Social development situation
The social situation of human development at this age represents the transition from childhood to independent and responsible adult life. In other words, adolescence occupies an intermediate position between childhood and adulthood. Changes occur at the physiological level, relationships with adults and peers are built differently, 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 become a thing of the past.
At the beginning of adolescence, a desire to be like older people appears; in psychology it is called a feeling of adulthood. Children want to be treated like adults. Their desire, on the one hand, is justified, because in some ways their parents really begin to treat them differently and allow them to do things that were not previously allowed. 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 meet the requirements for an adult in everything; has not yet developed such qualities as independence, responsibility, serious attitude to their responsibilities. Therefore, it is not yet possible to treat him the way he wants.
Another very important point is that, although the teenager continues to live in the family, study at the same school and is surrounded by the same peers, shifts occur in the scale of his values and the emphasis associated with family, school, and peers is placed differently. The reason for this is reflection, which began to develop towards the end of junior school age, and in adolescence it develops more actively. All teenagers strive to acquire qualities characteristic of an adult. This entails external and internal restructuring. It begins with imitation of one’s “idols.” From the age of 12-13, children begin to copy the behavior and appearance of significant adults or older peers (vocabulary, way of relaxation, hobbies, jewelry, hairstyles, cosmetics, etc.).
For boys The objects of imitation are people who behave like “real men”: they have willpower, endurance, courage, courage, endurance, and are faithful to friendship. Therefore, boys at the age of 12-13 begin to pay more attention to their physical characteristics: they enroll in sports clubs, develop strength and endurance.
Girls strive 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 development situation is characterized by the fact that advertising has a great influence on the formation of the needs of adolescents. At this age, the emphasis is on the presence of certain things: thus, a teenager, receiving an advertised item 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 gain a certain significance in his own eyes and in the eyes of his peers. From this we can conclude that advertising, television, and the media to some extent shape the needs of adolescents.
Physiological changesDuring adolescence, physiological changes occur that lead to changes in children's behavior.
The period of activity of the dominant center of the cerebral cortex is reduced. As a result, attention becomes short-lived and unstable.
Getting worse ability to differentiate. This leads to a deterioration in understanding the material presented and assimilation of information. Therefore, during classes it is necessary to give more vivid, understandable examples, use demonstrative material, and so on. As communication progresses, the teacher should constantly check whether the students understood him correctly: ask questions, use questionnaires and games if necessary.
Increases latent (hidden) period of reflex reactions. The reaction slows down, the teenager does not immediately answer the question asked, and does not immediately begin to fulfill the teacher’s requirements. In order not to aggravate the situation, children should not be rushed; they should be given time to think and not insulted.
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 “get infected” with negative emotions, and 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 systems is weakened s. Speech becomes short, stereotypical, slow. Teenagers may have difficulty understanding auditory (verbal) information. You should not rush them, you can suggest the necessary words, use illustrations when telling the story, i.e. visually reinforce the information, write down key words, draw. When telling something or providing information, it is advisable to speak emotionally, supporting your speech with vivid examples.
During adolescence, sexual development begins. Boys and girls begin to treat each other differently than before - as representatives of the other 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 gender.
Adolescence is usually characterized as a turning point, transitional, critical, but more often - as the age of puberty.Psychological changes
Changes at the psychological level during adolescence manifest themselves as follows.
All cognitive processes and creative activity reach a high level of development. Memory restructuring occurs. Logical memory begins to actively develop. Gradually, the child moves on to using logical, voluntary and indirect memory. The development of mechanical memory slows down. And since at school, with the advent of new academic subjects, a lot of information has to be memorized, including mechanically, children have memory problems. Complaints about bad memory are common at this age.
The relationship between memory and thinking changes. Thinking is determined by memory. To think means to remember. For a teenager, remembering means thinking. In order to remember material, he needs to establish a logical connection between its parts.
Changes occur in reading, monologue and writing. Reading gradually moves from fluent, correct reading into the ability to recite, monologue speech - from the ability to retell a text to the ability to independently prepare oral presentations, writing - from presentation to composition. Speech becomes rich.
Thinking becomes theoretical and conceptual due to the fact that the teenager begins to assimilate concepts, improve the ability to use them, and 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 regarding appearance, knowledge, and abilities is associated with the development of self-awareness at this age. Teenagers become more touchy. They want to look their best and produce good impression. For them, it is better to remain silent than to speak and make a mistake. Knowing this feature of this age, adults need to avoid direct assessments and speak with teenagers using the “I-statement,” i.e., a statement about oneself and one’s feelings. Teenagers should be accepted as they are (unconditional acceptance), given the opportunity to speak out to the end when necessary. It is important to support their initiative, even if it does not seem entirely relevant and necessary.
The behavior of adolescents is characterized by demonstrativeness, external rebellion, and a desire to free themselves from the care and control of adults. They can demonstratively violate the rules of behavior, discuss the words or behavior of people in an inappropriate way, and defend their point of view, even if they are not entirely sure of its correctness.
There is a need for confidential communication. Teenagers want to be heard and need their opinions to be respected. They are very worried when they are interrupted without listening to them. Adults should talk to them as equals, 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 establishing contacts both with peers and with older people. To make this process less painful, we need to support and encourage them, and develop adequate self-esteem among those who are unsure of themselves.
Teenagers strive to be accepted by peers who, in their opinion, have more significant qualities. To achieve this, they sometimes embellish their “exploits”, and this can apply to both positive and negative actions; there is a desire for outrageousness. Teenagers may not express their point of view if it differs from the opinion of the group and are sensitive to the loss of authority in the group.
There is a tendency to take risks. Since teenagers are highly emotional, they think 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 strengths and 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 turn out to be a “black sheep”; this may be expressed in fear of expressing one's opinion. Some teenagers, who do not have their own opinions and do not have the skills to make independent decisions, find themselves “led” and commit some actions, often illegal, “for company” with others who are stronger psychologically and physically.
Adolescents have low resistance to stress. They may act rashly and behave inappropriately.
Despite the fact that teenagers actively solve various problems related to study and other matters and encourage adults to discuss problems, they show infantility when solving problems related to the choice of a future profession, ethical behavior, and a responsible attitude to their responsibilities. Adults need to learn to treat teenagers differently, try to communicate with them on equal terms, as with adults, but remember that they are still children who need help and support.
Adolescence crisisThe teenage crisis occurs between the ages of 12-14 years. It lasts longer than all others crisis periods. L.I. Bozovic 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 the insufficient social maturity of schoolchildren.
Teenage crisis characterized by the fact that at this age the relationships of adolescents with others change. They begin to make increased demands on themselves and on adults and protest against being treated like little ones.
At this stage, the behavior of children changes radically: many of them become rude, uncontrollable, do everything in defiance of their elders, do not obey them, ignore comments (teenage 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 relationships with children, then the transition period is not so stormy and painful for both parties. Otherwise, the teenage crisis proceeds very violently. It is influenced by external and internal factors.
To external factors This may include ongoing adult control, dependence and guardianship that seem excessive to the teenager. He strives to free himself from them, considering himself old enough to make his own decisions and act as he sees fit. The teenager is in a rather difficult situation: on the one hand, he has really become more mature, but, on the other hand, his psychology and behavior retain childish traits - he does not take his responsibilities seriously enough, and cannot act responsibly and independently. All this leads to the fact that adults cannot perceive him as an equal.
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 the adult and the teenager and interpersonal conflict, and then to a delay in personal development. A teenager may develop a feeling of uselessness, apathy, alienation, and become convinced that adults cannot understand and help him. As a result, at the moment when the teenager really needs the support and help of his elders, he will be emotionally rejected from the 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 on the basis of trust, respect, and in a friendly manner. The creation of such relationships is facilitated by involving the teenager in some serious work.
Internal factors reflect the personal development of a teenager. Habits and character traits change that prevent him from carrying out his plans: internal prohibitions are violated, the habit of obeying adults is lost, etc. A desire for personal self-improvement appears, which occurs through the development of self-knowledge (reflection), self-expression, and self-affirmation. The teenager is critical of his shortcomings, both physical and personal (character traits), and worries about those character traits that prevent him from establishing friendly contacts and relationships with people. Negative statements addressed to him can lead to affective outbursts and conflicts.
At this age, the body undergoes increased growth, 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”, and there is a tendency to take risks. A teenager is attracted to everything that was previously prohibited. Out of “curiosity,” many try alcohol, drugs, and start smoking. If this is done not out of curiosity, but out of courage, a psychological dependence on it may arise. narcotic substances, 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 previous 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 meaningless opposition to others, unmotivated contradiction (most often with adults) and other protest reactions. Adults (teachers, parents, relatives) need to rebuild relationships with the teenager, try to understand his problems and make the transition period less painful.
Leading activities in adolescenceThe leading activity in adolescence is communication with peers. By communicating, teenagers master norms of social behavior, morality, and establish relationships of equality and respect for each other.
At this age, two systems of relationships develop: one with adults, the other with peers. Relationships with adults turn out to be unequal. Relationships with peers are built as equal partners and are governed by norms of equality. The teenager begins to spend more time with peers, as this communication brings him more benefit, his current needs and interests are satisfied. Teenagers unite into groups that become more stable; certain rules apply in these groups. Teenagers in such groups are attracted by the similarity of interests and problems, the opportunity to talk 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, promoting the mutual exchange of knowledge, skills and abilities; friendly, allowing you to resolve issues of an emotional and personal nature.
In the second half of adolescence, communication with peers turns into independent species activities. A teenager cannot sit at home, he is eager to be with friends, wants to live a group life. Problems that arise in relationships with peers are very difficult to experience. To attract the attention of peers, a teenager can do anything, even violate social norms or open conflict with adults.
Partnerships are based on the “code of partnership,” which includes respect for the personal dignity of another person, equality, loyalty, honesty, decency, and willingness to help. At this age, such qualities as selfishness, greed, violation of this word, betrayal of a comrade, arrogance, unwillingness to take into account the opinions of others. Such behavior in a group of teenage peers is not only not welcomed, but also rejected. A teenager who demonstrates such qualities may be declared a boycott, denied admission to the company, or denied 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 their friendship with him. The teenager is also interested in friends, for whom he can be a leader or act as an equal partner.
An important factor in a friendly rapprochement is the similarity of interests and affairs. A teenager who values his friendship with a friend may show interest in the activity in which he is engaged, as a result of which new cognitive interests arise. Friendship activates communication among teenagers; they have the opportunity to discuss events happening at school, personal relationships, and the actions of peers and adults.
Towards the end of adolescence, the need for a close friend is very great. A teenager dreams of having a person in his life who knows how to keep secrets, who is responsive, sensitive, and understanding. Mastering moral standards is the most important personal acquisition of adolescence.
Educational activities, although it remains predominant, recedes into the background. Grades cease to be the only value; what matters is what place a teenager occupies in the class. All the most interesting, super-urgent, urgent things happen and are discussed during breaks.
Teenagers strive to participate in a variety of activities: sports, art, socially useful, etc. In this way, they try to take a certain place among people, show their importance, adulthood, feel like a member of society, and realize the need for acceptance and independence.
9.6. Neoplasms of adolescence
New developments of this age are: a sense of adulthood; development of self-awareness, formation of an ideal personality; tendency to reflect; 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.
The feeling of adulthood is the teenager’s attitude towards himself as an adult. A teenager wants adults to treat him not like a child, but like an adult
The development of self-awareness, the formation of an ideal personality is aimed at a person’s awareness of his personal characteristics. This is determined by the teenager’s special, critical attitude towards his shortcomings. The desired self-image usually consists of the valued qualities and virtues of other people. But since his role models are both adults and peers, the image turns out to be contradictory. It turns out that this image requires a combination of the character traits of an adult and a young person, 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 one develops psychological crisis. 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 older adolescence, differences arise between boys and girls. romantic relationship. 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 sexual attraction may arise between boys and girls, characterized by a certain undifferentiation (promiscuity) and increased excitability. This often leads to an internal conflict between the teenager’s desire to master new forms of behavior, in particular physical contact, and prohibitions on such relationships, both external - from parents, and internal - from their own taboos. However, sexual relationships are of great interest to teenagers. And the weaker the internal “brakes” and the less developed the sense of responsibility for oneself and others, the sooner the readiness for sexual contacts with representatives of both one’s own and the opposite sex arises.
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, negativity or, conversely, apathy, indifference, and indifference.
Development of strong-willed qualities. During 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 related to big physical activity 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 reaction speed, then the qualities associated with the ability to withstand large and long-term loads: endurance, endurance, patience and perseverance. And only then more complex and subtle volitional qualities are formed: concentration, concentration, efficiency. At first, at the age of 10-11 years, 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 begins to self-train his will. The most active age for developing 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 to develop the necessary business qualities.
Children at this age experience 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 of school, with teenagers acting both independently (they design, build, draw, etc.) and with the help of adults or older friends. The need to do things “like adults” stimulates teenagers to self-education, self-improvement, and self-service. A job done well receives the approval of others, which leads to self-affirmation among adolescents.
Adolescents have a differentiated attitude towards learning. This is due to their level of intellectual development, fairly broad outlook, volume and strength of knowledge, professional inclinations and interests. Therefore, selectivity arises in relation to school subjects: some become loved and needed, while interest in others decreases. The attitude towards the subject is also influenced by the personality of the teacher.
New motives for learning are emerging, related to expanding knowledge, developing the necessary skills and abilities that allow one to engage in interesting work and independent creative work.
A system of personal values is formed. In the future, they determine the content of the teenager’s activities, the scope of his communication, the selectivity of his attitude towards people, the assessment of these people and self-esteem. Older teenagers begin the process of professional self-determination.
During adolescence organizational skills, efficiency, enterprise, the ability to establish business contacts, agree on joint affairs, distribution of 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 practically completed, and some skills necessary for further professional development are formed.
YOUTH (FROM 15-16 TO 20 YEARS OLD)Cognitive changes
In adolescence, a philosophical orientation of thinking is noted, which is determined by the development of formal logical operations and emotional characteristics.
Boys are more likely to think abstractly, while girls are more likely to think concretely. Therefore, girls usually solve concrete problems better than abstract ones, their cognitive interests are less defined and differentiated, although they, as a rule, study better than boys. In most cases, artistic and humanitarian interests among girls prevail over natural science ones.
Many at this age tend to exaggerate their abilities, knowledge, and mental capabilities.
In adolescence, the volume of attention increases, as well as the ability to maintain its intensity for a long time and switch from one subject to another. But attention becomes more selective and dependent on the direction of interests.
Creative abilities develop. Therefore, at this age, boys and girls not only absorb information, but also create something new.
The personal properties of a creatively gifted person can be different. It depends on the area of activity in which talent is manifested. Researchers have found that a creatively gifted person can show normal results in educational activities.
The mental development of a high school student consists both in the accumulation of skills and changes in individual properties of intelligence, and in the formation of an individual style of mental activity.
Individual style of mental activity, as defined by Russian psychologist E.A. Klimov, this is “an individually unique system of psychological means to which a person consciously or spontaneously resorts in order to best balance his (typologically conditioned) individuality with the objective, external conditions of activity.” N. Kogan believed that in cognitive processes the individual style of mental activity acts as a style of thinking, that is, as a stable set of individual variations in the methods of perception, memorization and thinking, behind which there are different ways of acquiring, accumulating, processing and using information.
The possibility of intellectual advancement at this age comes through the development of educational skills when working with texts, literature, practicing formal logical operations, etc.
Educational and professional activities
During adolescence, personal and professional self-determination. Professional self-determination, according to I.S. Konu is divided into several stages.
1. Children's game. Acting as a representative of various professions in the game, the child “loses” individual elements associated behavior.
2. Teenage fantasy. The teenager imagines himself in the role of a representative of one or another attractive profession.
3. Preliminary choice of profession. Many specialties are considered by a young person first from the point of view of interests (“I love mathematics. I will become a mathematics teacher”), then from the point of view of abilities (“I am good at foreign language. I will be a translator”), and then from the point of view of his value system (“I want to work creatively”, “I want to earn a lot”, etc.).
4. Practical decision making. This is the direct choice of a specialty, which includes two components: the choice of a specific profession and the determination of the level of qualifications of work, the volume and duration of preparation for it.
The choice of specialty is characterized by a multi-stage process. By the end of the 9th grade, schoolchildren will have to decide what to do next: either get a secondary education, that is, continue their education at school, or begin vocational training, that is, go to a college or lyceum, or go to work and continue their education at night school. For those who prefer vocational training or work, you need to decide on your specialty. It is very difficult for a ninth-grader to do this, and the choice often turns out to be wrong, because choosing a profession presupposes that the student has both information about the world of professions and about himself, his abilities and interests.
The choice of profession depends on social and psychological conditions. Social conditions include the general educational level of parents. If parents have higher education, then the likelihood that their children will want to study at higher educational institution, increases.
Psychological conditions are determined by three approaches to choosing a profession:
1) it is necessary that the personal and business qualities on which the success of the activity will depend have already been formed and are unchanged and constant;
2) targeted formation of abilities necessary for activity. There is an opinion that every person can develop the necessary qualities;
3) adherence to the principle of unity of consciousness and activity, i.e. orientation towards the formation of an individual style of activity.
The process of professional self-determination is very complex and depends on the following factors: the age at which the choice of profession is made; level of awareness and level of aspirations.
For later life great importance has the age at which the choice of profession was made. It is believed that the earlier self-determination occurs, the better. But this is not always the case, because, on the one hand, in adolescence, hobbies are sometimes random, situational. On the other hand, the teenager is not yet very familiar with the world of professions, their features, and when making a choice, he sees only the positive aspects of the profession, while the negative ones remain “in the shadows.” In addition, at this age a certain categorical attitude can be traced, which leads to the division of professions into “good” and “bad”. Negative side early professionalization also lies in the fact that the younger a person is, the greater the influence that adults, peers or older acquaintances have on him when choosing a specialty. In the future, this may cause disappointment in the chosen specialty. Therefore, early professional self-determination is not always correct.
An important role in choosing a specialty is played by the level of awareness of boys and girls about their future profession and about themselves. As a rule, young people are poorly informed about the labor market, the nature, content and conditions of work, business, professional and personal qualities ah, necessary when working in a particular specialty, which also negatively affects the correct choice.
When choosing a profession, the level of personal aspirations is of great importance. It includes an assessment of objective capabilities, i.e., what a person can actually do (it is difficult for someone who cannot draw to become an artist) and abilities.
Because vocational guidance is part of social self-determination, then the choice of profession will be successful only when a young man combines social and moral choice with thoughts about the meaning of life and the nature of his own “I”.
The process of becoming self-awareThe most important psychological process in adolescence is the formation of self-awareness and a stable image of “I”.
Psychologists have long been interested in why self-awareness develops at this age. As a result of many studies, they came to the conclusion that the following factors contribute to this.
1. There is further development of intelligence. The development of abstract-logical thinking leads to the emergence of an irresistible desire for abstraction and theorizing. Boys and girls are ready to talk and argue for hours on abstract topics about which, in essence, they know nothing. They like this very much, because abstract possibility knows no restrictions other than logical ones.
2. In early youth, the inner world is discovered. Boys and girls begin to immerse themselves and enjoy their experiences, look at the world differently, discover new feelings, the beauty of nature, the sounds of music, the sensations of their body. Youth is sensitive to internal, psychological problems. Therefore, at this age, a young man already begins to worry about the psychological content of the story, and not just the external, eventual moment.
3. With age, the image of a perceived person changes. It is viewed from the perspective of outlook, mental abilities, emotions, volitional qualities, attitude towards work and other people. The ability to explain and analyze human behavior and the desire to present material accurately and convincingly grows.
4. The opening of the inner world leads to anxiety and dramatic experiences. Along with the awareness of one’s uniqueness, uniqueness, and dissimilarity from others, a feeling of loneliness or fear of loneliness appears. The youthful “I” is still vague, uncertain, and unstable, so there may be a feeling of inner emptiness and anxiety, which, as well as a feeling of loneliness. needs to get rid of. Young people fill this vacuum through communication, which at this age becomes selective. But, despite the need for communication, the need for solitude remains, moreover, it is vital.
5. Adolescence is characterized by exaggeration of its uniqueness. You can hear such statements from young people, for example: “In my opinion, it’s no more difficult than me... This goes away with age. The older a person is, the more developed he is, the more differences he finds between himself and his peers. This leads to the emergence of a need for psychological intimacy, which allows one to open up oneself and be admitted into the inner world of another person, which leads to awareness of one’s dissimilarity from others, understanding of one’s inner world and unity with other people.
6. There is a feeling of stability over time. The development of time perspectives is associated with intellectual development and changes in life perspective.
If for a child, of all time dimensions, the most important is “now” (he does not feel the passage of time, and all important experiences occur in the present, the future and past are vague for him), then for a teenager, the perception of time covers not only the present, but also the past, and the future seems to be a continuation of the present. And in adolescence, the time perspective expands both in depth, covering the distant past and future, and in breadth, including personal and social perspectives. For boys and girls, the main dimension of time becomes the future.
Thanks to these temporary changes There is a reorientation of consciousness from external control to internal self-control, and the need to achieve goals increases. There is an awareness of the fluidity, irreversibility of time and the finitude of one’s existence. For some, the thought of the inevitability of death causes fear and horror, while for others it causes a desire for activity and everyday activities. Some adults believe that the less young people think about sad things, the better. But this is wrong: it is the awareness of the inevitability of death that makes a person seriously think about the meaning of life.
The formation of personality includes the formation of a stable image of “I”, i.e., a holistic idea of oneself. There is an awareness of one’s qualities and the totality of self-esteem. Boys and girls begin to think about the topics: “Who can I become, what are my capabilities and prospects, what have I done and what else can I do in life?”
For both boys and girls, appearance is of great importance: height, skin condition; The appearance of pimples and blackheads is painful. Weight becomes an important issue. Sometimes young people, especially girls, begin to resort to various diets, which are strictly contraindicated at this age, as they can cause great harm to the developing body. Boys strive to build muscles (they play sports intensively), and girls, wanting to have an elegant figure, try to “fit” it to the standard of beauty imposed by advertising and the media (the required size of the chest, waist, hips, etc.).
Since the properties of a person as an individual are formed and realized earlier than personal ones, the ratio of the “physical” and moral-psychological components of the “I” in adolescence is not the same. Young people compare the structure of their body and appearance with the developmental characteristics of their comrades, find shortcomings in themselves and begin to “complex” about their “inferiority.” As a rule, the standard of beauty at this age is inflated and unrealistic, so such experiences are mostly groundless.
As a person grows up, he becomes more self-confident, and concern about appearance disappears. Such qualities as mental abilities, volitional and moral qualities, and relationships with others come to the fore.
In adolescence, changes occur in the holistic perception of the image of “I”. This is reflected in the following points.
1. With age, the cognitive complexity and differentiation of the elements of the “I” image change. In other words, adults distinguish and recognize more business and personal qualities in themselves than young men; boys - more than teenagers; teenagers are more than children. This is related to the development of intelligence.
2. The integrative tendency is strengthening, on which the internal consistency and integrity of the image of “I” depend. This is expressed in the fact that adolescents and young men are able to characterize themselves, that is, describe their qualities, better than children. But since the level of their aspirations is not yet completely defined and the transition from external assessment to self-esteem is still difficult, internal substantive contradictions of self-awareness are noted (for example, a young man can say about himself: “In my opinion, I am a genius + nonentity”), which will serve as a source further development.
3. The stability of the “I” image changes over time. Adults describe themselves more consistently than young men, teenagers, and children. The self-description of adults depends less on situational, random circumstances. We must also take into account the fact that the personality traits that make up the image of “I” have varying degrees of stability. They can change, disappear, other traits can develop (for example, a person was shy, but became active, sociable, etc.).
4. Changes occur in the specification, degree of significance and clarity of the image of “I”. The older a person becomes, the more clearly he realizes his individuality, uniqueness, difference from those around him, and the more clearly he can explain the peculiarities of his behavior. With a change in the content of the image of “I,” the degree of significance of its individual features on which the individual focused attention changes, for example, in adolescence, external manifestations come to the fore, while for adults, internal qualities become a priority. There is an awareness of one’s experiences, which can be accompanied by increased attention to oneself, concern for oneself and the impression that the young man makes on others. The consequence of these experiences is shyness, which is characteristic of many boys and girls.
Relationships with othersIn adolescence, the development of relationships with peers and adults also occurs separately. These relationships become more complex, boys and girls begin to play many social roles, the relationships in which they are involved become externally and internally similar to relationships between adults. Their basis is mutual respect and equality.
Relationships with peers are divided into companionate and friendly. Among their peers, those who possess such qualities as responsiveness, restraint, cheerfulness, good nature, compliance, and a developed sense of humor are respected. Friendship is the most important type of emotional attachment and interpersonal relationships in adolescence. Friendship is measured by the degree of selectivity, stability and intimacy.
If a child does not distinguish between friendship and companionship, then in adolescence friendship is considered an exclusive, individual relationship. In childhood, the child’s attachments must be constantly reinforced, otherwise the attachment will be destroyed, and in youth, friendship can be maintained at a distance; it does not depend on external, situational factors.
With age, interests and preferences stabilize, so friendships become more stable. This is expressed in an increase in tolerance: a quarrel, which in childhood can become a reason for a breakup, in youth is perceived as a detail that can be neglected in order to preserve the relationship.
The main things in friendship are mutual assistance, loyalty and psychological intimacy. If the basis of group relationships is joint activity, then friendship is built on emotional attachment. Personal proximity is more important than common subject interests.
The psychological value of friendship lies in the fact that it is at the same time a school of self-disclosure and understanding of another person.
Communication with adults is very important for boys and girls: they listen to their words, observe their behavior, and in some cases are prone to idealization. The choice of an older friend is determined by the need for guardianship, guidance, and example. Friendship with adults is necessary and desirable, but friendship with peers is more important and stronger, because here communication takes place on equal terms: it is easier to communicate with peers, you can tell them everything without fear of ridicule, with them you can be who you are without trying to seem smarter.
According to the French psychologist B. Zazzo, youth is both the most sincere and the most insincere age. In youth, most of all you want to be in agreement with yourself, to be uncompromising; the need for complete and reckless self-disclosure is evident. But the uncertainty and instability of ideas about one’s own “I” gives rise to the desire to test oneself by playing unusual roles, showing off, and self-denial. The young man suffers from the fact that he cannot express his inner world, because the image of his “I” is still incomplete and unclear.
Youth is emotional: at this age there is a strong passion for new ideas, things, and people. Such hobbies may not last long, but they allow you to experience and learn a lot of new things. A new quality appears - defamiliarization, the essence of which is that before accepting something, it is necessary to carefully and critically check everything, to make sure it is true and correct. Excessive manifestation of defamiliarization can lead to the fact that a person becomes rigid and insensitive, and then not only other people, but also his own feelings and experiences will be criticized and turned into an object of observation. Even in his first love, he will be occupied only with his own experiences, with which he will be more passionate than with the person he loves. This can lead to difficulty both in self-disclosure and in the understanding of the other person, which may result in problems in establishing interpersonal contacts.
The psychology of youth friendship is closely related to gender and age differences. The need for deep, intimate friendship in girls arises one and a half to two years earlier than in boys. Girls' friendships are more emotional, they often experience a lack of intimacy, are more prone to self-disclosure, and attach more importance to interpersonal relationships. This is due to the fact that girls mature faster, they begin to develop self-awareness earlier, and therefore the need for intimate friendship arises earlier than in boys. For high school boys, peers of the same sex remain a significant group, and the “confidant of all secrets” is also a friend of the same sex. Girls dream of a friend of the opposite sex. If one appears, then he is, as a rule, older than his girlfriend. Friendship between a boy and a girl can eventually develop into love.
A common communication problem in adolescence is shyness. It limits the social activity of the individual and in some cases contributes to the development of deviant behavior: alcoholism, unmotivated aggression, psychosexual difficulties. A favorable team climate and intimate friendship help overcome shyness.
In early adolescence, not only friendships arise. A new feeling appears: love. Its occurrence is due to: 1) puberty, ending in early adolescence; 2) the desire to have a close friend with whom you can talk about the most intimate topics; 3) the need for strong emotional attachment, understanding, and spiritual intimacy.
The nature of love feelings and attachments depends on general communicative qualities. On the one hand, love is the need and thirst for possession (the ancient Greeks called it “eros”), on the other hand, the need for selfless self-giving (in Greek - “agape”). Thus, love can be characterized as a special form of human relationships that involves maximum intimacy and psychological closeness. A person who is not capable of psychological intimacy with another person may experience a need for love, but it will never be satisfied.
Talking about durability and duration love relationship, let us remember the words of A.S. Makarenko: “...a young man will never love his bride and wife if he did not love his parents, comrades, friends. And the wider this non-sexual love, the nobler will be sexual love.”
Boys and girls need help from their elders as they face many challenges in developing these new relationships. These are the features of relationships, and moral and ethical problems, and courtship rituals, and the very moment of declaration of love. But such help should be unobtrusive, because young people want and have every right to protect their intimate world from intrusion and peeping.
Relationships with adults undergo changes. They become more equal, less conflictual, young people begin to listen more to the opinions of their elders, realizing that they wish them well. Boys and girls in love do not react as emotionally as in adolescence to their parents’ comments regarding them appearance, housework, studying. Relationships move to a new stage: they are built in the same way as between adults.
The transition from adolescence to adolescence occurs between the ages of 14 and 17. Youth is called the final stage childhood and early adulthood.
There are many interpretations and age periodizations developed by various authors. According to one of them, early adolescence is the stage from 15 to 17 years, while late adolescence corresponds to the time period from 18 to 21 years.
Social situation
The young man still remains dependent on adults; in this regard, he is still a child.
The main tasks at this stage are the tasks of self-determination. He is trying to understand who he is and who he has to become. He wants to prove his uniqueness and originality.
At this age stage, educational and professional activities become of primary importance and become leading ones. The young man not only continues to study, he is faced with the urgent need to choose his professional path.
Features of mental development
The young man's attention becomes voluntary. He perfectly masters the techniques of switching attention. Thanks to volitional effort, he is able to concentrate on something for a long time.
Memory is also arbitrary. The volume of meaningful memorization increases.
Thinking. He is good at identifying the most significant provisions from the general flow of information. Can organize, systematize existing knowledge. A clear understanding of general and specific concepts appears.
Imagination is subject to strong self-control. Fantasy, which once led the child into the world of dreams, is now subject to critical reflection. Although, in adolescence, guys tend to dream, usually about the future.
The vocabulary is very rich. In some cases written language is at a higher level than oral.
Development of a youth's personality
There is an active formation of the image of “I”, self-awareness, i.e., a system of ideas about oneself. The desire to better understand one's own inner world leads to in-depth introspection and self-reflection.
The young man strives to fiercely defend his personal space and point of view. He is emancipated from adults. He acquires an active life position, because in adolescence he acts as the bearer of his own beliefs, certain attitudes, and points of view regarding what is happening.
In the personality system, stable value orientations crystallize and one’s own worldview takes shape. Worldview search is inextricably linked with the social orientation of the individual, awareness of one’s involvement in a social community, determining one’s own social position and finding means to achieve one’s goals. A conscious “final, generalized attitude towards life” (S.L. Rubinstein’s term) appears, which allows you to take a serious approach to finding the meaning of your own life.
It is in adolescence that a realistic understanding of the time factor occurs. A young man is forming life plans and trying to build a life perspective.
In the process of growing up and gaining experience interpersonal communication and interaction with others, a more adequate assessment of oneself is created. Although he often evaluates himself somewhat optimistically, overestimating his own abilities and capabilities. The opinions of teachers and parents are losing their former influence.
Youth is associated with increased emotional excitability. Moreover, the ways of expressing and manifesting overflowing emotions can be very different.
During adolescence, a peculiar philosophical intoxication of consciousness can be traced. The young man is overcome by all sorts of thoughts and doubts, which often prevents him from clearly pursuing any goal. He tries himself in various types of activities, gains experience interacting with various social groups, so he gets to know himself better.
This age is marked by such a frequently used concept as “youthful maximalism,” when he perceives everything only in black and white. For him, everything that fits into the system of his beliefs, values and ideals is positive, and everything that has no place in it becomes negative.
Communication
For young men, the range of personally important relationships increases. They always have a certain emotional connotation. In the course of interpersonal communication, various statuses and roles are learned, and communication skills are honed. It is communication that allows you to feel your group affiliation or feel the need for privacy.
Friendship is already acquiring special meaning for young men. They become ready for deep self-disclosure in communication with another person, they can reveal their true experiences, and, in turn, are able to most fully understand the inner world of their friend.
The number of true friends is decreasing, while the number of friends and acquaintances is increasing. This indicates an increase in selectivity in choosing loved ones, those to whom they are ready to open themselves. After all, at this age, friendship acts as a unique form of “psychotherapy”.
Often a young man feels misunderstood and lonely. This may not stem from real isolation, lack of recognition by peers. He may simply not know how to most fully express his feelings and emotions.
In youth, the topic of love and establishing close relationships with the opposite sex becomes extremely relevant. There is a need for confidential and informal communication with adults. This gives the young man the opportunity to gain a lot of life knowledge and find answers to questions that interest him. However, young men tend to keep a certain distance during such interactions.
Love
For young men, dreams of love are primarily associated with the need to establish emotional contact and understanding. The relationship between love and friendship is quite complex in the mind of a young man. After all, love, of course, includes friendship, but it presupposes an incredible degree of intimacy and penetration into the partner’s inner world. Moreover, initially, one’s own experiences and emotions are more significant than the object of affection itself.
Love can seize young men like an epidemic. As soon as one couple appears in the class, other lovers appear. Moreover, the object of admiration can be one of the most popular girls or boys in the class.
Some young men prefer to isolate themselves from love behind a mask of asceticism, that is, a pointedly hostile and contemptuous attitude towards feelings.
Another form of defense is “intellectualism.” At the same time, the person tends to consider love a useless waste of time and an uninteresting, empty activity.
So, the main acquisitions include:
- worldview, as a system of moral beliefs and views, in accordance with which a person acts in one way or another;
- a set of social attitudes, positions and value orientations;
- feeling of adulthood;
- personal and professional self-determination;
- the dominant motive is the motive of self-improvement;
- formation of stable ideas about oneself and development of self-awareness.
After emerging from the crisis of 17 years, the young man acquires value-semantic self-regulation of behavior.
Dear blog readers, what do you think about the young man? Leave feedback or comments below. This will be very useful for someone!
Upon reaching adolescence, boys begin to show unreasonable aggression, while girls, on the contrary, try in every way to emphasize their attractiveness and femininity. Teenage girls sometimes experience serious psychological pressure, and in such a situation, they need adult support more than ever.
Peculiarities of behavior of teenage girls
What do teenagers want and what are they thinking about? Perhaps every parent has asked these questions at least once, surprised by the changes that are happening to their child.
Typically, upon reaching the age of 16, girls experience serious hormonal changes that affect their rebirth as women. Schoolgirls no longer feel like girls, but they are not yet women either, and such an intermediate state puts great pressure on their psychological integrity. Due to complexes associated with appearance, girls stop feeling beautiful, constantly plunging into depression.
At this age, schoolgirls’ heads are filled not with studies, but with love affairs. Not everyone manages to have a full-fledged romance at this age, so many girls only dream of high feelings. Moreover, their own first love seems to them the most powerful and incredible feeling in the world. That is why young ladies are ready to do literally anything in order to continue to develop relationships. At this age, girls begin their first sexual experiments.
When experiencing their first crush, girls sometimes decide to have sex without being sure of the depth of their feelings. As a result, teenagers often suffer due to broken illusions and broken hearts.
Another problem that young people often face is early pregnancy. Immersing herself in her feelings, forgetting about contraception and safety, the girl learns about her interesting situation, which makes her even more depressed. In such a situation, adults should have a serious conversation with the girl to discuss the seriousness of the situation. Sometimes deciding to give birth in early age, the girl cannot even imagine how much her life will change and what difficulties she will have to face.
Also, many girls in adolescence become extremely secretive, suffering due to endless complexes and ridicule of others. Girls withdraw into themselves, do not want to trust their parents and friends, and because of this they cannot control their emotions. Many teenagers at this age suffer from unreasonable aggression and cruelty, and this, in turn, forces girls to behave inappropriately, starting fights and quarreling with teachers.
Many teenage girls begin to form their own personal style at the age of 15-16, and that is why experiments with their appearance occur at this age. Girls sometimes wear completely incomprehensible clothes, trying to imitate pop and movie stars. Parents cease to be the main authorities and role models for the girl. That is why schoolgirls are looking for new role models for themselves. If mom and dad do not share the girl’s new interests, she begins to move away from them, devoting more and more time to communicating with her friends.
Scientists have long proven that girls mature and develop much faster than boys. That is why many schoolgirls at the age of 16 are already actively making plans for the future and look like fully grown women. Wanting to feel like a free, full-fledged person, girls insist on complete independence, start walking late into the night and argue with adults until they are hoarse. It will be much easier to get through this difficult time if parents listen to the girls and understand the problems that bother them.
The main problems of girls in adolescence
Teenage girls (16 is considered the most difficult period in the life of a schoolgirl) experience enormous pressure both from society and from their friends. Many schoolgirls during this period are trying to decide on their place in this world, trying not only to find a personal style, but also ideal profession for myself. It is at the age of 16 that many girls try to show creative ambitions and dream of a rich and interesting life. The worst thing a parent can do is give their child an opinion about what they should look like and what they should do.
Realizing that adult life is just around the corner, girls usually carefully analyze their abilities and choose a suitable profession. If a schoolgirl’s choice seems stupid and unreasonable, parents should carefully, without an authoritarian manner of talking with the child, guide her on the right path through life. Children at this age do not tolerate pressure from adults and are in dire need of parental support, so their external bitterness is associated with exceptional internal vulnerability.
Many girls aged 16 experience serious problems in communicating with the opposite sex. Girls feel insecure; their own appearance seems imperfect to them. This is why schoolgirls plunge into depression, from which they can only get out thanks to their parental wisdom. Adults need to help schoolgirls establish contact with peers. This way, the mother can help the girl with her beauty routine, and the father can tell the shy girl about potential topics for conversation with guys. As a result, the inferiority complex and fear of the opposite sex will disappear.
Another problem that many girls face is severe peer pressure. If everyone around a teenager starts smoking, he may also automatically reach for a cigarette. It is during adolescence that the first experiments with alcohol and cigarettes occur.
Since modern children mature very early, sex ceases to be something forbidden and unfamiliar for them. Many teenage girls already lose their virginity at the age of 16, and parents will have to accept this as a given. Instead of imposing unnecessary authoritarian restrictions, adults should have ongoing conversations with girls about safe sex and respect for their own bodies. Such conversations will help prevent promiscuity and reduce the risk of early pregnancy.
Another problem that is relevant for adolescence is the increase in school load. Sometimes in high school the amount of educational material is so large that even the most intellectually strong children begin to get lost. Feeling the approach of the Unified State Exam, girls completely lose control over their own emotions. Often, by the time they reach high school, adolescents’ academic performance noticeably declines, because in addition to school success, they also develop other interests.
At this age, parents should teach their child to carefully plan their time, having time to have fun with their friends and do their homework. Of course, the girl will not be able to keep up with everything, but by planning her own daily routine, the schoolgirl will be able to develop comprehensively.
Of course, the psychological and physiological pressure on girls is so strong that they usually try to express their inner self through creativity or hobbies. There is no point in limiting a girl’s creative exploration, as this helps them relax and let off steam.
Many schoolgirls at this age cease to perceive their mother as close friend, replacing communication with her with constant conversations with friends. You shouldn’t limit your daughter’s communication with peers, but it’s also not recommended to lose contact with your daughter. If mother and daughter become distant from each other now, they are unlikely to be able to become close people again in the future. This is why a mother should be a schoolgirl’s assistant in everything, from her first experiments in makeup to her communication with the boy. Sharing yours with your daughter personal experience By constantly discussing her problems with her, the mother will be able to maintain contact with the child during this difficult time for the girl. Don't be afraid to discuss issues related to sex. Very soon the girl will have to enter into adult life, and it’s better for her to learn everything about contraception and sexual intercourse from her mother.
Don’t forget about basic statistics: it is during adolescence that schoolgirls most often think about suicide. The world no longer seems ideal to them, and children's dreams are crumbling before their eyes under the yoke of reality. In such a situation, a teenager may do something stupid that he will later regret very much. That is why parents should monitor the nuances of their child’s behavior, trying to control her attacks of unreasonable depression. If the situation gets out of control, then do not hesitate to contact a psychologist. Sometimes it is easier for a professional, from the height of his experience, to communicate with a girl. In any case, the attentive attitude of adults will help prevent serious, negative changes in the girl’s character.
In the troubled adolescence, girls sometimes change beyond recognition, both in terms of appearance and in terms of their inner self. It will be possible to overcome this difficult stage only if the girl receives unquestioning support from those closest to her, that is, parents and other relatives. Any problems of adolescence can be overcome if you do not ignore them for a long time.
After ten years, every child begins a new and completely different life. You can’t fool nature: the first changes appear, both in physiology and in other areas. Clinical psychology children and adolescents shows that every year of life is a new step in development.
From child to teenager
At each stage, new and interesting features await both the child and his parents. Often, the older generation is frightened or alarmed by the child’s behavior, and they do not even understand what should be done or where to turn. Therefore, it will be useful for them to know about age-related changes that occur with every person. And also understand how the psychology of a teenager at 13 years old and 16 years old differs.
Is 12 years old already a teenager or still a child?
Many parents treat their children subjectively and consider them not quite adults, sometimes even despite the fact that they have reached a “respectable” age. But in order to avoid problems, it is worth understanding that a twelve-year-old person already belongs to the category of “teenagers”. And from this age, parents should take their child more seriously, taking into account all the features that a teenager’s psychology has. 12 years is the age when a child begins to undergo the first changes.
From about this moment a person tries to associate himself with the adult contingent. This can occur in the form of copying other people's mannerisms in order to appear older. Boys begin to pay attention to their physical condition. The question of how they look becomes a top priority for them. Girls also begin to pay special attention to their external data. During this period, they can already experiment with cosmetics. Therefore, parents should not be afraid of this and prohibit it. It is best to choose higher quality products for your child with the least amount of “chemicals”.
At the first stage of adolescence, a person develops a certain slowness. Do not be afraid - this is a normal phenomenon, since at this moment the connection between memory and thinking changes. The child understands that the thinking process is integrally connected with the ability to remember the knowledge that was previously acquired. There is a more conscious remembering and comprehension of the material read. During this period, a person begins to listen to what adults say about him. This sensitivity to the opinions of others often leads to the emergence of far-fetched fears.
13 years - teenage dawn
The psychology of a teenager is amazing and unpredictable. 13 years is the age when hormonal changes occur. Therefore, the child’s mood may change noticeably. And if suddenly he became more nimble and sharp, this does not confirm the fact that a “difficult” teenager is growing up in your family. Such changes are a normal psychological factor. The child begins to perceive himself as an adult who has the right to his own opinion and desires. And this is partly correct. After all, he must strive for independence, and after some period, “separation” of himself from his parents. Of course, this is very difficult for parents to come to terms with, and they often make the biggest mistake of trying to suppress any desires of the child. This can lead to disastrous consequences.
The changes that occur in the psychology of a teenager also concern the intimate sphere. 13 years is the age when increased sexual desire is noted, and, oddly enough, this happens more on the part of girls. Of course, boys also begin to be interested in this topic, but their interest peaks a little later. At this age, teenagers are critical of their external appearance. This is due to the fact that there is a desire to be like your idol, who has ideal figure, great hair and the most beautiful eyes.
14 years is the age of awareness of oneself as an individual
At the age of 14, a teenager actively begins to defend his rights. Sometimes parents may get the feeling that their child is doing everything out of spite and in defiance. But this is absolutely not true. At least the teenager does not set a specific goal for himself - to challenge everything. Often he himself is not sure what is really necessary and important to him. But the desire to stand out, to show - “I am different!” - huge. Therefore, misunderstanding arises between parents and children. In order not to aggravate the situation, when a conflict is brewing, it is better to smooth out the sharp moments. It is important to understand that the child is not trying to make you angry or deliberately piss you off - these are characteristics of age.
Communication is important!
Also during this period, the child pays great attention to communication. It is very important for him to be accepted and not rejected. And also have friends with whom you can talk about everything. After all, at this age there are a lot of exciting topics and sensitive questions that you won’t go to your parents with.
The psychology of a teenager at this age, of course, undergoes significant changes. And if parents noticed this transition in time and were able to change tactics in their relationship with the child, then this often minimizes problematic issues. In such a situation, the teenager is in no hurry to run away from home or do something out of the ordinary. He hears his parents and can compromise.
16 years old - the path to adulthood
What is remarkable about developmental psychology? The teenager becomes an adult. At this age, many already experience their first love, and perhaps their first disappointments. For some teenagers, this age means the emergence of sexual relations. But don’t panic: not everyone at sixteen is ready to take this step. However, parents should start conversations about sex so that the child is aware of all the consequences. If dad or mom can’t start a conversation, then you can buy appropriate literature and give it to the child. A teenager must understand that this is a period when he is responsible for all his actions. By the way, in Cuba this age is considered adulthood.
At this age, the psychology of a teenager is more extensive and multifaceted. In addition to physical, sexual, hormonal changes, there are other features - the child begins to pay attention to philosophy. His outlook on life changes noticeably. And those issues that did not bother him before are now coming to the fore. During this period, a person may exaggerate his abilities, as everything looks simpler, more accessible and rosy. This is the psychology of a teenager. 16 years is a huge layer in which there is a lot of faith, desire, and aspirations. A person is at the peak of his emotional development.
Note to parents
Don't be afraid of adolescence. This is an inevitable stage in the life of every person. And if you want to soften this time, try to understand why the child acts this way and not otherwise. The psychology of a teenager may seem strange and unpredictable to you, but this is absolutely not the case. Only you are capable, like no one else, of understanding your child and helping him overcome this period. For him it is perhaps even harder than for you. After all, a teenager is just beginning to understand himself and those around him, and all changes are complex and incomprehensible to him.
Rational planning of physical education classes, proper use of means and methods of development physical qualities throughout the entire training period is possible only with knowledge of the anatomical and physiological characteristics of a growing child’s body.
The age of 15-16 years is characterized by intensive growth and an increase in body size. The long tubular bones of the upper and lower extremities grow rapidly, and the height of the vertebrae accelerates.
The spinal column of a teenager is very mobile. Excessive muscle loads, accelerating the ossification process, can slow down the growth of long bones in length.
At this age, the muscular system also develops rapidly. From the age of 13, there is a sharp jump in the increase in total muscle mass, mainly due to an increase in the thickness of muscle fibers.
In adolescents, against the background of morphological and functional immaturity of the cardiovascular system, as well as the ongoing development of the central nervous system Particularly noticeable is the incompleteness of the formation of mechanisms that regulate and coordinate various functions of the heart and blood vessels.
During puberty, adolescents experience the highest rate of development of the respiratory system. The breathing pattern of middle school-age children is less efficient than that of adults. During one respiratory cycle, a teenager consumes 14 ml of oxygen, while an adult consumes 20 ml.
Teenagers are less able than adults to hold their breath and work in conditions of lack of oxygen. Their blood oxygen saturation decreases faster than adults.
As noted by E.A. Bondarevsky, adolescence is a period of ongoing motor improvement of motor qualities, great opportunities in the development of motor qualities.
In children aged 15-16 years old, individual coordination abilities (in throwing for accuracy and distance, in sports-game motor actions), strength and speed-strength abilities; Speed abilities and endurance increase moderately. Low rates are observed in the development of flexibility.
15-16 years are the most favorable for the development of human strength qualities. The strength indicators of large muscles, the trunk, thighs, lower legs, and feet increase at the highest rates. Relative indicators during this time improve for males by approximately 200%, and for females - only by 150%.
The most favorable periods for the development of strength in boys and young men are considered to be from 13 - 14 years to 17 - 18 years, and in girls and young women from 11 - 12 to 15 - 16 years, which largely corresponds to the proportion muscle mass in total body weight (by 10-11 years it is approximately 23%, by 15-16 years - 33%, and by 17-18 years - 45%).
True, during this time the total body weight also increases, so the increase in relative strength is not so pronounced, especially in girls. In this regard, the most significant rates of increase in the relative strength of various muscle groups are observed at primary school age, especially in children from 9 to 11 years old.
Indicators of the development of strength qualities are determined not only by age and gender characteristics, but fluctuate greatly within wide limits depending on individual differences children, character motor activity, playing specific sports and other circumstances.
Table 1 shows the rates of growth of various physical qualities in adolescents aged 15-16 years.
Table 1. Growth rates of various physical qualities in children of senior school age (%) (I.V. Belsky)
As at any other age, in adolescence it is necessary to carefully monitor the dosage of the load when performing exercises aimed at developing strength qualities. Tables 2 and 3 present indicators for the rate of increase in strength qualities in children of senior school age and load volumes in accordance with the types of strength qualities.
Table 2 Rate of increase in strength qualities in adolescents aged 15-16 years
The material presented in Table 3 allows us to formulate the main tasks of developing strength qualities in adolescents aged 15-16 years.
1. As part of basic physical education, it is necessary to ensure the harmonious development of all muscle groups of the musculoskeletal system. This problem is solved by selectively directed influence of strength exercises. The volume and content of strength exercises are important here. They must ensure proportional development of various muscle groups. Outwardly, this is expressed in the corresponding body shape and posture. The internal effect of using strength exercises is to ensure a high level of vital body functions and motor activity. Skeletal muscles are not only organs of movement, but also a kind of peripheral hearts that actively help blood circulation, especially venous. Special attention You should pay attention to the most important muscle groups: the abdominal muscles, torso, lumbar region, neck, shoulder girdle, legs and arms.
Table 3 Load volumes in accordance with the types of strength qualities in adolescents 15-16 years old
2. Diversified development of strength qualities in unity with the development of vital motor actions (skills). This task involves the development of strength qualities of all main types.
3. Creation of conditions and opportunities (base) for further improvement of strength qualities within the framework of practicing a specific sport or in terms of professional applied physical training. Solving this problem allows you to satisfy personal interest in developing strength, taking into account motor talent, the type of sport and the chosen profession.
Thus, at the age of 15-16, the student’s body actively develops, which is reflected in intensive growth and increase in body size, in the development of the muscular and respiratory systems. During this period, children’s motor and strength abilities improve and motor skills develop. Strength training can be carried out in the process of general physical training (to strengthen and maintain health, improve physique, develop the strength of all human muscle groups) and special physical training (cultivating various strength qualities of those muscle groups that are of great importance when performing basic competitive exercises) . Each of these areas has its own specific focus on developing strength and tasks that need to be solved based on this focus. Based on this, certain means and methods of developing strength are selected.
