Adolescence and coping
Adolescence is a time when our bodies, our families, our schools, and the larger society demand that we change. Our ability to think, reason, and make decisions changes dramatically as we grow older. Adolescence is the transition into adulthood that is often considered a time of stress, characterised by parent -child conflict. However, if parents and children can find compromise and adapt during this period of change, it can be positive for both parents and their children, building foundations for a deeper, stronger relationship that will be of benefit to both parties.DLT has further reinforced my belief that each teenager is an individual with a unique personality and special interests, likes and dislikes. In contrast to that individualism is the fact that there are also numerous developmental issues that every teenager faces during the adolescent years, such as the adolescent's move towards independence and increased freedom, an increased ability to think ideas through, increased self-reliance, and an increased emphasis on personal dignity and self-esteem. Adolescents are beginning the often confusing crossing of the threshold toward adult reasoning/thinking.
-The Four Temperaments - Week 3 reading. "In the first place, parents serve as role models, and teenagers learn by observation and imitation. Secondly, parenting styles and child-rearing patterns have an important influence on teenager's social and emotional development. Thirdly, parents transmit their morals and values to their children. Included here are general belief systems about what constitutes acceptable behaviour. Finally, parents are an important source of information on a range of topics. Communication between parents and teenagers is therefore vital". Between the ages of 11 and 15, children enter the "formal operational" stage. This period is characterised by the ability to perform abstract thinking and start to enjoy abstract thought, formulate hypotheses without actually touching concrete or 'real' objects, and when more adept can test the hypotheses mentally, reason logically, and look at issues from another's point of view. These new abilities allow adolescents to question inconsistencies they find in the world. The formal operational thinker can generalise from one kind of real object to another and to an abstract notion. The formal operational thinker is able to think ahead to plan the solution path. Finally, at the very end of the formal operational scale, the formal operational person is capable of metacognition, (thinking about thinking). This was a very interesting reading and workshop topic, but before I go any further, I feel it relevant to point out the interview with Pat Guild (Wk 10 DLT reading).
Some common words found in the essay are:
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Approximate Word count = 2115
Approximate Pages = 8 (250 words per page double spaced)
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