Adolescence as a Period of Storm and Stress - Essay Example

Essay on “Adolescence is a period of storm and stress” of Introduction Change is a continuous process that occurs in every human being. It is an inevitable life event that initiated from the time of inception of life existence. There are several categories we can define each developmental stage however it can be generalised from a life developmental perspective as periods of childhood, adolescence and adulthood. Each transition period is characterised by milestones that promotes growth and maturity. The changing process doesn’t stop in the adulthood change though as development in other aspects such as psychological and social aspects can still progress. The adolescence period is vital among these changes as it is intermediary to childhood and adulthood. It poses great challenges to the metamorphosing individual as independence becomes interesting and the path towards it is resolutely sought. There is actually no standard definition of adolescence. Although it is often captured as an age range, usually from 10 to 18 years old, chronological age is but one way of defining adolescence (Gentry and Campbell 2002). Physical, social and cognitive development can also form the basis of adolescence. The needs and capabilities of a child turning into an adolescent drastically change. And this transition process has been the basis of adolescence being known as the period of “storm and stress”, a perspective introduced by Hall (1904) and supported by the psychoanalytic tradition (Freud 1958) and Erikson’s (1968) description of adolescence as a period of identity crisis which popularised in the 20th century (de Beeck 2010). The “storm and stress” perception of adolescence defines it as a turbulent process, accompanied by negative moods and a problematic relationship with parents, and risky behavior, including delinquency (de Beeck 2010). However it has to be noted that this viewpoint was minimised when more empirical data disproved it in the 1980s. Nevertheless, it can’t be denied that both adolescents and our society face challenges in this developmental stage and thus appropriate education and actions on developmental management must be addressed. This paper aims to discuss the various aspects of changes recognised during the adolescence period, define the posing challenges and, discuss and propose positive approaches that can manage and direct the “storm and stress” stage into a pleasant life stage experience. The Developmental Changes Biological and Emotional Changes A growth spurt involving radical changes occurs in the physical anatomy of an adolescent as it matures in size and form. The cause of this is the high secretion of gonadal steroid hormones such as the testosterone and oestrogens, in the reproductive organ (Sisk and Zehr 2005). The developing body experiences anatomical changes contributory to the reproductive process, of which the emergence of secondary sexual characteristics, such as breast development and growth of facial hairs, is mostly observed (Adolescence and Adulthood 2005). The pace of development however is very varied across individuals. And this impacts the psychological state of the adolescent in his sense of self and relations to others thereby making adolescence a delicate stage (Adolescence and Adulthood 2005). The behavioural changes in adolescents that affect their emotional state is explained by the late maturation of the prefrontal cortex (PFC) – the brain part responsible for the regulation of emotions, planning, reasoning and self-control (de Beeck 2002). And so drastic changes occur in the neurotransmitters dopamine and serotonin, hormones responsible for stimulating emotions in the limbic system of the brain. These changes cause the adolescents to have the tendency to be more stressful and less susceptible for rewards (de Beeck 2002). These are the internal changes occurring among adolescents, where we can only observe the results which are common emotional outbursts and shifts. Cognitive Changes The memory and problem solving skills of adolescents are heightened. They develop logical and abstract reasoning. They are able to combine and generalise various factors to provide an explanation on situations they confront thus exercising logic-deductive reasoning (Lehalle 2006). Their awareness of their own environment expand although without full understanding yet and usually occupied with themselves (Lewin 1939; Elkind 1967; Olthof 2004). They use their individual perspective to process new impressions, this is known as “adolescent egocentrism” (Elkind 1967). It is said that this intensifies emotional reactions which can affect relationships negatively. Thus causing the “nobody understands me” attitude (de Beeck 2002). Social and Moral Changes Since adolescents have outgrown childhood stage, they now aspire the adulthood stage and strongly desire for independence. This causes the adolescents to rely more on their peers rather than their parents or family, thus peer popularity becomes very important (Wilkinson 2004). The transition period from childhood to adulthood characterised with having the adult status not yet fully gained, adolescents commonly encounter temper issues and troubled relationships with adults. This makes adolescents seek the company of their peers who experience the same situation with them or any other form of comfort, rather than their own families. When peers’ acceptance becomes difficult to gain, adolescents mostly become radically upset without proper guidance. In this, adolescents develop moral reasoning, and their own principles in dealing with situations rather than obeying the rules they have recognised from childhood. Challenges of the Adolescence Period In account of the different aspects that are changing in the life of an adolescent that contribute as the “storm and stress” period, the learning ability is critically challenged to grow to enable the adolescent to face the new world of adulthood. Identification of these challenges is important so as to gain understanding of the adolescents’ perception and help them overcome effectively. Identity Crisis, Self-esteem, Acceptance of Body Image Identity crisis is coined by Erikson (1968) and he defined it as a time of intensive analysis and exploration of different ways of looking at oneself. Adolescents become busy in searching who they are and where they fit in the world. They discover their inherent characteristics that connect them to who they want to be and what they want to do in life. This identity search and realisation is influenced by gender, family, peers, spiritual and cultural background. It is important to realise that the identity of an adolescent is highly affected by the quality of the major influences that surround him. This influence provides foundation for the adolescent to determine his own uniqueness. The search for identity turns into a challenge when the adolescent stumbles into confusion through incorrect interpretation brought about by the disability to arrive at a sound conclusion because of incorrect information or negative influences. The role of influence to the adolescents is critical as this form the basis of the personality that the adolescent can be identified with. Should the influence bring immoral values or negative attitudes to the searching adolescent, it will be carried on to adulthood. It is important that the adolescent picks up correct, morally accepted and confidence-building information from the sources of his influence. Self-esteem is a critical aspect of the adolescent that must be strongly built-up to ensure success to adulthood and later in life. The adolescent develops his self-esteem from his relationships with the family, peers, school community and society. Self-esteemed individuals have found acceptance and appreciation from the family or peers they belong to. Otherwise, it is easy for the adolescent to lose self-confidence and expect successful living. When this happens, the adolescent easily gives in to destructive habits and rebellious attitudes which can then affect his future life. Family Acceptance and Peer Pressure Whether admittedly or not, adolescents’ greatest need is to be accepted for who they are. In their struggle to act as adults in the reality of lacking experience in the adolescence stage, they often struggle to meet expectations from their families and surrounding peers. Feeling of rejection is the usual fear that makes them do whatever is necessary to please others regardless of what it takes on their part. It is a fact that most adolescents are begging to be accepted, deliberately or not. That is why sometimes adolescents choose to do foolish actions to please their peers and gain their acceptance. Problems arise only when adolescents lack security of being accepted from their homes where they were raised up. The negative influence that peer pressure can bring can’t win in adolescents who grew up secured of being accepted for who they are from their families. They usually go out from the acceptance found at home into other sorts whether through peers or media or engaging into habits where they can find comfort or feeling of being understood. In this case, adolescents are exposed to risks of negative influences from maligned peers, irresponsible media and destructive habits. Hormonal Changes and Sexual Curiosity The changing amount of hormonal secretion that controls the adolescents’ emotions and reasoning state significantly affect their psychological balance and emotional stability. The period of “storm and stress” is experienced while they try to adjust to their changing bodies and accept the resulting adult body they now possess. In the process, curiosity on their gender characteristics are often aroused causing them to explore their own sexuality and even attracted to experiment with the opposite gender. Given proper education on the realities of their possession of reproductively mature bodies and reaching out according to the attention adolescents require, problems that are sexually related can be mitigated. However, without proper guidance and education at home and school, explicit forms of media can influence their curious minds and this pose a high risk on their health and psychological state, also affecting their social being. Positive Approaches to Adolescence Challenges Prior to adolescence, developmental changes must be informed and discussed to the adolescents according to their learning abilities. The varying personalities of these young adults may require creative techniques on how they can be educated. It is only through gaining knowledge of what is about to happen can adolescents be less awkward and adapt to the process. Education can also encourage healthy perspectives on their metamorphosing stage. This way, they can feel safe in having familiarity on the process and therefore can also be resourceful. Their anticipation on adolescence stage allows them to be strong and stay calm during the period (Adolescence 2008). Should there be any problem observed among adolescents, confrontational approaches must be delicately done through initial process of conversations before resorting to interventions. Adolescents often cry out to be heard first, then to be understood and accepted. That is why parental guidance and even authority guidance must be conducted with utmost patience to deal with the “storm and stress” period. Creative ways to conduct responsible parenting without too much restraining the freedom that adolescents highly value must be developed. This may include guidance on media sources such as television, magazines, internet sources, social networking, etc. Being able to positively direct them to trusted authorities can take away a lot of troubles as they use these media to explore and interact with others in their pursuit to understand the changes they are undergoing. Communication openness is vital to both parties of adolescents and their parents or families in order to maintain freedom of self-expression at home thereby making the parents on-track of the mindsets and emotional status of their adolescents which enables them to respond accordingly. As mentioned earlier, problems in school and the society regarding adolescents extend only from homes where adolescents are unable to meet their needs. It is therefore emphasised that home settings favourable to accept and understand adolescents must be strongly established. Currently, there are several programs that seek to help families manage the adolescence stage. One is the parenting program that offers support to parents, usually in the form of counselling, so they can appropriately deal with their adolescents. Conclusion Whilst parents, families and authorities are expected to implement plans to raise and encourage responsible and healthy adolescence, the “storm and stress” stage can still be best managed by adolescents when they decide for themselves to overcome the challenge. When adolescents adhere to good principles and values characterised with honesty, openness, tolerance and forgiveness, they are able to decide responsibly for their own good. For this to be a reality to most adolescents, parents and families together with schools and communities must consistently teach them and model them examples of such values that we expect from them. A life approach of positive mindset, love for education and starting over should mistakes happen, must be imparted to adolescents. Encouragement and positive feedback mechanisms must be continuously supplied to their tender age. When this is achieved, adolescents learn confidence and responsibility to themselves. Since change is inevitable, equipping adolescents with knowledge, right mindset and attitudes can help them outgrow the pending turbulence of the “storm and stress” stage. Adolescents are capable of winning out the transition period into adulthood and gaining pleasant experience along the process. It can be quite challenging to all parties involved but it is a reality that requires involvement of adolescents, families and communities. These challenges can become more complicated in our modern and digital society nowadays with all sorts of media influence reaching the attention of adolescents. This is when parents and authorities take advantage of the same media to influence adolescents positively. The idea of “storm and stage” during adolescence proposed by Hall (1904) must have had its basis and therefore requires our attentions and actions. Although empirical knowledge has subsided the said perspective, it is a fact that we have encountered the complexities of adolescence and by now, should have learned from it. This learning must be applied to the new generation of adolescents so their struggles can be directed into positive outcomes or better, can be converted to pleasant life experiences instead. Adolescents demand patience, acceptance and understanding from their parents, families, peers and communities. Given a good provision of their demands, constructive growth and development can be expected from them. References Adolescence and Adulthood 2005, viewed on 04 May 2012, Adolescence: The Big Change, The Big Challenge 2008, viewed on 04 May 2012, . de Beeck HO 2002, Adolescents time of storm and stress revised, viewed on 04 May 2012, < http://www.jeugdonderzoeksplatform.be/publicaties/Paper_Adolescent_times_of_storm_and_stress_revised.pdf>. Elkind D 1967, Egocentrism in Adolescence. 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