ABSTRACT
The onset of adolescence is considered a crucial developmental transition marked by a confluence of changes (Brooks-Gunn, 1984; Graber 8c Brooks-Gunn, 1996; Hamburg, 1974), In addition to the drastic physical changes that occur, the adolescent decade is defined by the restructuring of social roles, expectations, and relationships within the family, peer group and school environment (Feldman 8c Elliott, 1990; Graber 8c Brooks-Gunn, 1996). The pubertal transition is considered an impetus for some of the behavioral and social changes that occur during adolescence (Brooks-Gunn 8c Petersen, 1983; Graber 8c Brooks-Gunn, 2002). As individuals develop adult-like features during puberty, fam ily friends, and teachers may react to them differently and expectations of them may change. New behaviors related to sexual feelings and interest are emerging for the adolescent (Graber 8c BrooksGunn, 2002). Additionally, the internal changes of puberty, such as hormonal changes, have also been associated with variations in affect and behavior (Brooks-Gunn, Graber, 8c Paikoff, 1994; Buchanan, Eccles, 8c Becker, 1992; Susman, Dorn, 8c Chrousos, 1991), In other words, behavioral changes during adolescence may be influenced directly by physiological and physical changes, may be more generally related to the effects of age and grade in school, or may be linked to pubertal growth through social or contextual factors (Brooks-Gunn 8c Reiter, 1990). As such, interactive models have been developed in the fi eld of puberty research to address the psychosocial implications of pubertal processes.
