Topic: mental development of a teenager. On the topic: "Adolescence. Features of the development of the psyche of a teenager"
The period of completion of childhood, growing out of it, transitional from childhood to adulthood. Usually it correlates with chronological age from 10-11 to 14-15 years. formed in learning activities in the middle grades of the school, the ability to reflect is “directed” by the student to himself.
Comparing yourself to adults and more younger children leads the teenager to the conclusion that he is no longer a child, but rather an adult. A teenager begins to feel like an adult and wants others to recognize his independence and significance. Main psychological needs adolescent - the desire to communicate with peers ("grouping"), the desire for independence and independence, "emancipation" from adults, to the recognition of their rights by other people. A sense of adulthood is a psychological symptom of the onset of adolescence. The transition of adolescence, of course, includes a biological aspect. This is the period of puberty, the intensity of which is emphasized by the concept of "hormonal storm". physical, physiological, psychological changes, the appearance of sexual desire make this period extremely difficult, including for the most rapidly growing teenager in every sense. However, in primitive cultures teen crisis and related conflicts, interpersonal and intrapersonal, are absent. In these cultures, there is no polarization of the behavior and responsibilities of an adult and a child, but there is an interconnection; there is a gradual learning and transition to adult status through a special initiation procedure. These data refute the hypothesis about the biological conditionality, the genetic programming of the crisis, about its direct connection with the process of puberty. Adolescence as a “transitional” age fully unfolds only in an industrial society, where there is a great contrast between childhood and adulthood, a pronounced gap in the norms and requirements for the generations of adults and children. IN modern society social adulthood does not coincide with the moment of puberty. Negative characteristics of this stage of development: difficulty in education, conflict, emotional instability. The positive acquisition of age is a "sense of individuality". A teenager no longer wants to belong to children's culture, but still cannot enter the adult community, meeting resistance from reality, and this causes a state of "cognitive imbalance", uncertainty of guidelines, plans and goals during the period of changing "living spaces". The development of the personality of a teenager was analyzed in a psychoanalytic way by 3. Freud. During adolescence puberty, a surge of sexual energy shakes the previously established balance between personality structures, and children's conflicts are reborn with renewed vigor. E. Erickson considered adolescence and youth as the central period for solving the problem of personal self-determination. Even in general, a normal adolescent period is characterized by asynchrony, spasmodicity, disharmony of development. In adolescence, there is often a tendency to behavioral reactions that are usually characteristic of more younger age(A.E. Lichko): refusal reaction (refusal of household duties, study, etc.); the reaction of the opposition, protest (absenteeism, escapes, protest actions); imitation reaction (an adult becomes an object of imitation); compensation reaction (if asocial manifestations are chosen, then behavioral disorders occur); hypercompensation reaction (the desire to succeed in the area in which the greatest failure). When interacting with the environment, teenage psychological reactions proper arise (A.E. Lichko): emancipation reaction (desire for liberation from adult care); "negative imitation" reaction; grouping reaction (the desire to form spontaneous teenage groups); hobby reaction (passion for sports, desire for leadership); reactions due to the emerging sexual attraction(increased interest in sexual problems, early sexual life, etc.). Communication with peers is the leading type of activity. The activity of communication with peers is extremely important for the formation of the personality of a teenager in full sense this word. In this activity self-consciousness is formed. The main neoformation of this age is social consciousness transferred inward, i.e. self-awareness. Communication with peers is the leading activity in adolescence. In communication with peers, the norms of social behavior, morality, etc. are mastered. The predominant influence of the family is gradually replaced by the influence of peers. One of the most important needs of adolescence is the need for liberation from the control and guardianship of parents, teachers, elders in general, and in particular from the rules and procedures established by them. Adolescents begin to resist the demands of adults and more actively defend their rights to independence, which they identify with adulthood. Favorable is the situation when an adult acts as a friend. Communication with peers becomes of exceptional importance. Communication with peers, which parents cannot replace, is an important channel of information for adolescents, which adults often prefer to remain silent about. In relationships with peers, a teenager seeks to realize his personality, to determine his capabilities. Success among peers is most valued. Evaluation of actions by adolescents is more maximalistic and emotional than that of adults. It is very important that in their environment, interacting with each other, adolescents learn to reflect on themselves and their peers. During this period, educational activity for a teenager recedes into the background. The center of life is transferred from educational activity to communication activity. The place that the child occupies within the team becomes even more important than evaluation teachers. puberty- the time of accelerated physical development and puberty, characterized by important changes in the body of a teenager, including the appearance of secondary sexual characteristics. The skeletal system develops, changes in blood composition and blood pressure are observed. There are various structural and functional changes in cerebral activity. Features of this period are the intensity and unevenness of the development and growth of the body - the "pubertal leap", which determines the unevenness and significant individual variability in the pace of development (temporal differences in boys and girls, acceleration and retardation). The age of 13 years is the time when the first phase of pubertal development ends in girls (11-13 years old) and the second phase begins (13-15 years old). In boys, the first phase of pubertal development begins rapidly from the age of 13 and goes up to 15 years. Rapid growth, maturation of the body, ongoing psychological changes - all this is reflected in the functional states of a teenager. 11 - 12 years - period increased activity, a significant increase in energy. But this is a period of increased fatigue, some decrease in efficiency. Often behind motor restlessness, hyperexcitability In adolescents, it is precisely the rapid and abrupt onset of fatigue that the student himself, due to insufficient maturity, cannot yet not only control, but even understand. Children at this time often show increased irascibility, resentment, primarily in relation to an adult. Their behavior is often characterized by demonstrativeness. This situation is exacerbated by the influence of beginning (in boys) or intensely passing (in girls) puberty, which contributes to an even greater increase in impulsivity, often a change of mood, affects the severity of the teenager's perception of "insults" from other people, as well as the form of expression of insults and protest. Touchiness. Crying without any visible (and often conscious) reason, frequent and abrupt mood swings are most typical for girls. In boys, motor activity increases, they become more noisy, fussy, restless, all the time they turn something in their hands or wave them. Many schoolchildren during this period have partial violations of coordination and accuracy of movements, they become clumsy and awkward. At 13-14, a peculiar alternation of bursts of activity and its fall is often noted, up to external complete exhaustion. Fatigue sets in quickly and, as it were, suddenly, characterizing increased fatigue. Efficiency and productivity decrease, in boys at the age of 13-14 the number of erroneous actions sharply increases (in girls, the peak of errors is noted at 12 years). Monotonous situations are extremely difficult for teenagers. If in an adult a pronounced drop in working capacity due to the performance of monotonous, but professionally necessary actions is approximately 40-50 minutes, then in adolescents it is observed after 8-10 minutes. The changes taking place in the motor sphere: a new ratio of muscle growth and muscle strength, changes in body proportions - lead to temporary disturbances in the coordination of large and small movements. A temporary violation of coordination is noted, adolescents become awkward, fussy, make a lot of unnecessary movements. As a result, they often break something, destroy it. Severe consequences of teenage fights, when a student, assessing the ability to control him on the basis of his previous experience and therefore incorrectly calculating the force of impact, inflicts injury on another teenager. Restructuring of fine motor skills, imbalance old scheme eye-hand and its construction on a new level in many ways often leads to a deterioration in handwriting, slovenliness, and violations in drawing. The maturation process also affects the development of speech, especially in boys. Their speech becomes more laconic and stereotypical, which is manifested in the specific "verbal speech" of many adolescent boys. If during the period of specific awkwardness and impaired coordination of movements one does not engage in the development of gross and fine motor skills, then in the future this is not compensated or is compensated with great difficulty. The crisis of mental development in adolescence. CRISIS 13 YEARS. This is a crisis social development, reminiscent of a crisis of 3 years ("I myself"), only now it is "I myself" in the social sense. It is characterized by a drop in academic performance, a decrease in working capacity, disharmony in the internal structure of the personality. The human self and the world are separated more than in other periods. The crisis is among the acute ones.
Symptoms of the crisis: There is a decrease in productivity and ability to learn. The second symptom of the crisis is negativism (the child is hostile, prone to quarrels, violations of discipline; in boys, negativism manifests itself brighter and more often than in girls, and begins later - at 14-16 years old).
Psychological neoplasms of adolescence: A sense of adulthood - new level self-awareness; The desire for self-affirmation; The emergence of an inner life, a great interest in the feelings and experiences of other people; "I" is a concept; Formal-logical (reasoning) thinking; Reflection.
The central psychological neoplasm of adolescence is the emergence of a sense of adulthood. It is formed as a result of a change in the social position of the child, under the influence of puberty and sharp shifts in physical development. The essence of this neoplasm is that the teenager begins to feel his approach to the adult state, and in connection with this, he has a pronounced desire for equality with adults.
The development of a sense of adulthood leads to the formation of a pronounced need for self-affirmation, which manifests itself in the desire of a teenager to accessible way achieve recognition of his personality from others, take a worthy position in the class, family, in a group of comrades. The need for self-affirmation is one of the most important motives for the behavior and activities of a teenager - it encourages the student to look for any opportunity to gain popularity and respect among peers.
With the transition to adolescence, a conscious attitude to learning becomes noticeably stronger. Teenagers take over independent ways work on educational material, they have new motives for learning: cognitive, social, personal, associated with self-affirmation and the formation of a life perspective. Teaching acquires a personal meaning and begins to be perceived by schoolchildren as an activity aimed at self-education and satisfaction of cognitive needs.
Question #20
Features of mental development of a teenager.
Adolescence covers the period from 10-11 years to 13-14 years and is one of the most difficult and responsible in the life of a child and his parents. Like any other, adolescence "begins" with a change in the social situation of development.
The specifics of the social situation development lies in the fact that a teenager is in a position (state) between an adult and a child - with a strong desire to become an adult, which determines many features of his behavior. A teenager occupies an intermediate position between childhood and adulthood. A teenager seeks to defend his independence, to acquire the right to vote.
In adolescence leading activity is communication with peers. It is in the process of communication with peers that a new level of self-awareness of the child is formed, the skills of social interaction are formed, the ability to obey and at the same time defend their rights. In addition, communication is a very important information channel for adolescents.
As a result of such a sharp change of interests in adolescence, learning activities often suffer, and school motivation decreases.
Many features of adolescent behavior are associated not only with psychological changes, but also with changes occurring in the child's body. Puberty and uneven physiological development adolescents are determined by many of his behavioral reactions during this period. Adolescence is characterized by emotional instability and dramatic mood swings. The behavior of adolescents is often unpredictable, in a short period they can demonstrate completely opposite reactions:
purposefulness and perseverance are combined with impulsiveness;
irrepressible thirst for activity can be replaced by apathy, lack of aspirations and desires to do something;
increased self-confidence, peremptory judgments are quickly replaced by vulnerability and self-doubt;
swagger in behavior is sometimes combined with shyness;
romantic moods often border on cynicism, prudence;
tenderness, affection are against the background of childish cruelty;
the need for communication is replaced by a desire to retire.
The most violent affective reactions occur when someone around tries to infringe on the vanity of a teenager. The peak of emotional instability in boys is at the age of 11-13 years, in girls - at 13-15 years.
Significant changes are taking place in development of cognitive processes.
Attention. A teenager can concentrate well in activities that are meaningful to him. Attention becomes a well-managed, controlled process.
Memory. A teenager is able to control his arbitrary memorization, use various mnemonic means. Memory at this age is rebuilt, moving from the dominance of mechanical memorization to semantic. At the same time, semantic memory itself is rebuilt - it acquires an indirect, logical character, and thinking is necessarily turned on.
Adolescence is considered a crisis, as there are sharp qualitative changes affecting all aspects of development and life. The crisis of 13 years is among the acute ones.
Crisis Symptoms
Observed decline in productivity and ability to learn activities even in the area in which the child is gifted.
There is a transition to a new, higher level intellectual development. The concrete is replaced by logical thinking. This is manifested in criticism and the demand for evidence, he begins to be interested in philosophical questions (problems of the origin of the world, man).
With the development of thinking comes intense self-perception, self-observation, knowledge of the world of one's own experiences. At this age, many teenagers keep diaries.
The second symptom of the crisis is negativism.
In boys, negativism manifests itself brighter and more often than in girls, and begins later - at the age of 14-16.
The behavior of a teenager during a crisis is not necessarily negative. L.S. Vygotsky writes about three types of behavior.
Negativism is clearly expressed in all areas of a teenager's life. A teenager is inaccessible to the persuasion of elders, excitable, or vice versa. This difficult and acute course is observed in 20% of adolescents.
The child is a potential negativist. This manifests itself only in certain life situations, mainly as a reaction to bad influence environment ( family conflicts, the depressing effect of the school environment). Most of these children, about 60%.
There are no negative phenomena at all in 20% of children.
On this basis, it can be assumed that negativism is a consequence of the shortcomings of the pedagogical approach.
The main lines of development of adolescents are associated with the passage of personality crises: an identity crisis and a crisis associated with separation from the family and the acquisition of independence.
Identity crisis.
During this period, there is a search and choice of a new adult identity, a new attitude towards oneself and the world. Outwardly, this is manifested in an active interest in oneself: adolescents are constantly proving something to each other and to themselves; they communicate on topics affecting moral and ethical issues, interpersonal relationships; there is an interest in researching oneself, the level of development of one's abilities through passing tests, participating in olympiads.
The rapid development of consciousness and self-awareness causes interest in oneself, therefore a child in adolescence is prone to withdrawing into himself, overly self-critical and sensitive to extraneous criticism. Therefore, any assessment by significant adults can cause a violent and unpredictable reaction.
The formation of a new level of self-consciousness is also expressed in the desire to understand oneself, one’s capabilities and characteristics, one’s resemblance with other people and difference- uniqueness and originality. Knowing yourself through difference often occurs through opposition to the world of adults. This can lead to negativism in relation to the norms and values of adults, their depreciation. “I am not like you! I will never be like that! ”, - these are quite typical phrases for adolescence. As a result, at this age there is a sharp decrease in the value of communication in the family circle: friends, not parents, become the greatest authorities.
Knowing yourself through resemblance with others occurs in adolescents when communicating with peers. Adolescents have their own norms, attitudes, specific forms of behavior that form a special teenage subculture. For them, a sense of belonging is very important, the opportunity to take their place. in the reference group .
Thus, we can say that in adolescence, the authority of an adult drops sharply and the importance of peer opinion increases.
The crisis associated with separation from the family and the acquisition of independence.
Domestic psychologists distinguish one more important feature adolescence - sense of maturity. Outwardly, it looks like a desire for independence and independence. He strives to expand his rights, to do as he himself wants, knows, knows how. This behavior often provokes prohibitions. But this is necessary, because. It is in such a confrontation with adults that a teenager explores his boundaries, the limits of his physical and social capabilities, the limits of what is permitted. Through such a struggle for independence, he satisfies the need for self-knowledge and self-affirmation, learns his capabilities and learns to act independently.
So, adolescence is characterized by the following features:
Puberty and uneven physiological development, causing emotional instability and sharp mood swings;
Changing the social situation of development: transition from dependent childhood to independent and responsible adulthood;
Change of leading activity: educational activity is replaced by intimate-personal communication with peers;
Discovery and affirmation of one's "I", search own place in the system of human relationships;
Self-knowledge through opposition to the world of adults and through a sense of belonging to the world of peers. This helps a teenager to find his own values and norms, to form his own idea of the world around him;
The appearance of a "sense of adulthood", the desire of a teenager to recognize his "adulthood". At this age, teenagers seek to free themselves from emotional dependence on their parents.
Continues to develop during adolescence theoretical reflective thinking. Operations acquired at primary school age become formal-logical operations. A teenager, abstracting from concrete, visual material, argues in a purely verbal sense. On the basis of general assumptions, he builds hypotheses and tests them, i.e. argues hypothetically-deductively.
Features of theoretical reflective thinking allow teenagers to analyze abstract ideas, look for errors and logical contradictions in judgments. Without a high level of development of the intellect, the interest in abstract philosophical, religious, political and other problems characteristic of this age would not be possible. Teenagers talk about ideals, about the future, sometimes create their own theories, acquire a new, deeper and more generalized view of the world. Formation fundamentals of the worldview beginning in this period is closely connected with intellectual development.
A teenager acquires an adult logic of thinking. At the same time, further intellectualization mental functions such as perception and memory. This process depends on the increasing complexity in the middle classes.
Associated with general intellectual development and development imagination. Rapprochement of imagination with theoretical thinking gives impetus to creativity: teenagers begin to write poetry, seriously engage in various types of design, etc. Note that in adolescence there is a second line of development of the imagination. Not all adolescents strive to achieve an objective creative result (create plays or build flying model aircraft), but they all use the possibilities of their creative imagination, getting satisfaction from the very process of fantasizing. According to L.S. Vygotsky, a child's play develops into a teenager's fantasy.
But the game of the imagination is not only enjoyable and comforting. In his fantasies, a teenager becomes more aware of his own desires and emotions, for the first time begins to imagine his future life path. Vague motives appear before him in vivid figurative form.
Mental development in adolescence.
General characteristics of adolescence.The social situation of development in adolescence.Professional and moral self-determination Life plans of high school students. Psychological readiness for self-determination. Features of self-knowledge. claims to uniqueness.
The role of communication in youth.Relationships with adults and peers. Psychology of youthful friendship and love.The need to communicate with the idol and the reference group.Features of the development of the cognitive sphere in adolescence.
Life plans of high school students. Psychological readiness for self-determination. Features of self-knowledge.
New age stage Early adolescence is considered to be the third world that exists between childhood and adulthood. At this time, the child is on the threshold of real adulthood.
15 (or 14-16) years old - transition period between adolescence and adolescence. The issue of later life: what to do - continue schooling, go to college or work? In essence, society requires professional self-determination from an older teenager, albeit an initial one. At the same time, he must understand his own abilities and inclinations, have an idea of \u200b\u200bthe future profession and specific ways to achieve professional excellence in the chosen field.
At this time, the importance of their own values is enhanced, although children are still largely subject to external influences. In connection with the development of self-consciousness, the attitude towards oneself becomes more complicated. If earlier teenagers judged themselves categorically, quite straightforwardly, now they are more subtle. Indefinite, ambivalent value judgments of this type appear: "I am not worse, but not better than others." "I have a bad character, but it suits me."
In grade IX, anxiety associated with self-esteem increases. The increase in anxiety levels is mainly due to the special position of the graduating class, upcoming exams ahead, selection for grade X and, possibly, the beginning of a new life path. Anxiety is therefore equally high in both girls and boys, while earlier boys were less anxious.
During the transitional period, the sharpness of perception of peers is dulled. Of greater interest are adults, whose experience and knowledge help to navigate in matters related to the future life.
Early youth is characterized by aspiration to the future. If at the age of 15 life did not change dramatically and the older teenager remained at school, he thereby delayed the exit to adulthood for two years and, as a rule, the very choice of the future path. In this relatively short period, it is necessary to create life plan – solve the questions of who to be (professional self-determination) and what to be (personal or moral self-determination). A life plan is not the same as teenage vague dreams of the future. A high school student should not only imagine his future in general terms, but be aware of ways to achieve his life goals.
IN senior class children focus on professional self-determination. It involves self-restraint, the rejection of teenage fantasies in which a child could become a representative of any, the most attractive profession. The high school student has to navigate various professions. In addition, you need to correctly assess your objective capabilities - the level of training, health, material conditions of the family and, most importantly, your abilities and inclinations.
There is a clear trend that manifests itself throughout the senior classes: the closer the school graduation, the more often the revisions of one's life plans, the lower the level of claims. This may be the result of a reasonable rejection of groundless hopes, but it may also be a manifestation of cowardice, fear of taking a decisive step.
self-determination, both professional and personal, becomes the central neoplasm of early adolescence. This is a new internal position, including awareness of oneself as a member of society, acceptance of one's place in it.
Awareness of the time perspective and the construction of life plans require self-confidence, in one's strengths and capabilities.
Despite some fluctuations in the levels of self-esteem and anxiety and a variety of options for personal development, we can talk about a general stabilization personality during this period, which began with the formation of the "I-concept" on the border of adolescence and senior school age. High school students are more self-accepting than teenagers, their self-esteem is generally higher. Self-regulation is intensively developing, control over one's behavior, the manifestation of emotions is increasing. The mood in early youth becomes more stable and conscious.
Question 20. Mental development of a teenager.The social situation of adolescent development. Communication with peers as a leading type of activity. Features of pubertal development (anatomical and physiological features of development). The crisis of mental development in adolescence. Central psychological neoplasms adolescence.
1. The social situation of the development of adolescents.
Teenage years- the period of completion of childhood, growing out of it, transitional from childhood to adulthood. It usually correlates with chronological age with 10-11 to 14-15 years old . The ability to reflect, formed in educational activities in the middle grades of the school, is “directed” by the student to himself. Comparing oneself with adults and with younger children leads the teenager to the conclusion that he is no longer a child, but rather an adult. A teenager begins to feel like an adult and wants others to recognize his independence and significance.
Basic psychological needs of a teenager - the desire to communicate with peers ("grouping"), the desire for independence and independence, "emancipation" from adults, for the recognition of their rights by other people. Feeling mature is a psychological symptom of the onset of adolescence. By definition, D.B. Elkonin, “a sense of adulthood is a new formation of consciousness, through which a teenager compares himself with others (adults or comrades), finds models for assimilation, builds his relationships with other people, and restructures his activities.” The transition of adolescence, of course, includes a biological aspect. This is the period of puberty, the intensity of which is emphasized by the concept of "hormonal storm". Physical, physiological, psychological changes, the appearance of sexual desire make this period extremely difficult, including for the most rapidly growing teenager in every sense. However, in the works of cultural anthropologists (M. Mead, R. Benedict, etc.) it is shown that in the so-called primitive cultures the adolescent crisis and related conflicts, interpersonal and intrapersonal, are absent. In these cultures, there is no polarization of the behavior and responsibilities of an adult and a child, but there is an interconnection; there is a gradual learning and transition to adult status through a special initiation procedure. These data disprove the hypothesis of biological conditioning, the genetic programming of the crisis, about its direct connection with the process of puberty.
At the same time, the so-called social factors . Until the 17th-18th centuries, adolescence was not distinguished as a special age period, this is relatively recent history education. In the 19th century many countries have introduced a systematic school education. This innovation has led to a significant increase in the period of economic dependence in the life of a child and to delaying the moment of accepting the roles characteristic of an adult. The boundaries and content of adolescence are closely linked with the level of socio-economic development of society, with the peculiarities of historical time, with the social position of adolescents in the world of adults and the specific circumstances of the life of this adolescent.
Adolescence, as a "transitional" age, fully unfolds only in industrial society where there is a great contrast between childhood and adulthood, a pronounced gap in the norms and requirements for generations of adults and children. In modern society, social adulthood does not coincide with the moment of puberty. The first identified adolescence as the time of the second, independent birth into life and the growth of human self-awareness. J.J. Rousseau . The main ideas that still form the core of the psychology of adolescence today were outlined in the work S. Hall "Growing up". Hall formulated the idea of transitivity, intermediateness of adolescence, period "storm and stress". He developed the content-negative characteristics of this stage of development (difficulty in education, conflict, emotional instability) and outlined the positive acquisition of age - "sense of individuality". K. Levin spoke about a peculiar marginality teenager, expressed in his position between two cultures - the world of children and the world of adults. A teenager no longer wants to belong to children's culture, but still cannot enter the adult community, meeting resistance from reality, and this causes a state of "cognitive imbalance", uncertainty of guidelines, plans and goals during the period of changing "living spaces". The development of the personality of a teenager was analyzed in a psychoanalytic way by 3. Freud. In adolescence, puberty, a surge of sexual energy undermines the previously established balance between personality structures, and children's conflicts are reborn with renewed vigor. E. Erickson considered adolescence and youth as the central period for solving the problem personal self-determination .
Often the entire adolescence is interpreted as crisis , as a period of "normal pathology", emphasizing its rapid flow, complexity both for the adolescent himself and for the adults communicating with him. D.B. Elkonin, on the contrary, regards adolescence itself as a stable age and singles out crises (pre-adolescent and in the transition to adolescence). Adolescence as a stage of mental development is characterized by the child's entering a qualitatively new social position associated with the search for his own place in society. Exaggerated claims, not always adequate ideas about their capabilities lead to numerous conflicts of a teenager with parents and teachers, to protest behavior. Even in general, a normal adolescent period is characterized by asynchrony, spasmodicity, disharmony of development.
In adolescence, there is often a tendency to behavioral reactions that are usually characteristic of a younger age (A.E. Lichko):
The reaction of refusal (refusal of household duties, study, etc.; the reason is a sharp change in the usual conditions of life, for example, separation from the family, a change in school; the soil is mental immaturity, features of neuroticism, inhibition);
The reaction of the opposition, protest (demonstrative bravado, absenteeism, escapes, protest actions);
The reaction of imitation (an adult becomes an object of imitation, impressing the ideals of a teenager with certain qualities; it is typical for personally immature teenagers);
Compensation reaction (the desire to make up for one's failure in one area with success in another; if asocial manifestations are chosen as a compensatory reaction, then behavioral disorders occur);
Hypercompensation reaction (the desire to succeed precisely in the area in which the adolescent finds the greatest failure: with physical weakness - a persistent desire for sports achievements, with shyness - for social activities, etc.).
When interacting with the environment, adolescent psychological reactions actually arise (A.E. Lichko):
The reaction of emancipation (the desire to be released from adult care, which, under adverse environmental conditions, can underlie runaways from home or school, affective outbursts, antisocial acts);
The reaction of "negative imitation" (behavior in contrast to the unfavorable behavior of family members, as a reflection of the struggle for independence);
The reaction of grouping (the desire to form spontaneous adolescent groups with certain style behavior, a system of intra-group relations, which, under adverse environmental conditions, can largely determine behavior and be the cause of antisocial acts);
Passion reaction (hobby reaction) (passion for sports, desire for leadership, gambling, collecting - are more typical for boys, while activities, the motive of which is the desire to attract attention, are more typical for girls; at the same time, intellectual and aesthetic hobbies - interest in literature, music, technology, etc. - can be observed in adolescents of both sexes);
Reactions caused by the emerging sexual desire (increased interest in sexual problems, early sexual activity, etc.).
2. Communication with peers as the leading type of activity.
The activity of communication with peers is extremely important for the formation of a teenager's personality in the full sense of the word. In this activity self-consciousness is formed. The main neoformation of this age is social consciousness transferred inward, i.e. self-awareness.
Communication with peers is the leading activity in adolescence. In communication with peers, they master norms of social behavior, morality, etc. .
Adolescence is characterized by important changes in social ties and the process of socialization. The predominant influence of the family is gradually replaced by the influence of peers. One of the most important needs of adolescence is the need for release from control and guardianship parents, teachers, elders in general, and in particular from the rules and procedures established by them. Adolescents begin to resist the demands of adults and more actively defend their rights to independence, which they identify with adulthood. But one cannot talk about the desire of a teenager to completely separate himself from his family. In addition to the conscious purposeful education, which the parents are trying to give and from which the teenager wants to "get rid of", the whole intra-family atmosphere affects the child, and the effect of this influence accumulates with age, refracting in the structure of the personality. Therefore, the behavior of a teenager largely depends on the style of upbringing, which in turn determines the attitude towards parents and the way of interacting with them.
Despite the external opposition shown in relation to the adult, the teenager feels the need for support . Especially favorable is the situation when an adult acts as a friend. Joint activities, common pastime help the teenager to get to know the adults cooperating with him in a new way. Great importance during this period, they have uniform requirements for a teenager in the family. He himself more often claims certain rights than seeks to assume duties. Communication of a teenager is largely determined by the variability of his mood. Over a short period of time, it can change to the opposite
Communication with peers acquires absolutely exceptional importance . Communication with peers, which parents cannot replace, is an important channel of information for adolescents, which adults often prefer to remain silent about. In relationships with peers, a teenager seeks realize your personality, define your capabilities. Communication turns out to be so attractive that children forget about lessons and household chores. Success among peers is most valued. Evaluation of actions by adolescents is more maximalistic and emotional than that of adults, because. have their own ideas about the code of honor. Loyalty, honesty are highly valued here and betrayal, treason, violations are punished. given word, selfishness, greed, etc.
Despite their orientation towards asserting themselves among their peers, adolescents are distinguished by their extreme conformity (compliance to pressure) in the adolescent group. The group creates a sense of "We" that supports the teenager and strengthens his inner position. It is very important that in their environment, interacting with each other, adolescents learn to reflect on themselves and their peers. And the interest of a teenager in peers of the opposite sex leads to an increase in the ability to single out and evaluate the experiences and actions of another, as well as to the development of reflection and the ability to identify.
Adolescence is characterized domination children's community over adult. Here a new social situation of development is taking shape.
What becomes the main thing for a teenager at school? Children communicate, their relationship is built on a code of camaraderie, complete trust and the desire for absolute mutual understanding. During this period, educational activity for a teenager recedes into the background. The center of life is transferred from educational activity, although it remains predominant, to the activity of communication. The main thing happens at the breaks. All the most secret extra-urgent, urgent spills out there. An interesting system of relations with the teacher is developing: the place that the child occupies within the team becomes even more important than the teacher's assessment. In communication, the attitude towards a person is carried out precisely as a person. It is here that the assimilation of moral norms takes place, the system is mastered moral values. Here comes the conceivable and imaginary playing of all the most difficult sides future life. This opportunity to work together - in a thought, in a dream - to work out, to lose your aspirations, has its own joys. importance for the development of the inner life.
Mudrik A.V. notes that the need for communication with peers, who cannot be replaced by parents, occurs in children very early and increases with age. The behavior of adolescents, Mudrik A.V. believes, in its specificity, is collective-group.
He explains this specific behavior of adolescents as follows:
First, communication with peers is very important. information channel , from it, adolescents learn many things that, for one reason or another, adults do not tell them.
Secondly, this a specific kind of mechanical relationship . Group play and other types joint activities develop the necessary skills of social interaction, the ability to obey collective discipline and at the same time defend their rights.
Third, it's a specific kind emotional contact . Consciousness of group belonging, solidarity, comradely mutual assistance gives the teenager a sense of well-being and stability.
At first glance, boys of all ages more sociable girls . From a very early age, they are more active than girls in coming into contact with other children, starting joint games and so on.
However, the difference between the sexes in the level of sociability is not so much quantitative as qualitative. Although fuss and power games bring great emotional satisfaction to boys, there is usually a competitive spirit in them, often the game turns into a fight. The content of joint activities and their own success in it mean more to boys than the presence of individual sympathy for other participants in the game.
Girls chatting looks more passive but more friendly and selective. Judging by the data of psychological research, boys first come into contact with each other and only then, in the course of a game or business interaction, do they develop a positive attitude, there is a craving for each other. Girls, on the contrary, come into contact mainly with those they like, the content of joint activities is relatively secondary for them.
From an early age, boys tend to be more extensive , and girls to intensive communication, boys are more likely to play large groups and girls - in twos or threes.
DI. Feldstein identifies three forms of adolescent communication: intimate-personal, spontaneous-group, socially-oriented.
Intimate-personal communication - interaction based on personal sympathies - "I" and "you". The content of such communication is the complicity of the interlocutors in each other's problems. Intimate-personal communication arises under the condition of common values of partners, and complicity is ensured by understanding each other's thoughts, feelings and intentions, empathy. higher forms intimate and personal communication are friendship and love .
Spontaneous group communication - interaction based on random contacts - "I" and "they". The spontaneous-group nature of adolescents' communication dominates in the event that socially useful activities of adolescents are not organized. This type of communication leads to different kind teenage companies, informal groups. In the process of spontaneous group communication, aggressiveness, cruelty, increased anxiety, isolation, etc.
Socially oriented communication - interaction based on the joint implementation of socially important matters - "I" and "society". Socially oriented communication serves the social needs of people and is a factor contributing to the development of forms public life groups, collectives, organizations etc.
Research conducted by D.I. Feldstein, show that the adolescent's need for intimate personal communication is mostly satisfied (31% and 34%), the need for socially oriented communication remains unsatisfied in 38.5% of cases, which leads to the predominance of spontaneous group communication (56%), although the need for this form is expressed in a minimal amount.
Features of communication with peers from adolescence. Rituals in the communication of adolescents with peers.
Speaking about the secret world of communication of a teenager, it is impossible not to say about the rituals that this world is filled with.
1. Most famous ritual - friendship bonding ritual . Usually this is the so-called rite of "fraternization of blood." It can occur both in a teenage (most often male) group, and between two close friends. The custom of bonding friendship with blood is described by a girl: “... Good, faithful friends, in order to confirm their friendship, cut their fingers with a razor and connected them so that the blood mixed. And they did it to make the friendship stronger. But not everyone took this step. As a child, I was very afraid of blood, but I still decided to cut my finger.”
2. Exchange of letters and gifts between constantly meeting girls
Probably, in one case, girls are attracted by the presence of a secret and a “ritual” exchange of gifts (“At school, my girlfriend and I wrote letters to each other, although we studied in the same class, it was just interesting: we sent each other gift cards, our photos, even money. All this, in general, did not make sense, just such a secret, and it's nice to receive letters ";), in others - the possibility of reincarnation (“At the age of 9, my girlfriend and I decided to correspond, although we lived in neighboring houses. We took letters to each other ourselves, came up with new names for ourselves and told everything that happened to us in letters”).
3. Rituals of acceptance into the group. In some youth groups, the admission of new members is a special challenge. The newly joined is given some task, which should reveal in him the presence of qualities important in this group. So in courtyard groups, strength and masculinity are often tested (usually a fight with one of the members of the group).
3. Features of pubertal development (anatomical and physiological features of development).
puberty - the time of accelerated physical development and puberty, characterized by important changes in the body of a teenager, including the appearance of secondary sexual characteristics. The skeletal system develops, changes in blood composition and blood pressure are observed. There are various structural and functional changes in cerebral activity. The features of this period are the intensity and uneven development and growth of the body - the "pubertal leap", which determines the unevenness and significant individual variability in the pace of development (time differences in boys and girls, acceleration and retardation).
Age 13 - the time when the first phase of pubertal development ends in girls (11-13 years old) and the second phase begins (13-15 years old), and in boys the first phase of pubertal development begins rapidly, which lasts from about 13 to 15 years.
Rapid growth, maturation of the body, ongoing psychological changes - all this is reflected in the functional states of a teenager. 11 - 12 years - a period of increased activity, a significant increase in energy. But this is a period of increased fatigue, some decrease in performance. Often, behind the motor restlessness, increased excitability of adolescents, it is precisely the rapid and abrupt onset of fatigue that the student himself, due to insufficient maturity, cannot yet not only control, but also understand. Despite significant individual differences between children, in general it can be said that at this time the number of insults, quarrels between children, as well as between children and adults, increases. Children at this time often show increased irascibility, resentment, primarily in relation to an adult. Their behavior is often characterized demonstrativeness . This situation is exacerbated by the influence of beginning (in boys) or intensively passing (in girls) puberty, which contributes to an even greater increase in impulsivity, often a change of mood, affects the severity of the teenager's perception of "insults" from other people, as well as the form of expression of insults and protest.
Touchiness. Crying without any visible (and often conscious) reason, frequent and abrupt mood swings are most typical for girls.
In boys, physical activity increases, they become more noisy, fussy, restless, all the time they turn something in their hands or wave them. Many schoolchildren during this period have partial violations of coordination and accuracy of movements, they become clumsy and awkward.
At 13-14, a peculiar alternation of bursts of activity and its fall is often noted, up to external complete exhaustion. Fatigue sets in quickly and, as it were, suddenly, characterizing increased fatigue. Efficiency and productivity decrease, in boys at the age of 13-14 the number of erroneous actions sharply increases (in girls, the peak of errors is noted at 12 years).
Extremely difficult situations for teenagers monotony . If in an adult a pronounced drop in working capacity due to the performance of monotonous, but professionally necessary actions is approximately 40-50 minutes, then in adolescents it is observed after 8-10 minutes.
The phenomenon of specific teenage laziness . You can often hear complaints from adults that a teenager wants to lie down all the time, cannot stand up straight: he constantly strives to lean on something, and answers requests: I have no strength. The reason for this is increased growth, which requires a lot of strength and reduces endurance.
A teenager's reactions often do not match the strength and significance of the situation. Generalizing events and phenomena that are completely different and objectively distant from each other, he reacts to them in the same way, which manifests itself in the outwardly inexplicable indifference of a teenager to things that are significant to him and a violent reaction to insignificant reasons.
Changes taking place in the motor sphere: a new ratio of muscle growth and muscle strength, changes in body proportions - lead to temporary violations of the coordination of large and small movements. A temporary violation of coordination is noted, adolescents become awkward, fussy, make a lot of unnecessary movements. As a result, they often break something, destroy it. Since such phenomena often coincide with adolescent outbursts of negativism, which reduce or block the possibilities of his self-control, it seems that there is malicious intent in such destruction, although, as a rule, this occurs against the desire of the adolescent and is associated with the restructuring of the motor system.
Serious consequences of teenage fights are also associated with violations of motor control, when a schoolboy who is not yet accustomed to the new, increased size of his body, assessing the possibilities of controlling it on the basis of his previous experience and therefore incorrectly calculating the force of impact, inflicts injury on another teenager.
The restructuring of fine motor skills, the imbalance of the old eye-hand scheme and its construction on a new level in many ways often leads to a deterioration in handwriting, slovenliness, and violations in drawing.
The maturation process also influences the development speeches especially in boys. Their speech becomes more laconic and stereotypical, which is manifested in the specific "verbal speech" of many adolescent boys. Certain difficulties in writing are also associated with this. It is known that in adolescence, girls, as a rule, express their thoughts better in writing than boys. However, in the future, after 14 - 15 years, the boys not only catch up, but often outstrip them in this skill. Due to the peculiarities of the speech sphere, adolescents often react slowly to what they are told. Obvious consequences of this are frequent complaints about teenagers not understanding the teacher's explanations, about the fact that "they have to repeat everything two hundred times."
It should be remembered that adolescents are very worried about their own clumsiness and tongue-tiedness, they are hypersensitive both to ridicule about this and to the assistance provided. Therefore, special classes are needed to develop motor skills, oral and written speech of a teenager. Adolescence is a period when many functions are actively formed and developed, for example, this is the most auspicious time to master many of the most difficult movements, important species sports, labor activity. If during the period of specific awkwardness and impaired coordination of movements one does not engage in the development of gross and fine motor skills, then in the future this is not compensated or is compensated with great difficulty. That is why the recommendations of a psychologist should be aimed at the development and active formation psychological structures and functions.
4. The crisis of mental development in adolescence.
CRISIS 13 YEARS
This is a crisis of social development, reminiscent of a crisis of 3 years ("I myself"), only now it is "I myself" in the social sense.
It is described in the literature as "the age of the second umbilical cord cutting," the negative phase of puberty ". It is characterized by a drop in academic performance, a decrease in efficiency, disharmony in the internal structure of the personality. The human self and the world are more separated than in other periods.
The crisis is among the acute ones.
Crisis Symptoms
Observed decrease in productivity and ability to study even in the area in which the child is gifted. Regression appears when a creative task is given (for example, an essay). Children are able to perform the same as before, only mechanical tasks.
This is due to the transition from visibility and knowledge to understanding and deduction (drawing a consequence from premises, inference). That is, there is a transition to a new, higher stage of intellectual development. According to Piaget, this is period 4 mental development. This is not a quantitative characteristic of intelligence, but a qualitative one, which entails new way behavior, a new mechanism of thinking. For changing specific comes logical thinking . This manifests itself in criticism and the demand for evidence. The teenager is now burdened by the specific, he is beginning to be interested in philosophical questions (problems of the origin of the world, man). Cools down to drawing and begins to love music, the most abstract of the arts.
There is an opening of the mental world, the attention of a teenager is first drawn to other persons . With the development of thinking comes intense self-perception, self-observation, knowledge of the world of one's own experiences. The world of inner experiences and objective reality are divided. At this age, many teenagers keep diaries.
New thinking has an impact on language, speech . This stage can only be compared with early childhood, when the development of thinking follows the development of speech.
Thinking in adolescence, not one of the functions in a number of others, but the key to all other functions and processes. Under the influence of thinking, the foundations of the personality and worldview of a teenager are laid.
Thinking in concepts also restructures the lower, early functions: perception, memory, attention, practical thinking (or effective intellect). In addition, abstract thinking is a prerequisite (but not a guarantee) that a person will reach the highest stage of moral development.
The second symptom of the crisis is negativism . Sometimes this phase is called the phase of the second negativism by analogy with the crisis of 3 years. The child, as it were, is repelled by the environment, hostile, prone to quarrels, violations of discipline. At the same time, he experiences internal anxiety, discontent, a desire for loneliness, for self-isolation.
In boys, negativism manifests itself brighter and more often than in girls, and begins later - at the age of 14-16.
The behavior of a teenager during a crisis is not necessarily negative. L.S. Vygotsky writes about three types of behavior:
Negativism is clearly expressed in all areas of a teenager's life. Moreover, this lasts either for several weeks, or the teenager falls out of the family for a long time, is inaccessible to the persuasion of the elders, is excitable, or, conversely, is stupid. This difficult and acute course is observed in 20% of adolescents.
The child is a potential negativist. This manifests itself only in certain life situations, mainly as a reaction to the negative influence of the environment (family conflicts, the oppressive effect of the school environment). Most of these children, about 60%.
There are no negative phenomena at all in 20% of children.
5. Psychological neoplasms of adolescence
- A sense of adulthood - a new level of self-awareness;
The desire for self-affirmation;
The emergence of an inner life, a great interest in the feelings and experiences of other people;
I am a concept;
Formal-logical (reasoning) thinking;
Reflection.
Central psychological neoplasm of adolescence is the occurrence feelings of adulthood. It is formed as a result of a change in the social position of the child, under the influence of puberty and sudden changes in physical development. The essence of this neoplasm is that the teenager begins to feel his approach to the adult state, and in connection with this, he has a pronounced desire for equality with adults. The development of a sense of adulthood leads to the formation of a pronounced need for self-affirmation, which is manifested in the desire of a teenager to achieve recognition of his personality from others in any way possible, to take a worthy position in a class, family, and group of comrades. The need for self-affirmation is one of the most important motives for the behavior and activities of a teenager - it encourages the student to look for any opportunity to gain popularity and respect among peers. The desire for self-assertion is natural age feature teenager, so it is important to be able to tactfully control the forms of self-affirmation they choose and, if necessary, correct their choice.
Mental processes in adolescent schoolchildren develop in the process of learning activity, which becomes much more complex. With the transition to adolescence, a conscious attitude to learning becomes noticeably stronger. Adolescents master independent ways of working on educational material,
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Introduction.
Adolescence is called transitional. The psychological state of adolescence is associated with two “turning points” of this age: psychophysiological - puberty, and everything connected with it, and social - the end of childhood. Entry into the world of adults.
The first of these moments is associated with internal hormonal and physiological changes, entailing bodily changes, unconscious sexual desire, as well as emotionally sensitive changes.
The second moment - the end of childhood and the transition to the world of adults is associated with the development of critical reflective thinking in the mind of a teenager in a rational form. This is the defining state of a teenager in the psyche. It creates the main leading contradiction in the life of a teenager. Reasonable ie formal rigid logic takes over the mind of a teenager. That's right: he does not master this logic, but it arises in his mind as a kind of coercive force. It requires an unambiguous answer and evaluation for any question: true or false, yes or no. And this creates in the mind of a teenager a certain tendency towards maximalism, makes him sacrifice friendship, becomes antagonistic with close people, since the diversity and inconsistency of reality and human relations do not fit into the framework of rational logic, and he is ready to reject everything that does not correspond to this logic, since it is she who is the dominant force in his mind, the criterion of his judgments and assessments.
But, being equal to an adult in terms of the type of logic of thinking, in terms of life experience and the content of consciousness, a teenager remains still a child. Protesting against lies, hypocrisy and the dominance of the world of adults over him, at the same time he needs spiritual warmth, affection, understanding, approval of the forgiveness of adults. Rejecting authority, the teenager needs authority. In an adult he could completely trust. There is a tendency to isolate both from the world of childhood and from the world of adults to create their own world of peers, internally identical friend friend.
The main contradiction of adolescence can be considered the contradiction between the rational form of the emergence of reflection in the consciousness of a teenager, which has become for him the leading form of a conscious attitude to the world, and the impersonal world of adults, which does not fit into the framework of rationality, and at the same time proclaims the rationality (consciousness) of his being. .
The relevance of this topic is that almost every teenager, during the transitional age, faces special difficulties, tries to find himself. Transitional age- the shortest period of life, but very important. And it is important to survive it without any special injuries.
In my essay, I want to consider not only the development of the psyche in adolescence, but also the problems that may affect a teenager in this rather difficult period: psychological features adolescents as a cause of behavioral disorders”, “Cognitive processes”, “Formation of personality”.
Chapter I point 1
Socio-psychological characteristics of adolescence as a cause of behavioral disorders
The psychological features of adolescence, when they are sharply expressed, got their name "teenage complex", and the behavioral disorders caused by them - "pubertal crisis"
The teenage complex includes mood swings from unbridled joy to despondency and back again without sufficient reasons, as well as a number of other polar qualities that appear alternately. Sensitivity to outsiders' assessment of their appearance, abilities, skills is combined with excessive self-sufficiency and categorical judgments in relation to others. Sentimentality sometimes coexists with striking callousness, painful shyness with swagger, a desire to be recognized and appreciated by others with ostentatious independence, a struggle with authorities, generally accepted rules and widespread ideals with the deification of random idols, and sensual fantasy with dry sophistication.
In modern Western psychiatric and psychological literature, the concept of E. Erikson (1968) about the "identity crisis" as a main feature adolescence. By "identity" is meant the definition of oneself as a person, as an individual. Identity formation is considered from psychoanalytic positions as a result of the “disintegration of the childish I” and the need to synthesize a new “adult I”, the formation of a “super-I”, etc. Identity itself, the process of knowing oneself, is given a self-sufficient meaning. It is this process, not the factors environment, is considered as the primary source of all difficulties and all behavioral disorders in adolescents. According to G. Nissen (1971), the pubertal crisis is composed not only of an identity crisis, but also of a “crisis of authority” and a “sexual crisis”. The crisis of authority displays as a consequence of the "oedipal complex", as a "protest against the father." The weak role of the father in modern family or its absence in incomplete families leads to the spread of this protest to all the authorities of the adult world. The extreme manifestation of this crisis is running away from home and vagrancy. An identity crisis is associated with a tendency to psychogenic depression and suicidal behavior, as well as episodes of derealization and depersonalization. From our point of view, the essence of the adolescent complex consists of certain psychological characteristics characteristic of this age, behavioral reactions to the influence of the surrounding social environment. According to Z. Freud, the crisis of sexuality is explained by the change of erogenous zones from anal to genital.
Emancipation reaction
This reaction is manifested by the desire to free oneself from guardianship, control, patronage. older relatives, teachers, educators, mentors, the older generation in general. The reaction can extend to the orders, rules, laws, standards of their behavior and spiritual values established by the elders. The need to free oneself is connected with the struggle for independence, for self-affirmation as a person. The term "reaction of emancipation", it seems to us, reflects the essence of the phenomenon more accurately than "crisis of authorities".
Perhaps the reaction of emancipation has some biological, phylogenetic roots. In higher mammals, it is from the period of puberty that the struggle for their place among relatives begins, for a certain position in the hierarchical ladder of complex relationships in a herd or in a pack. Of course, this reaction in adolescents unfolds under the influence of socio-psychological factors (excessive guardianship on the part of elders, petty control, deprivation of minimal independence and any freedom, continuing attitude towards a teenager as a small child).
The manifestation of the reaction of emancipation can be very diverse. It can be felt in the everyday behavior of a teenager, in the desire to always and everywhere act “in his own way” and “independently”.
The reaction of emancipation may be dictated by admission to study or work necessarily in another city in order to live separately from their parents. One of the extreme forms of manifestation of the reaction of emancipation is running away from home and vagrancy, when they are conditioned by the desire to "live a free life."
Grouping reactions with peers
Children are willingly drawn to the elders, often even prefer to play not with their peers, but with them. Teenagers tend to group with peers. Teenage groups run through the history of mankind from primitive society and ancient Sparta to modern times.
C. Haffter believes that the spread of teenage “gangs” in developed capitalist countries, starting from the 50s, from a sociological point of view, is by no means a new phenomenon, but rather an archaic one.
The desire of adolescents to group with peers may also have some phylogenetic roots. In higher mammals that lead a gregarious lifestyle (some species of monkeys, ungulates and pinnipeds), individuals of "adolescence" form separate temporary herds. Adolescent monkeys react with depression to isolation from their peer group; neither in cubs nor in adult monkeys can depression be achieved in this way. However, such behavior of young higher mammals can also serve as a model for studying adolescent groups that have arisen and function according to socio-psychological patterns. These patterns are not yet well understood.
There are two types of youth groups. Some are distinguished by a same-sex composition, the presence of a permanent leader, a rather rigidly fixed role of each member, his firm place on the hierarchical ladder of intragroup relationships (subordination to one, pushing others around). These groups have roles such as "leader's adjutant" - physically strong teenager with a low intellect, whose fists the leader keeps the group in obedience, there is an “anti-leader” who seeks to take the place of the leader, there is a “six” who is pushed around by everyone. Often such a group has "its own territory", carefully protected from the intrusion of peers from other groups from other groups, in the fight against which. The composition of the group is quite stable, the admission of new members is often associated with special "trials" or rituals. Joining a group without the consent of the leader is unthinkable. There is a tendency to intra-group symbolism - conventional signs, their nicknames, their rites - for example, the rite of "fraternization with blood." Similar groups usually form only from adolescent males.
Another type of teenage groups is distinguished by a fuzzy distribution of roles and the absence of a permanent leader. The composition of the group is unstable. The life of such a group is minimally regulated, there are no clear requirements necessary to enter it.
Apparently, there are both intermediate and other types of adolescent groups.
