Pubertal Development: Correspondence Between Hormonal and Physical Development

Department of Psychology, University of New Orleans, 2000 Lakeshore Drive, New Orleans, LA 70148, USA.
Child Development (Impact Factor: 4.92). 03/2009; 80(2):327-37. DOI: 10.1111/j.1467-8624.2009.01263.x
Source: PubMed

ABSTRACT Puberty is advanced by sex hormones, yet it is not clear how it is best measured. The interrelation of multiple indices of puberty was examined, including the Pubertal Development Scale (PDS), a picture-based interview about puberty (PBIP), and a physical exam. These physical pubertal measures were then associated with basal hormones responsible for advancing puberty. Participants included 160 early adolescents (82 boys). Puberty indices were highly correlated with each other. The physical exam stages correlated well with boys' and girls' testosterone and dehydroepiandrosterone and less so with girls' estradiol. The PDS and PBIP were similarly related to basal hormones. Self-report may be adequate when precise agreement is unnecessary. Multiple measures of puberty are viable options, each with respective strengths.

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    • "The modeling of self-reported data is arguably affected by measurement error to a greater degree as compared to the modeling of nurse-reported data. For example, youth often report regression in stage as they learn more about pubertal maturation (Shirtcliff et al. 2009). Thus, replication of the utility of nonlinear models over linear models for self-reported data is particularly important. "
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    ABSTRACT: Earlier pubertal development and less parental knowledge have been linked to more substance use during adolescence. The present study examines interactions between pubertal timing and tempo and parental knowledge (children's disclosure, parental control, and parental solicitation) for adolescent substance initiation. Data are from a northeastern US-based cohort-sequential study examining 1023 youth (52 % female) semiannually for up to 6 assessments (ages 10.5-19 years). The findings supported the hypothesis that lower knowledge is a contextual amplifier of early timing-substance use associations in girls and later timing/slower tempo-substance use associations in boys, though results varied based on source of knowledge. The findings suggest that prevention efforts may have the greatest impact when targeting families of early developing girls, and later developing boys, and that incorporating a focus on specific sources of knowledge depending on the pubertal maturation profile of the adolescent may prove valuable in prevention/intervention efforts.
    Journal of Youth and Adolescence 07/2015; 44(9). DOI:10.1007/s10964-015-0335-8 · 2.72 Impact Factor
    • "The PDS has been considered to be " most appropriate for broad estimates of development, or for use in longitudinal studies " (Coleman & Coleman, 2002, p. 547), although this is not without controversy (e.g., Dorn et al., 2006; Shirtcliff et al., 2009). Particular concerns relate to greater inaccuracies at some stages than others (Huang et al., 2012) and apparent regressions when children report on their development across time (although regressions may also be seen in ratings by health professionals). "
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    ABSTRACT: How and why are teenagers different from children and adults? A key question concerns the ways in which pubertal development shapes psychological changes in adolescence directly through changes to the brain and indirectly through the social environment. Empirical work linking pubertal development to adolescent psychological function draws from several different perspectives, often with varying approaches and a focus on different outcomes and mechanisms. The main themes concern effects of atypical pubertal timing on behavior problems during adolescence, effects of pubertal status (and associated hormones) on normative changes in behaviors that can facilitate or hinder development (especially risk-taking, social reorientation, and stress responsivity), and the role of puberty in triggering psychopathology in vulnerable individuals. There is also interest in understanding the ways in which changes in the brain reflect pubertal processes and underlie psychological development in adolescence. In this chapter, we consider the ways that puberty might affect adolescent psychological development, and why this is of importance to developmentalists. We describe the processes of pubertal development; summarize what is known about pubertal influences on adolescent development; consider the assumptions that underlie most work and the methodological issues that affect the interpretation of results; and propose research directions to help understand paths from puberty to behavior. Throughout, we emphasize the importance of pubertal change in all aspects of psychological development, and the ways in which puberty represents an opportunity to study the interplay of biological and social influences. © 2015 Elsevier Inc. All rights reserved.
    Advances in child development and behavior 03/2015; 48:53-92. DOI:10.1016/bs.acdb.2014.11.002 · 0.95 Impact Factor
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    • "Participants are asked to respond to five questions – for boys and girls separately – about their physical development (e.g., growth spurt, beard growth, breast development), by rating whether a physical change has occurred yet on a scale from 1 (not started/happened yet) to 4 (development completed). The PDS has been found to have good validity and reliability (Petersen et al., 1988; Shirtcliff, Dahl, & Pollak, 2009), including evidence that PDS scores are strongly associated with physical examination of pubertal development. In the current study, Cronbach's alpha was .73. "
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    ABSTRACT: This study tested whether more anxious and avoidant attachment is linked to decreased support-seeking behavior towards mother during stress in middle childhood, and whether decreased support-seeking behavior enhances the impact of experiencing life events on the increase of depressive symptoms 18 months later. Ninety-eight 8 to 12 year old children’s anxious and avoidant attachment and depressive symptoms were assessed with questionnaires. Children’s support-seeking behavior was observed through measuring time children waited before calling for mother’s help while carrying out a distressing task. Results supported the hypothesis that more anxiously or avoidantly attached children waited longer before seeking maternal support. Moreover, waiting longer was related to increased depressive symptoms at follow-up in children who were exposed to more life events.
    Child Development 01/2015; · 4.92 Impact Factor
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