Human Development

I.

CONCEPTION (Gohing)

A. Ovulation Each month, in one of a woman's two ovaries, a group of immature eggs start to develop in small fluid-filled cysts called follicles. Normally, one of the follicles is selected to complete development or maturation. This "dominant follicle" suppresses the growth of all of the other follicles, which stop growing and degenerate. The mature follicle ruptures and releases the egg from the ovary.Ovulation generally occurs about two weeks before a woman's next menstrual period begins. B. Development of Corpus Luteum After ovulation, the ruptured follicle develops into a structure called the corpus luteum, which secretes two hormones, progesterone and estrogen. The progesterone helps prepare the endometrium for the embryo to implant by thickening it. C. Release of Egg The egg is released and travels into the fallopian tube where it remains until a single sperm penetrates it during fertilization. The egg can be fertilized for about 24 hours after ovulation. On average, ovulation and fertilization occurs about two weeks after your last menstrual period. D. Menses If no sperm is around to fertilize the egg, it and the corpus luteum will degenerate, removing the high level of hormones. This causes the endometrium to slough off, resulting in menstrual bleeding. Then the cycle repeats itself. E. Fertilization If sperm does meet and penetrate a mature egg after ovulation, it will fertilize it. When the sperm penetrates the egg, changes occur in the protein coating around it to prevent other sperm from entering. At the moment of fertilization, your baby's genetic make-up is complete, including its sex. Since the mother can provide only X chromosomes (she's XX), if a Y sperm fertilizes the egg, your baby will be a boy (XY) vice versa. F. Implantation Within 24-hours after fertilization, the egg begins dividing rapidly into many cells. It remains in the fallopian tube for about three days. The fertilized egg called a zygote continues to divide as it passes slowly through the fallopian tube to the uterus to be attached to the endometrium. First the

zygote becomes a solid ball of cells, then it becomes a hollow ball of cells called a blastocyst. Before implantation, the blastocyst breaks out of its protective covering, When the blastocyst establishes contact with the endometrium, an exchange of hormones helps the blastocyst attach. Some women notice spotting or slight bleeding for one or two days around the time of implantation. The endometrium becomes thicker and the cervix is sealed by a plug of mucus.Within three weeks, the blastocyst cells begin to grow as clumps of cells within that little ball, and the baby's first nerve cells have already formed. Your developing baby is called an embryo from the moment of conception to the eighth week of pregnancy. After the eighth week and until the moment of birth, your developing baby is called a fetus.

II.

PREGNANCY

A. First trimester (Gelito) Pregnancy is often defined as beginning when the developing embryo becomes implanted into the endometrial lining of a woman's uterus. In some cases where complications may have arisen, the fertilized egg might implant itself in the fallopian tubes or the cervix, causing an ectopic pregnancy. Most pregnant women do not have any specific signs or symptoms of implantation, although it is not uncommon to experience minimal bleeding at implantation. Some women will also experience cramping during their first trimester. This is usually of no concern unless there is spotting or bleeding as well. After implantation the uterine endometrium is called the decidua. The placenta which is formed partly from the decidua and partly from outer layers of the embryo is responsible for transport of nutrients and oxygen to, and removal of waste products from the fetus. The umbilical cord is the connecting cord from the embryo or fetus to the placenta.The developing embryo undergoes tremendous growth and changes during the process of fetal development. The signs and symptoms of pregnancy: 1. 2. 3. 4. 5. 6. 7.

Tenderness of the breast nausea and vomiting frequent urination feeling tired irritability dizziness constipation

B. Second Trimester (Diopenes) The second trimester of pregnancy spans from week 13 to week 27 of your pregnancy. This is the time when most women start to look pregnant

and may begin to wear maternity clothes. By 16 weeks, the top of your uterus, called the fundus, will be about halfway between your pubic bone and your navel. By 27 weeks, the fundus will be about 2in. or more above your navel. You may find that the second trimester is the easiest part of pregnancy. For some women, the breast tenderness, morning sickness, and fatigue of the first trimester ease up or disappear during the second trimester, while the physical discomforts of late pregnancy have yet to start. Pressure on your bladder may be less as the uterus grows up out of the pelvis. Normal symptoms you may trimester of pregnancy include:

experience

during

the

second

1. 2. 3. 4. 5. 6. 7.

Breast changes. Leg cramps. Back pain. Pelvic ache and hip pain. Stretch marks and other skin changes. Hemorrhoids and constipation. Heartburn (also a symptom of gastroesophageal reflux disease, or GERD). 8. Nosebleeds and bleeding gums. 9. Hand pain, numbness, or weakness (carpal tunnel syndrome). 10.Back pain during pregnancy

C. Third Trimester (Majaducon) The third trimester of pregnancy spans from week 28 to the birth. Although your due date marks the end of your 40th week, a full-term pregnancy can deliver between the 37th and 42nd weeks of pregnancy. During this final trimester, your fetus grows larger and the body organs mature. The fetus moves frequently, especially between the 27th and 32nd weeks. In the final 2 months of pregnancy, a fetus becomes too big to move around easily inside the uterus and may seem to move less. At the end of the third trimester, a fetus usually settles into a head-down position in the uterus. You will likely feel some discomfort as you get close to delivery. Normal symptoms you may experience during the third trimester of pregnancy include: 1. Braxton Hicks contractions, which are "warm-up" contractions that do not thin and open the cervix (do not lead to labor). 2. Fatigue. 3. Back pain.

4. Pelvic ache and hip pain. 5. Hemorrhoids and constipation. 6. Heartburn (a symptom of gastroesophageal reflux disease, or GERD). 7. Hand pain, numbness, or weakness (carpal tunnel syndrome). 8. Breathing difficulty, since your uterus is now just below your rib cage, and your lungs have less room to expand. 9. Mild swelling of your feet and ankles (edema). Pregnancy causes more fluid to build up in your body. This, plus the extra pressure that your uterus places on your legs, can lead to swelling in your feet and ankles. 10.Difficulty sleeping and finding a comfortable position. Lying on your back interferes with blood circulation, and lying on your stomach isn't possible. Sleep on your side, using pillows to support your belly and between your knees. Later in your pregnancy, it is best to lie on your left side. When you lie on your right side or on your back, the increasing weight of your uterus can partly block the large blood vessel in front of your backbone. 11.Frequent urination, caused by your enlarged uterus and the pressure of the fetus's head on your bladder. Signs that labor is not far off include the following: 1. The fetus settles into your pelvis. Although this is called dropping, or lightening, you may not feel it. 2. Your cervix begins to thin and open (cervical effacement and dilatation). Your health professional checks for this during your prenatal exams. 3. Braxton Hicks contractions become more frequent and stronger, perhaps a little painful. You may also feel cramping in the groin or rectum or a persistent ache low in your back. 4. Your "water" may break (rupture of the membranes). In most cases, rupture of the membranes occurs after labor has already started. In some women, this happens before labor starts. Call your health professional immediately or go to the hospital if you think your membranes have ruptured.

III.

DELIVERY (Francisco)

A. Fetal Presentation – the body part of the fetus that enters the pelvic inlet first.

1. Vertex/Cephalic Presentation - the head is the presenting part

a. Occiput – the occipital area first b. Military – the parietal area first c. Brow – brows are fisrt

d. Face – the face is first 2. Breech Presentation – the buttock is the presenting part 3. Transverse Presentation – the shoulder is the presenting part B. Naegele’s Rule – (Franz Karl Naegele) the rule estimates the

expected date of delivery (EDD). (LnMP – Last NORMAL Menstrual Period) EDD = LnMP + 9 months + 7 days Example: EDD = Jan. 1, 2009 + 9 months + 7 days = October 8, 2009

C. Stages of Labor

1. Dilatation Stage – longest of all the stages and characterized by dilatation and effacement of the cervix. 2. Expulsive Stage – Complete dilatation of the cervix, active pushing and delivery of the fetus 3. Placental Stage – separation and delivery of the placenta 4. Restoration Stage – 1 to 4 hours after the delivery of the placenta

IV.

INFANCY (Echalar)

It is also called early childhood. It is from birth to one year old. It is the child’s first year of life. A child is totally dependent, specifically on others on food, warmth and affection and therefore must be able to blindly trust the parents or caregivers. A. Principles of Growth and Development

1. Growth and development are continuous process from conception until death

2. Growth and development proceed in an orderly sequence 3. Different child pass through predictable stages at different rates 4. All body system does not develop at the same rate 5. Development is cephalocaudal B. Psychosexual Charcteristics 1. Oral stage Erogenous zone: mouth

eating and other mouth movements Symptoms of oral fixation:    

smoking constant chewing of gum, pens, pencil, etc. Nail biting over eating

C. Significant persons 1. Mother 2. Mother substitute 3. Primary caregiver

D. Physical development – it depends on heredity, nutrition, and environment

V.

TODDLER (Martirez)

 Play side by side with another child but does not interact  Each one is engrossed in his own parallel play A child takes her first steps. Most children learn to walk by 15 months of age, although some normal children do not begin to walk until 18 months. Mastery of walking soon leads to running and jumping. Children become interested in mirror images around 6 months of age. Beginning at 15 to 18 months, toddlers understand they are looking at a reflection of themselves. A. Anal Stage Toilet training - children at this age are taught when, where and how excretion is deemed appropriate by society. Through toilet training, they also discover their own ability to control such movements. That is, by exercising control over the retention and expulsion of feces. B. Physical Development Normal infants possess neurological systems that detect and store speech sounds, permit reproduction of these sounds, and eventually produce language. Toddlers’ utter all known speech sounds, but retain only those heard regularly. Word like sounds occur at 12 months and have meaning at about 18 months. One- and two-word sentences are used to convey meaning. Early

words generally include naming objects and describing actions, for example, “fall floor.” Acquisition of complex language after 18 months is very rapid. C. Emotional Development Attachment is a psychological bond between an infant and her or his primary care giver, usually the mother. Crying and smiling bring infants in contact with care givers and are called attachment behaviors. Attachment provides a secure emotional base from which mature relationships develop. Research shows that inadequate attachment impedes social and emotional development throughout life. For example, when an infant is subjected to maternal deprivation, and thus does not form a secure attachment, subsequent development is often severely atypical. Traumatic events such as physical abuse or malnutrition that occur during infancy will affect development and behavior, usually in a negative way. Less extreme experiences are also influential, but their effects may be temporary and less apparent. All early experiences are known to influence attitudes toward the learning process, the self-concept, and the ability to form and maintain social and emotional relationships in later life.

VI.

PRESCHOOL (Gareza)

Three and four-year-old children are often called preschoolers. Preschool children want to touch, taste, smell, hear, and test things for themselves. They are eager to learn. They learn by experiencing and by doing. Preschoolers learn from their play. They are busy developing skills, using language, and struggling to gain inner control. Preschoolers want to establish themselves as separate from their parents. They are more independent than toddlers. They can express their needs since they have greater command of language. Fears often develop during the preschool years. Common fears include new places and experiences and separation from parents and other important people. You can expect the preschool child to test you over and over again. He or she might use forbidden words and might act very silly. Preschoolers may still have trouble getting along with other children and sharing may still be difficult. Because of their developing imaginations and rich fantasy lives, they may have trouble telling fantasy from reality. They may also talk about imaginary friends. Preschoolers need clear and simple rules so that they know the boundaries of acceptable behavior. A. Three-year-olds

Physical Development - They ride a tricycle. They catch a ball. They stand on one foot. They build towers of 6-9 blocks. They walk on tip toes. They jump horizontally. They handle small objects such as puzzles, and pegboards. They smear or daub paint. They draw or paint in circular and horizontal motions. They grow about 3 inches taller in a year. Social and Emotional Development - They need to know clear and consistent rules and what the consequences for breaking them are. They enjoy dramatic play with other children. Their emotions are usually extreme and short-lived. They need to be encouraged to express their feelings with words. They begin to learn to share. Intellectual Development - Preschool children learn best by doing. They need a variety of activities. They need indoor and outdoor space. They need a balance between active and quiet play. They can communicate their needs, ideas, and questions. Their attention span is a little longer so they can participate in group activities. B. Four-Year-Olds Physical Development - They like unzipping, unsnapping, and unbuttoning clothes. They dress themselves. They like lacing their own shoes. They can cut on a line with scissors. They can make designs and write crude letters. They are very active and aggressive in their play. Social and Emotional Development - They sometimes have imaginary friends. They tend to brag and be bossy. They have very active imaginations. They need to feel important and worthwhile. They can be aggressive but want friends and enjoy being with other children. They enjoy pretending to be important adults such as mom, dad, nurse, doctor, mail carrier, police officer. They appreciate praise for their achievements. They need opportunities to feel more freedom and independence. They are learning to take turns and to share. Games and other activities can help preschoolers learn about taking turns. Intellectual Development - They ask lots of questions, including "how" and "why" questions. They are very talkative. Their language includes silly words and profanity. They enjoy serious discussions. They should understand some basic concepts such as number, size, weight, color, texture, distance, time and position. Their classification skills and reasoning ability are developing.

VII.

SCHOOL AGE (Mayo)

A good education for your child means good schools, good teachers and good vision. Your child's eyes are constantly in use in the classroom and at play. So when his or her vision is not functioning properly, learning and participation in recreational activities will suffer.

The basic vision skills needed for school use are: • Near vision. The ability to see clearly and comfortably at 10-13 inches. • Distance vision. The ability to see clearly and comfortably beyond arm's reach. •

Binocular coordination. The ability to use both eyes together.

• Eye movement skills. The ability to aim the eyes accurately, move them smoothly across a page and shift them quickly and accurately from one object to another. • Focusing skills. The ability to keep both eyes accurately focused at the proper distance to see clearly and to change focus quickly. • Peripheral awareness. The ability to be aware of things located to the side while looking straight ahead. • Eye/hand coordination. The ability to use the eyes and hands together. If any of these or other vision skills are lacking or not functioning properly, your child will have to work harder. This can lead to headaches, fatigue and other eyestrain problems. As a parent, be alert for symptoms that may indicate your child has a vision or visual processing problem. Be sure to tell your optometrist if your child frequently: •

Loses their place while reading;

•

Avoids close work;

•

Holds reading material closer than normal;

•

Tends to rub his or her eyes;

•

Has headaches;

•

Turns or tilts head to use one eye only;

•

Makes frequent reversals when reading or writing;

•

Uses finger to maintain place when reading;

•

Omits or confuses small words when reading;

•

Consistently performs below potential.

School Age discipline The overall objective during this final preadolescent period is to teach the child that his actions have inevitable consequences. One of the most serious casualties in a permissive society is the failure to connect those two factors: behavior and consequences. Too often, a 3-year-old child screams insults at her mother, but Mom stands blinking her eyes in confusion or simply ignores the behavior. A first-grader launches an attack on his teacher, but the school makes allowances for his age or is fearful of a lawsuit and takes no action. A 10year-old is caught stealing candy in a store but is released with a reprimand. A 15-year-old sneaks the keys to the family car, but his father bails him out when he is arrested. A 17-year-old drives like a maniac, and her parents pay the higher insurance premiums after she wraps the family car around a telephone pole. You see, all through childhood some loving parents seem determined to intervene between behavior and consequences, breaking the connection and preventing the valuable learning that could have occurred. Physical Development School-age children typically have fairly smooth and strong motor skills. However, their coordination (especially eye-hand), endurance, balance, and physical tolerance vary. Fine motor skills may also vary widely and influence a child's ability to write neatly, dress appropriately, and perform certain chores, such as making beds or doing dishes. There will be significant differences in height, weight, and build among children of this age range. It is important to remember that genetic background, as well as nutrition and exercise, may influence a child's growth.

There can also be a big difference in the age at which children begin to develop secondary sexual characteristics. For girls, secondary sex characteristics include: •

Breast development

•

Underarm and pubic hair growth

For boys, they include:

•

Growth of underarm, chest, and pubic hair

•

Growth of testicles and penis

Language Development Early school-age children should be able to consistently use simple, but complete sentences that average five to seven words. As the child progresses through the elementary years, grammar and pronunciation become normal. Children use more complex sentences as they grow. Language delays may be due to hearing or intelligence problems. In addition, children who are unable to express themselves well may be more likely to have aggressive behavior or temper tantrums. A 6-year-old child normally can follow a series of three commands in a row. By age 10, most children can follow five commands in a row. Children with a problem in this area may try to cover it up with backtalk or clowning around. They will rarely ask for help because they are afraid of being teased. Behavior Frequent physical complaints (such as sore throats, tummy aches, arm or leg pain) may simply be due to a child's increased body awareness. Although there is often no physical evidence for such complaints, the complaints should be investigated to rule out possible health conditions, and to assure the child that the parent is concerned about his or her wellbeing. Peer acceptance becomes increasingly important during the school-age years. Children may engage in certain behaviors to be part of "the group." Talking about these behaviors with your child will allow the child to feel accepted in the group, without crossing the boundaries of the family's behavior standards. Friendships at this age tend to be mainly with members of the same sex. In fact, younger school-age children typically talk about members of the opposite sex as being "strange" or "awful." Children become less negative about the opposite sex as they get closer to adolescence. Lying, cheating, and stealing are all examples of behaviors that schoolage children may "try on" as they learn how to negotiate the expectations and rules placed on them by family, friends, school, and society. Parents should deal with these behaviors privately (so that the child's friends don't tease them), apply a punishment that is related to the behavior, and show forgiveness.

An ability to pay attention is important for success both at school and at home. A 6-year-old should be able to focus on an appropriate task for at least 15 minutes. By age 9, a child should be able to focus attention for about an hour. It is important for the child to learn how to deal with failure or frustration without losing self-esteem or developing a sense of inferiority. Safety Safety is important for school-age children. • School-age children are highly active and need strenuous physical activity, peer approval, and more daring and adventurous behaviors. • Children should be taught to play sports in appropriate, safe, supervised areas, with proper equipment and rules. Bicycles, skateboards, in-line skates, and other types of recreational sports equipment should fit the child. They should be used only while following traffic and pedestrian rules, and while using safety equipment such as knee, elbow, wrist pads/braces, and helmets. Sports equipment should not be used in darkness or extreme weather conditions. •

Swimming and water safety lessons may help prevent drowning.

• Safety instruction regarding matches, lighters, barbecues, stoves, and open fires can prevent major burns. • Wearing seat belts remains the most important way to prevent major injury or death from a motor vehicle accident. Parenting Tips • If your child's physical development appears to be outside the norm, talk to your health care provider. • If language skills appear to be lagging, request a speech and language evaluation. • Maintain close communication with teachers, other school personnel, and parents of friends to be aware of potential problems as they arise. • Encourage children to express themselves openly and talk about concerns without fear of punishment. • While encouraging children to participate in a variety of social and physical experiences, parents should be careful not to over-schedule a

child's free time. Free play or simple, quiet time is important for the child not to feel constantly pushed to perform. • Children today are exposed, through the media and their peers, to a vast array of issues dealing with violence, sexuality, and substance abuse. Discuss these issues openly with your children to share concerns or correct misconceptions. Setting limits may be necessary to ensure children will be exposed to such issues only when they are developmentally ready. • Encourage children to participate in constructive activities such as sports, clubs, arts, music, and scouts. Staying sedentary at this age increases the risk of lifetime obesity. However, it is important not to overschedule your child. Try to find a balance between family time, school work, free play, and structured activities. • School-age children should participate in family chores such as setting the table and cleaning up.

VIII. ADOLESCENCE (Duran) Period of life from puberty to adulthood (roughly ages 12–20) characterized by marked physiological changes and development of sexual feelings. Adolescence is sometimes viewed as a transitional state, during which youths begin to separate themselves from their parents but still lack a clearly defined role in society. It is generally regarded as an emotionally intense and often stressful period. They give more importance to their friends and less to their parents Male and female: 1. The testes and scrotum begin to increase in size 2. Pubic hair begins to appear 3. The penis begins to enlarge 4. The larynx starts to grow and the voice deepens 5. Hair growth begins on the upper lip 6. Hair growth begins in the axillas 7. Enlargement of the breast 8. Pubic hair development 9. Pimples 10. Increase in muscle strength

Between the ages of thirteen and fifteen girls start to feel more self conscious about their body image. Adolescent maturation is a personal phase of development where children have to establish their own beliefs, values, and what they want to accomplish out of life. During early adolescence (ages 11-13), development usually centers around developing a new self-image due to their physiological changes. Adolescents need to make use of their newly acquired skills of logical thinking and ability to make judgments rationally. When they reach the ages of fourteen and fifteen (the period known as mid-adolescence), adolescents strive to loosen their ties to their parents and their emotions and intellectual capacities increase. The adolescent becomes adventuresome, and experiments with different ideas. This plays an important role in finding one’s relations to oneself, groups, and opposite sex. It is during this time that adolescents’ self-dependence and a sense of responsibility become apparent, along with their quest to contribute to society and find their place in it. During late adolescence (ages range from sixteen on), adolescents have a more stable sense of their identity and place in society.. Adolescent should, by this time, have established a balance between their aspirations, fantasies, and reality. In order for them to achieve this balance they should be displaying concern for others through giving and caring, instead of the earlier childhood pattern of self-gratification. At the conclusion of late adolescence they should have had designed or discovered their role in society, have set a realistic goal in life, and have begun in ernest to achieve it.

Adolescence (Matus) Adolescence for me is the period within human life when most of a person's characteristics are changing from childlike to adultlike. Changes in the body are the most observable occurring at this stage. Other kinds of developments take place such as, intellectual, academic. Social and spiritual. During the phase of Adolescence, girls body is changing in size, shape, and hormonal structure. Adolescent girls focus on their changing bodies. They feel, look and act differently. Absorbing all these changes is very difficult. The preoccupation with bodies at this age cannot be overstated. Small flaws become obsessions. Just at this point that their bodies are becoming rounder, girls are told that thin is beautiful, even imperative. Girls in this stage feel an enormous pressure to be beautiful and are aware of constant evaluations of their appearance. Puberty Puberty is a period of several years in which rapid physical growth and psychological changes occur, culminating in sexual maturity. The average onset of puberty is at 10 for girls and age 12 for boys. Puberty begins with a surge in hormone production, which in turn, causes a number of physical changes.[6] It is also the stage of the lifespan in which a child develops secondary sex characteristics (for example, a deeper voice and larger adam's apple in boys, and development of breasts and more curved and prominent hips in girls) as his or her hormonal balance shifts strongly towards an adult state. Facial hair in males normally appears in a specific order during puberty: The first facial hair to appear tends to grow at the corners of the upper lip, typically between 14 to 16 years of age.[9][10] It then spreads to form a moustache over the entire upper lip. This is followed by the appearance of hair on the upper part of the cheeks, and the area under the lower lip.[9] The hair eventually spreads to the sides and lower border of the chin, and the rest of the lower face to form a full beard.[9]. Facial hair is often present in late adolescence, around ages 17 and 18, but may not appear until significantly later. The major landmark of puberty for males is the first ejaculation, which occurs, on average, at age 13.[12] For females, it is menarche, the onset of menstruation, which occurs, on average, between ages 12 and 13.[13].[13] Consequently, girls who eat high-fat diet and who are not physically active begin menstruating earlier, on average, than girls whose diet contains less fat and whose activities involve fat reducing exercise (e.g ballet and gymnastics).[13] Girls who experience malnutrition or are in societies in which children are expected to perform physical labor also begin menstruating at later ages.[13]For girls, early maturation can sometimes lead to increased self-consciousness, though a typical aspect in maturing females.[17] Because of their bodies developing in advance, pubescent girls can become more insecure.

Psychology Adolescent psychology is associated with notable changes in mood sometimes known as mood swings. Cognitive, emotional and attitudinal changes which are characteristic of adolescence, often take place during this period, and this can be a cause of conflict on one hand and positive personality development on the other. Because the adolescents are experiencing various strong cognitive and physical changes, for the first time in their lives they may start to view their friends, their peer group, as more important and influential than their parents/guardians. Because of peer pressure, they may sometimes indulge in activities not deemed socially acceptable, although this may be more of a social phenomenon than a psychological one. The home is an important aspect of adolescent psychology: home environment and family have a substantial impact on the developing minds of teenagers, and these developments may reach a climax during adolescence. For example, abusive parents may lead a child to "poke fun" at other classmates when he/she is seven years old or so, but during adolescence, it may become progressively worse, for example, the child may now be using drugs or becoming intolerably violent among other classmates. If the concepts and theory behind right or wrong were not established early on in a child's life, the lack of this knowledge may impair a teenager's ability to make beneficial decisions as well as allowing his/her impulses to control his/her decisions. Adolescents may be subject to peer pressure within their adolescent time span, consisting of the need to have sex, consume alcoholic beverages, use drugs, defy their parental figures, or commit any activity in which the person who is subjected to may not deem appropriate, among other things.Struggles with adolescent identity and depression usually set in when an adolescent experiences a loss. The most important loss in their lives is the changing relationship between the adolescent and their parents. Adolescents may also experience strife in their relationships with friends. This may be due to the activities their friends take part in, such as smoking, which causes adolescents to feel as though participating in such activities themselves is likely essential to maintaining these friendships. Teen depression can be extremely intense at times because of physical and hormonal changes but emotional instability is part of being a teenager. Their changing mind, body and relationships often present themselves as stressful and that change, they assume.