One change is the shift from concrete to abstract thought. Most school-age children and early adolescents (ages 10 to 14) engage in concrete operational thought. During this stage, teens deal with what “is” rather than what “could be.” They can think logically about information as long as the concepts can be applied to specific examples or observable events. Most middle (ages 15 to 17) and late (age 18 to early 20s) adolescents engage in formal operational thought. During this stage, adolescent thought becomes more logical, abstract, and idealistic. Adolescents speculate about ideal characteristics they desire in themselves and others. They can solve problems verbally without concrete examples or observable events. And they can generate hypothetical possibilities about ways to solve problems, concluding which solutions are best.

Formal operational thought can explain the following characteristics of teens:

Unconstrained thoughts with unlimited possibilities

Comparing themselves to others in terms of ideal standards

Romanticizing future events

Being judgmental

Adolescents also demonstrate changes in their decision-making skills. Compared to children, adolescents--especially older adolescents--are more likely to generate options, to view situations from a variety of perspectives, to anticipate the consequences of decisions, and to evaluate the credibility of sources. Transitional periods for adolescent decision making tend to occur around 11 to 12 and 15 to 16 years of age. However, research suggests that adolescents’ ability to use advanced decision-making skills does not guarantee that ability will be practiced in real life situations filled with stress, strong emotions, and time constraints. Adolescents need opportunities to discuss and practice realistic decision making.

Another characteristic of adolescent thought is adolescent egocentrism. It can be viewed as two types of thought. The first type is called imaginary audience, which refers to adolescents’ belief that everyone is as interested in them as they are. The second type is called personal fable, which refers to adolescents’ idea that they are unique and that no one else can understand them. Adolescent egocentrism can be explained by the ability to think hypothetically and developmental changes in perspective taking--the ability to understand others’ thoughts and feelings.

As adults, it is important for us to recognize the normal changes in adolescent thought and to respond to the changes appropriately. We want to respond in ways that acknowledge limitations yet encourage further development. Whether you are a parent having an informal conversation with a teen or a teacher in a formal educational setting, the strategies below should help you have more effective interactions with teens at various stages of development.

Strategies to use with teens making the transition to abstract thought:

• Ask teens to repeat information to ensure they have understood what you said.
• Integrate personal examples with points you need to make.
• Connect information provided to teens’ everyday experiences.
• Provide examples of problems teens may encounter; allow the teens to develop hypotheses about ways to solve the problems.
• Use positive techniques to deal with insults and teasing (i.e., teen who insults/teases must say two good things about the person he or she insulted/teased).
• Explore occupational and social interests.
• Discuss hot topics in the media.

Strategies to encourage perspective taking and decision making:

• Use role plays.
• Use group discussions/activities.
• Use issues relevant to teens (peers, dating, drugs, driving) to guide them through the steps of decision making.
• Allow teens to actively participate in family decision making.
• Provide what if scenarios (e.g., What if your boyfriend says, If you really love me, you would have sex with me”? What if you are given a fake ID to buy alcohol?).
• Expose teens to different social and work experiences.

Strategies to that recognize adolescent egocentrism:

• Allow teens to talk about themselves and issues important to them (friends, dating, music).
• Facilitate discussions so that each teen has a chance to be heard.
• Give immediate positive feedback when teens behave in positive and constructive ways.
• Do projects/include materials that belong to the teens (self-decorated notebooks, name tags, photographs).
• Provide personal recognition for achievements.
• Create safe ways for teens to ask potentially embarrassing questions or to discuss personal issues (e.g., anonymous question box).

Sources and further reading:

Brandes, B. H., & Ingold, J. B. (1997). Get real: A practical guide to leading adolescent groups. Milwaukee, WI: Families International, Inc.
Keating, D. P. (1990). Adolescent thinking. In S. S. Feldman & G. R. Elliott (Eds.), At the threshold: The developing adolescent (pp. 54-89). Cambridge, MA: Harvard University Press.
Miller, P. H. (1993). Theories of developmental psychology (3rd ed.). New York: W. H. Freeman and Company.
Santrock, J. W. (1993). Adolescence: An introduction (5th ed.). Dubuque, IA: Brown and Benchmark.

This Ups and Downs was written by Jennifer L. Hruska, M.S., CFLE, Extension Family and Child Development Specialist, Auburn University, Auburn Alabama.

Ups & Downs is edited by Stephen T. Russell, Ph.D., Assistant Youth Development Cooperative Extension Specialist, University of California, Davis