Teenage years. Features, problems, crisis, signs in a child. Psychology of the personality of girls, boys. What to do for parents. Psychological characteristics of adolescence Adolescents and their characteristics

Each age is good in its own way. And at the same time, each age has its own characteristics, there are difficulties. Is not an exception and teenage years.

This is the longest transition period and is characterized by a number of physical changes. At this time, there is an intensive development of the personality, its rebirth.

From the psychological dictionary: "Adolescence is the stage of ontogenetic development between childhood and adulthood (from 11-12 to 16-17 years), which is characterized by qualitative changes associated with puberty and entry into adulthood."... I will try to tell you a little about the peculiarities and difficulties of adolescence.

Psychological features adolescence were named "teenage complex"... What is he like?

Here are its manifestations:

sensitivity to outsiders' assessment of their appearance
extreme arrogance and categorical judgments about others
attentiveness sometimes coexists with amazing callousness, painful shyness with swagger, a desire to be recognized and appreciated by others - with ostentatious independence, a struggle with authorities, generally accepted rules and common ideals - with the deification of random idols

The essence of the "adolescent complex" consists of their own, characteristic of this age and certain psychological characteristics, behavioral models, specific adolescent behavioral reactions to environmental influences.

The reason for the psychological difficulties is related to puberty, this is an uneven development in various directions. This age is characterized by emotional instability and sharp mood swings (from exaltation to depression). The most emotional violent reactions occur when someone around tries to infringe on the pride of a teenager.

The peak of emotional instability occurs in boys at the age of 11-13 years, in girls - 13-15 years.

Psychic polarity is characteristic of adolescents:

Purposefulness, persistence and impulsiveness,
Instability can be replaced by apathy, lack of aspirations and desires to do anything,
Increased self-confidence, categorical judgments are quickly replaced by vulnerability and self-doubt;
The need for communication is replaced by the desire for retirement;
Swagger in behavior is sometimes combined with shyness;
Romantic moods often border on cynicism, prudence;
Tenderness, affectionateness are against the background of childish cruelty.

A characteristic feature of this age is curiosity, an inquisitive mind, a desire for knowledge and information, a teenager seeks to master as much knowledge as possible, but sometimes not paying attention to the fact that knowledge must be systematized.

Stanley Hall called adolescence the "Storm and Onslaught" period. Since during this period, directly opposite needs and traits coexist in the personality of a teenager. Today, a teenage girl sits modestly with her relatives and discusses virtue. And already tomorrow, depicting on the face war paint and piercing an ear with a dozen earrings, will go to a night disco, stating that "in life you have to experience everything." But nothing special (from the point of view of the child) happened: she simply changed her mind.

As a rule, adolescents direct their mental activity to the area that fascinates them the most. However, interests are unstable. After practicing swimming for a month, a teenager will suddenly declare that he is a pacifist, that killing anyone is a terrible sin. And for this he will be carried away with the same passion for computer games.

One of the neoplasms of adolescence is the feeling of adulthood.

When they say that a child is growing up, they mean the formation of his readiness for life in the society of adults, moreover, as an equal participant in this life. From the outside, nothing changes in a teenager: he studies in the same school (unless, of course, his parents were suddenly transferred to another), lives in the same family. All the same in the family, the child is treated as "little". Much he does not do himself, much is not allowed by his parents, whom he still has to obey. Parents feed, drink, dress their child, and for good (from their point of view) behavior they can even "reward" (again, according to their own understanding - pocket money, a trip to the sea, going to the cinema, a new thing). he is far from adulthood - physically, psychologically, and socially, but he wants so much! He objectively cannot join adult life, but strive for it and claim equal rights with adults. So far they can not change anything, but outwardly imitate adults. and the attributes of "pseudo-adulthood" appear: smoking cigarettes, parties at the entrance, trips out of town (outward manifestation "I also have my own personal life"). Any relationship is copied.

Although claims to adulthood can be ridiculous, sometimes ugly, and role models are not the best, in principle it is useful for a teenager to go through such a school of new relationships. After all external copying of adult relationships- this is a kind of enumeration of roles, games that occur in life. That is, a variant of adolescent socialization. And where else can you train, if not in your family? There are truly valuable options for adulthood, favorable not only for loved ones, but also for the personal development of the adolescent himself. This is inclusion in a completely adult intellectual activity, when a teenager is interested in a certain area of science or art, deeply engaged in self-education. Or taking care of the family, participating in solving both complex and daily problems, helping those who need it. However, only a small proportion of adolescents achieve a high level of development of moral consciousness and few are able to take responsibility for the well-being of others. Social infantilism is more common in our time.

The adolescent's appearance is another source of conflict. The gait, manners, and appearance are changing. More recently, a freely, easily moving boy begins to waddle around, dropping his hands deep into his pockets and spitting over his shoulder. He has new expressions. The girl begins to jealously compare her clothes and hairstyle with the patterns that she sees on the street and on the covers of magazines, splashing out on her mother about the existing discrepancies.

The appearance of a teenager often becomes a source of constant misunderstandings and even conflicts in the family. Parents are not satisfied with either youth fashion or the prices of things that their child needs so much. And a teenager, considering himself a unique person, at the same time seeks to be no different from his peers. He can experience the absence of a jacket - the same as everyone in his company - as a tragedy.

The following happens internally.

The teenager has his own position. He considers himself to be old enough and treats himself like an adult.

Desire for everyone (teachers, parents) to treat him, as equal, an adult. But at the same time he will not be embarrassed that he demands more rights than takes on responsibilities. And the teenager does not want to answer for something, except in words.

The desire for independence is expressed in the fact that control and assistance are rejected. More and more often from a teenager you can hear: "I know everything myself!" (This is so reminiscent of the baby "I myself!"). And parents will only have to accept and try to teach their children to be responsible for their actions. It will be useful for them in life. Unfortunately, this "independence" is another of the main conflicts between parents and children at this age. Own tastes and views, assessments, and lines of behavior appear. The most striking is the emergence of an addiction to a certain type of music.

The leading activity at this age is communicative. Communicating, first of all, with his peers, a teenager receives the necessary knowledge about life.

The opinion of the group to which he belongs is very important for a teenager. The very fact of belonging to a certain group gives him additional self-confidence. The adolescent's position in the group, the qualities that he acquires in the team, significantly affect his behavioral motives.

Most of all, the characteristics of the personal development of a teenager are manifested in communication with peers... Any teenager dreams of a bosom friend. And what about someone who could be trusted "for all 100", as himself, who will be loyal and faithful, no matter what. They look for similarities, understanding, acceptance in a friend. The friend satisfies the need for self-understanding. In practice, a Friend is analogous to a psychotherapist.

They are most often friends with a teenager of the same gender, social status, and the same abilities (although sometimes friends are selected by contrast, as if in addition to their missing features). Friendship is selective; betrayal is not forgiven. And together with adolescent maximalism, friendly relations are of a peculiar nature: on the one hand, there is a need for a single, devoted friend, on the other, a frequent change of friends.

INTRODUCTION

Adolescence is the most important stage in life, largely determining the subsequent fate of a person. It can be compared to a crossroads, where Ivan Tsarevich stopped in thought near a stone with the inscription: "You will go to the left ... you will go to the right ..." In one direction - the path to real adulthood, when a person takes responsibility for his life, understands the meaning of his own being, feels the joy of life. In the other - to illusory, infantile or asocial adulthood with many problems.

But it is especially difficult for a teenager when he grows up in conditions of instability in the economic, cultural and value spheres of the development of modern society, the crisis of the family. It is in such conditions that the majority of modern Russian adolescents live. Despite the difference in the social environment, almost all of them are acutely experiencing this period: they become aggressive, disobedient in dealing with their parents and teachers, and some begin to use alcohol and drugs.

In such a situation, the most caring parents and teachers are often helpless. Not understanding what is happening with adolescents, they commit acts that aggravate the crisis state of their children. At the same time, parents themselves are often under stress, adversely affecting their emotional and physical well-being.

The purpose of our study is to determine the psychological characteristics of the personality of a teenager with parents of a professional military man.

The object of the research is the personality of a teenager.

The subject of the research is the psychological characteristics of the personality of a teenager with professional military parents.

Research objectives:

1. To reveal the psychological characteristics of adolescents in the educational and methodological literature.

2. Consider the problem of educating adolescents in educational and methodological literature.

3. Consider the system of tasks and methodological techniques for the study of adolescents.

Research methods:

Analysis of the problem in educational and methodological literature.

Testing;

Observation;

Practical significance - this work can be used by teachers and university students.

Features of the development of adolescence

Psychological features of adolescence

Let's define adolescence and some related concepts such as maturity, puberty, puberty, adolescence, minor, and adolescence.

Adolescence is a certain period of life between childhood and adulthood. In Western culture, it is constantly lengthening, and there is no full agreement on the timing of its beginning and end. Usually adolescence is considered as an intermediate stage between childhood and adulthood, and it passes for each in different ways and in different time but most adolescents eventually mature. In this sense, adolescence can be likened to a bridge thrown between childhood and maturity, which everyone must cross before becoming a responsible and creative adult.

The teenage period is considered to be the period of development of children from 11-12 to 15-17 years old; it is marked by the rapid development and restructuring of the child's social activity. In the psychological literature, it is customary to distinguish between adolescence and youth. There is no unity in understanding the chronological boundaries of these periods. With a certain measure of convention, it can be considered that "adolescence" as a transitional age lies within the indicated boundaries, followed by a new stage of development - adolescence.

Intellectual maturity, including moral and worldview, the readiness of senior schoolchildren to set and solve various life tasks at this age is obvious, although here we still have to talk about it in general terms, bearing in mind the relatively low level of intellectual development of a considerable number of modern boys and girls ... We are talking about the opportunities that all high school students have and many of them are practically realized.

Adolescence has many contradictions and conflicts characteristic of this particular age. On the one hand, the intellectual development of adolescents, which they demonstrate when solving various problems related to school subjects and other matters, encourages adults to discuss rather serious problems with them, and adolescents themselves actively strive for this. On the other hand, when discussing problems, especially those that relate to the future profession, ethics of behavior, a responsible attitude to their duties, the amazing infantilism of these, outwardly looking almost adults, people is revealed. A psychological and pedagogical dilemma arises, which can only be resolved by an experienced adult: how, treating a teenager in a serious way, that is, in an adult way, at the same time treat him like a child who constantly needs help and support, but outwardly with this does not reveal such a "childish" treatment. It is known that with age, adolescents' interest in themselves changes rapidly.

Individual differences that exist between high school students are also significant, and at present there is even a tendency to increase them due to the differentiation of educational programs, educational institutions, and the relative freedom of choice of academic subjects.

Senior schoolchildren, regardless of their individual characteristics, know, understand and follow certain moral norms. Their moral consciousness reaches a sufficiently high level of maturity, differentiation and stability, with, of course, expressed individual differences in the content of those moral standards which they adhere to. These norms have a complex individual structure and correspond to all major types of communication and activities.

There is a pronounced gender-role differentiation at this age, that is, the development of forms of male and female behavior in young girls. They know how to behave in certain situations, their role-playing behavior is flexible enough. Along with this, sometimes there is a kind of infantile-role rigidity, inflexibility of behavior in situations of communication with different people and for different reasons.

The majority of older students, by the time they graduate from school, self-determine in their future profession. They have professional preferences, which, however, are not always sufficiently thought out and final. Individual differences "Here are even greater than in the moral choice. Some children already by the end of adolescence know firmly who they will become, for others the choice of a profession is not complete even then, then they actually acquire it. Early or late choice ^ Professions, as a rule, they do not affect professional success; they can be significant or insignificant, regardless of how sooner or later the final professional self-determination occurs.

In adolescence, the formation of a complex system of social attitudes is completed, and it concerns all components of attitudes: cognitive, emotional and behavioral. True, the period of early adolescence is characterized by great contradictions, internal inconsistency and variability of many social attitudes.

In boys and girls, one can find such accentuations of characters that are not found at any other age, and there are many contradictions between individual character traits and their manifestations, the severity of which is usually smoothed out by the end of school.

Adolescence is the time of first love, the emergence of intimate emotional relationships between boys and girls. In girls, they usually appear somewhat earlier and have a deeper character than in boys. In the relationships in question, the personal qualities of loyalty, affection, personal responsibility for the fate of a loved one are formed. Together with general moral attitudes, they give rise to a specific, individually unique answer to the question "what to be?"

In adolescence, the process of personality formation is not yet completed, it actively continues further, but already outside the school. However, much of what a person as a person acquires in school years, stays with him for life and largely determines his fate.

Maturity is the period in life when a person is fully developed in physical, emotional, social, intellectual and spiritual relationships. But these aspects of the human personality do not always develop proportionally. A physically developed person may lag behind emotionally. There are intellectuals who have not reached full spiritual and moral maturity.

The term puberty can be used narrowly enough to refer to the age at which a person is physically able to have children. And in a broader sense, puberty also includes the period of puberty (otherwise, pubertal), when certain changes occur in the body over several years (primary and secondary sexual characteristics fully develop). We will use the term "puberty" in the second sense. In the first two years of puberty, the body prepares for reproduction, and over the next two years, this ability is finally formed. The first stage of puberty can coincide with both childhood and adolescence, and the second, as a rule, occurs in adolescence.

The term puberty can be used in parallel with the term "puberty" to refer generally to the period when puberty occurs. The appearance of hair on the body characterizes one of the most important changes in the body that occur at this time. Thus, a teenager is usually either approaching puberty or has already reached it.

In adolescence, all cognitive processes, without exception, reach a very high level of development. During these years, the absolute majority of the vital personal and business qualities of a person are openly manifested. For example, direct, mechanical memory reaches the highest level of its development in childhood, forming, together with sufficiently developed thinking, the prerequisites for the further development and improvement of logical, semantic memory. Speech becomes highly developed, diverse and rich, thinking is presented in all its main forms: visual-effective, visual-figurative and verbal-logical. All these processes acquire arbitrariness and speech mediation. In adolescents, they function already on the basis of the formed internal speech. It becomes possible for a teenager to teach a wide variety of practical and mental (intellectual) activities, and using a variety of techniques and teaching aids. General and special abilities are formed and developed, including those necessary for future professional activities.

For children studying in grades IV - V of the school, it is typical increased attention to the position they occupy in the classroom among their peers. Sixth graders begin to show some interest in their appearance, in children of the opposite sex and relationships with them. The seventh-graders develop general business hobbies, and a special interest in the development of their abilities in various types of practical activities and in their future profession appears. Eighth graders highly value independence, individuality, personality traits, which are manifested in relationships of friendship and camaraderie. Relying on these types of teenagers' interests that appear one after another, one can actively develop in them the necessary left, business and other useful qualities. The main new feature that appears in the psychology of adolescents in comparison with the child of primary school age is a higher level of self-awareness. Together with it, a clearly expressed need arises to correctly evaluate and use the available opportunities, to form and develop abilities, bringing them to the level at which they are found in adult ideas.

At this age, children become especially sensitive to the opinion of their peers and adults, for the first time they face acute problems of a moral and ethical nature, associated, in particular, with intimate human relationships.

Adolescence - as adolescence is sometimes called - is the time of the formation of a genuine, individuality, independence in learning and in work. Compared to younger children, adolescents show faith in the ability to determine control over their own behavior, their thoughts and feelings, adolescence is a time of heightened striving for knowing and evaluating oneself, for the formation of a holistic, consistent image of "I".

Between 12 and 14 years old, when describing themselves and other people, adolescents, unlike younger children, begin to use less categorical judgments, including in the description itself the words "sometimes", "almost", "it seems to me" and others, which indicates the transition to the position of evaluative relativism, understanding the ambiguity, inconstancy and diversity of a person's personal manifestations.

In the middle grades of the school, instead of one teacher, several new teachers appear, who usually have very different styles of behavior and manner of communication, as well as methods of conducting classes. different teachers have different requirements for adolescents, which makes them individually adapt to each of their teachers. In adolescence, a differentiated attitude towards different teachers appears: some are loved, others are not, the third are treated indifferently. New criteria for assessing the personality and activities of adults are also being formed. This, on the one hand, creates an opportunity for a more accurate and correct assessment of people by comparing them with each other, and on the other hand, it generates certain difficulties due to the inability of adolescents to correctly perceive an adult, to give him a correct assessment. Teenagers value more knowledgeable teachers, strict but fair, who treat children kindly, are able to explain the material in an interesting and understandable way, give fair grades, and do not divide the class into favorites and unloved ones. The erudition of the teacher, as well as his ability to correctly build relationships with students, is especially highly valued by a teenager.

At the age of ten to fifteen, significant changes take place in the motives of the adolescent's activities, in his ideals and interests. They can be presented and described as follows. In the initial period of this age (10-11 years), many adolescents (about a third) give themselves mostly negative personal characteristics. This attitude towards oneself persists in the future, at the age of 12 to 13 years. However, here it is already accompanied by some positive changes in self-perception, in particular, an increase in self-esteem and a higher assessment of oneself as a person.

As they grow older, the initially global negative self-assessments of adolescents become more differentiated, characterizing behavior in certain social situations, and then private actions.

In the development of reflection, that is, the ability of adolescents to realize their own merits and demerits, there is a tendency, as it were, of the opposite nature. In the initial period of adolescence, children are mainly aware of only their individual actions in certain life situations, then character traits and, finally, global personal characteristics.

It has been established that adolescents' perception of the people around them changes with age. The standards of interpersonal perception, which they use when evaluating the people around them, are becoming more generalized and correlated not with the opinions of individual adults, as was the case in primary school age, but with ideals, values and norms. The content of evaluative moral standards continues to expand and deepen, they become more subtle and differentiated, individually different.

As an illustration of this idea, A. A. Bodalev cites the following observation. If seventh grade students are asked, for example, to describe a person whom they do not know, but whose individual features they name in advance (for example, evil, kind, etc.), then among the answers that are obtained in this experience, four different groups. The adolescents from the first group only call outward signs the person represented by him. Students from the second group mention both external and some internal features. In the third group, in addition to what was reported about a person, his deeds and actions are called. In the fourth group, in addition to everything that has been said, the thoughts and feelings of the person being evaluated are also mentioned. On the basis of this experience, A. A. Bodalev came to a conclusion confirming the existence of significant personal differentiation in adolescence in the standards of interpersonal perception and assessment of people.

Strictly speaking, the definition of a teenager includes only those who are between 13 and 19. However, children (especially girls) often mature physically at the age of 13, so an 11-year-old girl can look and act like a teenager, and a 15-year-old boy, if he has not reached puberty, he may still appear to be a child. Sometimes the term pre-adolescent is used to describe those who have reached puberty and have entered the “teenage” age (ie, before the age of 13).

The word teenager itself is relatively new. It first appeared in the 1943-1945 issue of the "Reader's Guide to Periodical Literature", and later became widely used in everyday communication. Many adolescents oppose the term because of the negative emotional connotations of its meaning, such as uncontrollable, incorrigible, immoral savage, juvenile delinquent. Margaret Mead, a renowned anthropologist, is also against its use due to the narrow age restrictions (13-19 years) and too pronounced emotional coloring... After all, teenagers are very different: some are absorbed in study, intellectual; many have a calm disposition. In what follows, we will avoid the word teenager, preferring the term teenager to it.

The term minor is most often used in the field of jurisprudence: it is someone who, in the eyes of the law, is not an adult, in most countries, persons under the age of 18 are considered as such. However, the legal rights of 18-year-olds are quite confusing.

Due to the lengthening of adolescence, perhaps we should introduce a new concept - adolescence and define it as the period of development following adolescence. However, the definition of young is more often referred to as adolescents, therefore, further we will use it in this sense. Many researchers prefer to avoid the words adolescence and youth, and divide adolescence into two components: early adolescence (usually 11 to 14 years) and middle or older adolescence (15 to 19 years). This approach helps to more accurately navigate what stage of a teenager's life is being discussed.

The transition to adolescence is characterized by deep “upheavals of conditions affecting the personal development of the child, and relate to the physiology of the body, relationships that develop between adolescents and adults and peers, the level of development of cognitive processes, intelligence and abilities. In all this, the transition from childhood to adulthood begins. The child's body begins to quickly rebuild and transform into an adult's body. The center of the child's physical and spiritual life moves from home to the outside world, moves to the environment of peers and adults. Peer group relationships are based on more serious activities than recreational play together, encompassing a wide range of activities, from working together on something to personal communication in life. important topics... A teenager enters into all these new relationships with people already being an intellectually sufficiently developed person and having abilities that allow him to take a certain place in the system of relationships with peers. Usually, the process of the general intellectual development of children begins and ends somewhat earlier than the process of their formation as individuals. If the child's intellect, understood as the property of setting and solving problems in practical, figurative and symbolic terms, seems to have been developed already by the beginning of adolescence, then the formation of the child as a person actively continues here and ends much later, in the years of adolescence. Adolescence is the most difficult and difficult of all childhood ages, which is a period of personality formation. At the same time, this is the most crucial period, since the foundations of morality are formed here, social attitudes and attitudes towards oneself, towards people, towards society are formed. In addition, at this age, character traits and the main forms of interpersonal behavior are stabilized.The main motivational lines of this age period associated with an active striving for personal self-improvement are self-knowledge, self-expression and self-affirmation.

At the beginning of adolescence, the child develops and intensifies the desire to be like elders, children and adults, the desire becomes so strong that, forcing events, the adolescent sometimes begins to consider himself an adult prematurely, demanding appropriate treatment of himself as an adult. At the same time, he still does not meet the requirements of adulthood in everything. All adolescents, without exception, strive to acquire the qualities of adulthood. Seeing the manifestations of these qualities in older people, a teenager often imitates them uncritically. The adolescents' own desire for adulthood is intensified, and it is enough that adults myself begin to treat adolescents no longer like children, but more seriously and demanding. A teenager is asked more than a younger student, but he is allowed a lot of things that are not allowed to first-graders. For example, a teenager much more than a junior schoolchild can be found outside the home, on the street, in the company of friends and among adults, they are allowed to participate in situations that are usually not allowed for younger students. This confirms the more equal and independent position of the adolescent in the system of human relations. All this taken together gives rise to the adolescent's idea of himself as a person who has ceased to be a child who has gone beyond the threshold of childhood. The result of these processes is the strengthening internal desire of the adolescent to become an adult as soon as possible, which creates a completely new external and internal situation of personal psychological development. It requires and generates a change in the entire system of the adolescent's relations with the people around him and with himself. A teenager is also forced to grow up quickly by life circumstances associated with physical changes in his body. Rapid maturity and physical strength give rise to additional responsibilities that a teenager receives both at school and at home. In adolescence, the content and role of imitation in personality development change. If at the early stages of ontogenesis it is spontaneous, little controlled by the consciousness and will of the child, then with the onset of adolescence, imitation becomes controllable, begins to serve the numerous needs of the child's intellectual and personal self-improvement. New stage in the development of this form of teaching adolescents begins with imitation of the external attributes of adults.

Most easy way to achieve the goal of "being like an adult" is to imitate the external forms of observed behavior. Subnets starting at the age of 12-13 (girls a little earlier, boys later) copy the behavior of adults who enjoy authority in their circle. This includes fashion in clothes, hairstyles, jewelry, cosmetics, special vocabulary, behavior, ways of rest, attraction, etc. In addition to adults, their older peers may become role models for adolescents, their tendency to be like them, rather than adults in adolescence increases with age.

For teenage boys, the object of imitation is often the person who behaves "like a real man"Possesses willpower, endurance, courage, courage, endurance, loyalty to friendship. Girls have a tendency to squeeze those who look "like a real woman": older friends, attractive, popular adult women. Many adolescent boys are very attentive to their physical development, and, starting from the 5th - 6th grades of school, many of them begin to perform special physical exercise aimed at developing strength and endurance, girls are more imitating the external attributes of stature: clothes, cosmetics, flirtatious techniques, etc. In adolescence, the process of formation and development of the child's self-awareness continues. Unlike the previous age stages, he, like imitation, changes his orientation and becomes aimed at a person's consciousness of his personal characteristics. Improving self-awareness in adolescence is characterized by the child's special attention to his own shortcomings. Desirable self-image in adolescents usually consists of the virtues of others that they value.

Since both adults and peers act as role models for adolescents, the ideal they create turns out to be somewhat contradictory. It combines the qualities of both an adult and more young man, and these qualities are not always compatible in one person. This, apparently, is one of the reasons for adolescents' inadequacy to their ideal and their constant worries about this.

Learn about the peculiarities of adolescence, get acquainted with recommendations for parents on how to survive and not lose touch with the child during this difficult period of life for the whole family.

Teenage years(it is also called average school age) - the period of a person's life from 11 to 14 years old, a period of mentally unstable, contradictory, transitional. Sometimes it can be called a crisis, but this is individual. The timing of human development during this period depends on individual characteristics. The period is very stormy, and not only for the teenager, but also for his entourage (parents, teachers, relatives).

What are the features of adolescence

1. The lines of mental and physical development do not run parallel, although at the same time. It means that mental development may not keep up with the development of the physical body, or vice versa, outstrip it.

2. Emotional instability. This is a feature of adolescence. Experiencing a teenage crisis can be accompanied by deep sadness, a feeling of overwhelm, complete passivity due to a hormonal storm. Emotional instability is exacerbated by sexual arousal.

3. The increase in the phenomena of puberty (puberty). Puberty is associated with endocrine changes in the body, which are accompanied by complex intensive physiological development. During this period, the height and weight of the child can increase dramatically. The limbs, the size of the hands and feet are lengthened, the growth of the skeleton outstrips the growth of muscle mass and tissues. This explains the stoop of adolescents. As a result, there may be problems with blood vessels, dizziness, headaches, because the heart does not have time to grow behind the bones.

The sudden change in the map of the body in space is still not absorbed, children in adolescence feel awkward, knock off cupboards with their heads, cut their fingers when slicing bread, etc. Sports activity is good at this age: swimming, jumping on a trampoline, running, basketball, etc.

4. The hypertrophied significance of the physical "I" image. The "physical self" is the idea of external attractiveness. Assessment of qualities occurs through the prism of values adopted in the family and among peers. Girls who consider themselves ugly will try to behave as very intelligent and competent, compensating for their external flaw. Boys emphasize their masculinity as much as possible (spit over their shoulders, walk with an imposing gait, etc.), for girls, the desire to emphasize their femininity manifests itself in the desire for cosmetics and other "feminine things".

In this case, there may be overweight or, on the contrary, thinness, acne on the face, sweat spots under the armpits. Fat girls begin to limit themselves in food, and then overeat, since hormonal changes in the body will still "require their own." This is how bulimia can develop. Girls with intensive breast growth slouch, others, on the contrary, can put something in their underwear. All these tricks are from self-doubt.

Tactless remarks, shouts of adults aggravate pessimism and additionally neurotize the child. Therefore, during this period, special requirements are important for the culture of relations with children, for their developing sexuality in the family. For adolescents with delayed sexual development, it is important to stand on the same rank as an adult intellectually; such children are characterized by the best development of volitional qualities, since they are forced to argue and prove their adulthood in disputes with teachers and parents.

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In the image of the "physical I", instability may appear due to an inaccurate joke of an adult or a peer: "legs are like threads," "a horse skips between the legs," etc., while self-esteem may shake, this will lead to self-doubt, and then to passivity, despair.

5. The neoplasm of age is a sense of maturity. Young people begin to treat themselves as adults, this is a form of self-awareness. They begin to demand appropriate treatment from their parents. However, a teenager is still far from adulthood, both physically and mentally. At the same time, all adult forms in romantic relationships are copied: SMS correspondence, dates, etc.

Parents' rejection of the teenager's interests is perceived as very painful at this age.(“Listens to the wrong music”, “dresses in the wrong way”, “chooses expensive things, phones”, etc.) He perceives condemnation of parents and other significant adults very painfully, because the child thinks that he is not taken seriously.

Feeling like an adult, the child sees the privileges of rights, so adolescents begin to actively, and sometimes aggressively, defend them. At this age, there is still no understanding that rights entail responsibilities, that these are interdependent concepts. Therefore, it is important and useful to impute to the child some responsibilities around the house (for example, taking out the trash, buying bread, cleaning the house, washing the floors, picking up the younger brother, or little sister from kindergarten, etc.), after which you can talk about rights. This position contributes to the development of adulthood.

6. Personality features. The personality at this age is unstable, contradictory, opposite tendencies and traits fight with each other and coexist in the personality of a teenager. A child can be selfish and at the same time devoted and self-sacrificing, it can be rude, but at the same time very vulnerable; pessimism is replaced by optimism, romanticism - with extraordinary cruelty, asceticism - with the licentiousness of small levels.

7. Communication with peers at this age becomes the leading activity. In adolescence, the phenomenon of friendship appears, which acts as a psychological support for the child. In teenage micro-groups, there may be an illegal image of honor: for example, to keep secrets, to be on the side of “their own”, even if they are wrong, etc. Violation of the code can be severely punished.

The “I-concept” is being formed, i.e. a system of images, ideas about oneself, a teenager opens his inner world, the identification mechanism in this case is friendship... Friendship among adolescents is always same-sex, they are friends, as a rule, with their own "mirror", with someone who is very similar to a teenager and allows this to know himself better. Interests, appearance, school success, level of intellectual abilities, social behavior are similar.

The need to understand oneself gives rise to the confessional nature of communication - this is keeping diaries, revealing intimate secrets to a friend (girlfriend), the terrible fear of secrets, etc.

8. Hobbies. Those are chosen that will increase the sense of adulthood and the feeling of independence from parents and their opinions. The child wants to separate from adults even in the choice of hobbies. Can quit dancing, music school, wrestling, etc., everything that was "imposed" by the parents.

Hobbies (according to A.E. Lichko) can be:

- intellectual, aesthetic(love for interesting activities: history, literature, technology, etc.);

- egocentric(by types they can be both intellectual, their main goal is to attract attention to themselves by their successes. The child seeks to stand out for originality, seeks hobbies in which he will be the most talented, most successful);

- bodily-manual(connected with the intention to strengthen one's strength, endurance. These are all types of sports activities: wushu, wrestling, etc. Pleasure brings not only the result, but the process itself);

- cumulative(this is collecting in all directions: stamps, films, music, banknotes, etc.).

- information and communication(the main goal is to exchange constantly changing and updated information, exchange news from music channels, fashionable youth magazines, websites, etc. "I read yesterday on the Internet ..." This is all about this. At the same time, information is absorbed at a rather superficial level and is not remembered for a long time.

It is in such an environment that the danger of gambling, early alcoholism, the use of psychoactive substances, and antisocial behavior easily arises. Because a teenager is not busy with business, is not busy with anything in essence. Alcohol is also an adaptogen at this age).

Of course, the course of the adolescent "crisis" is individual; of course, intra-family relationships, parent-adolescent relationships, conjugal relationship, parenting style of each parent, family history, etc. You can work with this individually in each individual family. published.

Victoria Kolotilina

P.S. And remember, just by changing your consciousness - together we are changing the world! © econet

Adolescence is a stage of personality development that usually begins at the age of 11-12 and continues until the age of 16-17, the period when a person enters "adulthood".

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Features of adolescence.

Adolescence is a stage of personality development that usually begins at 11-12 and lasts until the age of 16-17 - the period when a person enters "adulthood."

This age is a period of growing up, characterized by intense psychological and physical changes, rapid physiological restructuring of the body.

The teenager begins to grow rapidly - the growth rate can only be compared with the prenatal period and the age from birth to 2 years. Moreover, the growth of the skeleton is faster than the development of muscle tissue, hence the awkwardness, disproportion, angularity of the figure. The volume of the heart and lungs and the depth of breathing increase sharply to provide the growing organism with oxygen. Significant fluctuations in blood pressure, often upward, and frequent headaches are also characteristic.

Physical development.

An individual assessment of the level of physical development is based on anthropometric data, indicators of height, weight, chest circumference.

Over the twenty-year period, the number of boys and girls with a normal height-to-weight ratio has decreased, while the number of boys and girls with low weight has increased. All this testifies to the weakening of adolescents. There is a decrease in functional capabilities, as evidenced by the data of DYNAMOMETRY (indicators of muscle strength) of the right hand. In 17-year-old boys, the absolute value of dynamometry decreased by 10 kg, in girls by 7 kg.

There is a serious hormonal change, puberty. In girls, the amount of estrogen increases, in boys - testosterone. In both sexes, an increase in the level of suprarenal androgens is observed, causing the development of secondary sexual characteristics. Hormonal changes cause sudden mood swings, increased, unstable emotionality, uncontrollable mood, increased excitability, impulsivity.

In some cases, symptoms such as depression, restlessness and poor concentration, irritability appear. An adolescent may develop anxiety, aggression, and problematic behavior. This can be expressed in conflicting relationships with adults. Risk addiction and aggression are self-affirmation techniques. Unfortunately, this may lead to an increase in the number of juvenile offenders.. .

The problem of leading activities in adolescence

The leading activity of a teenager is communication with peers. The main trend is the reorientation of communication from parents and teachers to peers.
1) Communication is a very important information channel for teenagers;
2) Communication is a specific kind interpersonal relationships, he forms in the adolescent the skills of social interaction, the ability to obey and at the same time to defend their rights.
3) Communication is a specific type of emotional contact. Gives a sense of solidarity, emotional well-being, self-esteem.
Psychologists believe that communication includes 2 conflicting needs: the need to belong to a group and to be isolated (his own inner world appears, the teenager feels the need to be alone with himself). A teenager, considering himself a unique person, at the same time seeks to look no different from his peers. Typical features of teenage groups are CONFORMITY - A person's tendency to assimilate certain group norms, habits and values, imitation... The desire to merge with the group, not to stand out in anything.

Educational activities.

Educational activities and cognitive development adolescents

Qualitative changes are taking place in the intellectual sphere: theoretical and reflective thinking continues to develop. At this age appears male gaze on the world and the feminine. Creative abilities begin to develop actively. Changes in the intellectual sphere lead to an expansion of the ability to independently cope with the school curriculum. At the same time, many adolescents experience learning difficulties. For many, study fades into the background.

Studying ceases to be the main and most important task.

According to psychologists, personal communication with peers becomes the leading activity at this age. The productivity of mental activity decreases due to the fact that the formation of abstract, theoretical thinking occurs, that is, concrete thinking is replaced by logical thinking. It is the mechanism of logical thinking that is new for the adolescent that explains the growth of criticality.

He no longer takes the postulates of adults on faith, he requires proof and justification.

Personality features of adolescents.

The central neoplasm of the adolescent is the "sense of adulthood" - the adolescent's attitude towards himself as an adult This is expressed in the desire for adults and peers to treat him as an adult. He claims to be equal in relations with elders and goes to conflicts, defending his "adult" position. There is a desire for independence, a desire to protect some aspects of life from the educator, parents. This may relate to their appearance, relationships with peers, maybe even their studies. The sense of adulthood is associated with ethical norms of behavior that are learned by children at this time. A moral "code" appears that prescribes a clear style of behavior for adolescents. friendly relations with peers

The development of self-awareness (the formation of "I-concept" systeminternally coordinated ideas about oneself, images of "I".

Emergence inner peace, the desire to know oneself through friends, keeping diaries.

Growing difficulties, puberty, sexual experiences, interest in the opposite sex.

Development of volitional qualities.

Critical thinking, a tendency to reflection, the formation of introspection.

The need for self-affirmation, for activity, which has a personal meaning.

Personality orientation:
- humanistic orientation - the adolescent's attitude to himself and to society is positive;
- egoistic orientation - he himself is more significant than society;
- depressive orientation - he himself does not represent any value for himself. His attitude towards society can be called conditionally positive;
- suicidal orientation - neither society, nor personality for itself is of no value.

Life self-determination

At this time, the teenager's life self-determination takes place, plans for the future are formed. There is an active search for their “I” and experimentation in different social roles. The teenager is changing himself, trying to understand himself and his capabilities.

Requirements and expectations of other people change. He is forced to constantly adjust, adapt to new conditions and situations, but this does not always happen successfully.

A strong desire to understand oneself (self-knowledge) is often detrimental to the development of relations with the outside world.

An internal crisis of adolescent self-esteem arises in connection with the expansion and growth of opportunities, on the one hand, and the preservation of children's and school status, on the other.

Many psychological problems arise: self-doubt, instability, inadequate self-esteem, most often underestimated.

In the same period, the formation of the worldview of a young man takes place. It sometimes goes through rejection of values, active rejection and violation of established rules, negativism, search for oneself and one's place among others.

The teenager experiences an internal conflict: emerging adult worldview issues create a feeling of global undecidability.

Minors often believe in the uniqueness of their own problems and experiences, which leads to feelings of loneliness and depression.

The striving for leadership in a peer group is characteristic.

Of great importance is the adolescent's feeling of belonging to a special "teenage" community, the values of which are the basis for their own moral assessments.

The teenager strives to follow the fashions and ideals of the youth group. Mass media have a huge influence on their formation.

This age is characterized by the desire to recognize their own merits in their significant adolescent environment.

An urgent need for recognition and self-affirmation comes to the fore. The world around is splitting into "friends" and "aliens".

Your teen's appearance is another source of conflictThe gait, manners, and appearance are changing. More recently, a freely, easily moving boy begins to waddle around, dropping his hands deep into his pockets and spitting over his shoulder. He has new expressions. The girl begins to jealously compare her clothes and hairstyle with the patterns that she sees on the street and on the covers of magazines, splashing out on her mother about the existing discrepancies.

Psychologists note that the contradiction of adolescence often lies in the fact that the child seeks to obtain the status of adults and adult opportunities, but is in no hurry to assume the responsibility of adults, avoiding it. The adolescent often refuses to accept the assessments and life experiences of adults, even if he knows they are right. He wants to get his own unique and inimitable experience, make his mistakes and learn from them.

In this way, teenage years is the segment of life between childhood and maturity. In the era of Antiquity and the Middle Ages, it was rather short, and in modern society under the influence of scientific and technological progress and lengthening of the terms of study (after school - immediately to the university), it is constantly stretching. People go through this intermediate stage between childhood and adulthood in different ways and at different times. The adolescent period can be imagined as a bridge thrown from one pore of life to another: you cannot stay on it longer, but you will not be able to run through, no matter how much you want. Human nature has its own immutable laws. Although many teenagers want to become adults faster.

Adolescence is a test for every person. Can you imagine how many people passed this way before you? Over 100 billion! How much more will it take?

This life experience cannot be passed on to another. Unfortunately, every teenager starts his journey again. The youthful mistakes of billions of people who also once followed the same path, unfortunately, do not teach everyone. You can make the same mistakes, struggle with solving the same eternal questions. Even if you are given a thousand ready-made recipes for wisdom, more often than not, you, obeying the voice of nature, will stubbornly seek your own answers to life's questions.

Features of adolescence

Adolescence is a special, unique, unique and very difficult stage human life, in which physical, personal, moral and social formation takes place.

The period is characterized by intense physical, physiological development, puberty. Due to the rapid growth and restructuring of the body, adolescents sharply increase interest and at the same time criticality in relation to their appearance, many begin to feel awkward, awkward, doubt their attractiveness.

The emotional state of a teenager is characterized by instability, excitability, vulnerability, hypersensitivity to external influences, emerging feelings of anxiety, depression. The mood is characterized by sharp changes from unbridled fun to despondency, a special sensitivity to others' assessment of their appearance, abilities, skills, which is combined with overconfidence, excessive criticism and neglect of adults.

One of the important spheres of life for a teenager is communication with peers, study fades into the background. For a teenager, the main thing is not just to be close to peers, but also to occupy a position that satisfies him (leader, authority, friend) among them. A very important feature of a teenager is heightened reflection, self-examination, analysis of his own and others' actions, “sorting out”, continuous reflection and determination of his place in the world, society, an attempt to evaluate himself.

In relations with parents, changes are also noted, the teenager critically overestimates their authority, begins to see the shortcomings of the parents, painfully experiences their affection, remarks, demands, he simultaneously opposes them and needs love and support. Communicating with adults, a teenager defends his independence, independence, shows a tendency to confront, criticize, and ignore authorities.

In adolescence, old interests die away and new ones are actively formed. Teenage interests and hobbies can often be incomprehensible to adults and consume all their free time.

The teenager begins to feel like an adult, strive to be and be considered an adult. While rejecting his childlike identity, he nevertheless lacks a sense of true adulthood. A great need develops in him for the recognition of his adulthood by the environment.

1. Create and maintain a warm, trusting relationship with your teenager. Accept your teenager for who they are. It is important that every day the teenager receives signs of your love and acceptance in the form of affectionate encouraging words, hugs. Avoid irony, tactless remarks when communicating with a teenager. Famous family therapist V. Satir recommended hugging the child several times a day, saying that four hugs are absolutely necessary for everyone just for survival, and for well-being you need at least eight hugs a day.

2. Be patient and tolerant with your teenager. Change your communication style, switch to a calm, polite tone and abandon categorical assessments and judgments, negotiate more often, argue your opinion, compromise.

3. Take an interest in the adolescent's opinion, try to look at the world through his eyes, try to find a common language with the adolescent.

4. Make it possible for your teenager to feel like a full member of the family, whose opinion is taken into account.

5. Form a habit and need to talk with parents "heart to heart", trust secrets. Never use the frankness of a teenager against him, do not rush with grades and advice, be able to listen patiently and without judgment and sympathize.

6. Be ready to review and discuss with your teenager restrictions and prohibitions that you adhered to before, give him more independence.

7. Show interest, take an interest in your teen's hobbies, try to find something interesting in them. Don't criticize, ignore, or make fun of your teen's hobbies you don't understand.

8. Use the adolescent's desire for self-affirmation, provide him with positive opportunities for self-realization.

9. Plan and spend leisure time together.

10. Speak with respect and interest about the teenager's friends, do not criticize them, give the teenager the opportunity to invite his friends to visit, this will give you the opportunity to learn more about your child's social circle. Talk to your teen more often about his friends.

11. Sincerely take an interest in the experiences and problems of adolescents, demonstrate your respect and recognition of their personality, individuality.

12. Teach your teenager to independently solve problems that arise, and not ignore them.

13. Form a habit of setting goals, planning your actions to achieve your goals.

14. Give the teenager the opportunity to independently design his own space (room), choose a style of clothing. If necessary, help the teenager to find their own style in clothes, hairstyle, etc.

15. Respect the teenager's personal space, knock when entering his room, do not look in his diaries, give the teenager the opportunity to control the order in his room as he pleases.

16. Share your concerns with your teenager, ask him for help and advice, talk about how important his support is to you.

17. Be a role model for your adolescent and find ways to maintain and strengthen your authority in a non-violent way. Be a friend to your growing child.

18. When communicating with a teenager, remember yourself more often at this age, perhaps you will understand his feelings and actions more clearly.