Adolescence And Coping Essay Research Paper INTRODUCTIONAdolescence

Adolescence And Coping Essay, Research Paper

INTRODUCTION.

Adolescence is a time when our bodies, our families, our schools, and the larger society demand that we change. Our ability to think, reason, and make decisions changes dramatically as we grow older. Adolescence is the transition into adulthood that is often considered a time of stress, characterised by parent -child conflict. However, if parents and children can find compromise and adapt during this period of change, it can be positive for both parents and their children, building foundations for a deeper, stronger relationship that will be of benefit to both parties.

DLT has further reinforced my belief that each teenager is an individual with a unique personality and special interests, likes and dislikes. In contrast to that individualism is the fact that there are also numerous developmental issues that every teenager faces during the adolescent years, such as the adolescent s move towards independence and increased freedom, an increased ability to think ideas through, increased self-reliance, and an increased emphasis on personal dignity and self-esteem. Adolescents are beginning the often confusing crossing of the threshold toward adult reasoning/thinking.

D.L.T. KEY LEARNINGS.

+ From Concrete To Formal Operations.

Jean Piaget developed the theory that the “concrete operational” stage occurs in children between the ages of 7 and 11. In this stage a person can do mental operations but only with real (concrete) objects, events or situations. Logical reasoning is understood. For example, a concrete operational person can understand the need to go to bed early when it is necessary to rise early the next morning. they have little understanding of anything that they cannot see, hear, taste, or touch. Furthermore, children view people as being rather constant.

Between the ages of 11 and 15, children enter the “formal operational” stage. This period is characterised by the ability to perform abstract thinking and start to enjoy abstract thought, formulate hypotheses without actually touching concrete or real objects, and when more adept can test the hypotheses mentally, reason logically, and look at issues from another’s point of view. These new abilities allow adolescents to question inconsistencies they find in the world. The formal operational thinker can generalise from one kind of real object to another and to an abstract notion. The formal operational thinker is able to think ahead to plan the solution path. Finally, at the very end of the formal operational scale, the formal operational person is capable of metacognition, (thinking about thinking).

Adolescents at the “formal operational” stage may question their old beliefs, and also their parents. It is important that parents be supportive in the adolescent period, when their child is still feeling out their own values, beliefs and self-behaviour/self-expectations.

Middle adolescents are better acquainted with their new found mental capacities, but they may not always apply them. An example of this could be seen in a discussion with a parent, where the teen has the ability to see the parent’s point of view, but stubbornly resists. This resistance is often the result of the child’s recognition that their parent’s opinions are not necessarily the be all and end all of the matter being discussed.

Late adolescents often have a handle on these abstract ways of thinking. Communication takes on a different tone now. They are capable of role-taking or “walking in the other person’s shoes.” Many late adolescents view parental opinions as acceptable and valid, while maintaining that their own views are equally as acceptable and valid.

It is my belief that there isn t enough opportunity provided for adolescents to develop the complex, theoretical operations. I am very confident that the ability of current adolescents to hypothesise, use logic and other problem-solving skills would be far lower than the ability of adolescents 5 years ago. This is due to the lack of stimulating what if style conversation taking place in schools, and more importantly, in the home.

+ Nature vs Nurture.

Having chosen to believe in Piaget s theory of Five Stages Of Intellectual Development through which each child must pass before reaching intellectual maturity, I felt I must attempt to reach some conclusion about the Nature and Nurture debate. Although it may appear that I m sitting on the fence , I believe that the following quotations provide a sufficient answer to the question of Nature vs Nurture.

“Nature means the internal factors that influence the child s development – genetic make-up, the characteristics he/she receives from her parents, etc”. “Nurture means the external influences coming from the child s environment and the people he/she is in contact with – verbal and visual stimulation; a healthy environment and diet; feelings of love, security and confidence inspired by family and friends, etc”.

(V. Reynolds, 1987, p. 215)

“both sides are right; nature triggers off the behaviour, and lays down the framework, but careful nurture is needed for it to reach its full potential”.

(J Aitchison, 1978, p.89)

+ Family Influences.

“The family is regarded by some as the most important support system available to the child and

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