The stereotype of the adolescent is hardly a complimentary one: He or she is moody, disrespectful, probably takes drugs, and is certainly having sex. And never does the laundry. What adults and teenagers themselves all too often fail to recognize is that these behaviors, while certainly not altogether endearing to the people living with the teenager, are in most cases symptoms of a healthy development. One of the major developmental tasks of adolescence is an increase in the ability of the individual to address increasingly cognitively complex problems. This paper examines the Piagetian and Information-Processing models of cognitive development during adolescence and then examines how these models can work with a multicultural population.
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