Topic: mental development of a teenager. Psychological features of adolescence

Adolescence is the stage of ontogeny between childhood and early adolescence. It covers the period from 10-11 to 13-14 years, coinciding with modern school with the time of teaching children in grades V-VIII. The concept of adolescence includes the early and middle adolescence, as well as the beginning of the older adolescence.

The beginning of adolescence is characterized by the appearance of a number of specific features, the most important of which are the desire to communicate with peers and the appearance in behavior of signs indicating a desire to assert one's independence, independence, and personal autonomy. All these features appear in the early adolescence (10-11 years), but develop most intensively in the middle (11-12 years) and older (13-14 years) adolescence. The main feature of adolescence is the sharp qualitative changes that affect all aspects of development. These changes occur at different times for different adolescents: some adolescents develop faster, some lag behind others in some ways, and ahead of others in some ways, etc. For example, girls develop faster than boys in many respects. In addition, the mental development of each is uneven: some aspects of the psyche develop faster, others more slowly. It is not uncommon, for example, when intellectual development the student is significantly ahead of the development of personal characteristics: in terms of intelligence, he is already a teenager, and in terms of personality traits, a child. Opposite cases are also common, when strong needs - for self-affirmation, communication - are not provided with an appropriate level of development of reflection and a teenager cannot realize what exactly is happening to him.

Traditionally, adolescence is seen as a period of alienation from adults. It is clearly expressed as a desire to oppose oneself to adults, to defend one's own independence and rights, as well as the expectation of help, protection and support from adults, trust in them, the importance of their approval and evaluation. The significance of an adult is clearly manifested in the fact that for a teenager, it is not so much the ability to independently manage oneself that is essential, but the recognition by surrounding adults of this opportunity and the fundamental equality of his rights with the rights of an adult.

An important factor in mental development in adolescence is communication with peers, singled out as the leading activity of this period. Relationships in the peer group, its values play a big role in the development of a teenager. The desire to occupy a position that satisfies him among his peers is accompanied by increased conformity to the values and norms of this group. Therefore, the characteristics of this group, the formation of the collective of the class and other groups that include the teenager, are of significant importance.

Adolescence is a time of rapid and fruitful development of cognitive processes. The period from 11 to 14 years is characterized by the formation of selectivity, purposefulness of perception, stable voluntary attention and logical memory. At this time, abstract, theoretical thinking is actively formed, based on concepts that are not related to specific ideas, the ability to put forward hypotheses and test them develops, and it becomes possible to build complex conclusions. It is the formation of thinking, leading to the development of reflection - the ability to make thought itself the subject of one's thought, that provides a means by which a teenager can think about himself, i.e. possible development self-awareness. The central personality neoformation of this period is the formation of a new level of self-consciousness, "I-concept". This new level is characterized by the desire to understand oneself, one's own abilities and characteristics, one's similarity with other people and one's own difference - uniqueness and uniqueness. such a comparison. This allows him to gradually develop some of his own criteria for evaluating himself and move from the view "from the outside" to his own view - "from the inside." There is a transition from orientation to the assessment of others to orientation to self-esteem, the idea of "I-ideal" is formed.

Who am i? Do I know myself and what do I know about my friends? Do I always understand them, and they me? How to learn to understand yourself and other people? With the help of a psychologist, a teenager will be able to find answers to these and other questions through training, the program of which is presented in this book. The publication reveals the features of psychological work with adolescents in the form of training aimed at self-knowledge, self-awareness, self-development of a teenager's personality. Various methods and practical techniques are presented, detailed developments of classes, the sequence of exercises and studies, as well as the methodology for discussing them with adolescents are given. The book is addressed practical psychologists, teachers, teachers and students of psychological faculties, as well as specialists involved in the development of problems in child practical psychology.

Book:

Features of the mental development of a teenager

Adolescence is the stage of ontogeny between childhood and early adolescence. It covers the period from 10–11 to 13–14 years (grades V–VIII). The concept of adolescence encompasses preadolescence, early adolescence, and middle adolescence.

main feature adolescence - sharp, qualitative changes affecting all aspects of development. For different adolescents, these changes occur at different times: some adolescents develop faster, some lag behind the others in some ways, and ahead of them in some ways, etc.

Traditionally, adolescence is viewed as a period of alienation from adults. Not only the desire to oppose oneself to adults, to defend one's independence and rights is clearly expressed, but also the expectation from adults of help, protection and support, trust in them, expectation of their approval and assessments. The significance of an adult is clearly manifested in the fact that for a teenager, it is not so much the ability to independently manage oneself that is essential, but the recognition by surrounding adults of this opportunity and the fundamental equality of his rights with the rights of an adult.

An important factor in mental development in adolescence is communication with peers, which is singled out as the leading activity of this period. The desire of a teenager to take a position that satisfies him among his peers is accompanied by increased conformity to the values and norms of the peer group.

Adolescence is a time of rapid and fruitful development of cognitive processes. The period is characterized by the formation of selectivity, purposefulness of perception, the formation of stable, voluntary attention and logical memory. At this time, abstract, theoretical thinking is actively formed, based on concepts that are not related to specific ideas, the ability to build complex conclusions, put forward hypotheses and test them appears. Forming thinking is inextricably linked with reflection - the ability to make thought itself an object of thought - and serves as the necessary basis for the development of self-awareness in a teenager.

The most important in this regard is the period of 11-12 years - the time of transition from concrete thinking to theoretical thinking, from immediate memory to logical. At the same time, the transition to a new level is carried out gradually: in children of 11 years old, often throughout the entire VI grade, a specific type of thinking remains dominant, it is gradually restructured, and only from about 12 years old, from the VII grade, schoolchildren begin to master the world of theoretical thinking. The ongoing changes are precisely the complexity of this period, and different children experience it differently. At the same time, two aspects of the student's educational activity have a decisive influence on these changes: its organization by adults and its formation in the adolescent himself.

During adolescence, individual differences in intellectual activity become stronger, which is associated with the development of independent thinking, intellectual activity, creativity to problem solving. This allows us to consider the age of 11–14 years as a sensitive period for the development creative thinking.

The dynamic nature of development, active formation theoretical, reasoning thinking, on the one hand, and the social immaturity of a teenager, his limited life experience, on the other, lead to the fact that, having built any theory, making a conclusion, the teenager takes them for a reality that can lead to what he wants results.

The central personality neoformation of this period is the formation of a new level of self-consciousness, a self-concept, expressed in the desire to understand oneself, one's abilities and characteristics, one's similarity with other people and one's difference - uniqueness and uniqueness. Adolescence is characterized primarily by an increase in the importance of the self-concept, a system of ideas about oneself, the formation of a complex system of self-assessments based on the first attempts at self-analysis, comparing oneself with others. A teenager looks at himself as if "from the outside", compares himself with others - adults and peers - looking for criteria for such a comparison. Thanks to this, he gradually develops some of his own criteria for evaluating himself, and he moves from the view "from the outside" to the view "from the inside." Orientation to the assessment of others is replaced by an orientation to self-esteem, an idea of \u200b\u200bI-ideal is formed. It is in adolescence that the comparison of real and ideal ideas about oneself becomes the true basis of the student's self-concept.

New level self-awareness, which is formed under the influence of the leading needs of age, namely self-affirmation and communication with peers, simultaneously determines them and influences their development.

To understand adolescence, to choose the right direction and forms of work, it must be borne in mind that this age refers to the so-called critical periods of a person's life, or periods of age-related crises.

L. S. Vygotsky emphasized that behind every negative symptom of a crisis “there is a positive content, which usually consists in the transition to a new and highest form". The available data convincingly indicate that attempts by adults to avoid the manifestations of a crisis by creating conditions for the realization of new needs, as a rule, turn out to be futile. The teenager, as it were, provokes prohibitions, specifically “forces” his parents to impose them in order to be able to test his strength in overcoming these prohibitions, to test and expand the boundaries of his independence with his own efforts. It is in the course of this collision that the teenager recognizes himself, his capabilities, satisfies the need for self-affirmation. If this does not happen, i.e., adolescence passes smoothly and without conflict or is carried out according to the type of “crisis of dependence”, in the future either a belated, and therefore especially painful and rapidly flowing crisis at 17–18 years old and even later, or a protracted the infantile position of the "child", which characterizes a person in his youth and even in adulthood.

At the same time, it is important to keep in mind that crisis symptoms do not appear constantly, although sometimes they appear quite often. Crisis symptoms vary from teenager to teenager; their intensity also varies.

The crisis of adolescence goes through three phases:

1) negative, or pre-critical, - the phase of breaking old habits, stereotypes, the collapse of previously formed structures;

2) the climax of the crisis, in adolescence - this is usually 13 years old, although significant individual variations are possible;

3) postcritical, i.e., the phase of the formation of new structures, building new relationships, etc.

The age crisis can take two main forms. The first is the crisis of independence. Its symptoms are stubbornness, negativism, self-will, depreciation of adults, a negative attitude towards their requirements that were previously fulfilled, jealousy of property. A keenly felt own inner world is the main property that a teenager guards, jealously protecting it from others. The second form, the crisis of dependence, is the opposite of the first: excessive obedience, dependence on elders or the strong, regression to old interests, tastes, forms of behavior.

If the crisis of independence is a leap forward beyond the old norms or rules, then the crisis of dependence is a return back to that position, to that system of relations that guaranteed emotional well-being feeling of confidence, security. Both of these are variants of self-determination. In the first case it is “I am no longer a child”, in the second case it is “I am a child and I want to remain one”. From the point of view of development, the first option is the most favorable.

The simultaneous presence of both the desire for independence and the desire for dependence is associated with the duality of the student's position. Due to insufficient psychological and social maturity, a teenager, presenting to adults and defending his new views before them, seeking equal rights, striving to expand the scope of what is permitted, at the same time expects help, support and protection from adults, expects (unconsciously) that adults will ensure the relative safety of this struggle. , will protect him from too risky steps.

adolescence period - favorable period for the development of many aspects of personality, such as cognitive activity, curiosity. The age of 10–12 years is most important in this regard. Age 11-14 years old - important period for the development of self-awareness of a teenager, his reflection, self-concept, feelings of self. Usually 13-14 years old is the time of the first acquaintance with literature on self-education, popular science literature on psychology, age physiology. However, behind the interest in the problems of self-education, the desire to understand and change oneself at this age, as a rule, there are no specific actions yet, or they are carried out extremely inconsistently and for a short time. Therefore, adolescents need special assistance in organizing and implementing the process of self-development.

The most significant period of adolescence for the development of full-fledged communication. This is evidenced by the following data: those schoolchildren who at the age of 12-14 were focused mainly on the family and the world of adults, in adolescence and adulthood often have problems in relationships with people, not only in personal, but also in official . Neurosis, behavioral disorders, and delinquency are also most common in people whose relationships with peers in childhood and adolescence were problematic. In the long term, meaningful peer interaction during adolescence is much more important for maintaining mental health than factors such as mental development, school performance, relationships with teachers.

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INTRODUCTION

CHAPTER 1. Features of mental development in adolescence

CHAPTER 2. The social situation of the development of a teenager

CHAPTER 3

3.1 Characteristic defects of teenagers

3.2 Lazy teenagers

3.3 Adolescents with passive behavior

3.4 Disorganized teenagers

3.5 Selfish teenagers

3.6 Unruly, stubborn, rude and deceitful teenagers

3.7 Pedant teenagers

CONCLUSION

LITERATURE

INMANAGEMENT

The formation of a person as a person cannot be imagined without the influence of society. The role of the social environment in the child's assimilation of moral norms, rules, social roles, etc. accepted by society. cannot be underestimated. important task of any society is the creation of conditions for the maximum disclosure of the capabilities of children, the actualization of their abilities to creatively express themselves, express themselves, assert themselves, realize their need to be accepted and recognized by society as individuals.

However, raising children is not an easy task, and today most parents face enormous challenges. They are most acutely manifested in adolescence - the acute period of the child's transition from childhood proper to adulthood. It is in adolescence that various difficulties and deformations in the development of the character of a teenager begin to appear, requiring attention to them. And if at primary school age the basis for uniting children is most often joint activities, then for adolescents, on the contrary, the attractiveness of classes and interests are mainly determined by the possibility of broad communication with peers, the adoption of adult behavior, the manifestation of their own individuality and independence.

The problematics of the topic we have chosen is reflected in the works of some authors and groups of authors. Issues of socialization of adolescents, age-related mental development are considered by T.A. Shishkovets. Volkov B.S. gives detailed description difficulties of adolescence possible causes their occurrence and recommendations for overcoming them. Dubrovina I.V. in his work indicates the mental characteristics of the character of adolescence. Alferov A.D. pays attention to the problem of the social situation of the development of adolescents. Some questions concerning the social situation of development and the problem of the difficulties of adolescence are raised by the French psychologist J. Piaget.

The purpose of this work is a theoretical consideration of the problem of the social situation of development and the possible difficulties of adolescence.

Based on the goal, tasks are also distinguished:

Consider the developmental features of adolescents;

To designate features of a social situation of development for teenagers;

Identify and characterize the main difficulties of adolescence;

The abstract consists of an introduction, three chapters and a conclusion. The first chapter discusses the features of the mental development of adolescents. The second chapter is devoted to highlighting the issues of the social situation in the development of adolescents. The third chapter is a sequential examination of the difficulties of adolescence, starting with the characterological shortcomings of adolescents as such and ending with a description of adolescent pedants.

CHAPTER 1. FEATURES OF MENTAL DEVELOPMENT IN ADOLESCENTS

The onset of adolescence is characterized by the appearance of a number of specific features, the most important of which are the desire to communicate with peers and the appearance in behavior of signs indicating a desire to assert one's independence, independence, and personal autonomy. All these features appear in the early adolescence (10-11 years), but develop most intensively in the middle (11-12 years) and older (13-14 years) adolescence.

The main feature of adolescence is the sharp qualitative changes that affect all aspects of development. These changes occur at different times for different adolescents: some adolescents develop faster, some lag behind others in some ways, and ahead of them in some ways, etc. For example, girls develop faster than boys in many respects. In addition, the mental development of each is uneven: some aspects of the psyche develop faster, others more slowly. It is not uncommon, for example, for cases when the intellectual development of a schoolchild significantly outstrips the development of personality traits: in terms of intelligence, he is already a teenager, and in terms of personality traits, a child. Opposite cases are also common, when strong needs - for self-affirmation, communication - are not provided with an appropriate level of development of reflection and a teenager cannot realize what exactly is happening to him.

Characteristic for this age “asynchrony of development. both inter-individual (time mismatch in the development of various aspects of the psyche in adolescents belonging to the same chronological age) and intra-individual (that is, characterizing various aspects of the development of one student) ”, it is important to keep in mind both when studying this period and during practical work. It must be borne in mind that the time of the appearance of certain psychological characteristics can vary significantly for a particular student - take place both earlier and later. Therefore, the indicated age limits, “points of development” (for example, the crisis of 13 years) are only indicative. Traditionally, adolescence is viewed as a period of alienation from adults. Both the desire to oppose oneself to adults, to defend one's own independence and rights, and the expectation of help, protection and support from adults, trust in them, the importance of their approval and evaluation are clearly expressed. The significance of an adult is clearly manifested in the fact that for a teenager, it is not so much the ability to independently manage oneself that is essential, but the recognition by surrounding adults of this opportunity and the fundamental equality of his rights with the rights of an adult.

The most important in this regard is the period of 11-12 years - the time of transition from thinking based on operating with concrete ideas to theoretical thinking, from direct memory to logical memory. At the same time, the transition to a new level is carried out through a series of successive changes. For 11-year-old children, a specific type of thinking remains dominant, its restructuring is gradually taking place, and only from about 12 years old do schoolchildren begin to master the world of theoretical thinking. The complexity of the period lies precisely in the fact that the indicated changes take place in it, and different children they are carried out at different times and in different ways. At the same time, the characteristics of the schoolchild's educational activity have a decisive influence on these changes, and not only how it is organized by adults, but also how it is formed in the adolescent himself.

At the same time, the social immaturity of a teenager, his limited life experience lead to the fact that, having created a theory, making a conclusion, he often takes them for a reality that can and should lead to the results he wants. The well-known Swiss psychologist J. Piaget notes on this occasion that “in the thinking of a teenager, the possible and the actual change places: their own ideas, conclusions become more real for the teenager than what is happening in reality. According to Piaget, this is the third and final form of childish egocentrism. As the teenager is confronted with new opportunities for cognitive activity, egocentrism intensifies.

All this gives rise to a number of specific features that are reflected both in the educational activity of a teenager and in other aspects of his life.

In moral development, this is connected, for example, with the possibility that arises in a given period to compare different values, to make a choice between different moral norms. The consequence of this is a contradiction between the uncritical assimilation of group moral norms and the desire to discuss simple, sometimes quite valuable rules, a certain maximalism of requirements, a shift in the assessment of an individual act on the individual as a whole.

The organization of educational activities in the middle classes - curricula, the system for presenting material and monitoring its assimilation in the period under review - should ensure not only the development of theoretical, discursive (reasoning) thinking, but also the ability to correlate theory and practice, to check conclusions with practical actions.

The central personality neoformation of this period is the formation of a new level of self-consciousness, “I am concepts. This new level is characterized by the desire to understand oneself, one's abilities and characteristics, one's similarity with other people and one's difference - uniqueness and originality. Adolescence is characterized primarily by an increase in the importance of the "I - concept", a system of ideas about oneself, the formation of a complex system of self-assessments based on the first attempts at self-analysis, comparing oneself with others. A teenager looks at himself as if "from the outside", compares himself with others - adults and peers, looking for criteria for such a comparison. This allows him to gradually develop some of his own criteria for evaluating himself and move from the view "from the outside" to his own view - "from the inside." There is a transition from orientation to the assessment of others to orientation to self-esteem, the idea of "I am the ideal" is formed. It is from adolescence that the comparison of real and ideal ideas about oneself becomes the true basis of the "I - concept" of the student.

A new level of self-awareness, formed under the influence of the leading needs of the age - in self-affirmation and communication with peers, at the same time determines them and influences their development.

“Adolescents (together with early youth) are a special socio-psychological and demographic group that has its own norms, attitudes, and specific forms of behavior that form a special teenage subculture. The feeling of belonging to an adolescent community and a certain group within this community, often differing not only in interests and forms of leisure activities, but also in clothing, language, etc., is essential for the development of a teenager's personality, influencing the norms and values that form in him. .

CHAPTER 2. SOCIAL SITUATION OF DEVELOPMENT OF A TEENAGER

If the leading type of activity of a younger schoolchild was educational, and significant changes in mental development were associated with it, then in a teenager the main role belongs to the established system of relationships with others. It is the system of relationships with the social environment that determines the direction of his mental development. The peculiarity of the development of a teenager is that he is included in a new system of relations and communication with adults and comrades, taking a new place among them, performing new functions.

"The social situation of development is the situation in the family, relationships with adults, the situation at school and outside it." The interaction in this situation of these subjects creates favorable conditions for normal development teenagers. But they also create a certain tension in development, which exacerbates the process of growing up at this age. Tension with adults and in the family arises in adolescents due to the fact that his demands run ahead of his life experience, with his ability to use the independence provided to him. A teenager strives to build his way of life not only in accordance with these possibilities, but also ahead of them. Therefore, adults have, in fact, to limit the independence of a teenager.

Parents, teachers, and adults alike should build their relationships on the basis of the adolescent's developing sense of adulthood. If they take into account his increased capabilities, treat him with respect and trust, create conditions, help to overcome difficulties in learning and socially useful activities, help in establishing relationships with comrades, then favorable conditions for mental development are created.

A teenager is involved in various types of socially useful activities, which expands the scope of communication, the possibility of assimilation of social values, and the moral qualities of a person are formed.

Although teaching remains the main business of a teenager, the main new formations in his psyche are associated with socially useful activities. This is due to the fact that socially useful activity to the greatest extent satisfies the need for communication with peers and the need for self-affirmation, which is dominant for this age. Satisfying these needs, the teenager develops views on various phenomena of nature and society, learns social values, morality, rules of conduct. It is with socially useful activities that the reserves of educating a teenager as a citizen are connected.

The mental development of a teenager, his behavior is significantly influenced by the public opinion of his comrades. In all his actions and deeds, he is guided, first of all, by this opinion. A teacher for a teenager is not such an indisputable authority as for younger students. Adolescents make high demands on the activities, behavior, and personality of the teacher. Establishing relationships with many teachers, they constantly evaluate them. Based on these value judgments, a teenager builds his attitude towards teachers.

There is a change in the position of a teenager in the family: with the growth of physical and mental capabilities, they begin to trust him more and entrust the implementation of complex tasks. homework, include in the discussion of family problems.

Difficulties in working with adolescents are due to the psychological characteristics of age: increased excitability, relative instability of the nervous system, rapidly occurring changes in the body, inflated claims that turn into arrogance, overestimation of capabilities, self-confidence, etc.

DI. Feldstein established that the process of social development of the individual in teenage years passes through three paths (as in other periods of ontogeny), “regularly alternating stages.

The 1st stage is characterized by the emergence of new tendencies in the development of activity, when previously accumulated semantic loads single out new possibilities for the child's functioning, creating an appropriate field for his expanded activity.

The 2nd stage is characterized by maximum realization, cumulation of the development of the leading type of activity.

3rd stage - saturation of the leading type of activity when it is impossible to further realize its potentials, which leads to the actualization of the other side of the activity.

social development goes from a teenager's awareness of his social capabilities, through the formation of personal neoplasms, to the manifestation, strengthening, and qualitative change in the social position as a result of his own creative activity.

As a teenager grows older, the nature and characteristics of distinguishing himself in society, the perception of society, the hierarchy of social relations change, his motives and the degree of their adequacy to social needs change.

A teenager solves not just the problem of occupying a certain place in society, but also the problem of relationships, defining himself in society and through society, i.e. the task of personal self-determination, taking an active position regarding socio-cultural values and thereby determining the meaning of one's existence is being solved. Moreover, the research of D.I. Feldstein show that a certain level of social maturity is ahead of the intellectual development of a teenager.

According to the concept of A.V. Petrovsky "the development of a person's personality can be represented as a process of entering the socio-historical being, represented in a person's life, his participation in activities and communication various groups, in which he masters and which he actively masters, i.e. as a process of entering a new social environment and integrating in it.

The measure of the stability of this environment is different, so it is necessary to build 2 models of personality development. "The 1st is designed for a relatively stable social environment, the 2nd - for the formation of a personality in a changing environment" . The stages of personality development in a relatively stable community are called personality development phases. The first phase includes the assimilation by the adolescent of the norms operating in the community and the mastery of the corresponding forms and means of activity. For example, a teenager who finds himself in a new group of guys for him initially strives not to stand out in any way, learns the norms of communication accepted in it, vocabulary, clothing style, generally accepted interests and tastes - adapts.

The second phase can be referred to as individualization. Having coped with the difficulties of adaptation, the teenager begins to realize that he, as a person, is losing himself, because. others cannot see individuality in him. And the teenager is looking for means and ways to designate his personality (sports, success, "experience" in relation to the sexes, courage, etc.).

The third phase is integration. The community approves and cultivates only those individual characteristics of the individual that correspond to its values, and so on. The team, looking closely at the characteristics of a teenager, supports only those that contribute to the success of joint activities. There is an integration of personality in communication.

The development of the personality of a teenager takes place in the changing conditions of group development (subject teachers, joint work, friendly companies, etc.), puberty, and a significant restructuring of the body. The uneven pace of development for boys and girls creates two gender and age groups within the class.

The variety of tasks in various types of activity leads to the differentiation of schoolchildren, who in one case form “pro-social groups (as a result of work in public organizations, camping trips, sports sections etc.), and in the other - asocial groups that inhibit, and sometimes distort the development of the individual.

CHAPTER 3

3 .1 Characteristic defects of teenagers

The appearance of character flaws is influenced by teachers' ignoring the age characteristics of schoolchildren. Thus, the unsatisfied needs of a teenager to be, or at least seem to be, an adult, treating him as an unreasonable child, often leads to the appearance and consolidation of stubbornness, capriciousness, negativism, and rudeness in schoolchildren. Sometimes there are more serious characterological deformations, which, as a rule, cause severe and prolonged conflicts with teachers; covert or overt opposition to them. The attitude towards adolescents of both teachers and peers affects the consolidation of negative character traits.

It often happens that parents do not always respond in a timely manner to the appearance of character flaws in children. Meanwhile, the sooner you start working on their correction, the easier it is to free yourself. Otherwise, they are fixed in the structure of the student's personality, "grow" into it. Then, in order to eradicate individual character flaws, it will be necessary to influence other mental qualities associated with them, and even the whole personality. It is clear that this can be very difficult to do.

An overestimation or underestimation by adults of the shortcomings of his character adversely affects a teenager. Thus, some parents are inclined to explain the extreme capriciousness or indiscipline, incontinence of their children by their nervousness, that is, by a certain morbidity. This contributes to the strengthening of these shortcomings in such adolescents and the appearance of a sense of inadmissibility. Often they directly declare to students and their classmates: "Don't touch me: I'm nervous!"

It's bad when parents don't pay attention to hyperexcitability, imbalance, increased sensitivity or complete indifference of the child, to symptoms such as insomnia, headaches, tics, unjustified tearfulness. But this is an occasion for immediate medical attention.

It often happens that “students themselves incorrectly qualify their character traits, taking stubbornness for willpower, rudeness for truthfulness and courage, impoliteness for directness, arrogance for pride and a manifestation of self-esteem” . Some teenagers, even realizing the shortcomings of their character, do not want to get rid of them, because they believe that laziness allows you to save vitality and not overstrain, and insincerity and timely prudence will allow you to succeed in your career. It is important to remember here that the child is not only an object, but, above all, the subject of education. Therefore, it is important to help him correctly assess the shortcomings of his character and make efforts himself to get rid of them.

"Character flaws are persistent negative forms of human behavior." Therefore, before talking about the shortcomings of the character of a teenager, one must be convinced of their stability, and not the episodic nature caused by passing circumstances. To do this, his behavior must be observed in a different environment and at a different time. But even if a certain negative character trait is clearly and permanently inherent in a teenager, one should not speak to him about it in a categorical form and fix his attention on it all the time reproachfully. It is better, for example, to tell a student about his repeated cases of manifestation of negativism than about the presence of negativism in a given teenager in general. Otherwise, it is possible to undermine the student's faith in the possibility of eradicating this defect from him.

It should be remembered that not all individual traits express the character of a person, but only the most significant of them.

Disadvantages manifested in the activity of the student;

Shortcomings in his attitude towards himself and other people.

The first type includes: laziness, passivity, disorganization and inaccuracy, lack of perseverance. The second type includes egoism, egocentrism.

3 .2 Lazy teenagers

Laziness is manifested in the lack of desire to work and learn. For many reasons, laziness is rightly considered the greatest defect in the character of children and adults. First, society is built on labor. Modern development countries with a market economy would be impossible without flourishing, free creative and highly efficient labor, without a significant increase in production efficiency. And this requires the education of diligence with early years. However, this problem has not been completely resolved even in countries with an adequate standard of living, although labor education and training have been raised there to the proper level. Secondly, labor and educational activities are necessary for the mental and physical development of a person. After all, all kinds labor activity are also used as a therapeutic agent.

Thirdly, a student deprived of industriousness is not adapted to the world of adults, to an independent life.

Fourthly, the child's lack of need for feasible systematic work deprives him of the joy of life and often leads to personality degradation. No wonder it has long been said that idleness is the mother of all vices.

What causes laziness in children and adolescents? Several have been described in the literature. Firstly, this refers to the negative influence of the surrounding society or extremely caring parents. The writer V. Shalamov noted that “the Gulag system formed the conviction among millions of affected people that labor is not useful for a person, but destructive. And therefore, one must learn to work "slipshod", to avoid strenuous types of labor activity. To this was added little interest and lack of initiative in matters of increasing the productivity of their labor. Similar views still exist among many adults in our country. They are, of course, copied by adolescents and negatively affect the formation of their attitude to work as a vital value.

There are not so few parents, especially among the townspeople, who inspire their children with a disdainful attitude towards physical labor. They explain their behavior by the desire to prepare their child for an "intelligent" profession. Parents should understand that physical development is also necessary for a person of mental labor. Otherwise, the child will become not only lazy, but also not a fully efficient person.

Laziness often arises due to the spoiled child, when parents fulfill all the whims and whims, without prompting him to purposeful educational or labor activity. Many of these adolescents do not know how to be assiduous when necessary, do not have the skills of independent work and stable educational and cognitive interests.

A powerful factor influencing the decrease in interest in learning may be the remote effectiveness of learning for students. They want to get practical results from their studies today, not through long years. Accordingly, many of them are no longer interested in learning now, not correlating today's successes with future adulthood.

Educational impact on lazy children and adolescents should be undertaken taking into account their age and individual characteristics. For example, younger students often have to deal not with laziness, but with disorganization. You can help them overcome this. For adolescents, it is important to overcome the notion that learning is the lot of young children and "crammed", as well as to provide them with the opportunity to show their adulthood as a conscious desire for cognitive activity.

3 .3 Adolescents with passive behavior

The concept of "passive" in the dictionary of S.I. Ozhegova is revealed as "not showing activity, indifferent, indifferent to the surrounding life", as well as "depending on the activities of another, devoid of independence". In educational psychology, "passive" is usually interpreted as the opposite of active and, as a result, is deprived of a positive meaning.

The main reasons for the passivity of schoolchildren can be identified.

Residual influence of the totalitarian heritage, which set a certain style of behavior of citizens;

Decreased intellectual activity;

Disorder of physical health;

Defects of mental development.

It is known that the state system and public organizations of any country largely influence the activity and passivity of its citizens. “The Soviet state sought to develop the activity of its citizens, depriving them, however, of their independence: a person was encouraged to take active actions according to the prescriptions of the totalitarian state, but his initiative should in no case go beyond these prescriptions.” This led, on the one hand, to the formation of a significant number of "aggressively obedient" people, and on the other hand, simply passive ones. The presence of a democratic system with a developed market economy should lead to a sharp reduction in the number of citizens of these categories.

In Soviet psychology, the problem (about the intellectual passivity of students) was first identified as the direct subject of research by L.S. Slavin. Its results are presented in her book "An Individual Approach to Underachieving and Undisciplined Students", published in 1958. With her, for example, the concept of "intellectually passive children" receives concreteness and content. It is expressed through the following psychological features:

Insufficient formation of intellectual skills and abilities;

Negative attitude towards intellectual activity;

Lack of cognitive attitude to reality.

1. A group with "motivational" intellectual passivity. Such children choose mostly easy ways to achieve the goal, are not interested in work, strive to get quick result without sufficient understanding, they experience a state of emotional discomfort in a situation of intellectual tension. Among the main reasons for this type of passivity are the presence of excessive entertaining information in the family, the subjective-passive role of the child in receiving it.

2. A group of children with "operational-technical" intellectual passivity. It is caused by a complex of reasons: gaps in knowledge; inability to apply this knowledge in a new situation; lack of ability to organize educational work (learn the condition of the problem, formulate a question, work independently with a textbook); lack of ability to complete tasks independently. Such intellectual passivity of schoolchildren is manifested:

In the pattern of mental activity;

Excessive operational actions and the presence of insignificant ("extra") questions in the course of work;

In the use of workarounds in the performance of educational tasks or the use of irrational and even inappropriate methods for performing this task;

Preference for reproductive activities (reproduction of what is imprinted and stored in memory) and familiar, simple tasks.

3. A group of children with "partial" or selective intellectual passivity. They are passive only in certain types of work or some academic disciplines.

4. A group of children with general intellectual passivity. Such people are not inquisitive, they do not strive to acquire new knowledge, they avoid intense mental work. Intellectual passivity is manifested in them both in study and in play.

L.V. Orlova warns that her classification is not rigid, the boundaries between groups are fluid. The same child can be in two groups.

The problems of intellectual passivity of students concerned “D.D. Bogoyavlensky, L.I. Bozhovich, N.S. Leites, M.V. Matyukhina, V.S. Yurkevich and others". Special attention researchers are attracted by the problem of a significant decrease in the educational activity of adolescents. She was considered by “N.A. Menchinskaya and her collaborators in the book " Psychological problems failure of schoolchildren” and other specialists in the field of educational psychology. stand out the following reasons a significant decrease in the educational activity of adolescents:

Shortcomings in the education of activity motives of learning;

The complication of educational material at the middle level of school education;

Unwillingness to persevere in academic work due to either high self-esteem and ease in mastering knowledge in elementary school, or low self-esteem resulting from persistent poor performance;

Decreased parental control over adolescents or, conversely, too little control;

Switching the attention of many adolescents to extracurricular activities: participation in circles, clubs, sections, sports events, collecting, petty trade, hobby computer games etc."

The main reason for intellectual passivity in adolescents is often the inability to show their activity, independence, and adulthood in their studies. The reason for the intellectual passivity of children can also be illness or overwork. The disease always undermines the physical and mental strength of adolescents, depriving them of the desire to do anything. That's why sluggish behavior A teenager should alert parents and teachers, make them exclude the possibility of the disease in the first place. If a disease is discovered, the task of recovery should be a priority. Moreover, it is important not only to cure the child, but also to significantly improve his health and strengthen physical endurance.

Passivity often also occurs due to overwork of adolescents. This is facilitated by:

overload in the classroom;

Inability to concentrate on homework;

Prolonged sitting at the computer;

Frequent visits by guests, etc.

In addition, the parents themselves are often to blame, who better feelings encourage their children to enroll in several circles at once. Overloads are especially dangerous for adolescents, in whose body age-related physiological changes. In addition, adolescents often overestimate their own strengths. This increases the danger of physical and nervous breakdowns, leading further to complete. passivity of students in relation to studies and many other activities. It should be remembered that this often happens to teenagers who were previously active and well-educated.

The passive behavior of schoolchildren can be associated both with the wrong attitude of parents towards the child, and with some psychological characteristics of the student himself. They arise when too much guardianship of children by parents. In such families, indifferent, lethargic, dull, indifferent children often grow up, who do not actively strive for anything. Passive schoolchildren are often observed in wealthy families, where adults do everything for them. Such adolescents and youths are often infantile. Finally, passivity may arise from parents' demands for unconditional obedience.

The reasons for the passivity of the child may be of an internal order. Some of them are due to the unfavorable background of the natural temperament of the child. So, a phlegmatic schoolchild is often inert, lethargic, inactive and drowsy. To overcome this state of the student, it is important not only to encourage him externally to activity, but also to help him in every possible way in the formation of internal motives for activity: interests, beliefs, aspirations.

Contribute to the emergence and consolidation of passivity in children such traits as shyness, resentment and self-doubt. Such students avoid taking the initiative and being actively involved in the life of the children's team. It should be recommended to overcome shyness and self-doubt in adolescents through the inclusion in school activities. small group, fulfillment of public orders. However, at the same time, a measure must be observed so that the mechanism of overcompensation does not work in the child. The fact is that under educational influences, some shy people not only completely lose this trait, but become overly self-confident, even immodest and conflicted.

3 .4 Disorganized teenagers

The child and teenager must learn to manage their activity, regulate it, and also help their peers develop organization. The concepts of "active student" and "organized student" are close to each other in content, but do not completely coincide in scope. An organized student is active, but not every active student is organized, that is, he knows how to control his activity, to control himself.

Disorganized students include:

Disorganizers;

Little organized;

Partly organized;

- "overorganized" children".

First of all, it must be said about the manifestation of new informal leaders in the classroom groups of teenagers and high school students. It is recommended not to suppress the activity of such a leader, but to direct it to reasonable goals. A characteristic mistake of the inexperienced class teachers is in such cases abrupt change the official status of such a leader (for example, the unexpected appointment of him as class president) in the hope of his help in maintaining order in the classroom and quickly correcting deficiencies in behavior. In this case, as a rule, it is forgotten that it is precisely such active adolescents who need the education and self-education of organization, the ability to control their behavior and correctly influence the behavior of their comrades. Therefore, the educational influence on such adolescents begins, first of all, with involving them in simple types of social and organizational activities, gradually complicating it, teaching the teenager appropriate methods of organizing his work.

In addition to some informal leaders and not obvious instigators of unrest, there are unwitting disruptors in the class. They do not set as their conscious goal the disruption of the educational process in the classroom, but unconsciously violate it. Such students constantly argue and argue with teachers for any reason, start endless discussions, make additions and corrections to the teacher's explanations, etc.

The motive for the behavior of these adolescents is the desire for self-expression and self-affirmation. Teenagers add to this age feature- increased critical thinking, turning into criticism. Adolescents sometimes "find" mistakes even in textbooks on exact sciences. In high school students, disorganizing behavior is enhanced by manifestations of youthful maximalism. Teachers should neutralize the extreme manifestations of their activity with the help of evidence and validity of their judgments, restraint in communication.

It should also be said about imaginary disorganizers - schoolchildren who are overly active in the classroom. Their behavior is similar to the behavior of unconscious disorganizers. However, unlike the latter, they do not assert themselves at the expense of the authority of the teacher, but act as people overly interested in the subject. Many gifted children are among them. Meanwhile, some teachers consider these teenagers and high school students to be "upstarts", challenging the teacher, opposing him. In fact, such students often just want to get a deeper understanding of the proposed educational material. The teacher should not succumb to irritability in such cases, but show tolerance and understanding.

Poorly organized children do not know how to manage their activity. Many of them are impulsive. This happens not only because of their lack of knowledge about organizational skills, but, above all, because of their unwillingness to limit their freedom to any limits.

Not uncommon among schoolchildren, especially middle and high school students, are partially organized students. This is most often expressed in the fact that the student organizes his activities well in some few academic subjects, and in others he does it somehow. When working with such teenagers, serious thought should be given to the prevention of juvenile delinquency, especially during the holidays. Complete idleness for a long time gives rise to a teenager's unwillingness to continue to study and work.

Overorganization is most often of two types: external and internal. An outwardly organized schoolboy blindly obeys the order established in the school and family. He is deprived of independence and criticality, in difficult life situations he cannot take the initiative, but waits for instructions.

Internally "overorganized" schoolchildren and adults include overly active and rigidly self-organized people who do not know the limits of their physical and mental capabilities. They study and work excessively, often to the point of exhaustion. Such people see the whole meaning of life in permanent job. Recently, even a special term has appeared to refer to such people. They are called "workaholics". “Back in the 7th century BC. e. seven most famous sages Ancient Greece chose as one of the wisest sayings carved on the wall of the temple of Apollo at Delphi - the saying of the Salon "Nothing too much."

The most common and most dangerous for your health is wise rule teenagers violate. They feel their greatly increased physical and mental powers, but do not realize their limits. Meanwhile, teenagers really want to declare themselves as an adult. They take on tasks that are not always within their power. Hence the frequent mental and physical breakdowns at this age, breakdowns, disappointments, apathy and carelessness in behavior, and more frequent suicides.

It should be noted that excessive "overorganization" in adolescents can be observed when they have the opportunity to show their adulthood in their studies. "Overorganized" and poorly organized teenagers are brought together by one salient feature. They do not know the measure of their capabilities, physical and mental strength. The former significantly overestimate their capabilities, the latter underestimate them, which naturally leads to failure and disappointment.

The best means of correcting the shortcomings of these categories of adolescents is the education and self-education of their organization. There are three types of it:

Daily organization;

Long-term organization;

Organization in the form of leadership, that is, the ability to organize others.

3 .5 Selfish teenagers

“An egoist is a selfish person who prefers in everything his personal interests to the interests of other people and society, often neglecting the latter.” The life orientation of the egoist is his own "I", personal prosperity (and often at the expense of others).

Selfishness is common in children and adults. The forms and degrees of its expression are multiple. The main types of expression of egoism: "narcissism, Cleopatra's syndrome, egoism due to alienation, egocentrism, group egoism".

Teenagers and adults with a narcissistic nature are extremely in love with themselves. Moreover, the object of their own love for them, especially male streets, is not necessarily their appearance. They may adore themselves for their inner "perfection" (ability, intelligence, character).

“The psychological portrait of modern Cleopatra is described by O.V. Nemirinsky and I.V. Fedorus. They reduce the essence of the problem to the dilemma of love and pride. The Cleopatra syndrome is expressed in some high school girls in that they tend to attract the attention of young men, flirt with them, and then, for no apparent reason, begin to get annoyed, angry and rudely laugh at their comrades. It is important to detect this syndrome and not pass it by, since in the future this lack of character can lead the girl to unhappy love and complications in family life.

“The phenomenon of psychological alienation of a person is best described and analyzed in world psychology by E. Fromm in his books translated into Russian: “To have or to be”, “Escape from freedom”, “The Art of Love”, “Adolf Hitler: a clinical case of necrophilia "," The Soul of Man "and others". Many people feel like strangers in society, because they are born and die not of their own free will, much in their lives is determined by parents, teachers, bosses, as well as socio-historical factors.

Alienation occurs in modern man and because the people around him often do not help him, do not express sympathy, or even are simply indifferent because of their busyness with their problems and affairs.

Alienation can occur very early due to parental neglect of the child. A similar condition in a pronounced form is often observed in adolescents when they meet with the indifference of others. Many parents pay less and less attention to their children due to life's difficulties. In this regard, a certain part of the youth has increased the egoistic orientation of the personality and more and more rudeness and cruelty towards others are manifested.

The extreme expression of egoism is egocentrism. It manifests itself in the fact that a teenager or an adult puts his individual “I” at the center of his whole life. So, its important vital need is being in the center of attention of peers, it becomes necessary to constantly praise him, admiration for his extraordinary abilities. In the family, such a student requires that parents think and care only about him, live only for him, so that all the attention of relatives is concentrated only on his needs and needs.

In children and adolescents, group egoism, as a rule, is associated with the family, a company of friends in the yard, peers in the classroom.

"Family" egoism arises when all the thoughts of adult family members are directed towards the material and career well-being of the family, with complete indifference to the interests of others.

“Characterizing egoistic schoolchildren, N.D. Levitov notes that they are only interested in themselves, their conveniences and their own benefit. They are usually insensitive, unresponsive. At the same time, it was noted that it is impossible to classify any selfish person as egoists.

Selfishness can be widespread among adolescents under the influence of adverse social conditions. This is expressed, firstly, in the fact that many adults are now solving the problem of their economic and social survival, in connection with which a sense of alienation and extreme individualism has increasingly become manifest in society. Secondly, it is believed that a market economy based on private enterprise requires the development of selfish character traits.

It is possible to eliminate or minimize the effect of those causes that cause egoism of various types only if individual approach. It is also necessary not only to eliminate character flaws associated with the child's egoism, but also to promote the formation of such qualities as altruism, camaraderie, concern for a weaker person.

3 .6 Undisciplined, stubborn, rude and deceitful teenagers

"Unruly teenagers are students who constantly attract the attention of teachers and give them the greatest concern." After all, with their behavior, these students interfere with the conduct of classes, disorganize the entire educational process. Because of this, conflicts often arise between them and teachers.

First of all, it is necessary to find out the reasons for such undesirable behavior. The most common cause of indiscipline in children, especially adolescents, is an excess of energy and the inability to intelligently show their initiative. In this case, it is important to form in adolescents an interest in socially useful activities, to rationally direct the manifestations of their activity.

Conflict situations are not uncommon in the process of interaction between a teacher and stubborn, disobedient, capricious children. Solving such problems, the teacher must act firmly, be demanding, but at the same time benevolent and tactful.

For the final elimination of conflicts with stubborn children, it is necessary to know the causes of this deficiency. The main way to prevent and eradicate stubbornness is to eliminate the causes of this deficiency, to take into account the needs and interests of a teenager, to organize correct mode study and recreation, normal relationships in the family and school, reasonable exactingness, inclusion in the collective creative activity peers.

“Rude children are those children and adolescents who often provoke conflict situation or find themselves in its conditions. to resolve the conflict, it is necessary to remove the causes that caused it, to understand what caused the conflict. Often, rudeness, harshness, insolence in a rather pronounced form are caused by the suppression of the child's personality by adults (dictatorial forms of treatment of the child, petty guardianship, excessive and inappropriate expressions of tenderness, etc.). Eliminate the rudeness of the child in these cases, respect for his dignity, providing him with a certain independence, a reasonable organization of his activity.

Rude behavior can be a response to the unfair actions of adults. In this case, the conflict is eliminated by adults correcting their mistakes. A teenager may also show rudeness in a state of overwork. Protects against this phenomenon correctly organized mode activities and recreation, as well as the correct behavior of adults.

The deceitfulness of teenagers can be caused by various reasons:

Fear of punishment;

The desire, by all means, to attract the attention of others;

The desire to hide your unseemly act or the misconduct of a comrade.

It is very important in such cases to emphasize respect for the truthfulness of a teenager, explaining to him that deceit aggravates a committed offense, is a socially disapproved personality trait and, as a result, will not bring anything useful or pleasant. As for punishment, it is much more effective to avoid such types of influence that cause the child to feel fear and deep depression.

3 .7 Teenagers are pedants

Pedantic students are extremely conscientious. They try to do everything very carefully, neatly and accurately. A sense of excessively increased responsibility, the desire to fulfill all instructions as correctly as possible often cause such teenagers to feel self-doubt and encourage them, without much need, to resort to frequent rechecking of what they have done.

The weakness of their character is clearly revealed when they are entrusted with a large and urgent work that does not require careful execution in detail. Deprived of the opportunity to show their overaccuracy and accuracy, pedants can become excited and come into conflict with others. Therefore, it is better not to entrust them with such tasks. The personality traits of pedants lie in the fact that under adverse conditions there may be difficulties in communicating with them. For liquidation similar condition it is necessary to accustom pedants to discipline, to form in them willpower, which allows them not to plunge endlessly into their doubts, but to move on in a timely manner to subsequent actions or mental operations.

CONCLUSION

“An amazing country is this Teen Country.

It is filled with features, miracles, oddities. Its borders are unusually tortuous, indistinct, vague. Often, its inhabitants themselves do not know when and where they crossed its borders. They notice even less when and how they leave this chaotic country, where very much sometimes stands upside down...” .G. Elemer.

Adolescents can be characterized as a special socio-psychological and demographic group which has its own norms, attitudes, specific forms of behavior that form a special teenage subculture.

An important role in the formation of the character of a teenager is played by the social environment surrounding him. Relationships with adults, peers, the situation at school and outside of it create favorable pro-social or, conversely, asocial conditions for the development of adolescents. A teenager begins to develop a sense of adulthood, he is actively trying to get involved in various types of socially useful activities, expanding the scope of communication.

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Adolescence or it is also called adolescence is a stage in individual development, located between childhood and early adolescence. It covers the period from 10-11 to 13-14 years.

The main feature of the teenage period is sharp, qualitative changes affecting all aspects of development.

These changes occur at different times for different adolescents: some adolescents develop faster, some lag behind others in some ways, and ahead of others in some ways, etc. For example, girls develop faster than boys in many respects. In addition, the mental development of each is uneven: some aspects of the psyche develop faster, others more slowly.

Adolescence is a time of rapid and fruitful development of cognitive processes. The period from 11 to 15 years is characterized by the formation of selectivity, purposefulness of perception, the formation of stable, voluntary attention and logical memory. The most important in this regard is the period of 11-12 years - the time of transition from thinking based on operating with specific ideas to theoretical thinking, from direct memory to logical.

In the intellectual activity of schoolchildren during adolescence, individual differences increase, associated with the development of independent thinking, intellectual activity, and a creative approach to solving problems, which makes it possible to consider the age of 11-14 years as a sensitive period for the development of creative thinking.

The central and specific new formation in the personality of a teenager is the emerging idea of himself as no longer a child - a "sense of adulthood." A teenager rejects his belonging to children, but he still does not have in his feelings, a full-fledged true adulthood, although there is a need for the recognition of his adulthood by others. There is a formation of a new level of self-consciousness, I-concept, expressed in the desire to understand oneself, one's abilities and characteristics, one's similarity with other people and one's difference - uniqueness and uniqueness. Adolescence is characterized, first of all, by an increase in the importance of the self-concept, a system of ideas about oneself, the formation of a complex system of self-assessments based on the first attempts at self-analysis, comparing oneself with others. There is a transition from an orientation towards the assessment of others to an orientation towards self-esteem, an idea of \u200b\u200bI-ideal is formed. It is from adolescence that the comparison of real and ideal ideas about oneself becomes the true basis of the student's self-concept.

One of the problems of adolescence is an unfavorable self-concept (weak self-confidence, fear of rejection, low self-esteem), having arisen, leads in the future to behavioral disorders. Indicate the following effects of an unfavorable self-concept.

1. Decreased self-esteem and often as a result - social degradation, aggressiveness and crime.

2. Stimulation of conformist reactions in difficult situations. Such young people are easily influenced by the group and drawn into criminal activities.

3. Profound change in perception. Thus, young people with negative self-esteem find it difficult to realize that they are doing good deeds, because they consider themselves incapable of doing them.

As they grow older, a more realistic assessment of their own personality appears and independence from the opinions of parents and teachers increases.

A new level of self-awareness, formed under the influence of the leading needs of the age - in self-affirmation and communication with peers, simultaneously determines them and influences their development.

Features of the mental development of adolescents. Adolescence - stage ontogeny between childhood and early adolescence.

It covers the period from 10-11 to 13-14 years. The concept of adolescence encompasses preadolescence, early adolescence, and middle adolescence. The beginning of adolescence is characterized by the appearance of a number of specific features, the most important of which are the desire to communicate with peers and the appearance in behavior of signs indicating a desire to assert one's independence, independence, and personal autonomy. The main feature of the teenage period is sharp, qualitative changes affecting all aspects of development.

For different adolescents, these changes occur at different times: some adolescents develop faster, some lag behind others in some ways, and ahead of them in some ways, etc. . Traditionally, adolescence is viewed as a period of alienation from adults. Not only the desire to oppose oneself to adults, to defend one's independence and rights is clearly expressed, but also the expectation from adults of help, protection and support, trust in them, expectation of their approval and assessments.

The significance of an adult is clearly manifested in the fact that for a teenager, it is not so much the ability to independently manage oneself that is essential, but the recognition by surrounding adults of this opportunity and the fundamental equality of his rights with the rights of an adult. An important factor in mental development in adolescence is communication with peers, which is singled out as the leading activity of this period.

The desire of a teenager to take a position that satisfies him among his peers is accompanied by increased conformity to the values and norms of the peer group. Adolescence is a time of rapid and fruitful development of cognitive processes. The period is characterized by the formation of selectivity, purposefulness of perception, the formation of stable, voluntary attention and logical memory. At this time, abstract, theoretical thinking is actively formed, based on concepts that are not related to specific ideas, the ability to build complex conclusions, put forward hypotheses and test them appears. Forming thinking is inextricably linked with reflection - the ability to make thought itself the subject of thought - and serves as the necessary basis for the development of self-awareness in a teenager.

The most important in this respect is the period 11-12 years - time transition from concrete thinking to theoretical thinking, from direct memory to logical. At the same time, the transition to a new level is carried out gradually: in children of 11 years old, often throughout the entire sixth grade, a specific type of thinking remains dominant, it is gradually restructured, and only from about 12 years old, from the seventh grade, schoolchildren begin to master the world of theoretical thinking.

At the same time, two aspects of the student's educational activity have a decisive influence on these changes: its organization by adults and its formation in the adolescent himself. During adolescence, individual differences in intellectual activity become stronger, which is associated with the development of independent thinking, intellectual activity, and a creative approach to solving problems.

This allows us to consider the age of 11-14 years as a sensitive period for the development of creative thinking. The dynamic nature of development, the active formation of theoretical, reasoning thinking, on the one hand, and the social immaturity of a teenager, his limited life experience, on the other hand, lead to the fact that, having built some theory, making a conclusion, the teenager takes them for reality, which can lead to the desired results.

The central personality neoformation of this period is the formation of a new level of self-consciousness, I-concept, expressed in the desire to understand oneself, one's abilities and characteristics, one's similarity with other people and one's difference - uniqueness and uniqueness. Adolescence is characterized primarily by an increase in the importance of the I-concept, a system of ideas about oneself, the formation of a complex system of self-assessments based on the first attempts at self-analysis, comparing oneself with others.

A teenager looks at himself as if "from the outside", compares himself with others - adults and peers - looking for criteria for such a comparison. Thanks to this, he gradually develops some of his own criteria for evaluating himself, and he moves from the view "from the outside" to the view "from the inside." Orientation to the assessment of others is replaced by an orientation to self-esteem, an idea of \u200b\u200bI-ideal is formed.

It is in adolescence that the comparison of real and ideal ideas about oneself becomes the true basis of the student's self-concept. A new level of self-awareness, formed under the influence of the leading needs of the age, namely self-affirmation and communication with peers, simultaneously determines them and influences their development. To understand adolescence, to choose the right direction and forms of work, it must be borne in mind that this age refers to the so-called critical periods of a person's life, or periods of age-related crises.

L.S. Vygotsky emphasized that behind every negative symptom of a crisis “is hidden a positive content, which usually consists in the transition to a new and higher form. The available data convincingly indicate that attempts by adults to avoid the manifestation of a crisis by creating conditions for the realization of new needs, as a rule, turn out to be ineffective. The teenager, as it were, provokes prohibitions, specifically “forces” his parents to impose them in order to be able to test his strength in overcoming these prohibitions, to test and expand the boundaries of his independence with his own efforts.

It is in the course of this collision that the teenager recognizes himself, his capabilities, satisfies the need for self-affirmation. If this does not happen, i.e. adolescence passes smoothly and without conflict or is carried out according to the type of “crisis of dependence”, in the future, either a belated, and therefore especially painful and rapidly flowing crisis at 17-18 years old and even later, or a protracted infantile position of a “child”, which characterizes a person during the period youth and even into adulthood.

Thus, the positive meaning of the adolescent crisis lies in the fact that thanks to it, thanks to the struggle for independence, which takes place in relatively safe conditions and does not take extreme forms, the teenager satisfies the need for self-knowledge and self-affirmation; he not only develops a sense of self-confidence and the ability to rely on himself, but forms behaviors that will allow him to cope with life's difficulties in the future. 1.2. The main directions and forms of work with adolescents Powerful shifts are taking place in all areas of a teenager's life, it is no coincidence that this age is called "transitional" from childhood to maturity, but the path to maturity for a teenager is just beginning, it is rich in many dramatic experiences, difficulties and crises.

At this time, stable forms of behavior, character traits and ways of emotional response are formed and formed, which in the future largely determine the life of an adult, his physical and psychological health, social and personal maturity.

As noted by L.F. Ann, the main tasks of the development of a teenager are: - the formation of a new level of thinking, logical memory, sustained attention; - the formation of a wide range of abilities and interests, the definition of a range of sustainable interests; - the formation of interest in another person as a person; -development of interest in oneself, the desire to understand one's abilities, actions, the formation of primary skills of introspection; - development and strengthening of a sense of adulthood, the formation of adequate forms of asserting independence, personal autonomy; - development of self-esteem, internal criteria for self-esteem; - development of forms and skills of personal communication in a group of peers, ways of mutual understanding; - development of moral qualities, forms of sympathy and empathy for other people; - the formation of ideas about the ongoing changes associated with growth and puberty. In connection with the foregoing, the main areas of work with adolescents are distinguished: 1. Formation of interest in oneself. Development of self-esteem. 2. Development of a sense of adulthood. 3. Development of educational motivation. 4. Development of interests. 5. Development of communication. 6. Development of will, imagination.

The problem of socialization of adolescents is relevant today. The main task is to create a "social situation of development" for the child, a communication environment, a field of activity, to adapt adolescents to modern living conditions, to educate a patriotic citizen, to form a sense of collectivism and the ability to live and work in a team, to cultivate initiative, independence, professional orientation, to develop creative abilities. to organize an interesting and fruitful leisure.

After all, the teenage period is characterized by the manifestation of talents, the search for oneself, one's inner "I" and the formation of each one's own ideas about the world around him, the freedom to choose the form of education, and independence.

The main direction in working with teenagers is to give them the opportunity to prove themselves in business, to promote the realization of their potential.

In any case, in order to educate a teenager, a very friendly children's team is needed, in which the personal success of each is inseparable from common interests, recognition and personal freedom - from merit and deeds in the name of the team, the right to lead - from the ability to obey.

The team should become for the child an arena not only for business manifestation, but also for the satisfaction of interests, desires, friendship, love. Mukhina V.S. emphasizes that the basis for the formation of new psychological and personal qualities is communication in the course of various activities - educational, industrial, creative pursuits And so on. As I.S. Kohn, adolescence is characterized by the focus of the search on one's own personality, self-examination and introspection.

A teenager tries to speak out, even to himself (diaries). In this regard, one of the forms of work with adolescents is various activities (classroom hours, psychology lessons, round tables, olympiads, quizzes, etc.), aimed at the development of self-awareness, as an internal mastered experience social relations allowing you to better understand others and yourself. Leisure activities are a unique means of adolescent socialization.

Leisure (entertainment) is a voluntary activity based on personal interests, claims of children, their satisfaction. Leisure activities contain huge resources of socialization, which you need to know social educator, to be able to apply them in accordance with the emerging socio-pedagogical problem. In leisure activities, an attitude towards oneself, towards others, towards society is formed. Approximate forms of leisure communication: "lights", tea parties, birthdays, evenings of relaxation, surprises, meetings of friends, evenings of laughter, a program "with all my heart", evenings of entertainment; discos, cafes, "gatherings"; a series of meetings with interesting people, senior-junior programs, etc. Among the psychological pedagogical forms and methods of working with adolescents, a number of the most effective are distinguished.

So they include: Business game - a method of simulating situations that simulate professional or other activities through a game in which various subjects participate, endowed with different information, role-playing functions and acting according to specified rules.

Psychological counseling is a special activity to provide assistance in problem situations. The essence of counseling is a special organization of the communication process that helps a person to update his reserve and resource capabilities, ensuring a successful search for ways out of a problem situation. Counseling focuses on the situation and personal resources; unlike training and advice - not on information and recommendations, but on assistance in making a responsible decision on their own.

At the same time, psychological counseling is a border area between them, using the possibilities of both therapy and education. Methodological approaches to counseling are different, but in any case, the consultant does not work with the facts of objective life, but with the facts of experiences. The method of conversation is one of the methods of pedagogy and psychology, which involves obtaining information about the subject being studied on the basis of verbal communication both from the person under study, members of the group under study, the group, and from the people around them. In the latter case, the conversation acts as an element of the method of generalization of independent characteristics.

Method of group thematic discussion. Often the discussion takes on a sharp character (when the stated problem concerns the life principles and personal experiences of the participants), and the parties do not reach unanimity. But such a discussion can encourage a person to think, change or revise their attitudes.

In adolescents, these disputes are more heated than in adults, but they are also easier to change. In order for the dispute not to go beyond the training, the facilitator needs to summarize the arguments of all parties and discuss the similarities and differences in positions. Role play method. In role-playing games, participants are given the opportunity to: show the existing stereotypes of response in certain situations; develop and use new behavioral strategies; work out, survive, their internal fears and problems.

Role-playing games are small scenes of a planned or arbitrary nature, reflecting models of life situations. Role playing games are of two types. At the stage of updating the problem. At the skill development stage. A role-playing game is a good development of options for behavior in those situations in which the participants of the seminar may find themselves. For example, it's a good idea to try out a situation where a group of friends are persuading a teenager to try a drug (this exercise is described below). The game will allow you to acquire the skills to make responsible and safe decisions in life.

In a role-playing game, the participant plays the role of some character, not their own. This helps a person to experiment freely and not be afraid that his behavior will be stupid. Undoubtedly, these methods of working with adolescents can be implemented as independent ones. But recently, such a form of work with adolescents as a social- psychological training, which can combine the above forms and methods of work.

And in this case, the listed methods become techniques during the training. We will consider in more detail about the psychological features of socio-psychological training in the next part of our work. Chapter II Socio-psychological training as a form of work with teenagers 2.1.

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Studying the effectiveness of socio-psychological training on the example of working with adolescents

One of the main goals of education is the creation and maintenance of psychological conditions that provide a full-fledged mental and personal .. Consequently, the educational process becomes larger .. In adolescence, there is an interest in one's own inner world, there is a desire to understand, to know better ..

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