Diagnosis: teenager. 7 ways to overcome the teenage crisis

Psychologists and doctors call the teenage crisis a period in a person’s life when active changes occur at the physiological and psychological level. The transformation of a child into a teenager is expressed by the desire to demonstrate their own independence, express themselves and assert themselves. Conflicts often arise with parents and teachers, and the zeal for learning disappears.

The teenage crisis lasts several years, begins around 11 and ends by the time of adulthood, and sometimes by 20-21 years. This difficult period is accompanied by hormonal changes, changes in body shape, appearance, as well as the emergence of a personal worldview.

Going through a crisis period is not easy for a teenager - emotional swings and inability to cope with new tasks often make you doubt your own abilities. Attentive parents, teachers and psychologists are able to help yesterday’s child cope with the period of growing up so that the teenage crisis passes with minimal losses.

Adolescent crisis: physiological basis

At 11-12 years old, the hormonal system is actively restructured. The thyroid gland, adrenal glands, and pituitary gland begin to work especially intensively. These organs synthesize sex hormones and growth hormones in greater quantities than before. At the same time, thymus function decreases.

Significant changes occur against the background of hormonal changes.

They are manifested by intensive growth - in girls, an increase in body parts is observed from 11 to 13, in boys from 13 to 15 years. The changes do not occur simultaneously; often the limbs are stretched first, then the torso. Most teenagers seem clumsy and angular. Due to the disproportionate size of individual parts of the body, they feel insecure about their own attractiveness and shyness.

Boys' voice changes due to thickening of the ligaments. A high children's timbre does not immediately become lower. “Withdrawal” occurs for about a year.

The speed of puberty during puberty largely depends on the constitution, heredity, climate and other factors. In girls, the period of menarche (first menstruation) occurs at 11-13 years, boys mature at 13-15 years. But the formation of the hormonal and reproductive system is completed later, at 18-20 years of age.

The crisis is accompanied by an awakening of interest in representatives of the opposite sex. The awakening of sexuality, the first love is reflected in the emotional state and behavior of a teenager.

Emotional swings are a hallmark of adolescence. Sharp fluctuations in hormones, combined with the inability to understand the reasons and manage their emotions ecologically, force teenagers to react violently - to show aggression, cry, feel depressed or excited. Against the background of emotional changes, physiological reactions also arise - jumps in blood pressure, muscle spasms, rapid fatigue.

When it ends

It is believed that the normal age for the end of puberty is 14-16 years. However, psychologists began to notice that in the modern world, for young people and girls, the crisis began to begin and end much later, in most cases after reaching adulthood.

Psychologists attribute this to the fact that modern standards require young people to be competitive in terms of education, which now takes much longer to obtain.

In this regard, the period when a young man or woman begins to work and live independently is constantly being pushed back. Therefore, the end of adolescence may occur at 17-21 years. Whether this is good or not is difficult to say. Although it can be noted that the emergence of a later period contributes to its calm or less conflictual course.

What is the formula for happiness in a home with a teenager? It’s simple – it’s enough to achieve mutual understanding and mutual respect. The raging hormones will gradually subside, and a new, adult person will appear in front of the parents, who will be grateful to them for the support provided.

Teenage crisis: signs

Not all parents recognize the crisis of adolescence by its first manifestations. Often it seems to adults that the child does not want to obey or is being rude on purpose, showing stubbornness “out of spite” or under the influence of “wrong” friends.

Repeated situations in which the child refuses to communicate, violently displays emotions, or insists on his own, make you think that your child has entered adolescence.

Attention! By knowing the signs of a teenage crisis, parents can help their son or daughter cope with a difficult period without serious consequences.

Teenagers become conflicted, reject any proposals from adults, and insist on their point of view.

Those who just yesterday enjoyed playing sports, playing music, or attending handicraft clubs, stop enjoying their activities. It is not uncommon for boys and girls to give up activities that they have spent several years pursuing. Teenagers quickly become interested in other activities and just as quickly lose interest in them. Children react very violently to parents’ admonitions not to quit classes or clubs and regard this as an attempt to infringe on their freedom.

Inconstancy of behavior is manifested by emotional swings. They manifest themselves in communication with teachers and parents. To a large extent, the emotional state of a teenager depends on relationships with peers. At home, at school and in the company of friends, the same teenager behaves and reacts to the same phrases differently.

Thus, with adults, stubbornness, negativism, and aggression can manifest themselves. This behavior is a sign that the teenager is trying to gain independence:

1. Freed from the need for approval and evaluation from parents. This is necessary in order to learn to follow the chosen path (this does not mean antisocial behavior), without looking back at the opinions of the mother and father.
2. Stops evaluating himself and the world around him through the prism of parental criteria. Your own opinion appears, which is based on your experience.
3. Learns to provide for himself financially, strives for freedom of choice of work, place to live, interests and social circle.
4. Gains the experience of life without feelings of guilt and anxiety for separation from parents.

Peers become the most important people for a teenager. He tries to imitate those whom he considers more successful in some area.

At home and at school, a new style of behavior is not always accepted with understanding. But it’s not easy for a child to develop clear tactics. This causes the teenager to isolate himself from everyone or only from a specific group of people.

Terminating contacts is often very difficult. For some, reading books, computer games, and searching for answers to questions in their own minds become salvation. Other teenagers completely distance themselves from their classmates and begin to communicate more with their peers in the yard.

Important! How detached a teenager will be depends on the depth of his crisis experiences and those events that are perceived painfully. The more traumatic moments, the more lonely the boy or girl becomes.

Studying suffers. The reason for this is the transfer of importance from knowledge to social interaction. A teenager may attend classes not to gain knowledge, but wanting to meet people who are important to him. Adolescent children are guided by the same principle when choosing additional activities.

Personal development

Teenagers are characterized by a sense of adulthood. Their adulthood may have the following character:

• imitative (the simplest, but dubious way: imitation of appearance);
• exemplary (the desire to be like a “real woman”, “real man”);
• social (cooperation with adults, participation in the life of the family, society);
• intellectual (self-education, additional search for scientific information).

During adolescence, old value orientations are broken down and new guidelines are sought or created.

Self-awareness is formed through egocentrism, which is overcome through knowledge of peers (communication). Initially, egocentrism manifests itself in two ways:

• feeling like an actor and perceiving the world as a stage;
• belief in the uniqueness of one's emotions.

Teenage crisis: causes

Classics of psychology consider the causes of the crisis of adolescence from several perspectives:

1. Discrepancy between sexual and socio-cultural development and the end of physiological growth (L. S. Vygotsky). Transitional age is a necessary link between childhood and adulthood, which was formed as a result of cultural and historical development.
2. During adolescence, needs arise that the child is not able to satisfy due to insufficient experience and physiological characteristics (L.I. Bozhovich). The source of increased emotionality, aggression and other behavioral problems is the internal and external prohibitions that a growing person faces.
3. A crisis for a teenager is a period of searching for his place, role, purpose in life, a time of self-determination (E. Erikson).

Intense mental and physiological development stimulates the emergence of new needs. Lack of maturity does not allow them to be fully satisfied. A teenager feels like an adult, but cannot live like an adult.

Due to the fact that the child now pays the main attention not to studies, but to communication with peers, academic performance decreases. Against this background, internal tension and anxiety arise, which are often accompanied by pressure from parents and teachers.

After 10 years, the parietal lobes of the brain begin to actively develop. This helps the teenager develop the ability to use his intellectual and analytical abilities. But insufficient development of the prefrontal cortex does not allow one to analyze risks and one’s own capabilities. plan and control emotions. This skill appears by the age of 17-18.

The development of the cognitive sphere becomes the impetus for a teenager to acquire new knowledge. He moves from figurative to abstract thinking, his own experience already acquired helps in this. While processing information, the child actively uses knowledge, memory, deduction, and forms his own opinion.

A new level of thinking makes it possible to realize your own uniqueness. There is a basis for thinking about purpose, against the background of which the teenager’s life position is formed, and fears also arise.

One of the main reasons for a difficult crisis is conflictual relationships with parents. For many adults, it is not easy to accept changes in their child's behavior. Parents try to use the same approaches in relationships (as with a child), not taking into account that their daughter or son has already grown up.

• 9.1. Social development situation
• 9.2. Physiological changes
• 9.3. Psychological changes
• 9.4. Adolescence crisis
• 9.5. Leading activities in adolescence
• 9.6. Neoplasms of adolescence

Topic 9. ADOLESCENCE (FROM 10–11 TO 14–15 YEARS OLD)

9.1. Social development situation

The social situation of human development at this age represents the transition from childhood to independent and responsible adult life. In other words, adolescence occupies an intermediate position between childhood and adulthood. Changes occur at the physiological level, relationships with adults and peers are built differently, the level of cognitive interests, intelligence and abilities undergo changes. Spiritual and physical life moves from home to the outside world, relationships with peers are built on a more serious level. Teenagers engage in joint activities, discuss vital topics, and games become a thing of the past.

At the beginning of adolescence, a desire to be like older people appears; in psychology it is called a feeling of adulthood.

Children want to be treated like adults. Their desire, on the one hand, is justified, because in some ways their parents really begin to treat them differently and allow them to do things that were not previously allowed. For example, now teenagers can watch feature films, access to which was previously prohibited, take longer walks, parents begin to listen to the child when solving everyday problems, etc. But, on the other hand, a teenager does not meet the requirements for an adult in everything; has not yet developed such qualities as independence, responsibility, 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

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 (secret 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

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e processes
go
beyond 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.

During adolescence, sexual development begins.

Boys and girls begin to treat each other differently than before - as representatives of the other sex. For a teenager, it becomes very important how others treat him; he begins to pay great attention to his appearance. 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. occurs .

Logical memory begins to actively develop. Gradually, the child moves on to using logical, voluntary and indirect memory. The development of mechanical memory slows down. And since at school, with the advent of new academic subjects, a lot of information has to be memorized, including mechanically, children have memory problems. Complaints about poor memory at this age are common.

The relationship between memory and thinking changes

Thinking is determined by memory. To think means to remember. For a teenager, remembering means thinking. In order to remember material, he needs to establish a logical connection between its parts.

occur 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 the development of self-awareness at this age.

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 is characterized by demonstrativeness, external rebellion, and a desire to free themselves from the care and control of adults.

They can demonstratively violate the rules of behavior, discuss the words or behavior of people in an inappropriate way, and defend their point of view, even if they are not entirely sure of its correctness.

There is a need for confidential communication.

Teenagers want to be heard and need their opinions to be respected. They are very worried when they are interrupted without listening to them. Adults should talk to them as equals, but avoid familiarity.

Teenagers have a great need for communication and friendship,

they are afraid of being rejected. They often avoid communication for fear of not being liked. Therefore, many children at this age have problems establishing contacts both with peers and with older people. To make this process less painful, we need to support and encourage them, and develop adequate self-esteem among those who are unsure of themselves.

Teenagers strive to be accepted by their 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.

There is a tendency to take risks.

Since teenagers are highly emotional, they think they can cope with any problem. But in reality this is not always the case, because they still do not know how to adequately assess their strengths and do not think about their own safety.

At this age, susceptibility to influence from peers increases.

If a child has low self-esteem, then he does not want to turn out to be a “black sheep”; this may be expressed in fear of expressing one's opinion. Some teenagers, who do not have their own opinions and do not have the skills to make independent decisions, find themselves “led” and commit some actions, often illegal, “for company” with others who are stronger psychologically and physically.

Adolescents have low resistance to stress.

They may act rashly and behave inappropriately.

Despite the fact that teenagers actively solve various problems related to study and other matters and encourage adults to discuss problems, they show infantilism

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.

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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.

A leader must appear in a teenage group

and leadership relationships are established. Teenagers try to attract the attention of the leader and value their friendship with him. The teenager is also interested in friends, for whom he can be a leader or act as an equal partner.

An important factor in 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, speak unflatteringly about them. This behavior brings pleasure to both. Over time, the relationship between them changes: .
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.

During adolescence, children begin to intensively engage in self-education. This is especially typical for boys - the ideal of masculinity becomes one of the main ones for them. At the age of 11–12 years, 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-train his will. The most active age for developing volitional qualities is the period from 13 to 14 years.

The need for self-affirmation and self-improvement in activities that have personal meaning. Self-determination.

Adolescence is also significant because it is at this age that skills, abilities, and business qualities are developed, and the choice of a future profession occurs. At this age, children show an increased interest in various activities, a desire to do something with their own hands, increased curiosity, and the first dreams of a future profession appear. Primary professional interests arise in study and work, which creates favorable conditions 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.

Adolescents have a differentiated attitude towards learning.

This is due to their level of intellectual development, fairly broad outlook, volume and strength of knowledge, professional inclinations and interests. Therefore, selectivity arises in relation to school subjects: some become loved and needed, while interest in others decreases. The attitude towards the subject is also influenced by the personality of the teacher.

New teaching motives appear,

associated with expanding knowledge, developing the necessary skills and abilities that allow you to engage in interesting work and independent creative work.

​​is formed .

In the future, they determine the content of the teenager’s activities, the scope of his communication, the selectivity of his attitude towards people, the assessment of these people and self-esteem. Older teenagers begin the process of professional self-determination.

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.

Table of contents

Adolescent crisis from a medical point of view

The teenage crisis is a time when the endocrine system begins to work more actively than before. During puberty, secondary sexual characteristics develop. Height increases very quickly - in just a few months, boys and girls grow by 5-6 cm, and their legs increase by a whole size.

Rapid growth often causes poor posture.

The active work of the sebaceous and sweat glands makes teenagers often feel embarrassed due to excessive sweating and skin rashes. The desire to look attractive often makes girls refuse to eat. And for other teenagers, food becomes a way to satisfy their need to be noticed and relieve anxiety.

All of the above manifestations of the teenage crisis, noticed in time, can be corrected. To avoid undesirable consequences, parents should be attentive to their child and, if necessary, do not delay a visit to a neurologist, endocrinologist, or psychotherapist. Ignoring a child’s teenage crisis is unsafe for his mental and physical health.

Features of the teenage crisis

During the transition from childhood to adulthood, mental new formations appear that previously functioned primitively. But the teenager does not yet know how to use what he has acquired so as not to experience emotional fluctuations.

Rigid logic that requires quick decisions and direct answers causes teenagers to see the world in black and white, without shades.

This is facilitated by developing logical thinking and the ability to draw conclusions in the absence of nuance. The teenager evaluates in a sharply negative or positive way not only the world, other people, but also himself.

Considering himself not as an extension or addition to his parents, but as a separate person, the teenager begins to pay a lot of attention to his own experiences. He begins to look for answers to questions about what is the meaning of life, what death is, what lies behind religions, why friendship and love are needed. But, most importantly, he sets goals for his future.

The importance of peers for a teenager borders on the realization that loneliness at some points in life is inevitable. More and more often, he thinks about what he has in common with his friends, and what he shares and directs along his own path.

Dangerous moment! In a situation where a teenager is very close to friends, dependent on their opinions, has many common interests with them, conflicts and misunderstandings can cause a very painful reaction.

The feeling of complete loneliness often arises against the backdrop of the fact that a teenager overestimates his capabilities. His strength increases, which makes it possible to independently solve some issues and cope without constant outside help. The teenager begins to experience his omnipotence. But insurmountable difficulties and limited resources provoke a state of disappointment in oneself and the emergence of complexes.

Tips for Parents of Teens

Parental support during the teenage crisis is very important. Older family members already have experience in overcoming difficult stages in life and can help their child get through the most difficult period without major losses.

Parents should be attentive and sensitive towards their son or daughter. When a child begins to show independence, it is important not to slow him down or push him, but to give him the opportunity to realize his desire to take responsibility.

Psychologists recommend that parents of teenagers:

• study special literature that introduces the intricacies of adolescence. Participate in parent groups - they are organized in many schools and personal development clubs;
• understand that the changes that occur with the child are inevitable, necessary and normal. Even if he shows disobedience, rebels, refuses everything, is not interested in anything. In fact, behind the apparent indifference lies a very sensitive and vulnerable person;
• support the desire for independence, try not to be overprotective. The techniques that parents used with their children recently no longer work. During the transition period, not only the child, but also the entire family system must change.
• the period of separation of a teenager from the family, his exit from care is often unexpected and painful for parents. In such a situation, the help of a psychologist is required. Not only individual work with a specialist helps, but also participation in a parent group;
• The task of the parents of a teenager is to listen carefully to the child and not try to lecture him. This is necessary for the child to begin to trust and learn to share experiences;
• Attention to the child’s mood and behavior is necessary, this allows you to track violations in time and seek help. It is important not to be afraid to see the problem, but by supporting your son or daughter to try to solve the problem;
• remember that adolescence is not forever. In a few years the child will grow up. But what it will become after the end of the crisis largely depends on the parents themselves.

For a person going through an adolescent crisis, it is extremely important to understand that he has something of his own. You need to learn to protect your own personal boundaries and not violate others. Give your child the opportunity to be alone, to have secrets and personal things that no one else has access to.

To make your child feel more confident, not embarrassed by clumsiness, and able to stand up for himself, involve him in playing sports together. This will not only create a sense of common interests and trust, but will also develop reaction, agility, dedication and determination.

When trying to achieve something from your son or daughter, you need to set an example. In other words, behave the way you want your teenager to behave. If you want to be treated with respect, respect him and other people. When requiring your child to return home from a walk on time, be punctual yourself. And if you want your son or daughter to seek advice, ask them for changes too.

How to encourage positive behavior in your child

The information presented below is relevant for overcoming and preventing deviations and correcting teenage accentuations. That is, these are the basic principles of parental behavior for the successful passage of adolescence in their child.

1. Invite the teenager to a dialogue. A banal and simple “let’s talk?”
2. Praise on every occasion. You can't combine praise and scolding. Due to natural age-related negativism, a teenager will not notice praise, but will only take note of blame.
3. Together with the teenager, write down the desired behavior styles (relevant for both parties) and discuss them.
4. It is important to set real and clear boundaries, prohibitions and punishments. Teenagers often test their parents for the strength and value of their words. Keep any promises and don’t say: “I’ll kill you” (after all, you won’t, I hope). “I’ll have to turn off the Internet for a day” sounds much better and more realistic.
5. Do not demand immediate fulfillment of the request. The teenager should be given 5-10 minutes to think and reflect internally.
6. Gently remind your teenager of your responsibilities.
7. Always offer an alternative (or at least have one ready).
8. Focus on positive and desirable phenomena, ignore undesirable ones.
9. Agree on punishment in advance. It makes no sense to come up with a reprimand after a teenager does not sleep at home without warning. He should have known all the risks and consequences in advance.

Prevention

Sensitivity and attention to the teenager on the part of parents makes it possible to avoid serious problems. During the period of self-determination and separation, older family members need not only to pay attention to the child. It is important to find time for your own interests and favorite activities.

You should not try to teach a child - it is much more useful if he sees in his parents living people who also make mistakes and correct mistakes. With whom you can share interesting information and who can also tell you a lot of useful things.

Give your child freedom to the extent that it cannot harm him. A teenager should know that there are boundaries that he cannot violate (they are necessary for safety).

Teach your child that problems in life are inevitable, but not tragic, and that it is worth dealing with difficulties at the very beginning.

Changes in life values

As part of the research project “Value Atlas of Russia,” a study of value orientations was conducted among students in schools, colleges and lyceums in the country. The age of the respondents was 14-19 years. The study was conducted in several federal districts:

• Central;
• Privolzhsky;
• North-West;
• Siberian;
• Ural;
• Yuzhny.

The study showed that for Russian teenagers it is important to be able to independently choose guidelines that influence the choice of direction in life. The study identified 10 main values.

The teenagers' priorities were distributed as follows (from most to least important):

1. Kindness (wishing well-being to loved ones).
2. Independence in judgment and decision making.
3. The desire to receive sensual pleasure (hedonism).
4. The desire for personal success.
5. Personal and public safety.
6. Thirst for adventure, risk, novelty.
7. Striving for understanding, tolerance towards other people, respect for animals and nature (universalism).
8. Socially approved behavior (conformity)
9. Respect for traditions, religiosity.
10. The desire for power.

The choice of life values ​​differs among adolescents of different genders and ages. Thus, among graduate students, independence, new experiences and power are highly valued. For 8th graders, tolerance, respect for traditions and conformity are important. Kindness, safety and universalism are very important for girls. Analysis of the young men's questionnaires showed a tendency to gain power and a high level of independence.

The study also showed problematic issues. The majority of teenagers participating in the survey do not know how, but, moreover, do not want to build a life perspective. They don't know how to act to achieve their goal.

The majority of respondents believe that they are not old enough to think about the future, “it’s not time yet.” Considering that the age difference between the study participants was 5 years, there was no tendency to increase knowledge about oneself, about the strengths and weaknesses of one’s own personality, about ways to overcome difficulties on the way to the goal.

Based on the results of the study, a conclusion was made about the influence of the parental position towards adolescents. During a crisis, many mothers and fathers try to protect their children from “bumps that may fall on their heads”, to protect their children from problems. This leads to the fact that the teenager cannot self-determinate, does not know how to build a life trajectory, does not understand his own desires and does not objectively assess his strengths.

The project manager was Andrey Podolsky, head. Department of Educational Psychology and Pedagogy, Moscow State University. In his opinion, the child needs parental support. But it does not lie in the fact that elders determine the life path of a child. This parenting strategy creates problems for young people in the short and long term.

Irina Sherbul

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