Adolescent Development Definition Essay Example

Adolescence is a process rather than a period, a process of achieving the attitudes and beliefs needed for effective participation in society. The Hadow Report in England: There is a tide which begins to rise in the veins of youth at the age of eleven or twelve. It is called by the name of adolescence.

If the tide can be taken as flood, and a new voyage began in the stream and along the flow of its current, we think it ill move on to fortune. 1 2 3 4 Adolescence: A period of ‘Stress and Strain’ Adolescence is typically a time of great stress and strain on the body, mind and emotions. E. A. Peel (1956) is of the view, “The adolescent is beset by problems of divided loyalties, accentuated by the lack of adult privileges and responsibilities. He thus appears excessively aggressive and then excessively shy, excessively affectionate and then quite suddenly detached and cool.

These are all problems of the stress and strains of transitions. ” G. Stanley Hall also referred to the period of adolescence as a time of “strum and drang” or “storm and stress”. This is explained by the fact that adolescents experience more life-changing external and internal factors and situations than pre-adolescents. Hall attributed the flood of hormones through the body and the internal changes that are experienced during this period, a major contribution to stress. Some of the external changes, which can happen at any age, could be family related, sickness, death, divorce, or trouble with the law.

Some of the other changes that occur during this period can be labelled as school-based, such as trouble with grades, breaking up

with a girlfriend or boyfriend, or being cut from a sports team. Overall, there is more of a daily connection to negative events during the period of adolescence than during the periods of pre-adolescence (LeFrancois, 1996). Adolescents begin to “break free” from their parents to find their own identities and in some cases that break create a loss of childhood reality, or the protective nature of childhood.

Adolescence is also called a period of “Challenges and Potential”. An adolescent has enormous physical, ideational and intellectual potential. Simultaneously, he is faced with great challenges on account of his rapid physical growth, soaring as well as falling ideals, and his search for identity as he is neither a child nor an adult, his growing sexual desires, heightened emotions and lack of appropriate opportunities to channelise his enormous energy. All these issues together make adolescence a stage of “stress and storm”.

The formula ‘no longer a child-not yet an adult’ vividly expresses the transitional character of adolescent life. It is a state in which the person has already broken with the happy age of childhood, but has not yet found himself in adult life. That is why the adolescent’s mind is confused. The age of adolescence is marked by psychological manifestations that have caused it to be described as “an age of crisis and transition”.

An adolescent is faced with several alternatives on account of his ‘conflicts and dilemmas’. To do or not to do’ attitude creates several problems. An adolescent’s notion of ‘knowing it all’ makes him confront several difficulties. Adolescence is one of the most fascinating and perhaps most complex stage of life, its breathtaking pace of growth and change

second only to that of infancy. Physically, children go from being small and compact one day to being all legs and arms the next. They mature sexually. They also develop the capacity to reason in more abstract ways, explore the concepts of right and wrong, develop hypotheses and think about the future.

This is the time when people take on new responsibilities and experiment with independence. Due to the complexities and challenges faced by an individual during this stage, psychologists have termed it as a period of great ‘stress and storm’, ‘stress and strife’. When adolescents are supported and encouraged by caring adults, they thrive in unimaginable ways, becoming resourceful and contributing members of families and communities. School and teachers play a very significant role in facilitating the growth and development of adolescents.

Hence it is critical for schools and teachers to understand the various physical, social and psychosocial changes that occur in an individual during this period and ways to deal and help him/her navigate successfully through this stage. Some of the important adolescence problems and worries are briefly described underneath:

1. Becoming Independent: J. A. Hadfield (1962) is of the view, “when we speak of adolescent as growing up we mean that the youth is leaving behind the phase of protective childhood and is becoming independent.
2. Age of ideals: Jean Piaget defines adolescence as, “the age of great ideals and the beginning of theories as well as the time of simple adaptation to life”
3. Health and Adolescence: Adolescence is physically a very critical phase. Various ailments that often manifest themselves are anaemia, nosebleed, nervousness, palpitation of heart etc.
4. Sex and Adolescence: The onset of adolescence is
   

marked by development of sexual and reproductive organs, onset of menstruation etc. which are physically too many issues for an adolescent to deal with. They also develop different sexual orientations during this period.

PHYSICAL DEVELOPMENT

During adolescence, young people go through many changes as they move from childhood into physical maturity. Adolescents are often extremely sensitive and perceptive about their own physical appearance and that of their friends. The discrepancies between their less than perfect self-images and the glossy ideals that they are supposed to emulate can be a real source of anxiety. How Do These Changes Affect Teens? Teens frequently sleep longer. Research suggests that teens actually need more sleep to allow their bodies to conduct the internal work required for such rapid growth. On average, teens need about nine and a half hours of sleep a night. (Strauch, 2003) Teens may be more clumsy because of growth spurts. If it seems to you that teens' bodies are all arms and legs then your perception is correct.

During this phase of development, body parts don't all grow at the same rate. This can lead to clumsiness as the teen tries to cope with limbs that seem to have grown overnight. Teens can appear gangly and uncoordinated. Teenage girls may become overly sensitive about their weight. This concern arises because of the rapid weight gain associated with puberty.

Sixty-two percent of adolescent girls report that they are trying to lose weight. (Centers for Disease Control, 2005) A small percentage of adolescent girls (1 percent to 3 percent) become so obsessed with their weight that they develop severe eating disorders such as anorexia nervosa or bulimia. (Alonso, et al. 2005).

Anorexia nervosa refers to starvation; bulimia refers to binge eating and vomiting. Teens may be concerned because they are not physically developing at the same rate as their peers. Teens may be more developed than their peers ("early-maturers") or less developed than their peers ("late-maturers"). Being out of developmental "step" with peers is a concern to adolescents because most just want to fit in. Early maturation affects boys and girls differently. Research suggests that early maturing boys tend to be more popular with peers and hold more leadership positions. Adults often assume that early maturing boys are cognitively mature as well.

This assumption can lead to false expectations about a young person's ability to take on increased responsibility. Because of their physical appearance, early maturing girls are more likely to experience pressure to become involved in dating relationships with older boys before they are emotionally ready. Early maturing girls tend to suffer more from depression, eating disorders, and anxiety. (Ge, et al. , 2001) Teens may feel awkward about demonstrating affection to the opposite sex parent. As they develop physically, teens are beginning to rethink their interactions with the opposite sex. An adolescent girl who used to hug and kiss her dad when he returned home from work may now shy away.

A boy who used to kiss his mother good night may now wave to her

on his way up the stairs. Teens may ask more direct questions about sex. At this stage, adolescents are trying to figure out their values around sex. Teens often equate intimacy and sex. Rather than exploring a deep emotional attachment first, teens tend to assume that if they engage in the physical act, the emotional attachment will follow. They may ask questions about how to abstain without becoming embarrassed or about how they will know when the time is right. They may also have specific questions about methods of birth control and protection from sexually transmitted diseases. What Can You Do?

Knowledge about what changes and Behaviours during adolescence are normal can go a long way in helping both teens and adults manage the transition successfully. There are also some specific things adults can do to be supportive: Don't criticize or compare the teens to others. Teens are already acutely self-conscious about the way they look. They don't need you to point it out to them. Encourage teens to get enough sleep. Realize they may need an extra boost in getting out of bed for school. Try to be understanding when teens want to sleep until noon on Saturday. Encourage and model healthy eating habits. Keep plenty of nutritious foods in the house. Remember that teens need to take in more calories to fuel their growth. Monitor eating habits accordingly.

Encourage and model physical activity. Exercise will help teens burn excess energy, strengthen developing muscles, and sleep better at night. It may also help teens become more comfortable in their changing bodies. Provide honest answers to teens about sex. Teens are in search of knowledge on this

subject. If adults do not provide accurate information, teens are forced to rely on their peers or other potentially inaccurate sources. Unfortunately, such erroneous information is often to blame when teens make poor decisions. Be understanding of their need for physical space. Do not take it personally if your teen is not as physically affectionate as he or she was in the past.

Do not force your teen to hug or kiss relatives or family friends. Maintain communication, but respect teens' need to withdraw. Be patient with excessive grooming habits. Teens often spend large amounts of time grooming themselves and obsessing over skin care products. Often, this Behaviour merely reflects teens' attempts to maintain some sense of control over their rapidly changing bodies. Cognitive Development: What Is It? Most adults recognize that teens have better thinking skills than younger youth. These advances in thinking can be divided into several areas: Developing advanced reasoning skills. Advanced reasoning skills include the ability to think about multiple options and possibilities.

It includes a more logical thought process and the ability to think about things hypothetically. It involves asking and answering the question, "what if...? ". Developing abstract thinking skills. Abstract thinking means thinking about things that cannot be seen, heard, or touched. Examples include things like faith, trust, beliefs and spirituality. Developing the ability to think about thinking in a process known as "meta-cognition. " Meta-cognition allows individuals to think about how they feel and what they are thinking. It involves being able to think about how one is perceived by others. It can also be used to develop strategies, also known as mnemonic devices, for improving learning.

Remembering the notes

on the lines of a music staff (e, g, b, d, and f) through the phrase "every good boy does fine" is an example of such a mnemonic device. How Do These Changes Affect Teens? Teens demonstrate a heightened level of self-consciousness. Teens tend to believe that everyone is as concerned with their thoughts and Behaviours as they are. This leads teens to believe that they have an "imaginary audience" of people who are always watching them. Teens tend to believe that no one else has ever experienced similar feelings and emotions. They may become overly dramatic in describing things that are upsetting to them.

They may say things like "You'll never understand," or "My life is ruined! " Teens tend to exhibit the "it can't happen to me" syndrome also known as a "personal fable. " This belief causes teens to take unnecessary risks like drinking and driving ("I won't crash this car"), having unprotected sex ("I can't possibly get pregnant"), or smoking ("I can't possibly get cancer"). Teens tend to become very cause-oriented. Their activism is related to the ability to think about abstract concepts. After reading about cruelty to animals a teen may become a vegetarian and a member of People for the Ethical Treatment of Animals (PETA). Another teen may become active in Green Peace or Save the Whales campaigns. Teens tend to exhibit a "justice" orientation.

They are quick to point out inconsistencies between adults' words and their actions. They have difficulty seeing shades of gray. They see little room for error. What Can You Do? Don't take it personally when teens discount your experience. Try to empathize with and listen to

their concerns. Enlist the help of a slightly older sibling or friend to give good advice to the teen if needed. Get teens involved in discussing their Behavioural rules and consequences. Teens should take a more active role in determining how they should behave. Their advanced reasoning skills make it easier for them to generate realistic consequences for their actions.

Listen to their ideas! Provide opportunities for teens to participate in controlled risky Behaviour. Get teens involved in properly supervised extreme sports, such as parachuting, or rock climbing. Such activities will allow teens opportunities to play out their "it can't happen to me" mentality in an environment that won't be deadly if they fail. Provide opportunities for teens to get involved in community service. Teens want to become active in things that have deeper meaning. Suggest they volunteer at a homeless shelter, walk dogs for the animal shelter, or take meals to the elderly. Talk with them about their experiences.  Talk to teens about their views and be open to discussing your own.

Find out what they think about news stories on television or in the paper; ask them about their political and spiritual beliefs. Teens are already thinking about these things so give them a non-threatening forum for discussing them. Try to build a genuine relationship with teens. Let them know what you were like as a teen. Talk to them about your mistakes and vulnerabilities. Try to understand their feelings and express yours so you can be understood. Psycho-Social Development What Is It?  There are five recognized psychosocial issues that teens deal with during their adolescent years. These include: Establishing an identity. This has been

called one of the most important tasks of adolescents. The question of "who am I? is not one that teens think about at a conscious level. Establishing autonomy.

Some people assume that autonomy refers to becoming completely independent from others. They equate it with teen "rebellion. " Rather than severing relationships, however, establishing autonomy during the teen years really means becoming an independent and self-governing person within relationships. Establishing intimacy. Many people, including teens, equate intimacy with sex. In fact, intimacy and sex are not the same. Intimacy is usually first learned within the context of same-sex friendships, then utilized in romantic relationships  Becoming comfortable with one's sexuality.

The teen years mark the first time that young people are both physically mature enough to reproduce and cognitively advanced enough to think about it. Given this, the teen years are the prime time for the development of sexuality.  Achievement. Our society tends to foster and value attitudes of competition and success. Because of cognitive advances, the teen years are a time when young people can begin to see the relationship between their current abilities and plans and their future vocational aspirations.  How Do These Changes Affect Teens?  Teens begin to spend more time with their friends than their families. It is within friendship groups that teens can develop and practice social skills. Teens are quick to point out to each other which Behaviours are acceptable and which are not.

It is important to remember that even though teens are spending increased amounts of time with their friends, they still tend to conform to parental ideals when it comes to decisions about values, education, and long-term plans.  Teens may have

more questions about sexuality. They may ask about adults' values and beliefs. They may ask how you knew it was time to have sex or why you waited. Teens may begin to keep a journal. Part of achieving identity is thinking about one's thoughts and feelings. Teens often begin journaling as a way of working through how they feel.

When they are in their rooms, teens may begin to lock their bedroom doors. Locking doors is a way to establish privacy. As long as teens continue to interact with the family, locked doors are usually nothing to worry about. Teens may become involved in multiple hobbies or clubs. In an attempt to find out what they are good at, teens may try many activities. Teens' interests also change quickly. Today they are into yoga, and tomorrow they are into soccer. Teens may become elusive about where they are going or with whom. When asked what they'll be doing for the evening, teens typically reply with "nothing" or "hanging out. " When asked whom they'll be with, teens reply, "just some friends. "  Teens may become more argumentative. Teens may question adults' values and judgments. When teens don't get their way, they may say, "You just don't understand. "  Teens may not want to be seen with parents in public.

They may make parents drop them off a block from their friends' houses or from school. Teens may begin to interact with parents as people. Even though they may not want to be seen with parents in public, teens may begin to view parents more as people. They may ask more questions about how a parent was when

he or she was a teen. They may attempt to interact with adults more as equals.  What Can You Do?  Encourage involvement in multiple groups or activities both within school and after-school. Realize that teens are trying to gain a sense of achievement - a sense of being uniquely good at something. Don't get frustrated if they frequently change their minds.

At the same time, encourage them to stick with a project or activity long enough to establish some skills. Praise teens for their efforts as well as their abilities. This will help teens to stick with activities instead of giving up if they are not immediately successful.  Help teens explore career goals and options. Take teens to work so they can see what adults do. Set up opportunities for them to "job shadow" others. Ask them questions about their future career goals. Remember that figuring out what they don't want to do is just as important as figuring out what they like! • Give teens an opportunity to establish their behavioural guidelines and consequences. Allow teens to have input into curfew and other family rules.

Their advanced cognitive skills coupled with their need for autonomy makes this a perfect time for them to provide suggestions and to demonstrate responsibility for their own behaviour. Establish rituals to mark significant passages. Few rituals in our modern society mark the passage of teens to adulthood. Have a mother-daughter luncheon when the daughter gets her first period. Have a father-son outing when the son begins to shave. Have a family celebration when the teen moves from junior high to high school. Celebrate the teen's first driver's license and his or

her ability to vote.

BEHAVIOUR

The sudden and rapid physical changes that adolescents go through make adolescents very self-conscious, sensitive, and worried about their own body changes.

They may make painful comparisons about themselves with their peers. Because physical changes may not occur in a smooth, regular schedule, adolescents may go through awkward stages, both about their appearance and physical coordination. Girls may be anxious if they are not ready for the beginning of their menstrual periods. Boys may worry if they do not know about nocturnal emissions. During adolescence, it is normal for young people to begin to separate from their parents and establish their own identity. In some cases, this may occur without a problem from their parents and other family members. However, in some families, the adolescent's rebellion may lead to conflict as the parents try to keep control.

As adolescents pull away from their parents in a search for their own identity, their friends become more important. Their peer group may become a safe haven, in which the adolescent can test new ideas. In early adolescence, the peer group usually consists of non-romantic friendships, often including "cliques," gangs, or clubs. Members of the peer group often try to act alike, dress alike, have secret codes or rituals, and participate in the same activities.  As the youth moves into mid-adolescence (14 to 16 years) and beyond, the peer group expands to include romantic friendships. In mid- to late adolescence, young people often feel the need to establish their sexual identity by becoming comfortable with their body and sexual feelings.

Through romantic friendships, dating, and experimentating, adolescents learn to express and receive intimate or sexual advances. Young

people who do not have the opportunity for such experiences may have more difficulty with intimate relationships when they are adults. Adolescents usually have Behaviours that are consistent with several myths of adolescence: The first myth is that they are "on stage" and other people's attention is constantly centered on their appearance or actions. This normal self-centeredness may appear (especially to adults) to border on paranoia, self-love (narcissism), or even hysteria.

Another myth of adolescence is the idea that "it will never happen to me, only the other person. "It" may represent becoming pregnant or catching a sexually-transmitted disease after having unprotected sex, causing a car crash while driving under the influence of alcohol or drugs, or any of the many other negative effects of risk-taking behaviours.

SAFETY

Adolescents become stronger and more independent before they've developed good decision-making skills. A strong need for peer approval may entice a young person to try dangerous feats, or take part in risk-taking behaviours. Motor vehicle safety should be stressed, focusing on the roles of the driver/passenger/pedestrian, the risks of substance abuse, and the importance of using seat belts.

Adolescents should not have the privilege of using cars and recreational motor vehicles unless they can show that they can use these vehicles safely. Other safety issues are: Adolescents who are involved in sports should learn to use equipment and protective gear or clothing. They should be taught the rules of safe play and healthy approaches to activities that require more advanced skills. Young people need to be very aware of possible dangers including sudden death which may occur with regular substance abuse, and with the experimental use of drugs and alcohol. 

Adolescents who are allowed to use or have access to firearms need to learn how to use them safely, properly, and legally.

If adolescents appear to be isolated from their peers, uninterested in school or social activities, or doing poorly at school, work, or sports -- they need to be evaluated. Many adolescents are at increased risk for depression and potential suicide attempts, because of pressures and conflicts in their family, school or social organizations, peer groups, and intimate relationships.

PARENTING TIPS ABOUT SEXUALITY

Adolescents usually need privacy to understand the changes taking place in their bodies. Ideally, they should be allowed to have their own bedroom. If this is not possible, they should have at least some private space. Teasing an adolescent child about physical changes is inappropriate, because it may cause self-consciousness and embarrassment.

Parents need to remember that it is natural and normal for their adolescent to be interested in body changes and sexual topics. It does not mean that their child is involved in sexual activity. Adolescents may experiment with or consider a wide range of sexual orientations or behaviours before feeling comfortable with their own sexual identity. Parents must be careful not to call new behaviours "wrong," "sick," or "immoral. " The Oedipal complex (a child's attraction to the parent of the opposite sex) is common during the adolescent years. Parents can deal with this by acknowledging the child's physical changes and attractiveness -- and taking pride in the youth's growth into maturity -- without crossing parent-child boundaries.

It is normal for the parent to find the adolescent attractive, especially because the teen often looks very much like the other (same-sex) parent did at a

younger age. This attraction may cause the parent to feel awkward. The parent should be careful not to create a disconnect that may make the adolescent feel responsible. It is inappropriate for a parent's attraction to a child to be anything more than an attraction as a parent. Attraction that crosses the parent-child boundaries may lead to inappropriately intimate behaviour with the adolescent, which is known as incest.

INDEPENDENCE AND POWER STRUGGLES

The teenager's quest to become independent is a normal part of development. The parent should not see it as a rejection or loss of control over the child. Parents need to be constant and consistent.

They should be available as a sounding board for the youth's ideas, without dominating the child's newly independent identity. Although adolescents always challenge authority figures, they need or want limits, which provide a safe boundary for them to grow and function. Limit-setting means having pre-set rules and regulations about their Behaviour. Power struggles begin when authority is at stake or "being right" is the main issue. These situations should be avoided, if possible. One of the parties (typically the teen) will be overpowered, causing the youth to lose face. This can cause the adolescent to feel embarrassed, inadequate, resentful, and bitter.

Parents should be ready for and recognize common conflicts that may develop while parenting adolescents. The experience may be affected by unresolved issues from the parent's own childhood, or from the adolescent's early years. Parents should know that their adolescents will repeatedly challenge their authority. Keeping open lines of communication and clear, yet negotiable, limits or boundaries may help reduce major conflicts. Most parents feel like they have more wisdom and

self-growth as they rise to the challenges of parenting adolescents. Be aware of who your teens' friends are and what they are doing. Such parental monitoring should not end when youth enter their teen years.

Despite teens' objections, make sure you know who their friends are and where they are going. Meet the parents of teens' friends. Provide fun things to do at home to encourage teens to "hang out" at your house so you'll know where they are and what they are doing. Continue to provide a structured environment. Teens should be allowed to have more independence, but not enough to place them in jeopardy. Despite their complaints, teens rely on adults to provide them with the sense of safety and structure they need to deal effectively with all the psychosocial tasks of adolescents. Psycho-social Development in Adolescence Psychosocial development means psychological development in a social realm.

That is, psychosocial development is how a person's mind, emotions, and maturity level develop throughout the course of their lifetime in interaction with their environment. Several psychologists have worked on psychosocial development of individual. However the most accepted theory so far is of Erik Homburger Erikson (1902-1994), a developmental psychologist and a psychoanalyst. The word 'psychosocial' is a term given by Erik Erikson, effectively from the words psychological (mind) and social (relationships). It was adolescence that interested Erikson first and most, and the patterns he saw here were the bases for his thinking about all the other stages.

According to him, there are eight stages of psychosocial development that all people go through. Each stage builds upon the previous one, beginning at birth and not ending throughout all of life. People

are constantly constructing and reconstructing their identity, which is based upon their maturational unfolding, or the progression of change within themselves. This comes into conflict with cultural challenges and how people react to them regarding the demands and expectations placed upon them. It creates a crisis that helps them move along to the next developmental stage. This is the general idea behind the psychosocial developmental stages.

Stages of Social-Emotional Development – Erik Erikson This page presents an overview of the developmental tasks involved in the social and emotional development of children and teenagers which continues into adulthood. The presentation is based on the Eight Stages of Development developed by psychiatrist, Erik Erikson in 1956. According to Erikson, the socialization process consists of eight phases – the “eight stages of man. ” His eight stages of man were formulated, not through experimental work, but through wide – ranging experience in psychotherapy, including extensive experience with children and adolescents from low – as well as upper – and middle – social classes.

Each stage is regarded by Erikson as a “psychosocial crisis,” which arises and demands resolution before the next stage can be satisfactorily negotiated. These stages are conceived in an almost architectural sense: satisfactory learning and resolution of each crisis is necessary if the child is to manage the next and subsequent ones satisfactorily, just as the foundation of a house is essential to the first floor, which in turn must be structurally sound to support and the second story, and so on. This page presents an overview of the developmental tasks involved in the social and emotional development of children and teenagers which continues into adulthood. The presentation is

based on the Eight Stages of Development developed by psychiatrist, Erik Erikson in 1956.

According to Erikson, the socialization process consists of eight phases – the “eight stages of man. ” His eight stages of man were formulated, not through experimental work, but through wide – ranging experience in psychotherapy, including extensive experience with children and adolescents from low – as well as upper – and middle – social classes. Each stage is regarded by Erikson as a “psychosocial crisis,” which arises and demands resolution before the next stage can be satisfactorily negotiated. These stages are conceived in an almost architectural sense: satisfactory learning and resolution of each crisis is necessary if the child is to manage the next and subsequent ones satisfactorily, just as the foundation of a house s essential to the first floor, which in turn must be structurally sound to support and the second story, and so on.

Each crisis stage relates to a corresponding life stage and its inherent challenges. Erikson used the words 'syntonic' for the first-listed 'positive' disposition in each crisis (e. g. , Trust) and 'dystonic' for the second-listed 'negative' disposition (e. g. , Mistrust). To signify the opposing or conflicting relationship between each pair of forces or dispositions Erikson connected them with the word 'versus', which he abbreviated to 'v'. (Versus is Latin, meaning turned towards or against. ) Successfully passing through each crisis involves 'achieving' a healthy ratio or balance between the two opposing dispositions that represent each crisis.

For example a healthy balance at crisis stage one (Trust v Mistrust) might be described as experiencing and growing through the crisis 'Trust' (of people, life and one's future development) and also experiencing

and growing a suitable capacity for 'Mistrust' where appropriate, so as not to be hopelessly unrealistic or gullible, nor to be mistrustful of everything. Erikson called these successful balanced outcomes 'Basic Virtues' or 'Basic Strengths' Where a person passes unsuccessfully through a psychosocial crisis stage they develop a tendency towards one or other of the opposing forces (either to the syntonic or the dystonic, in Erikson’s language), which then becomes a behavioural tendency, or even a mental problem.

.An understanding of psycho-social development during this stage helps teachers and school to ensure that appropriate measures are taken and opportunities be provided to the adolescents in order to help them recognise their identity. Adolescence is a time of developmental shift to adulthood. Besides personality changes, intellectual as well as social development also becomes evident. In this article, we will focus on the aspect of social development in adolescence during which teen faces several issues and have to make many decisions.

Listed below are a few major issues that can affect the social development in adolescence. Erikson’s Theory: Intimacy versus Isolation Erikson’s vision has influenced all contemporary theories of adult personality development. His psychological conflict of early adulthood is intimacy versus isolation, reflected in the young person’s thoughts and feelings about making a permanent commitment to an intimate partner. As Sharese discovered, establishing a mutually gratifying close relationship is challenging. Intimacy requires that young people redefine their identity to include both partners’ values and interests. Those in their teens and early twenties frequently say they don’t feel ready for a lasting tie (Collins & van Dulmen, 2006 ) During their first year of marriage, Sharese separated from Ernie twice as she tried

to reconcile her desire for self determination with her desire for intimacy. Maturity involves balancing these forces. Without intimacy, young adults face the negative outcome of Erikson’s early adulthood stage: loneliness and self-absorption. Ernie’s patience and stability helped Sharese realize that committed love requires generosity and compromise but not total surrender of the self. Research confirms that—as Erikson emphasized—a secure identity fosters attainment of intimacy. Commitment to personally meaningful values and goals prepares young adults for interpersonal commitments, which increase as early adulthood progresses (Kroger, 2007).

Among large samples of college students, identity achievement was positively correlated with fidelity (loyalty in relationships) and love, for both men and women. In contrast, identity moratorium—a state of searching prior to commitment—was negatively associated with fidelity and love (Markstrom et al. , 1997; Markstrom & Kalmanir, 2001). Other studies show that advanced identity development strongly predicts involvement in a deep, committed love partnership or readiness to establish such a partnership (Montgomery, 2005).

The development of a positive self-concept or healthy self-esteem is extremely important to the happiness and success of children and teenagers. This page will share the basics for helping kids and teens to improve their self-esteem. It will also point you to other CDI pages and CDI products that can help you to improve your child’s or teenager’s self-esteem. Self-esteem is how we feel about ourselves, and our Behaviour clearly reflects those feelings.

For example, a child or teen with high self-esteem will be able to:  act independently, assume responsibility, take pride in his accomplishments, tolerate frustration, attempt new tasks and challenges, handle positive and negative emotions offer assistance to others On the other hand, a child with low

self-esteem will, avoid trying new things, feel unloved and unwanted, blame others for his own shortcomings, feel, or pretend to feel, emotionally indifferent, be unable to tolerate a normal level of frustration, put down his own talents and abilities, be easily influenced. Parents, more than anyone else can promote their child’s self-esteem. It isn’t a particularly difficult thing to do. If fact, most parents do it without even realizing that their words and actions have great impact on how their child or teenager feels about himself. Here are some suggestions to keep in mind.

When you feel good about your child, mention it to him or her. Parents are often quick to express negative feelings to children but somehow don’t get around to describing positive feelings. A child doesn’t know when you are feeling good about him or her and he or she needs to hear you tell him or her that you like having him or her in the family. Children remember positive statements we say to them. They store them up and “replay” these statements to themselves. Practice giving your child words of encouragement throughout each day. Be generous with praise. Use what is called descriptive praise to let your child know when they are doing something well.

You must of course become in the habit of looking for situations in which your child is doing a good job or displaying a talent. When your child completes a task or chore you could say, “I really like the way you straightened your room. You found a place for every thing and put each thing in its place. ” When you observe them showing a talent you might

say, “That last piece you played was great. You really have a lot of musical talent. ” Don’t be afraid to give praise often even in front of family or friends. Also, use praise to point out positive character traits. For instance, “You are a very kind person. ” Or, “I like the way you stick with things you do even when it seems hard to do. You can even praise a child for something he did not do such as “I really liked how you accepted my answer of ‘no’ and didn’t lose your temper".

Teach your child about decision-making and to recognize when he/she has made a good decision. Children make decisions all the time but often are not aware that they are doing so. There are a number of ways parents can help children improve their ability to consciously make wise decisions. Children make decisions all the time but often are not aware that they are doing so. There are a number of ways parents can help children improve their ability to consciously make wise decisions. Help the child clarify the problem that is creating the need for a decision.

Ask him questions that pinpoint how he sees, hears, and feels about a situation and what may need to be changed.  Brainstorm the possible solutions. Usually there is more than one solution or choice to a given dilemma, and the parent can make an important contribution by pointing out this fact and by suggesting alternatives if the child has none. Allow the child to choose one of the solutions only after fully considering the consequences. The best solution will be one that solves the

problem and simultaneously makes the child feel good about himself or herself. Later join the child in evaluating the results of that particular solution. Did it work out well?

Or did it fail? if so, why? Reviewing the tactics will equip the child to make a better decision the next time around. Develop a positive approach to providing structure for your child. All kids and teens need to accept responsibility for their Behaviour. They should learn self-discipline. To help children learn self-discipline, the parent needs to adopt the role of coach/teacher rather than that of disciplinarian and punisher. Learn the “Three Fs” of positive parenting. (Discipline should be fair, firm and friendly).

ADOLESCENT ISSUES

Adolescence is a time when our bodies, our families, our schools, and the larger society demand that we change. Although each life unfolds in its own unique pattern, there are a number issues that are similar to each teenage child. As teens develop increasingly complex knowledge systems, they also adopt an integrated set of values and morals. This is also period of significant transition between childhood and adulthood. It is a time that varies from culture to culture, and is a time when individuals learn to be socially responsible for themselves and for their actions (Bancroft & Reinisch, 1990). In American culture, adolescence covers a span of almost 10-years; from puberty to full biological maturation. Within this time frame youth are affected by various developmental transformations including physical, emotional, and social changes.

With these changes come many responsibilities and privileges that are different from those of childhood or full adulthood, aspects that ultimately define the period of adolescence (Bancroft & Reinisch, 1990). The major task

of adolescence is to become 'your own person'. Adolescents learn to make choices and commitments, follow through with them, and stand up independently in the world. They need to be respected for taking on these tasks. After all, we respect adults who can do these things. They are complicated and courageous actions. But teenagers swing back and forth between dependence and independence as they work on these tasks. It's easy for parents to get frustrated. And it's easy for a parent to assume that if the teenager would simply follow the plan that makes sense to a parent, things would be all right in the end.

Having friends during early adolescent years is valuable as children are trying to develop acceptable social skills. They are relating to other teens in different ways than when they were younger. Need privacy. Teens need time to think as their intellectual capacities increase and they are faced with new ideas and challenges. The changes they are undergoing physically often lead them to a need for privacy. Moodiness. With the rapid changes going on in physical, social, and intellectual growth, they may be concerned with how they are doing. Their hormonal changes are a great factor. During adolescence teens experience rapid physical, social, emotional, and intellectual development. Problems may arise because parents do not change their parenting style.

Treating a teen as a young child - not taking into account his/her intellectual growth and ability to think through a situation in a way that was not previously possible can belittle the teen and cause conflict. He or she is also seeking more independence. Instead of mandating rules, including the teen in discussion

of some rules can help them in learning to work through problems and arrive at solutions that may involve compromise. Remembering all the changes teens are going through and following these steps can improve the parent-teen relationship Tips for Getting Teenagers to Open up [pic] To many parents, their teenager is a closed book, with a padlock, and poison spikes, and maybe a big dog in front of it.

At times it seems impossible to get them to open up and talk about their lives. But talking to your teenager and knowing about their lives is one of the best ways to protect them from danger. Spying and snooping around isn’t the best way to get that information either, it will only upset matters if your teen finds out. Here are a few tips to help your teen open up: Start young. Keeping a relationship going with your child is easier than starting one when you haven’t had one before. You may find them trying to pull away once they hit a certain age; just keep at it. Find common ground. Search for things that you and your teen are both interested in.

It’s easier to talk about something that you both have in common. That way, you can ask your child about a band’s new album rather than the same old “how was school? ” Be open to what they say. When you get your teen talking, don’t be surprised if they say some things you don’t like. Just be open to what they’re telling you instead of being judgmental. You can tell them you don’t approve of something without attacking them. If they feel comfortable

talking about serious things, they’ll be more likely to come to you if they have a problem. Spend more together. A recent study showed that many teens rate not having enough time with their parents as one of their top concerns.

Many teens feel they can’t talk to their parents because they’re always at work or busy doing something else. We often forget to take time out from our hectic lives to pay enough attention to our kids. Some suggestions for spending extra time with your teen are: Set up a specific time every week to spend time with your teen.Have dinner at the table with the whole family as often as possible. Work out or engage in a sport with your kids. Drive your teen to school instead of sending them on the bus While your teen may be reluctant to talk to you at first, keep trying. Likely, you’ll eventually break them down and they’ll look forward to talking with you and spending time togethe.

It’s often hard for a teen to feel good about themselves. Everywhere they look, they’re surrounded by images of perfect, beautiful men and women. What they may not realize is that those people spend all day with a trainer, or have had surgery, or the pictures are simply altered. Often times your teens feelings of inadequacy tend to spread past their looks to other areas of their life. As a parent, you serve a vital role in shaping how your child sees themselves. You should take steps to help foster a positive body image for your child. Watch what you say. Whether they show it or not, your child listens

to your opinion. You may think an offhand comment about your child’s weight, intelligence.