing failure, or by making success seem too precious.

Although in childhood the girl-child may have discovered her clitoris as a source of pleasure, she will enter adolescence convinced that the vagina is her only sexual organ. The vagina becomes the focus of sexual pleasure in a world that reduces sensuality to genital intercourse defined by the needs and desires of men. As a result, the girl-child’s erotic potential will be confined to an activity that requires a partner. An activity that guarantees physical satisfaction for the man. An activity that in and of itself does not guarantee her satisfaction. The very same parents who are “grossed out” by the masturbation of their pre-teen daughters breathe a sigh of relief when those same daughters move away from the clitoris and turn toward the vagina. Groomed to sexually service men, she will forget about her body’s capacity for sensual delight and satisfaction. Her original love of her body, curiosity about its sensations, and exploration of its nooks and crannies is twisted out of shape and labeled unacceptable. The price tags successfully reversed; she becomes dependent on others to meet her erotic needs. Many of our daughters stop touching themselves by adolescence and at the same time lose the affectionate touch of their parents. As they mature and grow out of the "cute stage," adults become uncomfortable with their developing bodies and most touching abruptly stops. The girl-child tries to make sense of this withdrawal of affection. She becomes convinced that something is wrong with her body—that her growing breasts and pubic hair, and the genital sensations she is experiencing make her untouchable to her parents. For some, the incestuous behavior of a parent or relative compounds this growing discomfort.

Adolescence is a period of life when the brain is malleable, and it represents a good opportunity for learning and social development. However, according to UNICEF, 40 percent of the world’s teenagers have no access to secondary-school education. The percentage of teenage girls who lack this access is much higher, yet there is strong evidence that the education of girls in developing countries has many significant benefits for family health, population growth rates, child mortality rates, and HIV rates, as well as for women’s self-esteem and quality of life. Adolescence represents a time of brain development when teaching and training should be particularly beneficial. I worry about the lost opportunity of denying the world’s teenagers access to education.

Michaela’s hyperschooling—also referred to as “the full-time job of schooling”8—seems not only developmentally inappropriate, but also completely out of sync with what Michaela wants and with what is best for her now, as a twelve-year-old child.

When children deepen their ability to know themselves, consider the feelings of others, and take action toward repairing a situation, they build and strengthen connections within the frontal lobe, which allows them to better know themselves and get along with others as they move into adolescence and adulthood.

While it is beneficial for a child to feel bad when anticipating a loss of connection with those who are devoted to him and his well-being and development, it is crucially important for parents to understand that it is unwise to ever exploit this conscience. We must never intentionally make a child feel bad, guilty, or ashamed in order to get him to be good. Abusing the attachment conscience evokes deep insecurities in the child and may induce him to shut it right down for fear of being hurt. The consequences are not worth any short-term gains in behavioral goals. If we find ourselves shocked by the behavioral changes that come in the wake of peer orientation, it is because what is acceptable to peers is vastly different from what is acceptable to parents. Likewise, what alienates peers is a far cry from what alienates parents. The attachment conscience is serving a new master. When a child tries to find favor with peers instead of parents, the motivation to be good for the parents drops significantly. If the values of the peers differ from those of the parents, the child's behavior will also change accordingly. This change in behavior reveals that the values of the parents had never been truly internalized, genuinely made the child's own. They functioned mostly as instruments of finding favor. Children do not internalize values — make them their own — until adolescence. Thus the changes in a peer-oriented child's behavior do not mean that his values have changed, only that the direction of his attachment instinct has altered course. Parental values such as studying, working toward a goal, the pursuit of excellence, respect for society, the realization of potential, the development of talent, the pursuit of a passion, the appreciation of culture are often replaced with peer values that are much more immediate and short term. Appearance, entertainment, peer loyalty, spending time together, fitting into the subculture, and getting along with each other will be prized above education and the realization of personal potential. Parents often find themselves arguing about values, not realizing that for their peer-oriented children values are nothing more than the standards that they, the children, must meet in order to gain the acceptance of the peer group. So it happens that we lose our influence just at the time in our children's lives when it is most appropriate and necessary for us to articulate our values to them and to encourage the internalization of what we believe in. The nurturing of values takes time and discourse. Peer orientation robs parents of that opportunity. In this way peer orientation arrests moral development.

Adam: Adam was a young man whose anxiety turned into a monster. Where Shelly had a very mild case of social anxiety, Adam’s case could only be called severe. Over a period of several years, his underlying social fears developed into a full-blown school phobia. A quiet, unassuming person, Adam had never stood out in the classroom. Through elementary school and on into high school, he neither excelled nor failed his subjects. By no means a discipline problem, the “shy” Adam kept to himself and seldom talked in class, whether to answer a teacher’s question or chat with his buddies. In fact, he really had no friends, and the only peers he socialized with were his cousins, whom he saw at weekly family gatherings. Though he watched the other kids working together on projects or playing sports together, Adam never approached them to join in. Maybe they wouldn’t let him, he thought. Maybe he wasn’t good enough. Being rejected was not a chance he was willing to take. Adam never tried hard in school either. If he didn’t understand something, he kept quiet, fearful that raising his hand would bring ridicule. When he did poorly on an exam or paper, it only confirmed to him what he was sure was true: He didn’t measure up. He became so apprehensive about his tests that he began to feel physically ill at the thought of each approaching reminder of his inadequacy. Even though he had studied hard for a math test, for example, he could barely bring himself to get out of bed on the morning it was to take place. His parents, who thought of their child as a reserved but obedient boy who would eventually grow out of this awkward adolescent stage, did not pressure him. Adam was defensive and withdrawn, overwrought by the looming possibility that he would fail. For the two class periods preceding the math test, Adam’s mind was awash with geometry theorems, and his stomach churning. As waves of nausea washed over him, he began to salivate and swallowed hard. His eyes burned and he closed them, wishing he could block the test from his mind. When his head started to feel heavy and he became short of breath, he asked for a hall pass and headed for the bathroom. Alone, he let his anxiety overtake him as he stared into the mirror, letting the cool water flow from the faucet and onto his sweaty palms. He would feel better, he thought, if he could just throw up. But even when he forced his finger down his throat, there was no relief. His dry heaves made him feel even weaker. He slumped to the cold tile and began to cry. Adam never went back to math class that day; instead, he got a pass from the nurse and went straight home. Of course, the pressure Adam was feeling was not just related to the math test. The roots of his anxiety went much deeper. Still, the physical symptoms of anxiety became so debilitating that he eventually quit going to school altogether. Naturally, his parents were extremely concerned but also uncertain what to do. It took almost a year before Adam was sufficiently in control of his symptoms to return to school.

I feel strange...I really don't know what I am. In mind I'm almost a woman, in body a young woman. I am almost a woman, but what am I now? I'm no child. I am mature. I know much; I'm somewhere in between. I'm confused--that's what I am. One day I'll long for a baby in my arms or a man's strong arms to hold me...the next, for freedom, respect.

Nothing was written in stone. Neither the mother’s personality, nor the infant’s neurological anomalies at birth, nor its IQ, nor its temperament—including its activity level and reactivity to stress—predicted whether a child would develop serious behavioral problems in adolescence.20 The key issue, rather, was the nature of the parent-child relationship: how parents felt about and interacted with their kids. As with Suomi’s monkeys, the combination of vulnerable infants and inflexible caregivers made for clingy, uptight kids. Insensitive, pushy, and intrusive behavior on the part of the parents at six months predicted hyperactivity and attention problems in kindergarten and beyond.21

When parents learn how to demonstrate through their words an inner feeling of acceptance toward a child, they are in possession of a tool that can produce some startling effects. They can be influential in his learning to accept and like himself and to acquire a sense of his own worth. They can greatly facilitate his developing and actualizing the potential with which he was genetically endowed. They can accelerate his movement away from dependence and toward independence and self-direction. They can help him learn to solve for himself the problems that life inevitably brings, and they can give him the strength to deal constructively with the usual disappointments and pain of childhood and adolescence.

For example, imagine your child comes home in tears after a rough day. You ask what’s wrong, but they can’t, or won’t, articulate. Of course, you want to make them feel better, but you don’t know what to do. Rather than shouldering the burden of having to uncover this mystery and then figuring out what might actually make it better, you could say, “I’m sorry you are having a tough time. Why don’t you look at your list and choose one thing to do for the next twenty minutes?” (Note: if you’re feeling generous, you could even offer to make a snack while they’re looking at their list.) “Come find me when you’re done and I’ll be here to talk.” The key to this approach is to offer support, while at the same time conveying confidence that your child can figure out how to feel better. This will help them develop a belief that they aren’t actually helpless, even though they feel overwhelmed. Want to empower your tween even more? Ask them to help you create a Try This First list of your own. This is a nice way to subtly reveal your humanity to your child and give them an opportunity to think of someone’s needs outside of their own (a practice all adolescents benefit from, whenever possible). Your kid’s involvement helping with your list also encourages their buy-in for when you need time in the future for your own self-care.

But as we pointed out in Chapter Two, it doesn’t make sense to wait until your children’s brains have fully matured before entrusting them with decisions, or you would be waiting until their late twenties or early thirties. The brain develops according to how it’s used. This means that by encouraging our kids—and requiring our adolescents—to make their own decisions, we are giving them invaluable experience in assessing their own needs honestly, paying attention to their feelings and motivations, weighing pros and cons, and trying to make the best possible decision for themselves. We help them develop a brain that’s used to making hard choices and owning them. This is huge and will pay big future dividends.

These observations can underscore their sense of loneliness. The psychologist Erik Erikson said that adolescents’ essential task is to develop a sense of identity. They rebel against, but also look to, their chief role models, their parents, as they ask questions about who they’ll become. Among adoptees who lack access to their personal history, this process is complicated by the knowledge that no matter how they are loved, wanted, and wished for, they understand that a crucial part of themselves is lost. This can become a source of identity confusion, and some researchers say it results in shame, feelings of abandonment, embarrassment, and low

Children’s bodies and brains are still in an early developmental stage of growth until at least the age of three. To inject infants with a variety of vaccines, which contain toxins and materials the body will recognize as foreign contaminants seems an ill-conceived “health” policy. Before the age of one, it is not recommended by our healthcare organizations to allow a child to eat honey, because a child’s system is not developed enough to handle “natures perfect food.” Currently, we are not only injecting infants with a plethora of vaccines in their first year but are starting them out with a vaccine on their first day on the planet. Is it any wonder why we have such rampant illness in the infant and adolescent population today? A little common sense appears to be needed here.

harsh, or inconsistent with their child’s treatment may increase their risk of developing ADHD. Studies have shown that parenting stress can increase the risk of being diagnosed with ADHD. Higher stress levels in childhood can lead to hyperactivity and attention problems, common symptoms among children with ADHD. Bad parenting behavior could also cause childhood emotional trauma, playing a role in the long-term development of ADHD symptoms (Koppert, 2020).

Children with ADHD have much more potential for academic success than many parents give them credit for. These children are usually very capable of achieving the same educational goals as their peers once their education, organization, and study skills have been adequately developed. ADHD does not affect a child’s performance in school; a lack of information or instruction hinders a child’s learning ability.

The survival adaptation developed by these children is similar to that of any trauma survivor, with attendant psychic numbing, restricted affect, hypervigilance, and recurrent intrusive dreams and flashbacks of earlier traumatic experiences. The home environments of these children are what psychiatrist Frederic Flach calls “depressogenic” (156). These homes lack ego support, prevent the development of healthy self-reliance, create hostility and block its release, promote feelings of guilt, and cause the child to feel lonely and rejected. Such an environment engenders a chronic, pervasive sense of loss that tends to be outside of the child’s conscious awareness. It predisposes children raised in these homes to problems with depression in adolescence and adulthood.

Just as it is important not to skip steps like crawling in physical development, it is important not to skip play, which allows for the development of a wide range of experiences, so that what is first grasped through action can later be learned anew through thought. Thus when the adolescent studies the laws of levers and mechanics in physics, he will have had the experience of shifting further forward or back on the seesaw, depending on the size of his friend; or the study of trajectories will have had its foundation in throwing balls or skipping stones.

The standard theory is that DID is caused by trauma, especially childhood physical and sexual abuse. Painful thoughts and feelings connected to the trauma are then linked to imaginary friends, fanciful creations of the mind that are common among children. During highly stressful situations, the imaginary friends become more prominent and may function in place of the self. The child begins to dissociate, which means that he is experiencing the start of separate personalities or identities. During adolescence, the imaginary friends complete the split from self and develop their own personalities or identities. The identities, often called alters, develop as needed in response to the abuse and the emotions that go along with it. For example, shame may result in an alter that is weak and allows itself to be hurt; anger may produce one that seeks revenge and is hostile; fear may create an alter that is protective. The alter most closely associated with an individual’s original identity is called the host. Alters are usually aware of at least some of their fellow alters and of the host. The host often does not realize when a transition takes place between one identity and another. Months or years may pass with another identity in control while the host is not conscious of it. Some alters are described as frightening and violent. Their negative behaviors may include self-mutilation, suicide, violence, and murder.36

Neither the mother’s personality, nor the infant’s neurological anomalies at birth, nor its IQ, nor its temperament—including its activity level and reactivity to stress—predicted whether a child would develop serious behavioral problems in adolescence.20 The key issue, rather, was the nature of the parent-child relationship: how parents felt about and interacted with their kids.

Darwin’s Descent of Man left room for a theory of moral development, but most contemporary evolutionary naturalists make no allowances for the significant differences between a child’s preconventional moral instincts, the conventional conduct of adolescents, and the moral idealism of adults such as Darwin.

Teaching self-discipline to children is a vital part of the parenting job description.

Teaching a child from a young age, through words and actions, that every human being’s life and safety is precious and is to be guarded promotes a culture of nonviolence.

Becoming more aware of child development needs and risk factors can be a powerful motivation for promoting education, prevention, and recovery for ourselves as parents and our communities.

We must ask, what will happen to today’s cases who develop GD in adolescence and in response to stress and social contagion? In how high a percentage will identity remain unstable? We don’t know.

Child and Adolescent Psychiatry at NYU, showed that when children were hospitalized for treatment of severe burns, the development of PTSD could be predicted by how safe they felt with their mothers.31 The security of their attachment to their mothers predicted the amount of morphine that was required to control their pain—the more secure the attachment, the less painkiller was needed.

In fact, objects are known only through the subject, while the subject can know himself or her- self only by acting on objects materially and men- tally. Indeed, if objects are innumerable and sci- ence indefinitely diverse, all knowledge of the sub- ject brings us back to psychology, the science of the subject and the subject's actions. The fourth remark: People may say that I thus engage in philosophy or epistemology and no longer in scientific psychology. But, in the research that we pursue, it is impossible to dissociate psychology from epistemology. Indeed, if we study only one level of development (for example, that of the adult or adolescent), it is easy to distinguish the prob- lems: psychological experience, emotions, intelli- gence and its functions, etc., on the one hand, and the broad problems of knowledge (epistemology), etc., on the other. But if we want to study cogni- tive functions and pursue a developmental point of view in order to study the formation and trans- formations of human intelligence (and this is why I specialized in child psychology), then the prob- lems must be formulated very differently: How is knowledge acquired, how does it increase, and how does it become organized or reorganized? These are the very questions that must be answered.

The ways in which particular circuits in the brain are activated determines the nature of our mental activity, ranging from perceiving sights or sounds to more abstract thought and reasoning. When neurons fire together, they grow new connections between them. Over time, the connections that result from firing lead to “rewiring” in the brain. This is incredibly exciting news. It means that we aren’t held captive for the rest of our lives by the way our brain works at this moment—we can actually rewire it so that we can be healthier and happier. This is true not only for children and adolescents, but also for each of us across the life span.

Melissa Lavery holds an M.S. in Psychology with an emphasis on Child and Adolescent Development. Ms. Lavery is responsible for a significant amount of proofing and editing, which has assisted with refining the work that follows.

The identities may develop in number, complexity, and sense of separateness as the child proceeds through latency, adolescence, and adulthood (R. P. Kluft, 1984; Putnam, 1997). —Guidelines for Treating Dissociative Identity Disorder in Adults, Third Revision

My former student Glenn Saxe, now chairman of the Department of Child and Adolescent Psychiatry at NYU, showed that when children were hospitalized for treatment of severe burns, the development of PTSD could be predicted by how safe they felt with their mothers.31 The security of their attachment to their mothers predicted the amount of morphine that was required to control their pain—the more secure the attachment, the less painkiller was needed.

When we discovered that a low sense of control is enormously stressful and that autonomy is key to developing motivation,1 we thought we were onto something important. This impression was confirmed when we started to probe deeper and found that a healthy sense of control is related to virtually everything we want for our children, including physical and mental health, academic success, and happiness. From 1960 until 2002, high school and college students have steadily reported lower and lower levels of internal locus of control (the belief that they can control their own destiny) and higher levels of external locus of control (the belief that their destiny is determined by external forces). This change has been associated with an increased vulnerability to anxiety and depression. In fact, adolescents and young adults today are five to eight times more likely to experience the symptoms of an anxiety disorder than young people were at earlier times, including during the Great Depression, World War II, and the cold war.

may be tempting to dismiss these findings as by-products of midlife rather than the presence of teenagers in the house. But Steinberg’s results don’t seem to suggest this notion. “We were much better able to predict what an adult was going through psychologically,” he writes, “by looking at his or her child’s development than by knowing the adult’s age.” Which is to say that a mother of 43 and a mother of 53 have far more in common, psychologically speaking, if they both have 14-year-olds than two moms of the same age with kids who are seven and 14. And the mothers of the adolescents, according to Steinberg’s research, are much more likely to be experiencing distress. Steinberg has a theory about why this is. Adolescents, in his view, exacerbate conflicts already in progress, especially those at work or between the parents, sometimes unmasking problems parents hadn’t recognized or consciously acknowledged for years. You might say that adolescents are the human equivalent of salt, intensifying whatever mix they’re in.