The Attitude Of Psychology To Age-related Development. Teenage Years

2024 Author: Harry Day | [email protected]. Last modified: 2023-12-17 15:43

In fact, age-related development for psychologists to this day has many secrets and "mysteries of the Sphinx", no one still knows for certain where autism comes from, some mental problems in people without organic brain damage, are only "dated" by the tone of the assumption. a different age period (for example, as in the case of "multiple personality"). By and large, in professional psychology, there are only 2 approaches to age phases, which, in my opinion, only focus attention on various manifestations, which follows from the purpose of applying each of the models. Namely:

1. The psychoanalytic approach (Freud-Erickson-Mahler, etc.) - is aimed at a forced transition to greater mental maturity (to a new level of personality organization), in simple terms, at "an adult's exit from the nursery";

Subject of realization: psychoanalyst;

2. Cultural-activity approach (Vygotsky-Elkonin) - aimed at assessing and correcting the quality of the leading activity in a particular age period with the aim of greater socialization of the child, in other words, "how to help start a substitution in a stuttering teenager so that he can adapt to society as much as possible ";

Subject of implementation: Teacher;

As I already wrote, both of these approaches are still relevant today in their own way. For interested people, non-psychologists, in our opinion, will be much more understandable phase 2 of theory than phase 1, but in principle, both of them can be more applicable to increase the understanding of their own children.

Let me give you an example, focusing on adolescence, which most of all attracts the attention of parents (for obvious reasons):

1. Cultural and activity:

Relationship type: "I am peers"

A common characteristic is the expansion of the scope of social activity and a change in relationships with teachers, peers, and parents. The transition to high school is accompanied by an increase in the number and variety of teachers with whom it is necessary to build relationships; peer relationships go beyond learning activities. Teenage communities are formed, in which the norms of social life, moral norms of regulation of relations are mastered.

Leading activity: communication with peers

Intimate-personal communication, aimed at knowing another person, oneself, interpersonal relations, at mastering the norms of social behavior.

Behavior patterns:

⦁ Rebel (deviant)

A positive, in general, self-attitude gives such a teenager the inner right to be active, but undeveloped self-regulation makes genuine freedom unattainable, which is replaced by impulsive protest, opposing oneself to others. The structure of self-attitude, in addition to its instability, testifies to self-attachment, unwillingness to change and the absence of ideals. Such a person is very easy to manipulate. Sooner or later, he will fall victim to his impulsiveness and, despite the inner support, will submit to external influences.

⦁ Melancholic (depressed)

The experience of losing the meaning of life is characteristic of youth. A depressed teenager tends to view this global problem as his own personal drama. Reflections on the meaning of life and death acquire a self-sufficient character, turn into obsessive and fruitless philosophizing, deprive the adolescent of the ability to productive intellectual activity. The teenager becomes lonely and detached, maladjustment gradually increases, leading to complete social collapse.

⦁ Pedant ("child-project" of his parents)

The parents of such people are characterized by latent rejection, expressed in formal upbringing, which forms an orientation towards external formal standards, “to be like everyone else”. This also contributes to the formation of a conditionally positive self-attitude, depending on external assessment, which can be earned by behaving in accordance with external requirements. Such a person can successfully adapt to life at the cost of unconditional acceptance of external requirements and assessments as a guide to action.

The condition for a beneficial passage through the period: creation of conditions for the positive inclusion of a teenager in communication with peers;

The result of the passage: responsibility for actions with their own kind, learning to develop stable relationships with peers and correctly navigate in their environment;

2. Psychoanalytic:

The beginning of the genital phase

Central internal conflict: an explosion of new instinctive needs, concepts within a group of their peers and a reassessment of values;

Types of conflict resolution:

⦁ Deviant behavior

In general, according to psychological forecasts, it is more positive than all subsequent ones, in the event that the behavior does not "hold out" to delinquent actions (crimes of the Criminal Code). The adolescent allows himself to show some instinct, and after a reassessment of values (creating his own ideals, different from those of his parents), he learns a socially prosperous life;

⦁ Depressive behavior

The psychological prognosis depends on many factors, and the result can be both suicidal attempts and / or the formation of a depressive type of character, and the exit from depressive tendencies after the passage of adolescence;

⦁ Self-isolation

The most potentially unfavorable way out of the conflict from the standpoint of mental development. It is characterized by a deliberate suppression of his own part of the instincts by a teenager (often under the auspices of morally severely oppressive parents), despite the fact that behavior can be changed for the better, negative consequences of such an exit can be: syndrome of an adult "excellent student", suicides, panic attacks, mental disorders (typical example: anorexia), etc.

Result with a positive pass:

Mental separation from parents (as an anticipation of the physical - moving), assimilation of one's own system of values, a sense of responsibility for actions in front of others, adequate independent attempts to self-determine one's future life;

In conclusion, I will say that you can use any proven redesigns, but carefully extracting a rational grain from them, it is important to remember that the boundaries are conditional, and no article is able to fully describe the complexity of your personalities with the child, not to mention the intricacies of yours with him specifically. relationship, and therefore not able to say exactly what you literally do.

Bibliography:

1. A. Freud. Psychology of "I" and its protection

2. Freud. Essays on the Psychology of Sexuality

3. Vygotsky - Developmental Psychology.

4. * Vygotsky - Defect and compensation