girls still developmentally ahead of boys, but growth among boys is marked . . . beginning to assert independence from parents but still wants them within rescue distance . . . often does accepted thing but insists on making own decision to do so . . . world of ideas beginning to make sense, as abstractions take on reality . . . give-and-take with adults is valuable and enjoyable . . . senses need for authority beyond humanity, and open to ideas of God . . . moving toward independent ideas

own decisions . . . strongly influenced by home but brings own unique slant to things . . . shared attire and behavior of group can disguise independent thought of individuals . . . can respond to adult guidance when directed gently and without pressure to conform to standards . . . group loyalty is especially strong . . . interested in differences between and within religions . . . more followers than leaders

largely preoccupied with immediate problems rather than with the future . . . seems mentally mature but sense of judgment still developing . . . religion can become part of a philosophy of life . . . personal choice is at forefront of decision-making . . . open to discussion and contemplation of ethics . . . can see God’s relationship to personal life . . . academic subjects must be made explicitly relevant to learner’s life

responsible adult . . . concerned about work, career, college, relationships, getting driver’s license . . . can think through complex problems, and generalize from concrete examples . . . sharing with friends crucial . . . awed by major life milestones that lie ahead . . . big questions take on immediate importance: Is there an absolute standard of right and wrong? . . . What is God like? . . . anxiety and anticipation for the new world that college or career will open