What Changes During Adolescence?

Find a therapist to support kids and teens

Every generation struggles with the challenges of their youth.

Today's youth are often criticized for their use of cellphones and social media.

Perspectives from clinical research, practice, and the classroom reveal the valuable insights of youth.

There is virtue in not judging kids today who simply need forums to make their voices heard.

Across time and generations, elders have often bemoaned with exasperation, “Kids today!” As a quintessential “baby boomer,” I often hear same-aged peers complain about youth (e.g., those born between the late 1990s and early 2000s). While developmental psychologists eschew using broad labels to describe large generational cohorts (i.e., the Silent Generation, Baby Boomers, Gen X, Millennials, Gen Z, and Gen Alpha), these labels tend to stick and become integrated into our cultural narrative, evoking common associations and perceptions. To this end, I would like to reflect a bit on young people who make up Gen Z and Gen Alpha—youth who are presently in their teens and 20s—from three distinct perspectives: clinical trial research, psychotherapy practice, and the college classroom.

For 20+ years, I have been immersed in randomized controlled trials (RCTs) of a suicide-focused treatment called the "Collaborative Assessment and Management of Suicidality" (CAMS—Jobes, 2023). While various RCTs of CAMS are underway in the U.S. and abroad, I am presently focusing on three NIMH-funded studies with young adults, college students, and teens who are suicidal. The “Suicide Status Form” (SSF) is central to CAMS and is a multipurpose tool for assessing, treating, tracking, and documenting clinical outcomes. In the first session of CAMS, patients rate SSF constructs (i.e., psychological pain, stress, agitation, hopelessness, self-hate, and overall risk of suicide) and respond to qualitative prompts writing out descriptions of these variables. Moreover, patients are prompted to write out reasons for living and dying, respectively, and describe the “one thing” that would make them no longer suicidal.

Thirty-five years of studying SSF responses has provided a valuable window into the thinking of people who are suicidal. In terms of contemporary youth, we are currently seeing some noteworthy SSF responses that are unusually existential and focused on social determinants. For example, when asked about shame, one 12-year-old said, “Yes, I am ashamed of my existence!” An 11-year-old boy noted “the brain-rot of my peers.” In a college student RCT, we saw comments such as: “I will always be in debt” and “I’ll never own a house.” Others noted “the earth is dying” and “our political divisions.” One female college student described her self-defined “drivers” of suicide as “racial and gender oppression” and “there is no point in living.” Finally, an eighth grader grimly summed up his reasons for dying, writing, “The boomers have messed up the world for us!” This particular response struck me and, in part, helped inspire this blog.

As a university professor, I am used to working with young people; as a clinician, I have seen countless teens, college students, and young adults over four decades. When I generally reflect on young people, what is common across generations is more striking than what is different. However, unlimited access to internet information, the explosion of social media, the Covid-19 pandemic, and artificial intelligence have been massively impactful on us all. One could argue that contemporary young people have encountered species-level changes without parallel in history. While this may be debatable, it is nevertheless fair to say that a lot has happened over the last 20 to 30 years that may uniquely and profoundly impact young people today.

I am currently teaching an undergraduate class ostentatiously titled “The Psychology of Living,” and this class has been a joy. When I think about my students, I reflect on media-based complaints, critiques, and criticisms of young people today, who are notoriously stuck on their phones, obsessed with their social media, frantically seeking ever more likes. One research piece noted that an over-reliance on technology and Covid-related social isolation has led to youth of today literally talking less than previous cohorts. However, my Psych of Living students do not conform to this research finding, as they are engaged and active in our class. They are initially riveted by an exploration of lessons learned from suicide research and continue to come alive as we pivot to life as a journey, existential philosphy, the psychology of awe, the unconscious, living intentionally, mental health, post-traumatic growth, possible lives, love/relationships, mindsets, grit, spirituality, values, and how to create a life worth living with purpose and meaning. In turn, my students actually have a lot to say about all these topics. But for this to happen, I must ensure that our class is a “safe space." I tend to use silences to help draw them out, and I sometimes ask all of them to comment on a topic. While this approach creates some discomfort, it also helps students who might not otherwise speak up to find their voice. And when they do speak up, they discover validation and support from their classmates and me. Last week, for example, I led a class exercise wherein students spent time reflecting on their purpose in life. As each student shared, it became abundantly clear through their emotions, laughter, and connection with each other, that they relished the chance to talk, revealing vulnerable versions of themselves not otherwise shown outside of class. Having mulled over what my students shared, I have concluded that today's young people are too often unfairly judged and criticized by their elders. In turn, I believe that we elders must endeavor to create more and better opportunities for young voices to be expressed and heard.

Years ago, I visited a prestigious private boys' school in Washington, D.C., after some troubling mental health-related incidents. My consultation involved meeting with parents on a Thursday evening, followed by a Friday morning meeting with all the upper school students (300+ teens), with a final faculty meeting in the afternoon. My plan was to present a well-disguised case of a teenager from my clinical practice. My patient, who had high-achieving parents, was emotionally distraught as he struggled with academics, peers, parents, and too many extracurricular activities and sports. I presented the case in each meeting before shifting to Q&A. On Thursday night, I saw parents squirm uncomfortably as I presented my case. On Friday morning, many nodding heads showed that the students readily identified with the case, and later, the faculty also gave knowing looks. My takeaway from the consultation? Parents complained their sons refuse to talk to them! The students bitterly complained that their parents refused to listen to them! And in exasperation, the faculty queried: What should they do with all the crazy parents?

For my part, I am working hard to neither judge nor look down my nose at “kids today,” and I will continue to endeavor to create opportunities for young voices to be expressed, heard, and validated—the very thing I craved when I was young.

If you or someone you love is contemplating suicide, seek help immediately. For help 24/7, dial 988 for the 988 Suicide & Crisis Lifeline, or reach out to the Crisis Text Line by texting TALK to 741741. Outside of the U.S., visit the International Resources page for suicide hotlines in your country.

What Changes During Adolescence?

Find a therapist to support kids and teens

Jobes, D. A. (2023). Managing Suicidal Risk: A Collaborative Approach, 3rd edition. Guilford Press.

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