The period of adolescence is most closely associated with the teenage years, although its physical, psychological and cultural expressions can begin earlier and end later.
For example, although puberty has been historically associated with the onset of adolescent development, it now typically begins prior to the teenage years and there has been a normative shift of it occurring in preadolescence, particularly in females (see early and precocious puberty).
Physical growth, as distinct from puberty (particularly in males), and cognitive development generally seen in adolescence, can also extend into the early twenties. Thus chronological age provides only a rough marker of adolescence, and scholars have found it difficult to agree upon a precise definition of adolescence.
A thorough understanding of adolescence in society depends on information from various perspectives, most importantly from the areas of psychology, biology, history, sociology, education, and anthropology.
Within all of these perspectives, adolescence is viewed as a transitional period between childhood and adulthood whose cultural purpose is the preparation of children for adult roles.
The end of adolescence and the beginning of adulthood varies by country and by function, and furthermore even within a single nation state or culture there can be different ages at which an individual is considered to be (chronologically and legally) mature enough to be entrusted by society with certain tasks. Such milestones include, but are not limited to, driving a vehicle, having legal sexual relations, serving in the armed forces or on a jury, purchasing and drinking alcohol, voting, entering into contracts, completing certain levels of education, and marriage.
Adolescence is usually accompanied by an increased independence allowed by the parents or legal guardians and less supervision as compared to preadolescence.
In popular culture, many adolescent characteristics are attributed to physical changes and raging hormones. There is little evidence that this is the case, however. In studying adolescent development, adolescence can be defined
- biologically, as the physical transition marked by the onset of puberty and the termination of physical growth;
- cognitively, as changes in the ability to think abstractly and multi-dimensionally; or
- socially, as a period of preparation for adult roles.
Major pubertal and biological changes include changes to the sex organs, height, weight, and muscle mass, as well as major changes in brain structure and organization.
Cognitive advances encompass both increases in knowledge and in the ability to think abstractly and to reason more effectively.
The study of adolescent development often involves interdisciplinary collaborations. For example, researchers in
- neuroscience or bio-behavioral health might focus on pubertal changes in brain structure and its effects on cognition or social relations.
- Sociologists interested in adolescence might focus on the acquisition of social roles (e.g., worker or romantic partner) and how this varies across cultures or social conditions.
- Developmental psychologists might focus on changes in relations with parents and peers as a function of school structure and pubertal status.
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