Test paper characterizing the leading activity of a teenager. In adolescence, the leading activity is one during which the full development of personality occurs.
Retains its relevance, but psychologically recedes into the background. The main contradiction of adolescence is the child’s persistent desire for recognition of his personality by adults in the absence of a real opportunity to establish himself among them. D.B. believed that children of this age begin to communicate with peers. It is at the beginning of adolescence that the activities of communication, conscious experimentation with one’s own relationships with other people (searching for friends, sorting out relationships, conflicts and reconciliations, changing companies) become a relatively independent area of life. The main need of the period - to find one’s place in society, to be “significant” - is realized in a community of peers.
For adolescents, the opportunity to communicate widely with peers determines the attractiveness of activities and interests. If a teenager cannot take a satisfactory place in the communication system in the classroom, he “leaves” school both psychologically and even literally. Dynamics of motives for communicating with peers throughout: the desire to be among peers, to do something together (10-11 years); motive to take a certain place in a group of peers (12-13 years old); the desire for autonomy and the search for recognition of the value of one’s own personality (14-15 years old).
In communication with peers, various aspects of human relationships are played out, relationships are built based on the “code of camaraderie,” and the desire for deep mutual understanding is realized. Intimate and personal communication with peers is an activity in which the practical development of moral norms and values occurs. Self-awareness is formed in it as the main new formation of the psyche. Often, even the basis for deterioration in academic performance is a violation of communication with peers. In solving the problem of academic performance, it often leads secondarily to harmonizing the sphere of communication with peers, increasing self-esteem, etc. In adolescence, it’s just the opposite - relieving tension in communication and easing personal problems can lead to improved academic performance.
Another point of view regarding the nature of the leading activity of adolescence belongs to D.I. Feldstein. He believes that the main importance in the mental development of adolescents is socially useful, socially recognized and approved, unpaid activity. Prosocial activity can be presented as educational-cognitive, industrial-labor, organizational-social, artistic or sports, but the main thing is the teenager’s feeling of the real significance of this activity. - a business that is useful for people, for society; the structure is determined by the goals of adolescent relationships. The motive for socially useful activities of a teenager is to be personally responsible and independent. Socially useful activities are also available in primary schools, but they are not sufficiently developed. Attitudes towards socially useful activities change at different stages of adolescence. Between 9 and 10 years, the child develops a desire for self-affirmation and recognition in the adult world. The main thing for 10-11 year olds is to get other people to evaluate their capabilities. Hence their focus on activities similar to those performed by adults, a search for activities that have real benefits and receive public appreciation. The accumulation of experience in various types of socially useful activities activates the need of 12-13 year olds for recognition of their rights, for inclusion in society under the conditions of fulfilling a certain, significant role. At the age of 14-15, a teenager strives to demonstrate his capabilities, to take a certain social position, which meets his need for self-determination. Socially significant activity as the leading type of activity in adolescence must be purposefully formed. A special organization, a special structure of socially useful activity involves reaching a new level, the implementation of the teenager’s orientation to the “I and society” system, the deployment of diverse, including the highest form of communication with adults on the basis of moral cooperation. According to Feldstein, the intimate-personal and spontaneous-group nature of communication prevails if there are no opportunities for carrying out socially significant and socially approved activities, and the opportunities for pedagogical organization of socially useful activities of adolescents are missed.
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 elders appears; in psychology it is called 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, and a serious attitude towards one’s 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 primary 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 relaxing, 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.
9.2. Physiological changes
During adolescence, physiological changes occur that lead to changes in children's behavior.
The period of activity of the dominant center of the cortex is reduced G brain. As a result, attention becomes short-lived and unstable.
The ability to differentiate deteriorates. 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.
Latent increases G th) 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 G e processes you G walk outside 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 in conflict situations, switch attention to something else. It is advisable to familiarize children with self-regulation techniques and practice these techniques with them.
The activity of the second signaling system is weakened. Speech becomes short, 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.
Begins in adolescence sexual development. 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. Self-identification occurs with representatives of the same gender (for more details on this, see 9.6).
Adolescence is usually characterized as a turning point, transitional, critical, but more often - as the age of puberty.
9.3. Psychological changes
Changes at the psychological level during adolescence manifest themselves as follows.
All cognitive processes and creative activity reach a high level of development. Happening memory restructuring. 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 poor memory at this age are common.
Changes relationship between memory and thinking. 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.
Happening changes in reading, monologue and writing. Reading gradually moves from fluent, correct reading to 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, 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 development at this age self-awareness. Teenagers become more touchy. They want to look their best and make a 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 shows demonstrativeness, external rebellion, the desire to free oneself 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.
Arises 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 big one 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 possessing, in their opinion, 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.
Appears risk appetite. 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 it increases exposure to influence from peers. 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 opinion 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 school and other matters and encourage adults to discuss problems, they show immaturity when solving problems related to the choice of a future profession, ethical behavior, and a responsible attitude towards one’s 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.
9.4. Adolescence crisis
The teenage crisis occurs between the ages of 12 and 14. It is longer in duration than all other 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.
The teenage crisis is 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, psychological dependence on drugs may occur, although sometimes curiosity leads to persistent addiction.
At this age, spiritual growth occurs and mental status changes. Reflection, which extends to the surrounding world and oneself, leads to internal contradictions, which are based on the loss of identity with oneself, the discrepancy between previous ideas about oneself and the current image. These contradictions can lead to obsessive states: doubts, fears, depressing thoughts about oneself.
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.
9.5. Leading activities in adolescence
The 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 an independent activity. 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.
Companionship are based on the “code of partnership,” which includes respect for the personal dignity of another person, equality, fidelity, honesty, decency, and willingness to help. At this age, such qualities as selfishness, greed, breaking a given word, betrayal of a friend, arrogance, and unwillingness to take into account the opinions of others are condemned. 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.
Definitely appears in a teenage group leader 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 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. Mastery of moral standards- This is the most important personal acquisition of adolescence.
Educational activities, although it remains predominant, it 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.
Feeling of adulthood - the teenager's attitude towards himself as an adult. The teenager wants adults to treat him not as a child, but as an adult (for more details on this, see 10.1).
Development of self-awareness, formation of an ideal personality aimed at making a person aware 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 a psychological crisis develops. A teenager has to go through mental anguish, during which his self-esteem is formed and his place in society is determined. His behavior is regulated by self-esteem formed during communication with others. When developing self-esteem, much attention is paid to internal criteria. As a rule, it is contradictory in younger adolescents, so their behavior is characterized by unmotivated actions.
Interest in the opposite sex, puberty. During adolescence, relationships between boys and girls change. Now they show interest in each other as representatives of the opposite sex. Therefore, teenagers begin to pay great attention to their appearance: clothes, hairstyle, figure, demeanor, etc. At first, interest in the opposite sex manifests itself in an unusual way: boys begin to bully girls, who, in turn, complain about boys, fight with them, call them names, and make unflattering comments about them. This behavior brings pleasure to both. Over time, the relationship between them changes: 140 Shyness, constraint, timidity, sometimes feigned indifference, a contemptuous attitude towards a member of the opposite sex, etc. may appear. Girls, earlier than boys, begin to worry about the question: “Who likes who?” This is due to the faster physiological development of girls. In late adolescence, romantic relationships arise between boys and girls. They write notes and letters to each other, make dates, walk the streets together, go to the movies. As a result, they have a need to become better, they begin to engage in self-improvement and self-education.
Further physiological development leads to the fact that 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.
A high degree of tension before and after sexual intercourse is the strongest test for a teenager’s psyche. First sexual contacts can have a great impact on the entire subsequent intimate life of an adult, so it is very important that they are colored with positive memories and are positive.
Increased excitability, frequent mood swings. Physiological changes, a sense of adulthood, changes in relationships with adults, the desire to escape from their care, reflection - all this leads to the fact that the emotional state of a teenager becomes unstable. This is expressed in frequent changes in mood, increased excitability, “explosiveness,” tearfulness, aggressiveness, negativity, or, conversely, apathy, indifference, and indifference.
Development of strong-willed qualities. In adolescence, children begin to intensively engage in self-education. This is especially typical for boys - the ideal of masculinity becomes one of the main ones for them. At the age of 11–12 years, boys love to watch adventure films or read related books. They try to imitate heroes who have masculinity, courage, and willpower. In older adolescence, the main focus is on self-development of the necessary volitional qualities. Boys devote a lot of time to sports activities associated with great physical exertion and risk, those that require extraordinary willpower and courage.
There is some consistency in the formation of volitional qualities. First, the basic dynamic physical qualities develop: strength, speed and 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-educate 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 for the formation of 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.
In adolescents it is noted differentiated attitude to 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 ones appear motives of teaching, associated with expanding knowledge, developing the necessary skills and abilities that allow you to engage in interesting work and independent creative work.
Formed system of personal values. 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.
In adolescence, organizational skills, efficiency, enterprise, the ability to establish business contacts, negotiate joint ventures, distribute responsibilities, etc. begin to develop. 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.
According to psychologists, in adolescence the leading activity is aimed at mastering communication skills with classmates and adults. By communicating, a teenager learns to behave in society. He masters the basic principles of generally accepted morality. He also gains experience of unequal communication (communication with adults).
Types of relationships
Experts consider relationships with peers to be extremely beneficial for the still unformed psyche of young people. By uniting in groups, communication within which is subject to certain rules, teenagers receive much more benefits than from communicating with representatives of the older generation.
Secondary school students are ready to perceive only two types of relationships: first friendly, and then friendly. High school students, who are taught that the leading activity of adolescence is preparation for adult life, discover new types of relationships:
- external - model of business contacts;
- friendly - allowing the exchange of knowledge and skills;
- friendly - opening up the opportunity to resolve emotional and personal issues.
The second phase consists of direct communication with peers and is more reminiscent of independent activity. It is impossible to keep high school students at home; they are drawn to friends, they want to participate in the life of the team and have an extremely difficult time dealing with the problems created in the process of communication. To attract the attention of their peers, some teenagers are ready to do a lot, including non-compliance with generally accepted behavioral norms.
Areas of development
Psychologists, before answering the question: “What is the leading activity in adolescence?”, draw the opponent’s attention to the existence of six main areas that make up the development of any person:
- physical (changes in the size, shape and physical maturity of organs, as well as the development of coordination of movements);
- sexual (gradual formation of sexuality);
- intellectual (learning languages, developing the ability to think, reason, solve problems and form ideas);
- social (mastering the skills and knowledge necessary to interact with people);
- emotional (formation of feelings and reactions to events);
- moral (increasing understanding of good and evil and associated changes in behavior).
The leading activity in adolescence is preparation for competition.
A high school student's relationship with his comrades is based on an unspoken code of comradeship, based on respect for the dignity of other people, honesty, equality, loyalty, decency and willingness to help. Selfishness, greed, arrogance and violation of obligations at this age are categorically condemned. Teenagers who demonstrate such qualities are boycotted and refused to be accepted into the company.
High school students, united in groups, need a leader, and when he appears, they try in every possible way to attract his attention and really value their friendship with such a person. The teenager is also interested in friends for whom he could become, if not a leader, then at least a full partner.
Consistent physical and psychological changes characteristic of the age that the classics called adolescence (the word “youth”, which has several meanings: “slave”, “servant”, “not having the right to say”, determines the social status of a teenager), begins at 10-11 years, and ends at 15-19.
Distinctive feature
The main distinguishing feature of adolescence is sudden changes in development and physiological restructuring, against the background of which changes in height and weight occur, accompanied by changes in body proportions. First, the head grows to the required size, then the hands and feet, and after them the limbs. The adolescent’s torso is the last to form, with skeletal growth significantly ahead of muscle development. Taking into account what has just been stated, in adolescence the leading activity is one that promotes acceptance of oneself “as one is,” for example, playing sports and meditation.
During this period of time, some children, feeling uneasy, baggy, clumsy and suffering from changes in blood pressure, become prone to mood swings and quickly get tired. Emotional instability is enhanced by sexual arousal that accompanies the process of puberty.
The feeling of solidarity, psychological well-being and self-esteem, which is so necessary for a teenager at this stage of life, he “cultivates” through emotional contact with peers.
In adolescence, the leading activity is aimed at “filtering” friendly contacts
The fundamental condition for friendliness is a community of interests. If a teenager values someone's friendship, then he may well first become interested in, and subsequently become passionate about, an activity that his peer is interested in. Consequently, in adolescence, the leading activity is related to the acquisition of the ability to discuss and analyze the course of events occurring in everyday life, at school and in society.
By the end of this age, all schoolchildren, without exception, are in dire need of a sensitive and understanding close friend who knows how to keep secrets. Psychologists consider the mastery of generally accepted moral measures to be the most important individual acquisition of this period.
Education, although it never ceases to be a priority, recedes into the background, and school grades no longer represent any value in the eyes of a teenager. The primary theme becomes his authority in the eyes of his classmates. All the most interesting things happen and are discussed not in lessons, but during breaks, and now teenagers are interested in socially useful and other (sports, art) activities that allow them to take a certain place in society.
Introduction
Adolescence is called a transitional age, because during this period there is a kind of transition from childhood to adulthood, from immaturity to maturity. In this sense, a teenager is half-child and half-adult: childhood is already gone, but maturity has not yet arrived. The transition from childhood to adulthood permeates all aspects of a teenager’s development and his anatomical-physiological, intellectual, and moral development, and all types of his activities: educational, work and play. In adolescence, the desire to communicate with friends, to live in a group of peers is very clearly manifested, and a sense of personal friendship develops.
Thus, communication should be understood as a form of social interaction between people, in which thoughts and feelings, motives and actions are exchanged through sign (linguistic) means for the purpose of mutual understanding and coordination of joint activities. The subjects of communication are living beings, people.
This certification work is devoted to the study of the specifics and characteristics of communication between adolescents and adults. The relevance of the topic lies in the fact that the study of the specifics and characteristics of adolescent communication is very important in developmental psychology.
Communication in adolescence undergoes a significant qualitative change compared to communication among younger schoolchildren. Communication with peers is of paramount importance. Communicating with friends, younger adolescents actively master norms, goals, and means of social behavior, develop criteria for evaluating themselves and others, and actively engage in self-education on their own.
With the help of specific knowledge, it is possible to resolve complex problems and conflicts that arise with adolescent children. An in-depth study of this topic is necessary in order to gain new knowledge and find innovative ways to resolve conflict situations between adolescents and adults.
The purpose of the certification work is to characterize the leading activities of a teenager and consider different points of view on the specifics and characteristics of adolescents’ communication.
The degree of development of the topic in Russian psychological science can be traced in the works of D.B. Elkonin, T.V. Dragunova, L.I. Umansky, and also A.I. Zakharov.
The object of the research is the study of communication with adults
The subject of the study is the characteristics of communication in adolescence.
Objectives of the certification work:
- reveal the peculiarities of communication between a teenager and adults;
- Characteristics of a teenager’s leading activities
The most important fact of the physical development of adolescents is puberty, the beginning of the functioning of the gonads. The onset of puberty largely depends on national-ethnographic and climatic factors, as well as on the characteristics of individual life. It is natural and normal for adolescents, in connection with puberty, to develop sexual desire and corresponding thoughts, feelings, experiences, and a specific interest in the opposite sex, in the corresponding content of books and films. We must ensure that this interest does not acquire an unhealthy character and is not associated with undesirable psychological manifestations. Here it is very important to observe the correct routine of a teenager’s life, a strict regime of his work, sleep, rest and nutrition, and regularly conduct physical education and sports classes. It is important to switch the attention of adolescents, to direct them to other activities that are interesting and entertaining for them.
- Communication between teenagers and adults
Adolescents begin to resist previously fulfilled demands from adults and more actively defend their rights to independence, which in their understanding is identified with adulthood. They react painfully to real or apparent infringements of their rights and try to limit the claims of adults against themselves.
Despite the attention of the opposition shown towards the adult, the teenager feels the need for support. A particularly favorable situation is when an adult acts as a friend. In this case, an adult can significantly make it easier for a teenager to find his place in the system of new, emerging interactions, and to know himself better. Joint activities and common pastime help a teenager to get to know the adults cooperating with him in a new way. As a result, deeper emotional and spiritual connections are created that support the teenager in life.
Due to the slight vulnerability of a teenager, it is very important for an adult to find forms of establishing and maintaining these contacts. The teenager feels the need to share his experiences, talk about the events of his life, but it is difficult for him to start such close communication.
During this period, uniform requirements for a teenager in the family are of great importance. He himself claims certain rights more than he strives to assume responsibilities. If a teenager feels that much is expected of him, he may try to evade responsibilities under the guise of the “kindest” adult. Therefore, in order to master a new teenage system of relationships, it is important to argue the demands emanating from an adult. Simply imposing demands is generally rejected.
In cases where adults treat teenagers as small children, they express protests in various forms and show insubordination in order to change previously established relationships. And adults are gradually, under the influence of adolescents’ demands, forced to move to new forms of interaction with them. This process is not always painless, since many factors influence the perception of adolescents by adults as subordinate and dependent on them. Among them, it is necessary to highlight the economic factor (the teenager is financially dependent on his parents) and the social factor (the teenager retains the social position of a student). As a result, conflicts may arise between adolescents and adults.
A teenager’s communication is largely determined by the variability of his mood. Over a short period of time, it can change to the exact opposite. Variability of moods leads to inappropriate reactions of a teenager. For example, the reaction of emancipation, manifested in the desire to free oneself from the tutelage of elders, can, under the influence of the moment, take such extreme forms of expression as running away from home.
The instability of a teenager and the inability to resist pressure from adults often lead to “leaving” the situation. The behavior of a teenager is also, to a certain extent, characterized by childish reactions. If there are excessive expectations from a teenager, associated with loads that are unbearable for him, or if there is a decrease in attention from loved ones, an oppositional reaction may follow, characterized by the fact that he tries in various ways to return attention, to switch it from someone else to himself.
Imitation of someone else's behavior is characteristic of adolescence. More often, the behavior of a significant adult who has achieved a certain success is imitated, and attention is primarily paid to the external side. If there is insufficient criticality and lack of independence in judgment, such a role model can have a negative impact on the behavior of a teenager. Negative imitation occurs relatively rarely in adolescents, when a certain person is chosen as a negative model. Often this is one of the parents who has caused a lot of grief and resentment to the teenager.
The teenager seeks to compensate for weakness and failure in any one area with success in another. Moreover, forms of overcompensation are relatively common, when an area of activity that presents the greatest difficulties is chosen for self-realization.
In some cases, the attitudes of adults towards a teenager are unfavorable for his development. For example, an authoritarian position towards a teenager can become a condition that distorts his mental and social development.
Ruslan (13 years old) is raised by an authoritarian mother. The stepfather communicates kindly and loyally. In her relationship with her son, the mother rigidly dominates everything, not giving any initiative to Ruslan. The mother is engaged in business and can provide her son with a prestigious lyceum, language and music training. But at the same time he communicates harshly and controls his son. Ruslan reveals social infantilism and a potential readiness for strict authoritarianism. The authoritarian style of attitude towards the mother's son leads to the fact that the teenager uses lies to explain his actions and motives to protect himself from aggression. He has problems communicating with his peers and has no friends. .
From this example we can conclude that the hardships of an authoritarian style are not only a problem in the relationship between children and parents. Behind this lies the emerging style of the teenager’s relationships with other people. Where, as it seems to him, he cannot be punished, a teenager from an authoritarian family usually communicates harshly with peers, expresses disrespect for adults, and clearly demonstrates his freedom by violating norms of behavior in public places. With strangers, such a teenager is either helplessly shy (speaks in a quiet voice, lowers his eyes), or is lax, foolish and disrespectful. At the same time, in a family with successful relationships, a teenager is already able to meet social expectations in the sphere of communication and be quite predictable.
Lack of attention, care and guidance, and the formalism of adults are painfully perceived by a teenager. He feels superfluous, because he is a source of burdensome troubles. In such cases, a teenager usually begins to live his own secret life.
Excessive care and control, which is necessary, according to parents, also often brings negative consequences: the teenager is deprived of the opportunity to be independent and learn to use freedom. In this case, his desire for independence is activated. Adults often react to this by tightening control and isolating their child from their peers. As a result, the confrontation between the teenager and parents only increases.
Excessive patronage and the desire to free a teenager from difficulties and unpleasant responsibilities lead to disorientation and inability to objective reflection. A child accustomed to everyone's attention sooner or later finds himself in a crisis situation. An inappropriately high level of aspirations and a thirst for attention are not combined with little experience in overcoming difficult situations.
At the same time, many teenagers try to avoid conflicts, trying to hide illegal actions. The desire for obvious conflicts with parents is relatively rare. Rather, external forms of asserting their independence are used, such as, for example, insolence in communication. A teenager may be attracted to an aura of impudence as a symbol of his personal freedom. However, the teenager is actually sensitive to cultural expectations
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The teenager continues to be a schoolboy; educational activity remains relevant, but psychologically recedes into the background. The main contradiction of adolescence is the child’s persistent desire for recognition of his personality by adults in the absence of a real opportunity to establish himself among them.
D.B. Elkonin believed that the leading activity of children of this age is communication with peers. It is at the beginning of adolescence that the activities of communication, conscious experimentation with one’s own relationships with other people (searching for friends, sorting out relationships, conflicts and reconciliations, changing companies) become a relatively independent area of life. The main need of the period - to find one’s place in society, to be “significant” - is realized in a community of peers.
For adolescents, the opportunity to communicate widely with peers determines the attractiveness of activities and interests. If a teenager cannot take a satisfactory place in the communication system in the classroom, he “leaves” school both psychologically and even literally. Dynamics of motives for communicating with peers throughout adolescence: the desire to be among peers, to do something together (10-11 years); motive to take a certain place in a group of peers (12-13 years old); the desire for autonomy and the search for recognition of the value of one’s own personality (14-15 years old).
In communication with peers, various aspects of human relationships are played out, relationships are built based on the “code of camaraderie,” and the desire for deep mutual understanding is realized. Intimate and personal communication with peers is an activity in which the practical development of moral norms and values occurs. Self-awareness is formed in it as the main new formation of the psyche.
Often, even the basis for deterioration in academic performance is a violation of communication with peers. At primary school age, solving the problem of academic performance often leads secondarily to the harmonization of communication with peers, to increased self-esteem, etc. In adolescence, it’s just the opposite - relieving tension in communication and easing personal problems can lead to improved academic performance.
Another point of view regarding the nature of the leading activity of adolescence belongs to D.I. Feldstein. He believes that the main importance in the mental development of adolescents is socially useful, socially recognized and approved, unpaid activity.
Prosocial activity can be presented as educational-cognitive, industrial-labor, organizational-social, artistic or sports, but the main thing is the teenager’s feeling of the real significance of this activity. The content of the activity is something useful for people, for society; the structure is determined by the goals of adolescent relationships. The motive for socially useful activities of a teenager is to be personally responsible and independent.
Socially useful activities There is also a primary school, but it is not sufficiently developed. Attitudes towards socially useful activities change at different stages of adolescence. Between 9 and 10 years, the child develops a desire for self-affirmation and recognition in the adult world. The main thing for 10-11 year olds is to get other people to evaluate their capabilities. Hence their focus on activities similar to those performed by adults, the search for activities that have real benefits and receive public appreciation. The accumulation of experience in various types of socially useful activities activates the need of 12-13 year olds for recognition of their rights, for inclusion in society under the conditions of fulfilling a certain, significant role. At the age of 14-15, a teenager strives to demonstrate his capabilities, to take a certain social position, which meets his need for self-determination. Socially significant activity as the leading type of activity in adolescence must be purposefully formed. A special organization, a special structure of socially useful activity requires reaching a new level of motivation, the implementation of a teenager’s orientation towards the “I and society” system, the deployment of diverse forms of communication, including the highest form of communication with adults on the basis of moral cooperation.
According to Feldstein, the intimate-personal and spontaneous-group nature of communication prevails if there are no opportunities for carrying out socially significant and socially approved activities, and the opportunities for pedagogical organization of socially useful activities of adolescents are missed.
