Unit -2 Concept of Adolescence
In this unit, we will discuss about-
a) Concept of Adolescence: stereotypes and need of understanding, major
issues and factors;
b) Understanding Stages of development with special emphasis on
adolescence;
c) Adolescence: activities, aspirations, conflicts and challenges of learner;
the role of teacher, family, community and state;
d) The contemporary reality of adolescence with special focus on Bihar.
Historical Perspective of Adolescence-
Plato said that reasoning first develop in adolescence, and Aristotle argued
that self-determination is the hallmark of maturity.
In the middle ages, knowledge about adolescence moved a step backward;
adolescents were viewed as miniature adults and were subjected to harsh
.
French philosopher Rousseau offered a more enlightened view of
adolescence , including an emphasis on different phases of development.
Between 1890 and 1920 (age of adolescence), cadre of psychologists and
others began to mold the concept of adolescence. G.Stanley Hall is the
father of scientific study of adolescence. In 1904, he proposed the storm-
and-stress view of adolescence, which has strong biological foundations.
In contrast to Hall’s biological view, Margaret Mead argued for a socio-
cultural interpretation of adolescence. In cultures that provide a smooth
transition from childhood to adulthood, there is little stress and storm
associated with the period.
In the Inventionist view, adolescence is a socio-historical creation.
Legislation was enacted early in the 20th century that ensured the
dependency of adolescents and delayed their entry into workforce.
Adolescents gained a more prominent place in society from 1920 to 1950.
By 1950, every state had developed special laws for adolescents.
Two changes in adolescents in the 21st century involved technology and
diversity.
Stereotyping of Adolescents-
A stereotype is the generalization that reflects our impressions and beliefs
about a broad category of people. all stereotypes carry an image of what
the typical member of a particular group is like.
Stereotypes of adolescents are plentiful :
“they say they want a job but when they get one, they don’t want to work;
“they are all lazy” ………
There are two views regarding stereotyping of adolescence-
i. Negative View- During most of the 20th century, adolescents have been
portrayed as abnormal ,deviant rather than normal, rebellious and
delinquent.
Stereotyping of adolescents is so widespread that the researcher Joseph
Adelson 1979 coined the term ‘Adolescent Generalization Gap’, which
refers to generalizations that are based on information about a limited group
of adolescents.
ii. Positive view-research shows that considerable majorities of adolescence
around the world have positive self-esteem, and are searching for an
identity.
Major Issues in Adolescence:
There are three important issues raised in the study of adolescent
development-
Nature and Nurture
Continuity and Discontinuity
Early and Later Experience
i. Nature and Nurture-
Historically, too much emphasis has been placed on the biological changes
of puberty as determinants of adolescents psychological development. But
now researchers believe in the social context of the adolescents.
ii. Continuity and Discontinuity-
This issue focuses on the extent to which development involves gradual ,
cumulative change (continuity) or distinct stages (discontinuity).
Puberty while seeming to be abrupt and is actually a gradual process that
occurs over several years.
iii. Early and Later Experience-
Theses issue focuses on the degree to which early experiences (especially
early in childhood) according to psychoanalytical theory or later experiences
are the key determinants of development.
b) Understanding Stages of development with special emphasis on
adolescence
Physical Development-
Important external and internal bodily changes occur.
Few adolescents experience body-cathexis or satisfaction with their bodies.
However, they do experience more dissatisfaction with some part of their
bodies. This failure to experience body-cathexis is one of the cause of
unfavorable self-concepts and lack of self-esteem during the adolescent
years.
Psychological Development-
Theorists like Erickson emphasized that the development of identity is the
most significant psychological preoccupation for the adolescent.
Adolescent’s search by questioning and redefining his own socio-
psychological identity established during earlier stages is linked with
sudden , rapid bodily changes and anxiety & pressure related with
education and career.
The adolescent tries to search for his new role and identity. He experiments
with various sexual, occupational and educational roe to understand who he
is and what he can be.
The Psychosexual development during adolescence passes through three
stages-
i. Narcissistic or Self-love
ii. Homosexual –Loving the person of the same sex
iii. Heterosexual- loving the person of opposite sex
Continuing narcissistic or homosexual love at later stages is unhealthy
development and the result of blockage of the natural flow of libido due to
mental complexes and unconscious mental conflicts
Cognitive Development-
According to Piaget’s theory, adolescents are in the formal operational
stage of cognitive development, characterized by hypothetico-deductive
thinking, abstraction and mature forms of logical reasoning , problem
solving …it is because of these skills and abilities that they often engage in
critical and evaluative thinking.
According to Vygotsky, adolescents’ social interaction with more skilled
adults and peers is indispensible to their cognitive development.
Moral Development-
According to Lawrence Kohlberg, adolescents seem to be guided by a
autonomous morality i.e. post-conventional stage wherein their moral
behavior is no longer based on rules decided by authorities rather it extends
to autonomy where he acts in accordance with his own code of ethics..
Fundamental changes in morality during adolescence-
• The individual’s moral outlook becomes more abstract and less
concrete.
• Justice emerge as a dominant moral force.
• Moral judgment becomes more cognitive. Adolescents analyze social
and personal codes more vigorously.
• Moral judgment becomes less egocentric.
• Moral judgment becomes psychologically expensive as it takes
emotional toll and created psychological tension.
Social Development-
Increased peer group influence
Changes in social behavior-
• social insights improves due to which they make better adjustments in
social situations.
• The greater their social participation, greater is their social competency.
New social groupings
New values in selection of friends and leaders.
New values in social acceptance.
c) Adolescence: activities, aspirations, conflicts and challenges of
learner; the role of teacher, family, community and state;
i. It is an important period-
ii. It is a transitional period-
The individual’s status is vague and there is confusion about the roles
the individual is expected to play. The adolescent, at this time , is neither
a child nor an adult.
iii. It is a period of change-
The rate of change in attitudes and behavior during adolescence
parallels the rate of physical growth. Some major changes-
Heightened emotionality
The rapid changes that accompany sexual maturing make them unsure
of themselves, their capacities, interests.
Changes in their bodies, interests, and in the roles social groups expect
them to play create new problems.
As interests and behavior patterns change, so do values.
iv. It is a problem age;
v. It is a time of search for identity-
Identity vs Role Confusion as put by Erickson
vi. It is a dreaded age;
vii. It is a time of unrealism;
viii. It is the threshold of adulthood.
The role of teacher, family, community and state-
Teachers and parents can play a very constructive role in helping
adolescents through identity versus confusion crisis.
Democratic parents who encourage adolescents to participate in family
decision making have been found to foster identity achievement.
The adolescents craving for identity must be fully recognized , must not be
treated as children. They should never be humiliated in front of their peers
or anyone.
They must be assigned responsibilities independently or collectively and be
trusted for their promises and conduct.
Teacher should provide a suitable framework of learning experiences,
organizing optimal conditions for learning and development according to the
cognitive level of adolescents.
They should be given opportunity to explore many hypothetical questions,
debate on topical, social issues , to solve problems and reason scientifically.
Group discussion can be arranged and cooperative learning groups may be
formed to provide opportunity to converse with their peers.
School libraries and workrooms must be equipped in order to cater the
need of adolescence.
The teacher should provide scaffolding or support for learning and problem
solving.
As they grow in competence, less support and more opportunities for
independent work may be given.
For supporting identity formation , they should be given many models for
career choices and other adult roles.
For personal and social development, they should be helped to examine the
kinds of dilemmas they are currently facing. They may be asked to identify
inconsistencies between their values and actions.
Efforts must be done for building conscience and rational value among the
adolescents.
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