A specific feature of this period is that, on the one hand, according to the level of character mental development this is a typical era of childhood, on the other hand, we have a growing person in front of us, who in many ways already has adult desires, thoughts and his own views, focus on new actions.

The most important fact of physical development in adolescence - puberty, the beginning of the functioning of the sex glands. Puberty provokes intensive growth of the skeleton, reaching 4-7 cm per year, which is ahead of the development of muscles. All this leads to some disproportion of the body, teenage angularity. Children often feel at this time clumsy, awkward. Secondary sexual characteristics appear - external signs of puberty, and this happens at different times in different children. In connection with rapid development there are difficulties in the functioning of the heart, lungs, blood supply to the brain. Therefore, adolescents are characterized by differences in vascular and muscle tone. And such fluctuations cause a rapid change physical condition and, consequently, moods.

In adolescence emotional background becomes uneven and unstable. To this it should be added that the child is forced to constantly adapt to the physical and physiological changes taking place in his body, to survive the “hormonal storm” itself. Emotional instability is enhanced by sexual arousal that accompanies the process of sexual maturation. Most boys are increasingly aware of the origins of this arousal. Girls have more individual differences: some of them experience the same strong sexual arousal, but most of them are more vague, related to the satisfaction of other needs (for affection, love, support, self-respect). During this period, sexual identification reaches a higher level. Orientation to patterns of masculinity and femininity in behavior and personal manifestations is clearly manifested. But a child can still combine both traditional feminine and traditionally masculine qualities.

At this time, a person has a sharp increase in interest in his appearance. A new image of the physical "I" is being formed. Because of its high significance, the child is acutely experiencing all the flaws in appearance, real, as well as imaginary (associated with the fashion for too thin a body, freckles, too large or small breasts in girls, lack of an athletic physique in boys). The disproportion of body parts, awkwardness of movements, irregularities in facial features, the appearance of acne on the skin, being overweight or thin - all this is very upsetting. And sometimes it leads to a feeling of inferiority, isolation, even neurosis. Typical cases of anorexia nervosa in girls, boys can become withdrawn, shy, withdraw into themselves.

Simultaneously with the external, objective manifestations of adulthood, the adolescent's attitude towards himself as an adult, the feeling of being in an almost adult person, also arises. This is major neoplasm adolescence.

Teenage years characterized by anxiety, anxiety, a teenager's tendency to sharp mood swings, negativism, conflict and inconsistency of feelings, aggressiveness.

Psychological features adolescence:

mood swings;

The desire to be recognized and appreciated by others, combined with ostentatious independence and bravado;

Selfishness is manifested along with devotion and self-sacrifice;

Rudeness and unceremoniousness are combined with incredible own vulnerability, fluctuations in expectations - from radiant optimism to the most gloomy pessimism;

Sensitivity to the assessment of others of his appearance, abilities, strength, skills is aggravated, and all this is combined with excessive self-confidence.

Features of the development of cognitive (intellectual) from the fer.

The development of cognitive processes in adolescence is characterized by a transition to abstract, theoretical thinking. A teenager is able to quite easily abstract from concrete, visual material, is capable of verbal reasoning and analysis of abstract (abstract) ideas.

Attention becomes more and more selective and to a large extent depends on the orientation of the interests of the child.

Sensations and perception are at a fairly high level of development. There is an active development of creative abilities and the formation of an individual style of activity, including mental. Thinking style is mainly determined by the type nervous system, whose shortcomings can be compensated by its other properties. In general, the intellectual development of a child in adolescence reaches a very high level.

Features of the motivational sphere.

During adolescence, fundamental changes take place in the motivational sphere of a person. These changes are both quantitative and qualitative. A hierarchical structure of motives is being built. With the development of self-consciousness processes, a qualitative change in motives is observed, they become more stable, many interests take on the character of a persistent passion. Motives arise on the basis of a consciously set goal.

The main task of adolescence is the acquisition of adulthood, both physiologically and socially.

The formation of a sense of personal identity is one of the most important neoplasms in adolescents, it includes: bodily, sexual, professional, ideological and moral identity.

In search of his identity, a teenager seeks to emancipate (separate) from his parents. Finding autonomy in transitional age involves:

Emotional emancipation, i.e. freeing him from those emotional relationships that formed in his early childhood;

Formation of intellectual independence, i.e. the ability to think independently, critically, the ability to make decisions independently;

Behavioral autonomy, which manifests itself in various areas of adolescent life - from the choice of clothing style, social circle, ways of spending time to choosing a profession.

Leading activity.

Communication with peers at this age takes on the character of a priority.

1. Communicating with peers, adolescents receive the necessary information that they cannot receive from adults.

2. Communicating with each other, they acquire the necessary skills of social interaction.

Much has been said and written about the characteristics of adolescence, but, nevertheless, this period of life remains the most mysterious and unpredictable. Let's try to briefly characterize this segment of life in order to understand why this happens.

Adolescence and its features

Adolescence is a time when awareness of oneself in society, knowledge of the norms of behavior and communication is formed. Adolescents are especially interested social problems, values, life position is laid. There is a desire for self-realization of their abilities. The child is able to differentiate what is really interesting to him, what he would like to do in the future.

The child achieves success in a specific area of ​​activity that determines his future life. During this period, the qualities that are the foundation for his worldview are strengthened.

Puberty, which characterizes given age, accompanied by an acceleration of physiological and socio-psychological development, changes in character, behavioral reactions, perception of the world as a whole.

Anatomy - physiological features of adolescents

Teenage years It is characterized, first of all, by physical changes - the proportions of the body of a teenager, his height and weight change. Body growth occurs disproportionately - first the head, arms and legs reach the size of an adult, and then the torso. This provokes an internal conflict and a lack of self-acceptance by a teenager.

There is a rapid development of the muscular system, which adversely affects the cardiovascular system. Changes in tone, vascular and muscle, lead to rapid fatigue and a sharp change emotional state in teenagers. Such failures are also observed in other organs: the heart, lungs, blood supply to the brain is disturbed.

The rapid growth of organs and body is due to the influence of sex hormones. This process is characterized by the appearance of secondary sexual characteristics.

Psychological features of adolescence

An important feature of this period is the feeling of adulthood, the cause of which is physiological changes. The child wants adults - parents, teachers, to treat him now as an equal, see him as a person, take into account his position. He does not accept control and guardianship from an adult.

For him, the opinion of the team about himself, his actions becomes a priority. A teenager feels the need to have a friend with whom he can share his innermost thoughts and secrets.

During this period, there is a focus on oneself, self-examination, introspection. The child strives for recognition by others of his merits. He is too sensitive and vulnerable, emotionally unstable. Aggressiveness bordering on a neurosis-like state is often manifested. Such changes in all spheres absorb the teenager as a whole.

It is important during this period to help the child realize that this difficult period in life will soon pass, it is only necessary to overcome the next step on the way to adulthood.

Behavioral features of adolescence

Adolescence is characterized by purposefulness, focus on achieving the maximum result in a matter that is of keen interest. On the one hand, a teenager strives for independence, and on the other hand, he feels the need to build relationships with parents, teachers, and peers. It is on the border between childhood and adulthood.

A teenager is characterized by a reaction of emancipation - a desire to break out from under the guardianship of adults, to free himself from mentoring and control by the older generation. But he does not want absolute liberation, moreover, he is afraid of it, because he realizes that he does not yet have the opportunity to fully take care of himself and live independently.

During this period, a need is formed to group, to occupy a significant place in one's group. Sometimes there are conflicts between peers. In boys, this happens because of the competition for leadership - who is stronger, smarter, physically developed, etc. In girls, conflicts occur against the backdrop of rivalry for attention from the opposite sex.

In order to survive the age-related characteristics of adolescents most favorably, on the wave of mutual understanding and consent, it is necessary to implement the following tasks:

1. Surround your child with love and understanding.
2. Allow the child to be independent in decision making.
3. Respect their position.
4. Limitations should be clearly stated, understandable to the teenager, related to values ​​or meaning for his future life.
5. Establish unobtrusive communication with the child, explain to him that this difficult period will end, provide support. You should try to become his friend and adviser.

Thus, knowing about the features of this emotionally, physiologically and psychologically difficult period, it will be easier for a child to survive it, and it will be easier for adults to find mutual language with your child, to help overcome this step, maintaining a trusting relationship.

Teenage years. Sergienko E.A.

INTRODUCTION

Age period is a cycle child development having its own structure and dynamics.

psychological age, according to L.S. Vygotsky - a qualitatively unique period of mental development, characterized, first of all, by the appearance of a neoplasm, which was prepared by the entire course of the previous development. Psychological age may not match the chronological age of an individual child, as recorded on their birth certificate and then on their passport. The age period has certain boundaries. But these chronological boundaries can shift, and one child will enter a new age period earlier and the other later. The boundaries of adolescence, associated with the puberty of children, “float” especially strongly.

Adolescence is the period of completion of childhood, growing out of it, transitional from childhood to adulthood. The ability to reflect formed in educational activity 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. The teenager begins to feel like an adult and wants others to recognize his independence.

A sense of adulthood is a psychological symptom of the onset of adolescence. This is the period of puberty. Physical, physiological, psychological changes, the appearance of sexual desire make this period extremely difficult.

PSYCHOLOGICAL FEATURES OF ADOLESCENT AGE

Adolescence is 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. 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 heno 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 psychologicalteenager's needs - the desire to communicate with peers, the desire for independence and independence, emancipation from adults, for the recognition of their rights by other people.

A sense of adulthood is a psychological symptom of the onset of adolescence. By definition, D.B. Elkonina, there is a sense of adulthoodnew formation of consciousness, through which a teenager compares himself with others (adults or comrades), finds models for assimilation, builds his relationships with other people, 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 a 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.

Teenage years. Why is this age difficult?

The main content of adolescence is its transition from childhood to adulthood. All aspects of development undergo a qualitative restructuring, new psychological formations arise and form. The development period covers the age from 10-11 to 14-15 years.

Most often, difficulties are associated with puberty. In the course of rapid growth and physiological restructuring of the body, adolescents may experience anxiety, irritability, depression, many begin to feel clumsy, awkward due to a mismatch in the growth rates of different parts of the body. The age at which the first signs of puberty appear, as well as the sequence of appearance of these signs, varies considerably. The result of this experience may be low self-esteem. It is not easy for a teenager to maintain a subjective sense of the integrity and stability of his "I", or a sense of identity, which in turn gives rise to many personal problems. One of them, in particular, is associated with the appearance of sexual desire in adolescence, which often changes the entire system of motives and experiences.

Even perfectly healthy adolescents are characterized by extreme instability of moods, behavior, constant fluctuations in self-esteem, a sharp change in physical condition and well-being, vulnerability, inadequacy of reactions. This age is so rich in conflicts and complications that some researchers tend to view it as one continuous protracted conflict, as a "normal pathology".

All this requires adults to pay close attention to each teenager, the utmost subtlety, delicacy, thoughtfulness and caution when working with him.

The main problems of age.

Communication with peers. Relations with comrades are at the center of a teenager's life, largely determining all other aspects of his behavior and activities. The attractiveness of occupations and interests are mainly determined by the possibility of wide communication with peers.

For a teenager, it is important not only to be with peers, but, most importantly, to occupy among them a position that satisfies him. For some, this desire may be expressed in the desire to take the place of a leader in the group, for others - to be recognized, beloved comrade, for others - an indisputable authority in any business, but in any case, it is the leading motive for the behavior of children in the middle classes. Studies show that it is the inability, the inability to achieve such a position, that most often causes indiscipline and even offenses. Therefore, first of all, it is useful for adults to analyze and “work out” as specifically as possible exactly the version of “communication with peers”: what kind of relationships the child had with peers before, what has changed, whether these relationships satisfy him, what role he claims in the peer group, etc. d.

The subjective significance for a teenager of the sphere of his communication with peers contrasts significantly with the obvious underestimation of this significance by adults, especially teachers. While for a teenager, feelings about communication with peers are most significant, teachers believe that the center of adolescents' experiences are feelings about communication with teachers, and parents believe that adolescents are more worried about communication with parents.

Adults, as a rule, have no idea about the dynamics of the motives for communication with peers during adolescence.The dynamics of communication motives can be represented schematically as follows. If in grade 5 the dominant motive for communicating with peers is a simple desirebe in their midst then already in grades 6-7 the motive comes firsttake a certain place in the team peers. In grades 8-9, the adolescent's desire forautonomy in the peer group and the search for recognition of the value of one's own personality in the eyes of peers. The analysis shows that many adolescents have a frustrated need to "be significant in the eyes of their peers", which leads to difficult experiences.

Parents of adolescents write off all the problems of their communication with peers due to the lack of those children with whom their son or daughter communicates. At the same time, studies show that, starting from the 7th grade, adolescents begin to develop intensively personal and interpersonal reflection, as a result of which they begin to see the reasons for their conflicts, difficulties, or, on the contrary, success in communicating with peers in their own personality.

The content of communication of younger adolescents focuses mainly around issues of teaching and behavior, while older adolescents focus on issues of personal communication, the development of individuality. Against this background, 8-9 graders become more critical in relation to their own shortcomings, which can affect their communication with other people. A teenager at this age needs the help of an adult, but adults most often do not perceive his problems.

The teacher and the parent need to develop the ability to "decentrate", the ability to see the problems of communication between a teenager and his peers, not only "from his own bell tower", but also through the eyes of the teenager himself.

Teen and adults . The first source of this problem is the lack of understanding by adults of the inner world of a teenager, their false or primitive ideas about his experiences, motives for certain actions, aspirations, values. It has already been said that adults clearly underestimate the importance of the sphere of communication with peers for a teenager, and after all, any popular book on the psychology of adolescence begins and ends with this. What can we say about more complex and less obvious things!

Parents stop seeing their children, and teachers stop seeing their students; the place of these concrete and different adolescents begins to be replaced by some abstract and distorted version of it, gleaned from the newspapers, from the conversations of adults among themselves, but not from the real and living vision of the child.

Both parents and teachers of adolescents, for the most part, are unable to see, let alone take into account in the practice of education, the rapid, intensive process of growing up that takes place throughout adolescence, they are trying with all their might to maintain "childish" forms of control, communication with children. This is especially acute in the older teenage classes, whose students have a great need to communicate with adults "on an equal footing", rarely having the opportunity to satisfy it. The result is the opposition of oneself, one's "I" to adults, the need for autonomy.

Let me stop at one more moment. Adults, seeing the growing up of a teenager, most often notice only its negative aspects in this process: the teenager has become “naughty”, “secret”, etc. - and completely do not notice the sprouts of the positive, the new. One of these germs is the development in a teenager of the ability toempathy for adults desire to help them, support,divide their grief or joy. At best, adults themselves are ready to show sympathy and empathy towards a teenager, but they are not at all readyto accept similar attitude on his part. It is clear why this is happening - in order to accept this attitude of a teenager, it is precisely necessary to be “on an equal footing” with him. It turns out that adults are only trying to give something to a teenager, not wanting, and not being able to take anything.

The communication of a teenager with teachers turns out to be even more tense, "neglected", unproductive from the point of view of the child's personal development. Studies show that adolescents' experiences associated with their communication with teachers occupies one of the last places (the teachers themselves very inadequately give these experiences of adolescents the first place in importance). In addition, adolescents have mostly negative experiences with teachers.

The nature of communication with teachers and the subjective attitude towards it changes during adolescence. If the leading motive for communication in younger adolescents is the desire to receive support, encouraging the teacher for teaching, behavior and school work, then in older adolescence it is the desire for personal communication with him. Starting from the 7th grade, adolescents are increasingly concerned about the professional and personal qualities of teachers. Moreover, if the professional qualities of adolescent teachers are generally satisfactory, then the personal qualities are not. This dissatisfaction with the personal qualities of teachers is perceived by adolescents most often as a problem of the "fairness" of the teacher. However, despite the dissatisfaction of adolescents with the personal qualities of the teacher, they still strive to communicate with the teacher. Teachers usually do not understand this. Thus, with age, the situationgrowth adolescents have a need for personal communication with teachers and the impossibility of satisfying it. This expands the zone of conflict.

Teenager schoolboy. Despite the importance of communication, the basis of the social situation of the development of a modern teenager is the simple and obvious circumstance that he is a schoolboy. The main social requirement for a teenager is to master a certain amount of knowledge, skills and abilities, without which his further full participation in the life of society is impossible.

The underachievement often seen in middle school can be due to a variety of reasons.

If the children of younger school age poor progress can in most cases be overcome in the course of in-depth studies with a teacher, and an increase in progress leads, as a rule, to an improvement in the child’s communication with his comrades, then in adolescence everything seems to change places.It is impossible, "pulling out" academic performance, to solve all other personal problems of a teenager. You can only do the opposite: by solving the personality problems of a teenager, help improve academic performance.

The most widespread reason for poor mastering of knowledge in the middle classes islack of adequate motivation for learning , i.e. unwillingness to learn.

However, the creation of adequate motivation for learning in adolescents, and especially when a teenager has already lost interest in learning, is a very difficult task that requires fine psychological instrumentation, individual approach every teenager.

Often in modern school the loss of the meaning of learning by teenagers is the result of pedagogical work. Starting from grades 6-7, teachers begin to look at this or that student as completely unpromising. Teachers openly use threats to transfer to another class, school or get rid of after the 9th grade. As a result, many adolescents from among the "unpromising" themselves prefer to "move away from school", finding interests somewhere on the side.

Without the deep confidence of the teacher in the prospects of each teenager, in the fundamental possibility of developing his personality, work with him cannot be successful!

Studies show that at any age, adolescents see the causes of learning difficulties primarily in themselves (younger ones: “poor memory”, “weak attention”, “I can’t think”; older ones: “laziness”, “lack of will”). The second most common reason for teenagers is the complexity of the curriculum, individual items. Seniors indicate this reason less often than younger ones. The third reason teenagers consider unprofessionalism of teachers.

Teachers, on the other hand, believe that teenagers themselves are to blame for everything. The second reason is the poor help of parents. The third reason teachers consider the complexity of the program.

Finally, parents consider the main reason to be “inaccessibility of the program”, “high school requirements”.

The picture revealed on the basis of a comparison of three positions is very unfavorable from the point of view of both the development of the personality of a teenager and the development of the personality of a teacher. A brake on development is a combination of the “accusing” position of teachers and the “self-accusing” position of children, when all the difficulties in the process of mastering knowledge are written off due to the “laziness”, “irresponsibility” and “negligence” of schoolchildren.

Another important problem associated with the education of modern adolescents is the complete disregard for cognitive motivation. The modern situation is characterized by a shift in emphasis from the cognitive activity into separate, most formal elements of educational activity (performance, grades, etc.). The consequence of this is the underdevelopment of interest in the very process of cognition, which is extremely important for the productive development of the personality of a teenager.

Self-knowledge, self-realization, self-disclosure. An analysis of the content and dynamics of adolescents' experiences throughout this age suggests that both younger and especially older adolescents are characterized by experiences that are somehow connected with their attitude towards themselves, towards their own personality. But here's what's remarkable. Almost all experiences related to the process of self-knowledge by a teenager turn out to benegative. The number of such experiences increases with age. There is every reason to think that this is not just some age characteristic of the development of self-awareness, but the result of the adolescent's assimilation of those ideas and assessments that the surrounding adults, especially teachers and parents, have about him. Studies have shown that they almost do not see the positive features, the merits of a teenager, perfectly understanding his shortcomings. In psychology, however, it is shown how important it is for personal self-determination, for the formation of personal self-identity, to rely precisely on the positive aspects of one's "I". It is very important to teach a teenager not only to see his shortcomings - he, as we have repeatedly noted, blames himself for everything - but alsounderstand, see, be able to rely on their merits, on the strengths of their personality, character.

However, there is an area of ​​experiences associated with one's own personality, which are only positive in nature - this is the area of ​​experiences associated with self-realization, with the active work of the teenager himself to develop his own personality: "I am always happy if I can overcome my laziness." Such experiences reflect an extremely constructive line in the development of a person's personality - the process of self-realization. Unfortunately, not only do adults usually not help the development of this process, but they generally do not think that adolescents have similar experiences, similar aspirations.

A powerful factor in self-development in older adolescence is the emergence of schoolchildren's interest in what their personality will become in the future.

Senior adolescence and younger adolescence are sensitive periods for the formation of a time perspective, a system of human life goals.

If for some reason the time perspective of the future is not formed during this period or is formed incorrectly, then this will have the most serious consequences for the development of a person's personality.

At one time, L. Vygotsky drew attention to the fact that both adolescents and the adults around them are often preoccupied with the lack of will in students. However, according to L.S. Vygotsky, in such cases we are often confronted not with a weakness of will, but with a weakness of goals, when a teenager has no need to overcome various obstacles. The appearance of a meaningful goal also solves the problem of will. Practice shows that if a teenager has any important life goal, then many problems of education are removed.

Puberty and psychosexual identity . “The most basic of all features transitional age, - wrote L.S. Vygotsky, - consists in the mismatch of three points of maturation: puberty begins and ends earlier than the end of the general organic development of the adolescent, and earlier than the adolescent reaches the final stage of his socio-cultural formation. An adolescent who has matured sexually to such an extent that any difference between an adult organism and a youthful organism is completely destroyed from this side, is even at this time a being that has not yet come close to completing the other two processes of development: general organic and social.

No one deals with the problems associated with what is called “psychological sex” in psychology, “psychosexual identity” in the modern school. It has become commonplace to assert that our pedagogy is sexless, that modern educational and educational processes are absolutely the same for girls and boys, which is fraught with various negative consequences. All this leads to the fact that the problems of the formation of psychosexual identity become aggravated in the older adolescence, when adolescents develop a clear orientation towards the future, and the motives of the time perspective begin to play a significant role.

The crisis of 13 years and the post-crisis period. Traditionally, the difficulties of adolescence are usually associated with the so-called "crisis of 13 years", when the breakdown of old psychological structures leads to an explosion of disobedience, rudeness, and difficult education of the child. Many psychologists see the main reason for such violent behavioral manifestations in the fact that adults do not restructure their behavior in response to the “sense of adulthood” that is emerging in the adolescent, his desire for new forms of relationships with parents and teachers. Other authors consider the crisis of 13 years as a direct reflection of the process of puberty, considering it little to do with the characteristics of education. Finally, others believe that this crisis is far from obligatory at all, that many adolescents simply do not have it.

However, the essence of the crisis, according to L.S. Vygotsky, not so much in its pronounced manifestations, but in a deep, qualitative change in the process of mental development. Studies show that at the age of 12.5-13 years, there is a sharp change in the entire system of adolescent experiences - both their structure and content.

But it is interesting that parents and teachers subjectively associate the difficulties of upbringing by no means with the crisis as such, whendecay, breaking former psychological formations, and withpost-crisis a period attributable to the age of 14-15 years (grades 8-9). That is, the periodcreation, formation of new psychological formations. The transfer of previous educational measures to this age turns out to be extremely ineffective, and teachers and parents do not know how to use new ones. First of all, parents and teachers do not know how to rely onpositive, constructive, which is in every teenager, but they are only trying to "fight with shortcomings." This is especially noticeable in the older adolescence, following immediately after the famous, but, as we see, not such a dangerous crisis.

CONCLUSION

Summing up this work, we can say the following: chronologically, adolescence is defined from 10-11 to 14-15 years.

The main feature of this age is sharp, qualitative changes affecting all aspects of development. The process of anatomical and physiological restructuring is the background against which the psychological crisis proceeds. The activation and complex interaction of growth hormones and sex hormones cause intense physical and physiological development. The height and weight of the child increase, and in boys, on average, the peak of the "growth spurt" falls on 13 years, and ends after 15 years, sometimes lasting up to 17. In girls, the "growth spurt" usually begins and ends two years earlier (further, more slow growth may continue for several more years).
A change in height and weight is accompanied by a change in body proportions. First, the head, hands and feet grow to "adult" sizes, then the limbs - the arms and legs lengthen - and lastly the torso. The intensive growth of the skeleton, reaching 4-7 cm per year, outstrips the development of muscles. All this leads to some disproportion of the body, teenage angularity. Children often feel at this time clumsy, awkward. In connection with the rapid development, difficulties arise in the functioning of the heart, lungs, blood supply to the brain. Therefore, adolescents are characterized by a change in blood pressure, increased fatigue, mood swings; hormonal storm - imbalance.

The social situation of development is a transition from dependent childhood to independent and responsible adulthood. A teenager occupies an intermediate position between childhood and adulthood. The leading activity of a teenager is communication with peers. The main trend is the reorientation of communication from parents and teachers to peers.

1) Communication is a very important information channel for teenagers;

2) Communication is a specific type interpersonal relationships, it forms in a teenager the skills of social interaction, the ability to obey and at the same time defend their rights .;

3) Communication is a specific type of emotional contact. Gives a sense of solidarity, emotional well-being, self-respect.

Psychologists believe that communication includes 2 conflicting needs: the need to belong to a group and isolation (there is an inner world, a teenager feels the need to be alone with himself). A teenager, considering himself a unique personality, at the same time strives to look no different from his peers. A typical feature of adolescent groups isCONFORMITY - a person's tendency to assimilate certain group norms, habits and values, imitation . The desire to merge with the group, not to stand out in any way, which meets the need for security, is considered by psychologists as a psychological defense mechanism and is called social mimicry.

Qualitative changes are taking place in the intellectual sphere: theoretical and reflective thinking continues to develop. At this age, a male view of the world and a female one appear. Actively developing Creative skills. Changes in the intellectual sphere lead to an expansion of the ability to independently cope with the school curriculum. At the same time, many teenagers experience learning difficulties. For many, education takes a backseat.

Central neoplasm of adolescence -"a sense of adulthood" - the attitude of a teenager to himself as an adult . This is expressed in the desire that everyone - both adults and peers - treat him not as a small child, but as an adult. He claims equality in relations with elders and goes into conflicts, defending his "adult" position. The feeling of adulthood is also manifested in the desire for independence, the desire to protect some aspects of one's life from parental interference. This applies to issues of appearance, relationships with peers, maybe - studies. The feeling of adulthood is associated with the ethical standards of behavior that children learn at this time. A moral "code" appears, prescribing to adolescents a clear style of behavior in friendly relations with peers. The development of self-consciousness (the formation of the “I-concept” is a system of internally consistent ideas about oneself, images of the “I”. Critical thinking, a tendency to reflection, the formation of introspection. Difficulties in growth, puberty, sexual experiences, interest in the opposite sex.
Increased excitability, frequent mood swings, imbalance.
Notable development volitional qualities. The need for self-affirmation, for activities that have personal meaning. Personal orientation:

Humanistic orientation - the attitude of a teenager towards himself and society is positive;

Selfish orientation - he himself is more significant than society;

Depressive orientation - he himself does not represent any value for himself. His attitude to society can be called conditionally positive;

Suicidal orientation - neither society nor the individual for himself is of any value.

Thus, adolescence is spoken of as a period of heightened emotionality. This manifests itself in excitability, frequent shift mood, imbalance. The character of many adolescents becomes ACCENTED - an extreme version of the norm. In adolescents, much depends on the type of character accentuation - the features of transient behavioral disorders ("pubertal crises"), acute affective reactions and neuroses (both in their picture and in relation to the causes that cause them). The type of character accentuation must be taken into account when developing rehabilitation programs for adolescents. This type serves as one of the main guidelines for medical and psychological recommendations, for advice on future profession and employment, which is essential for sustainable social adaptation.

The type of accentuation indicates the weaknesses of the character and thus makes it possible to foresee factors that can cause psychogenic reactions leading to maladjustment - thereby opening up prospects for psychoprophylaxis. Usually accentuations develop during the formation of character and smooth out with growing up. Character traits with accentuations may not appear constantly, but only in certain situations, in a certain situation, and almost not be detected under normal conditions. Social maladaptation with accentuations is either completely absent or is short-lived.

BIBLIOGRAPHY

Bayard R., Bayard D. Your Restless Teenager. M., 1991. - 223 p.

Bozhovich L.I. Stages of Personality Formation in Ontogeny // Problems of Personality Formation: Izbr. psychological works / Ed. DI. Feldstein. M.; Voronezh, 1995. - 345 p.

Age and individual characteristics younger teenagers / Ed. D.B. Elkonina and T.V. Dragunova. M., 1967. - 325 p.

Vygotsky A.S. Pedology of a teenager // Collected. cit.: In 6 vols. T. 4. - 462 p.

In the world of a teenager / Ed. A.A. Bodalev. - M., 1982.

Dragunova T.V. The problem of conflict in adolescence // Questions of psychology. - 1972. - No. 2.

Dragunova T.V. Teenager. - M., 1976.

Krakovsky A.P. About teenagers. - M., 1970.

Craig G., Bockum D. Psychology of development. -- 9th ed. - St. Petersburg: Piter, 2005. - 940 p: ill. -- (Series "Masters of Psychology").

Lichko A.E. Adolescent psychiatry. M., 1985. - 258 p.

Lichko A.E. Types of character accentuations and psychopathy in adolescents. M., 1999. - 235 p.

Our troubled teenager / Ed. L. A. Regusha. SPb., 1998. - 248 p.

Psychology of the modern teenager / Ed. DI. Feldstein. M., 1987. - 326 p.

Remshmidt X. Teenage and youthful age: Problems of personality formation. M., 1994. - 342 p.

Rousseau J.J. Pedagogical works: In 2 vols. M., 1981. Vol. 1. - 498 p.

Anthology on developmental psychology. Textbook for students: Comp. L. M. Semenyuk. Ed. D. I. Feldstein.-- Edition 2, supplemented. Moscow: Institute practical psychology, 1996.--304 p.

Tsukerman G.L., Masterov B.M. Psychology of self-development. M., 1995. - 267 p.

Shapovalenko I.V. Developmental psychology (Psychology of development and developmental psychology). - M.: Gardariki, 2005. - 349 p.

Elkonin D.B. Selected psychological works. M., 1989. - 433 p.

Introduction

Adolescence is the most difficult and complex of all childhood ages. It is also called transitional, because during this period there is a kind of transition from childhood to adulthood, from immaturity to maturity, which permeates all aspects of a teenager's life. Successful development of a child, teenager, and subsequently young man as a person, determines not only his inclusion in public life, but also the fact that he finds his own niche.

Features of the development of a teenager

Adolescence is the age from 10-11 to 15 years. Adolescence is called the transitional age, because during this period there is a kind of transition from childhood to adulthood, from immaturity to maturity. In this sense, a teenager is half a child and half an adult: childhood has already passed, but maturity has not yet arrived. The transition from childhood to adulthood permeates all aspects of the development of a teenager and his anatomical, physiological, and intellectual, and moral development, and all types of its activities: educational, labor and play.

In adolescence, the conditions of life and activity of a schoolchild seriously change, which leads to a restructuring of the psyche, breaking the old, established forms of relationships with people. Schoolchildren move on to a systematic study of the foundations of science. And this requires a higher level of their mental activity: deep generalizations and proofs, understanding of more complex and abstract relationships between objects, the formation of abstract concepts. The schoolchild significantly changes his social position, his position in the team. The student begins to play a much greater role in the school and family, he begins to make more serious demands on the part of society and the team, on the part of adults.

The most important fact physical development adolescents - puberty, the beginning of the functioning of the gonads. The onset of puberty to a large extent depends on national ethnographic and climatic factors, as well as on the characteristics of individual life (health status, past illnesses, nutrition, work and rest schedule, environment, etc.). Most boys mature sexually by the age of 15, and girls - by 13-14 years. Despite the fact that the body becomes sexually mature by the age of 13-15, it is, of course, impossible to talk about physical, and even more spiritual, ideological, social, civic maturity at this age.

Development of thinking. In the process of learning, the thinking of a teenager is very noticeably improved. The content and logic of the subjects studied at school, the change in the nature and forms of educational activity form and develop in him the ability to actively, independently think, reason, compare, draw deep generalizations and conclusions. The teacher's trust in the mental abilities of a teenager is the best possible match for the age characteristics of his personality.

Development of observation, memory, attention. In the process of learning, a teenager acquires the ability for a complex analytical and synthetic perception of objects and phenomena. Perception becomes planned, consistent and comprehensive. The adolescent no longer perceives only what lies on the surface of phenomena, although here much depends on his attitude to the perceived object. Lack of interest, indifference to the material - and the student strikes with the superficiality, lightness of his perception. A teenager can conscientiously look and listen, but his perception will be random.

Teen labor. As a rule, teenagers are very willing to work. Firstly, this expresses such a striking age feature as the activity of adolescents. Secondly, in serious work they get the opportunity to realize the feeling of adulthood that is forming in them, and the guys value this opportunity very much. Thirdly, work usually takes place in a team, and the significance of life and work in a team for a teenager is very high. Thus, labor activity adolescents is an activity that fully meets their age characteristics and needs. The observed cases of laziness, evasion of work, ignoring one's work duties, negligent attitude to work assignments are exclusively the result of improper education.

Labor makes it possible to form in adolescents the skills of independent planning, which is directly related to the development of independent thinking. Therefore, it is important that adolescents do not always receive ready-made instructions on how to perform and the sequence of individual labor operations, but establish this on their own, analyzing the work assignment they have received.

In shaping the personality of a teenager, the teacher must rely on the emotionally charged desire, which is extremely characteristic of a teenager, to actively participate in the life of the team. The acquisition of experience in collective relationships directly affects the development of the personality of a teenager. The team develops a sense of duty and responsibility, a desire for mutual assistance, solidarity, a habit of subordinating personal interests, when necessary, to the interests of the team. The opinion of the group of peers, the group's assessment of the actions and behavior of a teenager are very important for him. As a rule, the public assessment of the class team means more to the teenager than the opinion of teachers or parents, and he usually reacts very sensitively to the friendly influence of the group of comrades. Therefore, making demands on a teenager in a team and through a team is one of the ways to form his personality.

The attraction of adolescents to the team is often expressed in the fact that they organize street, courtyard companies. Most of these groups are stable formations led by older guys - boys 17-20 years old. Of course, not all such companies should cause a wary attitude on the part of educators. But in any case, it is necessary to look closely at them, observe and try to draw them into the sphere of influence of public organizations.

It is necessary to single out a number of important directions in which the development of the individual is going. This is an intensive formation and development of: a) moral (moral) consciousness, 6) self-awareness, c) a sense of adulthood and d) communication activities.

Thus, adolescence covers the period from 11-12 to 15 years. During these years, a restructuring of the whole organism takes place. Therefore, adolescence is usually called a transitional age. At this time, intellectual, moral and physical forces are actively developing. A modern teenager strives to comprehend himself and the world, has a wide range of spiritual needs, interests and hobbies. A teenager is distinguished by an increased interest in his inner world, to their strengths and capabilities, to life goals. The desire of a teenager to actively influence himself does not always coincide, and sometimes even conflicts with his habits, spontaneously arisen desires. The result is disorganization and indiscipline. An important feature of adolescent thinking is criticality, especially in relation to the statements of adults. There is a desire to understand life itself. This feature of a teenager's thinking contributes to the development of independent views and beliefs, which is important in the development of his personality. Physical development at this age is characterized by intensive growth of the body in length. Therefore, the teenager looks long, narrow-chested, awkward. This affects his posture and gait.

For boys, this is a difficult crisis period. And not only for the children themselves, but also for their parents. The signs of adolescence in boys are different, each has its own. Quite often, adults at this stage lose friendship and contact with adolescents. Parents need to communicate with them more often, as they may miss one of the most important points in raising a child. If adults are not near the boy during a very important period for him, then the teenager runs the risk of falling into bad company, which can result in addiction to alcohol, drugs and other unpleasant consequences.

You need to be able to hear your grown-up boy, empathize with his problems, help him mentally survive the difficulties. If parents know that they are right, you need to patiently explain to your child what his mistake is. Also try to make convincing evidence-based arguments. So the child will quickly trust his loved ones. If parents have to criticize their son, then a serious argument must be made so that he understands. You can’t put pressure on a teenager, it’s better to just ask for help, so he will quickly make concessions to adults. Reproaches and humiliation have a very strong effect on the psyche of the boy, so you can’t do this.

You should not compare your teenager with his friends. After all, he is, first of all, a person, individuality and does not have to be like other children. When parents communicate with their child, it is necessary to do it in a friendly tone, then he will trust them completely. Let the teenager control what he can. Therefore, it is worth giving your child the independence that he needs so much. However, if you notice any changes in the child's behavior (for example, his reaction to some things has become inadequate, he does not want to look you in the eye, etc.), then you need to think about this phenomenon very seriously. It is possible that there is a need to consult with a narcologist. After all, it is in adolescence that you want to try everything forbidden, without thinking about the consequences. And as you know, people get used to drugs very quickly, but it is almost impossible to quit this addiction without the help of a specialist.

A future man needs a father

When a boy begins adolescence, his father should be with him first of all. In order for a teenager to grow up as a worthy member of society, he needs to communicate with his dad as often as possible. The same, in turn, is obliged to set an example for his son. For a boy, this communication is very important. If the relationship between a teenager and his father does not go well, then the child develops psychological stress, incomprehensible aggression, which he will try to throw out on his mother or other family members.

Therefore, the father must try to make his son interested in communicating with him. In this age healthy lifestyle life is simply necessary for a child. To do this, you should organize sports activities for him, as well as monitor nutrition (it must be balanced). Then the child will understand that with this lifestyle there is no place for drugs and alcohol.

In some cases, depression and inattention may be noticeable in a teenager. Education at this age, as a rule, departs for last place. Psychologists say that teenagers' thinking becomes more developed, but they do not use it due to the fact that communication with peers is more important for them than with teachers.

Difficulties

The main problems of adolescence:

• the teenager believes that his rights are infringed, so he restores them due to quarrels and scandals with his parents;
• The child feels that he is being treated unfairly. As a result, he tries to prove that he is no longer small and can figure everything out on his own;
• falling in love for him is now in the first place, and he doesn’t need his parents at all (most teenagers think so);
• Suicidal thoughts often come to the mind of teenagers. Therefore, parents need to do everything so that their child gets this idea out of his head as soon as possible.

What is adolescence?

Mom and dad remember how their son seemed to have recently reached out to them with his little hands, opened his toothless mouth, and today he has already become almost an adult man. What is adolescence transitional age? This is the period when the body begins to completely change physically and psychologically.

It is at this time that boys reach maturity, although they are still children. The age of growing up begins as early as 10 years old, but it ends differently for everyone, as a rule, at about 15-17 years old.

Physiological signs

Let's look at the sexual characteristics of adolescence in boys:

• A thin voice turns into a rougher, more confident one, as a lot of male hormones appear.
• The sexual organs are enlarged.
• There is more hair all over the body, as well as on the face (beard and mustache).
• Muscles increase.
• Shoulders become wider.
• Spontaneous ejaculation often occurs at night;
• Pimples and blackheads appear on the back and on the face. Over time, they will disappear on their own. Although doctors recommend treating them so that there are no scars and scars in the future.

This is how boys show up. During this period or a little later, adolescents may enter into their first sexual relationship. Therefore, already an 11-year-old child needs to be explained what contraceptives are and how to use them.

The behavior of a teenager, as well as the character, changes dramatically. Many psychologists are sure that the characteristics of adolescence are very complex. Some experts say otherwise. In their opinion, if you behave with a child as it should be, be his friend, then everything happens in an easy form. And if parents begin to take better care of their teenager, then from an obedient and kind child he can become stubborn and rude. Arguing with adults becomes a habit for him. Scientists have identified common features puberty in boys, but each child is different. Some earlier, others much later. The sexual development of boys can occur both very calmly and very rapidly, reflected in the character. Parents need to be vigilant in any case and behave in accordance with the current situation.

Psychological signs

What are the psychological signs of adolescence in boys? These include the following:

• Teenagers are disposed to conflict situations without rebellion they cannot imagine their existence.
• They react painfully to any situation, it seems to them that they have no friends, but their enemies (including their parents) surround them.
• Adolescents underestimate self-esteem, and from this it becomes psychologically unbearable for them to live.
• The opinions of adults at this age are not considered at all, but they will listen to their peers with pleasure.
• They react very sharply to criticism, aggression appears, from which it becomes bad for everyone around them.
• They only learn from their mistakes.
• They are not afraid of suicide, they do not understand what pain they bring to relatives in their own words about the possibility of committing suicide.
• They get angry at their parents if they control them.
• They throw out all their negativity on others, defiantly stubborn. In addition, many children fight with adults not only with words, but also with the use of physical force.
• They want love, understanding and attention from their parents. They desperately need help and moral support.

Each teenager has his own characteristics, both physiological and psychological. But you need to remember that they are still children. The age of 12-14 years is considered the most difficult and problematic, as the guys refuse to listen to any suggestions. Around the age of 17, they calm down and begin to perceive their importance in life. If the son lacks attention, love, care, then he takes it very painfully. He may become confident that he is indifferent to everyone. Therefore, parents are obliged to behave with the child in such a way that their child could not doubt their love.

Help mother

The problems of adolescence can be avoided, and the mother should help her child in many ways, surrounding him with love and care. The father, as a rule, does not nurse the child. Therefore, it is in adolescence that a child will not feel his affection and tenderness. Mom helps her son with her love and support, because now he urgently needs to feel needed. That is why parents need to be close to their teenage child. Of course, you should be friends with him, but do not be afraid to be strict if necessary. It is impossible that the child, as they say, "sat on the neck."

If which he considers serious, then the parents should be sensitive and understanding. It is impossible to laugh at his problems or feelings, as this can lead to the development of complexes. Please note that when experts describe the physical development of a teenager, they mean the general direction. Therefore, parents need to take into account the individuality and character of their child.

Conclusion

Now you know the characteristics of adolescents, as well as what changes occur to him during the transition period. Be attentive to your children, surround them with love and care, and also respect their personality.