Adolescence 9-18 years Lesson objective – to learn how adolescence develop emotionally during this life stage

Lesson objective – to learn how adolescence develop emotionally during this life stage

What is going on here?Has anyone challenged their parents in this way?

Lesson objective – to learn how adolescence develop emotionally during this life stage

The need for attachment is very important!

In infancy and childhood you form an attachment with your parent or carers.

In adolescence you form a relationship/attachment with the opposite sex. This is normal and teachers you to ‘give and take’.

Those that are insecurely attached in infancy tend, during adolescence , to be dependent, clingy and jealous.

These adolescents are more likely to have a trained relationship with their parents and are likely to attach themselves to a delinquent peer group.

Emotional development

The hormone changes can often affect emotions. They often experience mood swings.

May be excited one minute and depressed the next.

At the same time adolescences are looking for a sense of identity, or to discover who they are.

One way of doing this is to react against the parents.

They may also have ideas about politics, religion, smoking and drinking.

Insecurity can be part of an adolescent’s emotion.

This is a time when personality is developed Lesson objective – to learn how adolescence develop emotionally during this life stage

Apathy towards study. Mind gets blank due to over excitement at performance stage. i.e. while attempting examinations OR participating in an elocution

competition etc. Often getting confused while selecting a proper stream of academics that is suitable to their intellectual capabilities. Unable to judge our own limitations and capabilities and easily influenced by the others' ideas, principles, uncommon lifestyles

etc. Frequently changing moods, therefore unable to concentrate the studies. Storming mind, that often mislead them in selecting best option available. Confused state of mind, which may delay decision making. Escapism tendencies, often owing to non-interesting stream of academics; forcibly imposed by the parents. Fear of exams. Feeling pain and sweat in fingers while writing exam papers. Feeling thirsty and uncomfortable while attempting the papers. Getting blank while attempting the exam papers and unable to recall it again. Flickering minds, due to guilty feeling of past unfortunate memories that do not allow them in concentrating into studies. Fluctuating-hesitant decision making tendencies, often at crucial times like selection of careers While attempting the examination papers, often getting exerted in a short duration of time. Habit of anticipating failure, even before starting work on the task. Habit of finding excuses, so as to avoid studies on that pretext; also very slow in grasping. Habit of seeking unnecessary advice from others. Inattentiveness during classes due to flickering mind. Inferiority complex, developed owing to various reasons such as cast, race, poverty, social and financial status etc.;

communication apprehension. Getting Intolerant OR violent over trivial issues. Lack of self-confidence while appearing for exams, competitions. Habitual in lagging behind during examinations on the pretext of lack of time. Lethargic tendencies. At times, occasional feeling of inadequacy. Despondency owing to guilty feeling OR inferiority complex, often due to considering ourselves to be the worst person in the

world. e.g. adultery happened in past may develop self-reproaching OR guilty feeling approach towards life. Often over confidence may lead to excited stage or elation whereby smart students can commit mistakes.

Self-disgust feeling due to immoral act done in past. Swinging moods; suddenly switching over tendencies from one topic to another i.e. while attempting mathematics paper the

student is concerning about tomorrow's history paper! Taking excessive tension of forthcoming examination. Excessive addiction of Internet chatting. Uncontrolled desire of cheating, copying, duplicating on tests, examinations.

Negative emotions during study:

Task - using the tree place these negative emotions about study in an order that you think is most likely to happen

Common Causes and Responses to Emotional Stress

Young people become stressed for many reasons. Students were given a list of 47 common life events and asked them to identify those they had experienced in the last six months that they considered to be "bad." The responses indicated that they had experienced an average of two negative life events in the last six months. The most common of these were:

Break up with boy/girl friend Increased arguments with parents Trouble with brother or sister Increased arguments between parents Change in parents' financial status Serious illness or injury of family member Trouble with classmates Trouble with parents

Social Development during adolescence Starter Looking at the images and quotes comment on what is good about the social activity and what is not!

The sad truth is, binge drin

king

happens all too fre

quently

especially on college campus. My

school was not th

e first to have a

student die fro

m binge drinking

and sadly it will n

ot be th

e last. In

fact there are nearly 1700

students who die each year due

to alcohol related injuries.

Lesson objective – to learn how adolescence develop emotionally during this life stage

Adolescents may end up with alcohol poisoning

If they are suffering from alcohol poisoning the person may be unconscious but cannot be awakened. If you try to wake your friend up and they do not respond check to see if they have cold, clammy, unusually pale or bluish skin. Check their breathing also.

If they are breathing slowly or irregularly -- less than eight times a minute -- or ten seconds or more between any two breaths, they are in trouble. Another sign is if they vomit while passed out and do not wake up during or after vomiting.

The issues that can stop young people thriving during social aspects of adolescence life stage

The negatives

from socialisatio

n

Some of the problems that can occur from socialisation and adolescent relationships

Dirking heavily Binge drinking Recreational drugs Unprotected sex Accidents whilst

under the influence of drink and drugs

Missing study seminars and lectures and lagging behind during study

Outcomes can be Addiction Teenage pregnancy Sexually transmitted

disease Long-term drug

addition Long-term psychotic

behaviour due to drugs

Teenage pregnancy did begin to fall during 2007 and 2008, however reports are beginning to show an increase once again.

Why do you think this is happening?

Two faces of popular socialisation and emotional development during adolescence

What are friends for? Friendships are important in helping children develop emotionally and socially. They provide a training ground for trying out different ways of relating to others. Through interacting with friends, children learn the give and take of social behavior in general. They learn how to set up rules, how to weigh alternatives and make decisions when faced with dilemmas. They experience fear, anger, aggression and rejection. They learn how to win, how to lose, what's appropriate, what's not. They learn about social standing and power - who's in, who's out, how to lead and how to follow, what's fair and what's not. They learn that different people and different situations call for different behaviours and they come to understand the viewpoints of other people. Friends provide companionship and stimulation for each other, and they find out who they are by comparing themselves to other children - who's bigger, faster, who can add better, who can catch better. They learn that they're both similar to and different from others.

Through friendships and belonging to a group children improve their sense of self-esteem. The solace and support of friends help children cope with troubling times and through transition times - moving up to a new school, entering adolescence, dealing with family stresses, facing disappointments.

Friendships are not just a luxury; they are a necessity for healthy psychological development. Research shows that children with friends have a greater sense of well-being, better self-esteem and fewer social problems as adults than individuals without friends. On the other hand, children with friendship problems are more likely than other children to feel lonely, to be victimised by peers, to have problems adjusting to school, and to engage in deviant behaviors. 1

Task – you are requested to compile a small report about the importance of friendships during childhood and adolescence. 1. List what can be gained by

having good friendships2. What training for the future

can result from friendships?3. You need to link into antisocial

friendships, what are the issues here?

4. What potential problems that could arise if adolescence have problem friendships?

Key words during your small report: delinquent, bonding, well-being, self esteem, companionship,

Teenage friendships

Teenagers spend almost a third of their waking time in the company of friends. Most adolescents move away from relying on family and parents and develop close ties with friends. While young children's friendships are based largely on companionship, older children report higher levels of self-disclosure or sharing personal thoughts and feelings in their friendships.

The characteristics of preadolescent friendship, such as companionship, valuable aid, caring and trust are still relevant; but in addition adolescent friendships become significantly more intimate. Adolescents recognize and value the complexity of human relationships; they view friendship as a strong and stable bond built up and lasting over time.

When friendships are not helpful - the downside of friendship

The quality of friendship is important. The well known "peer pressure" effect which starts in early adolescence, although positive for many, can also have negative consequences. Children who align themselves with friends who engage in antisocial behavior are at risk for also engaging in this type of behavior.

Antisocial friends are not good role models. Especially during adolescence, teenagers who have a history of difficult behaviour and poor peer relationships can engage in delinquent behaviour.

In contrast, adolescents who have a history of positive peer relationships and are socially mature are more resilient and better able to deal with life changes and stress. 5

Learning to deal with peer pressure, competition and difference is a necessary part of development. Helping children deal with pressure from friends is more important than protecting them from it.

Social development During adolescence, relationships

with parents and peers change. Peers are really important, they

feel it is important to fit in with their peers.

Peer groups is important as it forms a time when males and females can interact with each other.

It is in the safety of the group situation that experimental behaviour takes place.

The need for attachment is very important!

In infancy and childhood you form an attachment with your parent or carers.

In adolescence you form a relationship/attachment with the opposite sex. This is normal and teaches you to ‘give and take’.

Those that are insecurely attached in infancy tend, during adolescence , to be dependent, clingy and jealous.

These adolescents are more likely to have a trained relationship with their parents and are likely to attach themselves to a delinquent peer group.

Why we are attached to the opposite sex during adolescence

Our ability to feel romantic love develops during adolescence. Teens all over the world notice passionate feelings of attraction. Even in cultures where people are not allowed to act on or express these feelings, they're still there. It's a natural part of growing up to develop romantic feelings and sexual attractions to others. These new feelings can be exciting — or even confusing at first.

The Magical Ingredients of Love Relationships

Love is such a powerful human emotion that experts are constantly studying it. They've discovered that love has three main qualities:

Attraction is the "chemistry" part of love. It's all about the physical — even sexual — interest that two people have in each other. Attraction is responsible for the desire we feel to kiss and hold the object of our affection. Attraction is also what's behind the flushed, nervous-but-excited way we feel when that person is near.

Closeness is the bond that develops when we share thoughts and feelings that we don't share with anyone else. When you have this feeling of closeness with your boyfriend or girlfriend, you feel supported, cared for, understood, and accepted for who you are. Trust is a big part of this.

Commitment is the promise or decision to stick by the other person through the ups and downs of the relationship.

What are the norms? Adolescents describe themselves

in more complex ways. Adolescents realise that who they

are might change with different settings or relationships ("I am shy at school but outgoing with my friends"). They also can imagine who they might be ("I am going to become a better athlete by practicing harder").

Compared to children in middle childhood, adolescents view themselves in terms of what makes them different or unique from their peers, showing that they value their individuality.

Adolescents also are capable of reflecting on and evaluating themselves, which leads them to believe that they should be able to make their own decisions and create their own set of values.

These changes in thinking about the self are tied to the broader issue of developing an identity, which involves the integration of all the different aspects of the self. Adolescents form their identities by trying on different ideas, appearances, behaviors, and relationships.

Adults may sometimes be frustrated by an adolescent who wants to attend a service from a different religion, dress in a nontraditional way, or hang out with a different set of friends.

Although adolescents still need adult guidance, this experimentation and exploration of different possibilities of the self are considered essential in forming a healthy identity. Once an identity is established, it can be used to guide the individual's future actions.

How do boys and girls begin to develop more intimate relationships?

Study work suggests that boys and girls are willing to engage with each other when they are involved in an activity, when they do not have to choose who will be in the group, when the group has been formed not on the basis of gender, and in settings that are more private (Thorne, 1993).

Others theory suggests that although girls and boys play together more easily in neighborhoods and other relaxed settings, other-gender relationships go “underground” at school where gender segregation remains strong (Gottman, 1986).

Even if gender segregation is stronger at school than in other contexts, children spend a good seven hours daily in the school setting so even interacting in separate groups in that context could shape girls’ and boys’ developing expectations for relationships.

Discussion – do you agree with these statements?

The emotional tradeoffs

1. Now think how you view emotional discussions between girls2. How do they differ to that of boys? 3. Why do you think girls are more able to cope with relationships during adolescence than boys?

What the theorist suggest The emotional tradeoffs suggests that

gender differences in the quality of peer relationships may have costs and benefits for children's emotional adjustment (Rose & Rudolph, 2006).

From a thorough analytic review, Rose and Rudolph (2006) found that girls are higher on prosocial behaviour, self-disclosure, and caring about boy/girl relationships; girls experience greater stress around friendships and peer status; and girls seek support from others and reflect more about problems than boys do.

Each of these features of girls’ relationships may have emotional tradeoffs; for example, girls’ greater self-disclosure might enhance the intimacy of their friendships, but may contribute to girls’ ability to encourage and discuss problems (Rose & Rudolph, 2006).

In contrast, boys are higher on rough-and-tumble play and outward aggression, more involved in sports and other competitive activities, care more about dominance in the peer group, but also seem to experience more peer victimisation, especially physical aggression.

Boys’ large group orientation and competitive play might enhance their development of group relationships, but boys’ play styles may interfere with the development of close relationships and could develop risk towards behavioural problems (Rose & Rudolph, 2006).

Why boy/girl relationships often work during adolescence

Theory suggests that girls and boys arrive in adolescence with different relationship styles and expectations that may pose difficulties for emerging romantic relationships.

For example, girls seem to understand distinctions between girls’ and boys’ friendships better than boys do (McDougall & Hymel, 2007).

Thus, girls may be more accommodating of boys’ interactional styles (Rose, 2007), then become frustrated when they realise that their flexibility may be one sided in a heterosexual romantic relationship.

As another example, girls engage in extensive discussion of other people (McDonald et al., 2007), yet are willing to be socially exclusive of others only behind the target's back (Underwood & Buhrmester, 2007).

Therefore, girls could be appalled by boys’ directness toward disliked others, whereas boys could be frustrated by girls’ lack of assertiveness followed by constant talking behind others backs.

AfL

You are requested to discuss your report with the rest of the group.

Now think about relationships between boys and girls, what are the reasons for this?

Why do you think this happens?