Adolescence a period of “Storm and stress”

Personal development of a teenager is characterized by two main needs: on the one hand the need to prove oneself, the need to communicate with their peers, for leading activities in this age — intimate and personal.

These needs and form the basic features of mental development of a teenager. One of the main features of mental development can be considered a personal instability of a teenager. No wonder Stanley Hall called adolescence a period of “Storm and stress”. For in this period in the teenager’s personality co-exist directly opposite needs and features. Today, Your daughter humbly sitting with their relatives and talk about virtue. And tomorrow, depicting the face of war paint and punctures the ear a dozen earrings, go to disco, saying that “in life you have to experience everything”. And You have to wonder, does my daughter grows a hypocrite? But it’s nothing special (from the perspective of Your child) didn’t happen: she just changed her mind.

The same applies to Hobbies and Hobbies. A month after fencing, Your son suddenly declares that he’s a pacifist. To kill anyone is a terrible sin. These things and carried away with the same passion to stamp collecting.

But most of all the features of personal development of a teenager are evident in communication with peers (for recall, leading activity of this age period – intimately personal).

FRIENDSHIP. Any teenager dreams of a bosom friend. What about this, who can be trusted “100”, as myself, who would be betrayed. Other looking for similarities, understanding, acceptance. Each satisfies the need for self-understanding. Practically, Each is an analogue of the therapist. Friends often with undergrowth of the same sex, social status, the same powers (though sometimes friends are selected on the contrast, in addition to its missing features). Friendship is selective, treason is not forgiven. And coupled with teenage maximalism friendships are of a peculiar character: on the one hand – the need for the only a devout friend, on the other – a frequent change of friends provided for the post by International Adoption research blogger and columnist.

LOVE. Love at this age are less stable than youthful. Counselors “summer camps”, probably, have repeatedly noted one feature of adolescent amorousness. For example, in the beginning of the shift, the boy in love with a girl in the middle is jealous of another, and by the end of shift exchanges phones with third. And because each of the relationships is quite serious intentions, which the boy believes. But actually not all so is simple. It is often the object of love is generally divided into:

– a girl in love perfectly

– show relationship (walk) with the other.

A significant role in shaping the personality of undergrowth plays a REFERENCE GROUP is important for the adolescent group, whose views he adopts. This may be domestic company, and the class, and friends at mug, and the neighborhood kids on the floor. That’s when parents need to be especially careful learn more on international adoption at adoption agencies blog. Because this group is highly respected in the eyes of a child than the parents themselves, and can affect his behavior and relationship with others. And it is the opinion of the members of this group of teen will listen. It will try to establish itself.

8 thoughts on “Adolescence a period of “Storm and stress”

  1. In connection with the distinct themes of psychological conflict of adolescence in modern Western culture, we are going to talk about the dialogue or the contradictions, Challenges and Responses of this stage in relation to this civilizational Givens – “modern cultural society of the Western type”, which can be attributed to our homeland.
    we extend the concept of Challenges and Responses by adding the category of “Permission”. The call will be considered characteristic the test period. The answer is a whole range of reactions to it. The resolution is a new and unique individual form, which is acquired by an adult, as a result of passing Challenges and Responses in adolescence.
    The theme of “Challenges and Responses” similar to the theme raised by L. S. Vygotsky called the “dominants” of adolescence. He formulated the dominant adolescence as follows:
    • egocentric dominant: attention, their appearance and nature, self “identifying yourself”.
    • dominant Dali: the need to expand the worldview and the pursuit of greater social space
    • dominant forces: the need for volitional tension and feelings of resistance
    • dominant romance: a combination of idealism and sacrifice, heroism and adventure, of interaction with the unknown.

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  2. Adolescence is isolated from developed civilization, in which there is quite an extensive period of apprenticeship. It is also known that for them the emergence of “new ways of thinking” characteristic of a teenager. The development of hepatico-deductive, that is, formal thinking leads to the creation of “life plans”. Is the wording of distant life goals and the gradual development of confidence in the philosophical picture of the world. But at the moment we are not able to identify this factor as a Challenge (the natural stimulus) or Response (the response). It is likely that the development of a new level of cognitive abilities is related to intelligent pedagogical orientation of education and with relevant social requirements (and assumptions, for example, gender) age and cultural range.

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  3. A natural challenge for the person in adolescence is puberty and rapid “development jump”, “dancing” hormones and mood swings. This is an internal psycho-physiological maturation of the child into an adult. It is also known that the socialization of the teenager is the second important and specific challenge of this stage. The answer may be getting the individual in a social niche, defined hereditary status (class, stratum), or a claim to greater achievement as well as social marginalization. The answer to the demand (call), socialization will be a more General empowerment, proactive initiatives and assuming responsibility for their actions required of a socially competent person in any community.


  4. Developing the ideas of S. L. Rubinstein about the formation of the human subject in your life, K. A. Abulkhanova speaks of three levels of development of self-regulation, representing the ratio of external (requirements, performance) and internal (personality traits). If the person agrees its features with the rules of the activity, the second to improve its performance through optimization of its capabilities, the third level of personality as the subject of activity generates the optimal strategy and tactics, showing the creative nature of their activity. On this figure can go beyond the performance, increasing the measure of difficulty of exercising such forms of personal regulation, initiative, responsibility, etc. From her point of view, it is the psychological mechanism of “authorial position of the individual” in a professional and any other activity.
    In Russian psychology it is proved that the process of personality development is evident in the increasing role of domestic factors and the improvement of self-regulation. Only those who are willing to govern themselves and to change the external circumstances, who recognizes himself the subject of his own life, if you have the appropriate skills demonstrates a high level of development of self-regulation, without which it is impossible to imagine the leader of any organization. Speaking of the highest stage of personality development, B. G. Ananiev emphasized that here the person begins to “create life”, becoming relatively independent of external conditions and its own properties, independently changing and transforming both.
    S. L. Rubinstein proved two ways the relations of man to the world, speaking about the development of the self as becoming a subject of his own life. “Included” individual different passive, dependent, passive attitude to life. “Reflectors” – shows an active attitude towards it. And it is the latter method, the relationship of man to the world, characteristic of higher stages of development, is the genuine dialectics of the personality and circumstances of her life, describing a free human being, that is, human behavior is not determined by external influences but by internal goals and intentions, he begins to determenirovana not so much in the past, much future. Reflection is a universal mechanism of the process of self-regulation. It records, stops the process, alienates and objectifies it and makes a conscious influence on this process (B. V. Zeigarnik).
    Thus, scholars consider self-regulation as a specific activity of the subject, having individual structure and style. Individual style of self-regulation is determined by the interaction of multi-level mechanisms that implement the process of self-regulation, it is possible to talk about self-regulation as a system of psychotechnologies aimed at the development of professional consciousness of the person.
    High level of development of self-regulation, which is objectively expressed in the subtleties, differentiation and adequacy of all of the lucid intellectual, emotional, behavioral reactions, actions, verbal expression, etc., gives grounds to assume the presence of a sufficiently Mature state of development of consciousness in General.
    We can say that the most difficult form of self-regulation arise and as the final stage of self-conscious personality themselves.
    The functional components of professional identity are interrelated with each other, and their separation can only be made conditionally. These components are implemented in two plans. In the objective terms of their acts as an indicator of professional skill, subjective self-concept. On professional skills as a holistic education affected by external (professional training, society, the demands, morale, etc.) and internal ( self-actualization, self-knowledge, self-control, self-understanding) conditions, resulting in a changed self-concept. Conversely, changing Self-concept affects vocational skills.

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  5. Self actualization, however, implies reliance on their own strength, a man of independent opinions on major life issues. It is a process of continuous development and practical implementation of the possibilities. This “work in order to do well what one wants to do.” This non-illusion, getting rid of false ideas about themselves” (ibid.).
    Operational component. Self-regulation is the disclosure of reserve capacity of the person, and therefore, development of creative potential of personality. The application of techniques of self-regulation involves an active volitional involvement and, as a consequence, is a condition for the formation of strong, responsible personality (which is certainly important for managers managerial structure).
    On a psychological level, self-regulation is an integrative alloy of congenital and acquired response strategies and preparedness for a particular form or method relationship with the environment (O. Miksik).
    As noted by many authors (B. A. Vyatkin, B. I. Dodonov), the system of psychical self-regulation has a hierarchical structure and includes two levels – voluntary and involuntary. Arbitrary self-regulation is the conscious self, which is always individual and personal painted. Through voluntary self-regulation can adapt to various difficult conditions can grow and expand. At this level of personal regulation is implemented indoor activities.
    S. L. Rubinstein in the study of mental activity of a subject also provided two forms of regulation, such as incentive and performance. Motive reaction he linked with advocacy, direction, activity; performance – ensure compliance of the activity of objective conditions.
    K. A. Abulkhanova in the structure of personality self-regulation highlights the motives, the feelings, the will, considering them as determinants of the regulation of behavior and activity. She notes that “personal regulation, overcoming internal and external obstacles, acts as a strong-willed line of activity. At this level regulation is carried out not as a motive but as a complex personal decision, which takes into account both desirable and undesirable, and specifically the changing attitudes in the course of business”.

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  6. Self-actualization as a multidimensional personality category consists of a variety of personal and professional orientations. On the basis of the theory of self-actualization by A. Maslow, F. Perls’s ideas and other theorists assistenziale-humanistic direction in psychology, as well as “critical behavioral indicators” E. Shostrom determined the main parameters that constitute the self actualization:
    value orientations,
    sensitivity and spontaneous behavior,
    the propensity for harmonious perception of the world,
    contact, Milica sensitivity and empathy,
    the desire to acquire knowledge about the world, expressed in cognitive demand,
    creative direction, implemented in creativity.
    Professional self-actualization. According to A. Maslow, K. Rogersa, F. Perls, E. Shostrom, L. J. Gosman, acts as an operational analog of personal maturity. High level of self-actualization contributes to the achievement of artistic maturity of the individual.
    The main question of his theory – what is self actualization? – A. Maslow responds as follows: “self-actualized people, without exception, involved in a case… They are committed to this cause, it is something very important to them – a kind of vocation” (op. CIT. in: personality Psychology: the Texts. M., 1982. P. 110). All that type of people aspire to the realization of higher values, which, as a rule, cannot be reduced to something even higher. These values (among them – kindness, truth, honesty, beauty, justice, perfection, etc.) speak for them as vital needs. The existence for the self-actualized person appears as a process of constant choice, constant problem solving hamlet’s “to be or not to be”. In every moment the self is a choice: moving forward, overcoming obstacles that inevitably arise on the path to a high goal, or a retreat, abandoning the struggle and surrender. The self-actualized person chooses to always move forward, overcoming obstacles.

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  7. Self-understanding, not a dispassionate process, it is emotionally charged, brings satisfaction or bitterness. The emotional side of self-understanding is a kind of alloy common emotional attitude and attitude actually estimated.
    An important component of self-understanding is self-esteem. This concept is multi-valued, it implies and satisfaction, and the concept of self, and the self-esteem and a positive attitude, and consistency of their “actual self” and “ideal self”. “Self-esteem expresses an install of approval or disapproval, and indicates the extent to which an individual believes himself capable, significant, successful and worthy. Self-esteem is a personal value judgment, expressed in units of the individual to himself” (C. coppersmith). People with high self-esteem considers himself not worse than others, believe in yourself, believe in success, with positive evaluations of others seeking integrity. Low self-esteem, by contrast, involves a sustained feeling of inadequacy, inferiority and low evaluations of others that are having a devastating impact on emotional well-being and social behavior of the personality; in the end, there is a conflict of self-understanding.
    According to scientists, the formation of self-understanding occurs in several areas: 1) discovery and understanding of his inner world, you start analyzing his emotions, not as derived from external events, and as a condition of his “I”, and there is a sense of distinctness, otherness in others, 2) acquire the ability to comprehend the irreversibility of time, understanding of the finiteness of its existence (it is this understanding that makes us think about the meaning of life, about their prospects and about their future, about the meaning of itself for society, for yourself), understanding their goals, life aspirations, the essence and meaning of the personality, his being, 3) is formed integral and the value of knowledge about the self, relationships to oneself, and self-understanding not only acts as a feature analysis of the features of his body, appearance, attractiveness; represent knowledge about themselves depending on specific event associated with the analysis of his own moral and psihologicheskih, intellectual qualities.
    Motivational-target component. According to A. A. Derkach and O. V. Moskalenko, the content of this component is realized through the actualization. Up to date – then it becomes real, to exist actually and not just potentially. Rogers believed that personality has an innate tendency to self-actualization and the pursuit of it is manifested in purposeful satisfaction of needs for self-actualization in her life reality. Self-actualization involves the realization of personal potential and the development of the individual. The self-actualized person, according to A. Maslow, fully realize all that they are capable of. They reach the professional heights. The important point of self-actualization is acceptance of responsibility for their actions. Self-actualization is an ongoing process of development of their potential to achieve artistic maturity.
    By definition of V. Frankl, self-actualization is not the final destiny of man. It is a consequence and result of the implementation of the meaning of life. There are several interpretations of self-actualization:
    the process of actualization of possibilities of the person;
    full-fledged implementation of creative and spiritually rich personality;
    the process of self-development, personal “growth from within”;
    a consequence of the intentionality of human life and the achievement of its sense;
    the creative process of a Mature personality.

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  8. So, in the concept of S. Harter, the development of the structure of self-concept: firstly, it includes components of the upstream levels, while preserving in a modified form of the underlying formations; second, is dual in nature. On the one hand, the transition to a new, higher stage is accompanied by the loss of the previous one. This is manifested, in particular, in constant increase from stage to stage the degree of generality of the highlighted aspects of self-concept (the existence of a separate, “private” generalization damn, damn generalization of the “highest order”). On the other hand, the defects of self-knowledge inherent in the lower level of the first stage (syncretism, functioning by a principle “all or nothing”), consistently reproduced at the appropriate level of each of the upstream stages.
    Thus, in the plane of the self-concept in the interaction of all its structural and substantive components are the following levels of its formation: 1) garmonichnyi – in the structure of self-concept connection is weak or absent; the relationship with the world is unstable, there is oversimplification in understanding themselves and others, themselves in the eyes of others; 2) disharmonious – the content structure of self-concept is characterized by the existence of a relationship, but onemeet pronounced either contradictory, or is characterized by a dominance of certain features and qualities, therefore the range of relations with the outside world ranges from passive to active; 3) mixed – a combination of disharmonious characteristics and optimal levels; 4) optimal – structural links of self-concept are stable; there is no dominance of certain components; equilibrium relations to itself and the outside world; there is an aspiration to self-realization; 5) harmonious – in the structure of self-concept and expressed sustainable communication, a dialogical model of relations with the world, self-realization through various ways. With this level we connect and the problem of self-perfection.
    At each of these levels there are different qualitative characteristics of the structure of self-concept of head. Based on the analysis of results management leaders can distinguish the following levels: 1) unproductive – the lack of achieving the goals of the activity; 2) reproductive – achieving objectives through the implementation of existing set of technologies. The head is able to demand from others what he knows himself; 3) mixed – a combination of reproductive and productive ways of achieving objectives. The head is able to adapt its requirements to staff characteristics and conditions; 4) productive – high degree of achievement of objectives. The head possesses the strategies to develop staff knowledge, skills and attitudes for independent management objectives; 5) creative – the original goal of work with a high degree of novelty, to overcome the “barrier of past experience”. The head owns the strategies for encouraging staff to self-education, self-organization and self-control in the new environment.
    In the plane of the path of life selected the following levels: 1) unsatisfactory – present dissatisfaction with life, inability to resolve contradictions in life, the lack of completed goals, the experience of futility; 2) mixed – a combination of individual quality characteristics of satisfactory and unsatisfactory levels; 3) satisfactory – life satisfaction, various ways of resolving life’s contradictions, consistent achievement of objectives, a sense of perspective.

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