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Lecture notes, cheat sheets
Age-related psychology. Adolescence (from 10-11 to 14-15 years) (lecture notes)
Directory / Lecture notes, cheat sheets Table of contents (expand) Topic 9. ADOLESCENT AGE (FROM 10-11 TO 14-15 YEARS) 9.1. Social situation of development The social situation of human development at this age is a transition from childhood to independent and responsible adult life. In other words, adolescence occupies an intermediate position between childhood and adulthood. There are changes at the physiological level, relationships with adults and peers are built in a different way, the level of cognitive interests, intelligence and abilities undergo changes. Spiritual and physical life moves from home to the outside world, relationships with peers are built on a more serious level. Teenagers engage in joint activities, discuss vital topics, and games are a thing of the past. At the beginning of adolescence, there is a desire to be like the elders, in psychology it is called a sense of adulthood. Children want to be treated like adults. Their desire, on the one hand, is justified, because in some ways parents really begin to treat them differently, they allow them to do what was not allowed before. For example, now teenagers can watch feature films, access to which was previously prohibited, take longer walks, parents begin to listen to the child when solving everyday problems, etc. But, on the other hand, a teenager does not fully meet the requirements for an adult, he has not yet developed in himself such qualities as independence, responsibility, a serious attitude to his duties. Therefore, it is still impossible to treat him the way he wants. Another very important point is that, although a teenager continues to live in a family, study at the same school and is surrounded by the same peers, shifts occur in the scale of his values and the accents related to family, school, and peers are placed in a different way. The reason for this is reflection, which began to develop towards the end of primary school age, and in adolescence, it develops more actively. All adolescents strive to acquire the qualities characteristic of an adult. This entails external and internal restructuring. It begins with the imitation of their "idols". From the age of 12-13, children begin to copy the behavior and appearance of significant adults or older peers (lexicon, way of relaxing, hobbies, jewelry, hairstyles, cosmetics, etc.). For boys, the object of imitation is people who behave like "real men": they have willpower, endurance, courage, courage, endurance, and are loyal to friendship. Therefore, boys at the age of 12-13 begin to pay more attention to their physical data: they enroll in sports sections, develop strength and endurance. Girls tend to imitate those who look like a "real woman": attractive, charming, popular with others. They begin to pay more attention to clothes, cosmetics, master coquetry techniques, etc. The current situation of development is characterized by the fact that advertising has a great influence on the formation of the needs of adolescents. At this age, emphasis is placed on the presence of certain things: for example, a teenager, receiving an advertised thing for personal use, acquires value both in his own eyes and in the eyes of his peers. It is almost vital for a teenager to own a certain set of things in order to acquire a certain significance in their own eyes and in the eyes of their peers. From this we can conclude that advertising, television, the media to some extent form the needs of adolescents. 9.2. Physiological changes During adolescence, physiological changes occur that lead to changes in the behavior of children. The period of activity of the dominant center of the cortex is reducedг brain. As a result, attention becomes short and unstable. Decreased ability to differentiate. This leads to a deterioration in the understanding of the material presented and the assimilation of information. Therefore, during classes it is necessary to give more vivid, understandable examples, use demonstrative material, and so on. In the course of communication, the teacher should constantly check whether the students understood him correctly: ask questions, use questionnaires and games if necessary. Increases latent (hiddenгty) period of reflex reactions. The reaction slows down, the teenager does not immediately answer the question asked, does not immediately begin to fulfill the requirements of the teacher. In order not to aggravate the situation, one should not rush the children, it is necessary to give them time to think and not offend. Subcortical processes escape the control of the cerebral cortex. Teenagers are not able to control the manifestations of both positive and negative emotions. Knowing this feature of adolescence, the teacher needs to be more tolerant, treat the manifestation of emotions with understanding, try not to be “infected” by negative emotions, and in conflict situations, switch attention to something else. It is advisable to familiarize children with self-regulation techniques and practice these techniques with them. The activity of the second signaling system is weakened. Speech becomes short, stereotyped, slowed down. Adolescents may have difficulty understanding auditory (verbal) information. You should not rush them, you can suggest the necessary words, use illustrations when telling a story, that is, visually reinforce the information, write down key words, draw. When telling or communicating information, it is advisable to speak emotionally, reinforcing your speech with vivid examples. During adolescence, sexual development begins. Boys and girls begin to treat each other differently than before - as members of the opposite sex. For a teenager, it becomes very important how others treat him, he begins to pay great attention to his appearance. There is an identification of oneself with representatives of the same sex (for details, see 9.6). Adolescence is usually characterized as a turning point, transitional, critical, but more often - as the age of puberty. 9.3. Psychological changes Changes at the psychological level in adolescence are manifested as follows. All cognitive processes and creative activity reach a high level of development. Memory is being rebuilt. Logical memory begins to develop actively. Gradually, the child moves to the use of logical, arbitrary and mediated memory. The development of mechanical memory slows down. And since at school, with the advent of new subjects, you have to memorize a lot of information, including mechanically, children have problems with memory. Complaints about poor memory at this age are common. The relationship between memory and thinking is changing. Thinking is determined by memory. To think is to remember. For a teenager to remember is to think. In order to memorize the material, he needs to establish a logical connection between its parts. There are changes in reading, monologue and writing. Reading from fluent, correct gradually turns into the ability to recite, monologue speech - from the ability to retell the text to the ability to independently prepare oral presentations, written - from presentation to composition. Speech becomes rich. Thinking becomes theoretical, conceptual due to the fact that a teenager begins to assimilate concepts, improve the ability to use them, reason logically and abstractly. General and special abilities are formed, including those necessary for the future profession. The emergence of sensitivity to the opinions of others about appearance, knowledge, abilities is associated with the development of self-awareness at this age. Teenagers become more touchy. They want to look their best and make a good impression. It is better for them to remain silent than to speak and make a mistake. Knowing this feature of this age, adults should avoid direct assessments, speak with adolescents using the "I-statement", that is, a statement about oneself, one's feelings. Adolescents should be accepted as they are (unconditional acceptance), given the opportunity to speak to the end when necessary. It is important to support their initiative, even if it seems not entirely relevant and necessary. In the behavior of adolescents, demonstrativeness, external rebellion, and the desire to free themselves from the care and control of adults are noted. They can defiantly break the rules of behavior, discuss the words or behavior of people in a not entirely correct way, defend their point of view, even if they are not entirely sure of its correctness. There is a need for trusting communication. Teenagers want to be heard, they need to have their opinion respected. They are very worried when they are interrupted without listening to the end. Adults should talk to them on an equal footing, but avoid familiarity. Teenagers have a great need for communication and friendship, they are afraid of being rejected. They often avoid communication for fear of "not being liked." Therefore, many children at this age have problems in establishing contacts both with peers and with older people. To make this process less painful, it is necessary to support and encourage them, to develop adequate self-esteem in those who are unsure of themselves. Adolescents strive to be accepted by peers who, in their opinion, have more significant qualities. To achieve this, they sometimes embellish their "exploits", and this may apply to both positive and negative actions; there is a desire for outrageousness. Adolescents may not express their point of view if it disagrees with the opinion of the group and painfully perceive the loss of authority in the group. There is an appetite for risk. Since teenagers are highly emotional, it seems to them that they can cope with any problem. But in reality this is not always the case, because they still do not know how to adequately assess their strength, do not think about their own safety. At this age, susceptibility to influence from peers increases. If a child has low self-esteem, then he does not want to be a "black sheep"; this can be expressed in the fear of expressing one's opinion. Some adolescents, who do not have their own opinion and do not have the skills of independent decision-making, turn out to be "guided" and commit some acts, often illegal, "in company" with others who are stronger psychologically and physically. Adolescents have low resistance to stress. They can act thoughtlessly, behave inappropriately. Despite the fact that adolescents actively solve various problems related to study and other matters, encourage adults to discuss problems, they show infantility in solving problems related to the choice of a future profession, ethical behavior, and a responsible attitude to their duties. Adults need to learn to treat teenagers differently, try to communicate with them on an equal footing, as with adults, but remember that they are still children who need help and support. 9.4. Adolescence crisis The teenage crisis occurs at the age of 12-14 years. In terms of duration, it is longer than all other crisis periods. L.I. Bozhovich believes that this is due to the faster pace of physical and mental development of adolescents, leading to the formation of needs that cannot be satisfied due to insufficient social maturity of schoolchildren. The teenage crisis is characterized by the fact that at this age the relationship of adolescents with others is changing. They begin to make increased demands on themselves and on adults and protest against being treated as if they were small children. At this stage, the behavior of children changes dramatically: many of them become rude, uncontrollable, do everything in defiance of their elders, do not obey them, ignore comments (adolescent negativism) or, conversely, may withdraw into themselves. If adults are sympathetic to the needs of the child and, at the first negative manifestations, rebuild their relationship with children, then the transition period is not so violent and painful for both parties. Otherwise, the teenage crisis proceeds very violently. It is influenced by external and internal factors. External factors include continued adult control, dependency and guardianship, which seem excessive to the adolescent. He seeks to free himself from them, considering himself old enough to make his own decisions and act as he sees fit. A teenager is in a rather difficult situation: on the one hand, he really has become more mature, but, on the other hand, childish traits have been preserved in his psychology and behavior - he does not take his duties seriously enough, cannot act responsibly and independently. All this leads to the fact that adults cannot perceive him as an equal to himself. However, an adult needs to change his attitude towards a teenager, otherwise resistance may arise on his part, which over time will lead to misunderstanding between an adult and a teenager and interpersonal conflict, and then to a delay in personal development. A teenager may have a feeling of uselessness, apathy, alienation, and the opinion that adults cannot understand and help him or her may be established. As a result, at the moment when a teenager really needs the support and help of elders, he will be emotionally rejected from an adult, and the latter will lose the opportunity to influence the child and help him. To avoid such problems, you should build a relationship with a teenager based on trust, respect, in a friendly way. The creation of such relationships contributes to the involvement of a teenager in some serious work. Internal factors reflect the personal development of a teenager. Habits and character traits that prevent him from carrying out his plans change: internal prohibitions are violated, the habit of obeying adults is lost, etc. There is a desire for personal self-improvement, which occurs through the development of self-knowledge (reflection), self-expression, self-affirmation. A teenager is critical of his shortcomings, both physical and personal (character traits), worries about those character traits that prevent him from establishing friendly contacts and relationships with people. Negative statements about him can lead to affective outbursts and conflicts. At this age, there is an increased growth of the body, which entails behavioral changes and emotional outbursts: the teenager begins to get very nervous, blame himself for failure, which leads to internal tension that is difficult for him to cope with. Behavioral changes are manifested in the desire to "experience everything, go through everything", there is a tendency to take risks. A teenager is attracted to everything that was previously banned. Many of the "curiosity" try alcohol, drugs, start smoking. If this is done not out of curiosity, but because of courage, psychological addiction to drugs may occur, although sometimes curiosity leads to persistent addiction. At this age, spiritual growth occurs and mental status changes. Reflection, which extends to the surrounding world and oneself, leads to internal contradictions, which are based on the loss of identity with oneself, the discrepancy between former ideas about oneself and the current image. These contradictions can lead to obsessive states: doubts, fears, depressing thoughts about yourself. The manifestation of negativism can be expressed in some adolescents in senseless opposition to others, unmotivated contradiction (most often adults) and other protest reactions. Adults (teachers, parents, loved ones) need to rebuild relationships with a teenager, try to understand his problems and make the transition period less painful. 9.5. Leading activities in adolescence The leading activity in adolescence is communication with peers. Communicating, teenagers master the norms of social behavior, morality, establish relations of equality and respect for each other. At this age, two systems of relationships are formed: one - with adults, the other - with peers. Relationships with adults are unequal. Relationships with peers are built as equal partners and are governed by the norms of equality. A teenager begins to spend more time with peers, as this communication brings him more benefits, his actual needs and interests are satisfied. Teenagers unite in groups that become more stable, certain rules apply in these groups. Adolescents in such groups are attracted by the similarity of interests and problems, the opportunity to speak and discuss them and be understood. In adolescence, two types of relationships appear: at the beginning of this period - friendly, at the end - friendly. In older adolescence, three types of relationships appear: external - episodic "business" contacts that serve to momentarily satisfy interests and needs; friendly, facilitating the exchange of knowledge, skills and abilities; friendly, allowing to resolve issues of an emotional and personal nature. In the second half of adolescence, communication with peers turns into an independent activity. The teenager is not sitting at home, he is eager to join his comrades, he wants to live a group life. Problems that arise in relationships with peers are experienced very hard. To attract the attention of peers, a teenager can go to any lengths, even violating social norms or open conflict with adults. Companionable relations are based on the "companion code", which includes respect for the personal dignity of another person, equality, loyalty, honesty, decency, readiness to help. At this age, such qualities as selfishness, greed, violation of this word, betrayal of a comrade, arrogance, unwillingness to reckon with the opinions of others are condemned. Such behavior in a group of adolescent peers is not only not welcomed, but also rejected. A teenager who has demonstrated such qualities may be boycotted, denied admission to the company, and joint participation in any business. In a teenage group, a leader necessarily appears and leadership relationships are established. Teenagers try to attract the attention of the leader and value friendship with him. A teenager is also interested in friends for whom he can be a leader or act as an equal partner. An important factor in friendly rapprochement is the similarity of interests and deeds. A teenager who values friendship with a friend may show interest in the business in which he is engaged, as a result of which new cognitive interests arise. Friendship activates the communication of adolescents, they have the opportunity to discuss the events taking place at school, personal relationships, the actions of peers and adults. By the end of adolescence, the need for a close friend is very great. A teenager dreams that a person will appear in his life who knows how to keep secrets, who is responsive, sensitive, understanding. Mastering moral standards is the most important personal acquisition of adolescence. Educational activity, although it remains predominant, recedes into the background. Grades are no longer the only value, it becomes important what place a teenager takes in the class. All the most interesting, extra-urgent, urgent things happen and are discussed during breaks. Adolescents tend to participate in a variety of activities: sports, artistic, socially useful, etc. Thus, they try to take a certain place among people, show their importance, adulthood, feel like a member of society, realize the need for acceptance and independence. 9.6. Neoplasms of adolescence Neoplasms of this age are: a sense of adulthood; development of self-awareness, the formation of the ideal of personality; tendency to reflection; interest in the opposite sex, puberty; increased excitability, frequent mood swings; special development of volitional qualities; the need for self-affirmation and self-improvement, in activities that have personal meaning; self-determination. Feeling of adulthood - a teenager’s attitude towards himself as an adult. The teenager wants adults to treat him not as a child, but as an adult (for more details on this, see 10.1). The development of self-awareness, the formation of the ideal of personality aimed at understanding a person's personal characteristics. This is determined by the special, critical attitude of the teenager to his shortcomings. The desired image of "I" usually consists of the valued qualities and virtues of other people. But since both adults and peers act as an ideal for imitation, the image turns out to be contradictory. It turns out that in this image, a combination of character traits of an adult and a young person is necessary, and this is not always compatible in one person. Perhaps this is the reason for the teenager's inconsistency with his ideal, which is a reason for worry. Tendency to reflect (self-knowledge). A teenager’s desire to know himself often leads to a loss of mental balance. The main form of self-knowledge is comparing oneself with other people, adults and peers, a critical attitude towards oneself, as a result of which a psychological crisis develops. A teenager has to go through mental anguish, during which his self-esteem is formed and his place in society is determined. His behavior is regulated by self-esteem formed during communication with others. When developing self-esteem, much attention is paid to internal criteria. As a rule, it is contradictory in younger adolescents, so their behavior is characterized by unmotivated actions. Interest in the opposite sex, puberty. During adolescence, relationships between boys and girls change. Now they show interest in each other as representatives of the opposite sex. Therefore, teenagers begin to pay great attention to their appearance: clothes, hairstyle, figure, demeanor, etc. At first, interest in the opposite sex manifests itself in an unusual way: boys begin to bully girls, who, in turn, complain about boys, fight with them, call them names, speak unflatteringly about them. This behavior brings pleasure to both. Over time, the relationship between them changes: shyness, stiffness, timidity, sometimes feigned indifference, contempt for a member of the opposite sex, etc. may appear. Girls, earlier than boys, begin to worry about the question: “Who likes who?” This is due to the faster physiological development of girls. In late adolescence, romantic relationships arise between boys and girls. They write notes and letters to each other, make dates, walk the streets together, go to the movies. As a result, they have a need to become better, they begin to engage in self-improvement and self-education. Further physiological development leads to the fact that between boys and girls there may be a sexual attraction, characterized by a certain non-differentiation (illegibility) and increased excitability. This often leads to an internal conflict between the adolescent's desire to learn new forms of behavior for himself, in particular physical contact, and prohibitions on such relationships, both external - from the parents, and internal - their own taboos. However, sexual relations are of great interest to teenagers. And the weaker the internal "brakes" and the less developed the sense of responsibility for oneself and the other, the sooner there is a readiness for sexual contacts with representatives of both one's own and the opposite sex. A high degree of tension before and after sexual intercourse is the strongest test for the psyche of a teenager. The first sexual contacts can have a great impact on the entire subsequent intimate life of an adult, so it is very important that they be colored by positive memories, be positive. Increased excitability, frequent mood swings. Physiological changes, a sense of adulthood, changes in relationships with adults, the desire to escape from their care, reflection - all this leads to the fact that the emotional state of a teenager becomes unstable. This is expressed in frequent changes in mood, increased excitability, "explosiveness", tearfulness, aggressiveness, negativism or, conversely, apathy, indifference, indifference. Development of volitional qualities. In adolescence, children begin to intensively engage in self-education. This is especially typical for boys - the ideal of masculinity becomes one of the main ones for them. At the age of 11-12 years old, boys love to watch adventure films or read related books. They try to imitate heroes who have masculinity, courage, and willpower. In older adolescence, the main focus is on self-development of the necessary volitional qualities. Boys devote a lot of time to sports activities associated with great physical exertion and risk, those that require extraordinary willpower and courage. There is some consistency in the formation of volitional qualities. First, the basic dynamic physical qualities develop: strength, speed and speed of reaction, then the qualities associated with the ability to withstand large and prolonged loads: endurance, endurance, patience and perseverance. And only then more complex and subtle volitional qualities are formed: concentration of attention, concentration, efficiency. At the beginning, at the age of 10-11 years old, a teenager simply admires the presence of these qualities in others, at 11-12 years old he declares a desire to possess such qualities, and at 12-13 years old he starts self-education of the will. The most active age of education of volitional qualities is the period from 13 to 14 years. The need for self-affirmation and self-improvement in activities that have personal meaning. Self-determination. Adolescence is also significant because it is at this age that skills, abilities, and business qualities are developed, and the choice of a future profession occurs. At this age, children show an increased interest in various activities, a desire to do something with their own hands, increased curiosity, and the first dreams of a future profession appear. Primary professional interests arise in study and work, which creates favorable conditions for the formation of the necessary business qualities. Children at this age have increased cognitive and creative activity. They strive to learn something new, to learn something and try to do it well, they begin to improve their knowledge, skills and abilities. Similar processes also take place outside the school, and adolescents act both independently (they design, build, draw, etc.) and with the help of adults or older comrades. The need to do "in an adult way" stimulates adolescents to self-education, self-improvement, self-service. A job well done gets the approval of others, which leads to self-affirmation of adolescents. Adolescents have a differentiated attitude to learning. This is due to the level of their intellectual development, a fairly broad outlook, the volume and strength of knowledge, professional inclinations and interests. Therefore, in relation to school subjects, selectivity arises: some become loved and needed, while interest in others decreases. The attitude to the subject is also influenced by the personality of the teacher. There are new motives for learning associated with the expansion of knowledge, the formation of the necessary skills and abilities that allow you to engage in interesting work and independent creative work. A system of personal values is being formed. In the future, they determine the content of the adolescent's activity, the scope of his communication, the selectivity of his attitude towards people, the assessment of these people and self-esteem. In older adolescents, the process of professional self-determination begins. In adolescence, organizational skills, efficiency, enterprise, the ability to establish business contacts, negotiate joint affairs, distribute responsibilities, etc. begin to form. These qualities can develop in any field of activity in which a teenager is involved: in learning, work, play. By the end of adolescence, the process of self-determination is almost completed, and some skills and abilities necessary for further professional development are formed. Authors: Marina Khilko, Maria Tkacheva << Back: Junior school age (from 6-7 to 10-11 years) (Social situation of development. Educational activities. Other types of activities. Seven-year crisis. Problems of transition from primary school age to adolescence) >> Forward: Youth (from 15-16 to 20 years old) (Cognitive changes. Educational and professional activities. The process of developing self-awareness. Relationships with others)
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