Psychological characteristics of a teenager

Psychological characteristics of a teenager

The adolescent period of life is a transitional stage between childhood (with its full dependence on the elders and the inability to survive without them) and maturity (independent life, reproduction and upbringing of offspring). That is why adolescence has always been considered critical, but the crisis of this age (pubertal) is significantly different from the crises of younger ages, since it is the most acute and long lasting.

Periodizations of adolescence

Already in antiquity, adolescence was seen as a period of development, having its own specifics. In the Renaissance Ya.A. Comenius calls adolescence a period of 6-12 years (the main characteristic is the development of memory, imagination and their executive bodies - language and hands), and youth - 12-18 years (higher level of development of thinking). J.-J. Rousseau considered "a period of storms and passions", when the moral formation of the personality, the age from 16 years to adulthood, is realized.

S. Hall called the teenage period, the period of "storm and onslaught", the age from the onset of puberty (12-13 years) to the onset of adulthood (22-25 years). His pupil K. Getchinson singles out the "agricultural stage" - from 11 to 15 years (adolescence) and "the stage of industry and commerce, or the stage of modern man" - from 14 to 20 years (adolescence).

In E. Erikson adolescence (adolescence) is not separated from the youth and takes the age of 12-18 years Strictly speaking, the definition of a teenager in the English language (a teenager - English -. Teenager) get people aged 13-19 years. However, such age frames are too general to describe the complex developmental process at this age, so it is proposed to divide the adolescent period into two: early adolescence (11-14 years) and middle or senior adolescence (15-19 years).

The boundaries of adolescence in the modern domestic medical, educational, psychological, sociological and legal literature are understood in different ways. In the case of juveniles, persons aged 14-17 are considered minors. The psychiatric literature adolescence called the period of 12-17 years. Periodizations of this type are based on the description of puberty (changes in genital organs and secondary sexual characteristics) and distinguish the following stages in adolescence:

1)      Pituitary (from 8-10 to 9-12 years in girls and from 10-13 to 12-14 years in boys);

2)      Activation of the sex glands (from 9-12 to 10-13 years in girls and from 12-14 to 12-16 years in boys);

3)      Maximum steroidogenesis (from 10-13 to 11-14 years in girls and from 12-16 to 15-17 years in young men);

4)      The final formation of the reproductive system (from 11-14 to 15-16 years for girls and from 15-17 to 17-18 years for young men).

This periodization is valid for the analysis of the rates of puberty, but it does not take into account the psychological characteristics of adolescence, which can be considered the main drawback.

L.S. Vygotsky proposes to consider adolescence in terms of interests, which are integral dynamic trends that determine the structure of the direction of reactions. D.B. Elkonin, based on the criteria for changing the leading forms of activity, calls the period of adolescence 11-17 years, but divides it into two stages: the average school age (11-15 years), when communication is the leading activity, and the senior school age (15-17 Years), when the educational and professional activity becomes the leading one. The time separating adolescence from junior school and youth, LS. Vygotsky considered crises of 13 and 17 years, respectively. D.B. Elkonin and T.V. Dragunov considered the age of 11-12 years, as a transition from junior school to adolescence. A crisis separating adolescence from adolescence, D.B. Elkonin considers the crisis 15 years, and separating youth from adulthood - a crisis of 17 years.

L.I. Bozovic also believes that adolescence consists of two phases: 12-15 years and 15-17 years. However, along with the term "adolescence," the author uses the term "adolescent crisis" as a synonym for the first, which suggests that LI. Bozhovich considers the entire adolescence as critical.The difference in the crisis of adolescence from other crises is its duration and severity due to the significant severity of deprivation of adolescent needs. A.E. Lichko combined the maturing indicators he singled out with the concept of D.B. Elkonin on the change of the leading forms of activity.This allowed us to take 12-17 years as a teenage age and divide it into the following phases: before Teenage Puberty) - 10-11 years, the youngest teenage (first pubertal) - 12-13 years, the average teenage (second pubertal) - 14-15 years, the older adolescent (third pubertal) - 16-17 years and afterTeenage (post-pubertal) - 18-19 years.

Biological development in adolescence

Adolescence begins with an intensive restructuring of the endocrine system and ends with the achievement of puberty.

Young people themselves perceive the period of "difficult age" as a period of physical changes, the formation of psychosexual identification.The transitional age people are more likely than ever are victims Dismorphomania syndrome (delirium physical disability). The reason for this is an increased sensitivity to the peculiarities of one's body and appearance. Adolescents develop certain standards, ideals, patterns of "masculinity" and "femininity," which they strive to follow in dress, manners, jargon.

Psychological development of adolescents

Along with mental changes caused exclusively by hormonal effects, adolescents also have profound psychological, personality changes.

The process of formation of neoplasms of adolescence is stretched in time and can occur unevenly, because of which in adolescents are simultaneously present as childish traits and behaviors, and adults. The main neoplasm of adolescence is LS. Vygotsky and DB El'konin I thought andsense of maturity, which is defined as the experience of himself as an adult, self-image, as an adult, the desire to be an adult to appear and act like an adult. The basis for the emergence of this new formation is the realization of physiological changes in one's own organism and the subjective experience of social changes. The peculiarity of the adolescent sense of adulthood is that the adolescent rejects the child's stereotypes of behavior (does not want to seem like a child), but does not yet have adult cliches, that is, he does not have a full adult. Since the need to recognize adulthood in adolescence is maximum, and the social situation, by and large, does not change, it can cause numerous conflicts with parents and teachers.

T.V. Dragunova describes several types of adulthood.

The first kind of adulthood - with redstvom manifestations, approval and demonstrate their own adulthood, which gives young people the easiest are the outward signs of adulthood (smoking, drinking, relaxing ways, freedom Regis IU days, and others.). This kind of adulthood is common among adolescents and is stable, cognitive interests in this case go to the background or are lost.

The second type of adulthood - it is an imitation, alignment with psychosexual samples of their sex, that is, the orientation of teenagers on the specific content of male or female ideal. The desire to possess the qualities of a "real man" or "real woman" makes a teenager imitate characters from films and books, acquaintances, parents, peers.

Adulthood in the cognitive sphere and interests can be characterized as intellectual adulthood. It manifests itself in cognitive activity, the content of which goes beyond the curriculum (circles, electives, sections, independent work, etc.).

The development of the direction of social and moral adulthood is carried out if the adolescent is equal to an adult as an example of activity and tries to enter his assistant. T.V. Dragunova notes that this orientation is more clearly observed in families experiencing difficulties, where the teenager actually occupies the position of an adult. This instills in the adolescent the responsibility, independence, internal norms of adult life.

L.S. Vygotsky pointed to two new formations of adolescence (the development of reflection and, on its basis, self-consciousness), which were studied in greater detail by LI. Bozovic. The author calls the following new tumors of adolescence:

·               A new level of self-consciousness, manifested in the ability of a teenager to know himself as a person and conditioned by the development of conceptual thinking;

·               The formation of self-determination based on steadfastly formed interests and aspirations, based on the emerging worldview, characterized by taking into account its capabilities and external circumstances and associated with the choice of profession;

·               The development of reflection, which is formed simultaneously with the development of self-consciousness.

The content of developing self-awareness is the values ​​that the teenager actively appropriates and which exist as goals and motives for behavior and activity, requirements for oneself and others, criteria for evaluating and self-evaluating. In pre-adolescence, self-esteem is built, basically, on the evaluation of the child by adults. In adolescence, there is a need to study their own characteristics, which is expressed in self-interest and reflection about oneself. A characteristic feature of these reflections is that the teenager first of all addresses his own shortcomings and only then - to his own merits and opportunities, personality and personality as a whole.

Considering the interests of adolescence, L.S. Vygotsky singled out the "egocentric dominant" (interest in one's own personality), the "dominant distance" (setting on vast, large scales that are subjectively easier for him than near goals), the "dominant force" (the craving for resistance that manifests itself in stubbornness , Negativism, protest, conflicts with adults, etc.), the "dominant of romance" (the desire for the unknown, risky, heroic).

These reactions include "opposition reaction" and "reaction to emancipation" (the desire to free himself from, control and protection of elders, which manifests itself in the desire to do things his own way and, in extreme cases - to escape from the house). The danger also lurks in the event that in any area the teenager experiences difficulties. His insistence to succeed may be precisely in the area in which he is weak ( "overcompensationreaction"); And failure in some cases ends in a nervous breakdown.

A.E. Lichko notes that it is during adolescence that a sharp sharpening of some typological traits of character takes place, that it resembles pathological anomalies. This phenomenon has been called character accentuation - extreme variants of the norm, in which the individual character traits excessive force, why is detected selective vulnerability to certain environmental factors, with good and even increased resistance to other. In the dynamics of character accentuations, the following most significant phenomena stand out:

·               The sharpening of accentuated features in adolescence, followed by smoothing and compensation;

·               Appearance against the background of accentuation of the nature of violations - deviation behavior, acute affective reactions, neuroses, etc .;

·               The unfolding of accentuated features with hidden accentuations under the influence of mental trauma or difficult situations;

·               The place of least resistance, the blow to which is most painful, is of individual character in each type of character accentuation.

Socio-psychological changes in adolescence

Social situation of adolescent development, according to LS. Vygotsky, characterized by two trends: 1) the processes that hinder the development of adulthood (dependent on parents and teachers, the lack of permanent socially important duties in addition to his studies, etc.). 2)Maturation (acceleration, some independence, subjective feeling of adulthood, etc.). As there are many options for interaction of these tendencies, individual variants of development are also very diverse. Most teenagers can not find a satisfying adolescent place in the system of relationships with adults. It is hampered by, firstly, training patterns, which consist in the habit to control and manage the child (both by parents and by teachers);secondly, the complete financial dependence on parents; Thirdly, the immutability of the provisions of the public teenager (he is still at school, deprived of civil rights, can not legally make and others.); Fourthly, the preservation of adolescent children's traits in behavior. T.V. Dragunova notes that if adults can rebuild their relationship with an adult child, then development occurs without conflict and the development forecast is more favorable. If parents continue to treat the adolescent as a small child, then there is a conflict, a mutual misunderstanding.

Both in the first and in the second case, the teenager is characterized by a reorientation from relations with parents to relationships with peers and the dominance of childish communication over adults, so that DB Elkonin proposes to consider communication with peers as the leading activity of adolescence.

The question of what kind of activity in adolescence is the leading, is solved by different authors in different ways.

D.B. Elkonin considers the leading activity in younger adolescence to be communication with peers, in which the area of ​​moral norms is developed and social relations are built.

I.S. Cone explored adolescent and youthful friendship and found that it is of exceptional importance for the development of the personality of the adolescent. Friendly relationships in adolescence are marked by an increase in their selectivity (distinction between friendship and comradeship), stability (due to increased tolerance, general increase in the stability of interests and preferences) and depth (the main criteria of friendship are mutual help and loyalty, as well as psychological affinity). Adolescence features a "thirst for a full and reckless self-disclosure", which the teenager can not meet when dealing with older or younger children .. Communication with peers solves a number of problems: 1) it is a very important channel for specific information (which can not or for some Reasons ashamed to get in adults); 2) this specific type of activity and interpersonal relations (mastering of statuses and roles, development of communicative skills and styles of communication, etc.); 3) this is a specific kind of emotional contact (awareness of group affiliation, autonomy, emotional well-being and sustainability).

For the elder adolescent, D.B. Elkonin calls the leading educational and professional activity. The difference with the educational activity of junior school and junior adolescence is that a differentiated attitude towards teachers and learning subjects appears. If in the pre Teenage and younger teenage age children are guided by the attitude of teachers to them, then in the senior - on the quality of teaching. If in the pre Adolescents and young adolescents, children evaluate the subjects on how they are treated by the teacher and what grades they receive, then in the senior - in content. The division into "necessary" and "unnecessary" items is also determined by the teenager's professional intentions.

DI. Feldstein considers socially useful activity as the leading activity of adolescents (for example, visits to sports sections, creative circles, participation in youth movements, etc.). A.N. Leontyev, characterizing socially useful activities, distinguishes the following components in it: 1) the motive is personal responsibility for the task entrusted as the realization of the need for self-expression of oneself in society; 2) content is socially useful; 3) structure is determined by the multifaceted goals of the relationship of the adolescent in different groups.

Studies of the behavior of adolescents in the group revealed the influence of the group's orientation on personal development, professional self-determination, group activity and social adaptation. This once again emphasizes that, once in a group with antisocial behavior and values, a teenager can not resist them, but copies such behavior, despite the prohibitions of adults. A similar trend is called "response simulation" - the desire to imitate a certain pattern, which is dictated by the model, as a rule, by their peers.

Indeed, phylogenetic herd instinct, " the reaction of the grouping '(especially pronounced in boys because they have intense need to communicate often turns into an irresistible" herd instinct ": they can not spend an hour outside their company) determines occurrence in adolescent environment groups or communities with their own rules and laws.

Of particular danger is posed by the group, whose claims do not match the demands of parents, schools, law. It is these groups become a regulator of behavior for pedagogically neglected adolescents, and young offenders

teenage crises

As mentioned above, adolescence begins before the crisis of adolescence, and ends with the crisis 17 years. LS Vygotsky believed that before adolescence crisis experienced in 13 years, but the DB El'konin and TV Dragunov is considered as the transition from primary school to adolescence age 11-12 years.

Considering before adolescence crisis, it is possible to allocate the external and internal conditions. Are external prerequisites:

·               the changing nature of training activities (much objectivity and content of educational material cause qualitatively new relationship to knowledge);

·               lack of unity of requirements due to the presence of several teachers, which calls for the formation of their own position and the release from the direct influence of adults (some researchers have noted that the change of the type of instruction from one teacher to several particularly difficult given to children with defects in training activities);

·               new demands and new responsibilities in the family;

·               intense reflection itself.

The internal assumptions include rapid physical growth and sexual maturation. Uneven maturation of various organic systems result in increased fatigue, irritability, irritability, negativism.

A.A. Dolzhenko, exploring the phenomenon of teenage aggression, notes that it is a typical manifestation of the crisis of adolescence. For psycho-physiological basis of aggressive behavior of teenagers the author considers the change in hormonal levels . Analysis of the verbal aggression of teenagers conducted by OV Gluzdovoy showed that a high level of verbal aggression show teens regardless of age and gender. This reflects disharmonious within the personal development of the adolescent: a high level of self-esteem and aspirations high personal and situational anxiety interferes with the interaction of adolescents with other people, des adapts them.

According to DB Elkonin teenager entry into a new activity is fraught with a number of difficulties: a teenager can not find his place among his comrades; may enter in the peer group norms which differ from the socially approved; teenager departs from the family; there is loss of interest in learning. All these difficulties cause many teen conflicts with adults and peers and make particularly relevant issues of psychological support for young people. MM Thugo states that teenagers who receive sufficient support in society and in the family, is easier to overcome stressful situations, emerging from the crisis with minimal losses, are able to mobilize their potential during the critical periods of life, feel the beneficial effects of changes in the physical and mental health .

The problem of modern teenagers is that the subjective and objective-age social situation of adolescents remains the same, that is, society does not provide socially acceptable "places" of growing up. Many varieties of deviant behavior during adolescence occur for this reason. Methods of prevention and correction of deviant behavior are the following:

·               adequate relationship of parents with teenager (granting new rights, meaningful conversation about duties), the differentiation of interaction situations (a firm rebuff and discussion of requirements for negativism, care and support, if the teenager needs it);

·               presence in relationships with peers socially acceptable content (various forms of extracurricular activities);

·               adequate relationships with teachers (with all its severity, adolescents are characterized by high anxiety and concern surrounding relation to them, including - teachers; principles of teachers working with adolescents are similar to the principles of building a relationship with their parents).

Crisis that separates adolescence from youth, considered to be the crisis of 17 years . This crisis falls on the transition from school tuition for training in vocational school or college. It is connected with the need to build and implement plans related to occupational choice and search for the meaning of his own life. He often compounded experiencing the first serious love, the need to adapt to a new form of training, the new team and the new requirements.

The crisis is manifested in the collapse of plans in life (not enrolled in high school), in disappointment right choice of specialty, in a difference of opinions on the conditions and contents of activities and its real flow. The crisis of youth, young people are faced with the crisis of the meaning of life.

No internal resolvers crisis leading to the development of negative phenomena such as drug addiction, alcoholism. The central problem is finding the young man the individual relationship to their culture, social reality, its time in establishing the authorship of his ability, the determination of their own outlook on life. Aside from the image in the eyes of the immediate environment, overcoming professional and positional determination and political generation, objectifying many of their qualities as "I", the person becomes responsible for its own subjectivity, which zachas fifth developed not by the will and without the knowledge of its bearer. This motif is biased and relentless declassification of its own self, experience feelings of loss of old values, views and interests and the related frustration and qualifies this period as a critical - the crisis of adolescence.             

Can be identified in the crisis of youth negative and positive sides. The negative aspects associated with the loss of established forms of life - relationships with other methods and forms of educational activities, the usual conditions of life, etc. and entering into a new period of life; positive - with the new features of formation of human personality, the formation of civic responsibility, self-conscious and purposeful.

Zone of Proximal Development ( ZPD ) - theoretical construct, entered Lvom Vygotskim at the beginning of 1932-1934 gg. to characterize the relationship between education and mental development of the child.             

"Zone of proximal development defines the functions that are not ripe yet, but are in the process of maturation, which will mature tomorrow, who are currently still in its infancy; functions that can be called not the fruits of development and kidney development, color development, ie, the fact that only ripen "

  With the change in the components themselves bonds are converted and there are tumors in the system ^[5] . Components of language competence: 

·                            indicative component   - Operational component - Emotional-volitional component   

·    Mental development in adolescence    
 

·    1.   Social situation of development

·    Adolescence period - the period of childhood is complete, sprouting out of it, the transition from childhood to adulthood. Usually it is related to chronological age from 10-11 to 14-15 years. Formed in training activities in middle school capacity for reflection "sent" a schoolboy himself.Comparing yourself with adults and with younger children leads teen to the conclusion that it is no longer a child, but rather an adult. The teenager begins to feel like an adult and wants to recognize and surrounding its independence and importance. Basic psychological needs of adolescents - the desire to communicate with their peers ( "bundling"), the desire for autonomy and independence, "emancipation" from adults, to the recognition of the rights of other people. feelings    
  about   adulthood - is a psychological symptom of the onset of adolescence. By definition DB Elkonin, "sense of maturity has neoplasm of consciousness through which the teenager compares himself with others (adults or friends), finds patterns for learning, builds its relations with other people, restructures its activities" Transitivity teenage age, of course, includes the biological aspect. This is the period of puberty, the intensity of which emphasizes the concept of "hormonal storm." Physical, physiological, psychological changes, the emergence of sexual desire make this extremely difficult period, including for the most rapidly sprouting in every sense of the teenager. However, cultural anthropology papers (Mead, R. Benedict et al.) Have shown that      
  at   So   called primitive cultures teenage crisis and the associated conflicts, interpersonal and within personal, no. In these cultures there is no polarization of the behavior and responsibilities of the adult and the child, and there is a relationship; there is a gradual training and transition to adult status through a special initiation procedure. These data refute the hypothesis of biological conditionality, genetic pre-programmed crisis, its direct link with the sexual maturation process. In this case, come to the fore the so-called social factors. First adolescence stood out as the second, self-birth into the life and growth of human consciousness. The main ideas, which today form the core of the psychology ofadolescence, were set out in the Labor S. Hall "Growing" Hall formulated the idea of transitional, intermediate adolescence, the period of "storm and stress". Lewin said      about   kind marginalnosti teenager, expressed in its position between the two cultures - the world of children and the adult world. The teenager does not want to belong to the child's culture, but still can not enter into the community of adults, 
encountering resistance from the reality, and this is the state of "cognitive imbalance" uncertainty landmarks between plans and goals change "living space". The development of the adolescent's personality was analyzed in psycho analytic vein 3. Freud and Anna Freud. During adolescence, puberty, a surge of sexual energy shatters the prevailing before the balance between the structures of the individual, and children's conflicts are revived with renewed vigor. E. Erickson considered adolescence and youth as the central period for the decision of personal self-determination of the problem, to achieve identity. DB El'konin contrast, adolescence itself regards as a stable age and highlights crises (beforeadolescence and the transition to a youthful age). Adolescence as a stage of mental development is characterized by the release of the child to a qualitatively new social position, associated with the search for their own places and in society. Inflated claims, is not always an adequate idea of their capabilities lead to numerous conflicts of a teenager with parents and teachers, to protest behavior.      


2.   Cognitive development 
in adolescence actively the process of cognitive development. Memory . In adolescence, there is a reorganization of memory. Actively begins to develop logical memory, and will soon reach such a level that the teenager enters        
   
                  to   predominant use    Of this   Species   memory   a   also   arbitrary   and   mediated memory. Development of memory is determined by the complexity of       and   increasing the volume of the material being studied.     it   results   to   final rejection    from   verbatim memorization   from   using repetition.  AT   the process of understanding the teens transform text and memorizing it, reproduce the basic meaning of reading.            
For   teenager to remember - I mean think. Him          process   memorizing reduced    to   thinking   to   establishing logical    Relations   within memory material,    a   recollection is    at   restoring material to these relations. As a reaction to the more frequent use of the practical    
      at   Life   logical memory slows    development   Mechanical   memory. due to the occurrence of      at   School   Many new educational subjects       much   It increases the amount of information    Which   must   remember the teenager,   at   Tom   Number of   mechanically,   In   he havingproblems with memory, and complaints of poor memory in this age there are a lot more common than              In   younger students. side by side    
  from   This   there is interest in adolescents      to   ways to improve memorization. Actively being developed mnemonic techniques;              if  Same   they   They were formed   at   elementary school, are now automated,        Are becoming   style student activities. Perception occurs further intellectualization of such mental functions as perception. This process is dependent on complicated in 
  
              Averages   classes   Learning. On   Lessons   geometry   and   drawing growing perception;      Appear   the ability to see cross-section three-dimensional figures, reading and drawing , etc. imagination tied      

  from   general intellectual    The development of   and   development   imagination. convergence of imagination    from   theoretical thinking givesimpetus        to   creativity: Teenagers begin to write poetry seriously engaged              Different   types of construction    and   etc. The imaginationof a teenager, of course,        less   productively   than   the imagination of the adult human,      but   it   richer imagination of the child. It should be noted,    
  what   at   teenage age there      and   the second line of development of imagination. Long away        not   all   teenagers tend to    to   the achievement of the objective of the creative result (create a play or build a flying model aircraft), but all of them use their imagination in the process of fantasizing.               
Speech.  
In adolescence, the active development receives reading, monologue, and written language. With V to IX classes reading develops              at  direction   from   the ability to read correctly, fluently      and   emphatically   before   the ability of reciting by heart. Monologue speech is converted differently:          from   ability to retell small piece of text, or a passage to the ability to independently prepare an oral presentation, lead reasoning, to express ideas and to argue them. Written speech is improved in the direction from the ability to self-presenting written compositions on predetermined or arbitrary topic. Special line in language development forms one which is associated with a compound of thinking                  and   speech. The V- VI classes this line of development is manifested in the ability to make the plan an oral or written text, and in the IX-X grades - speech plan, presentation and follow him. Thinking.     
      
  
AT   teen age continues to develop a theoretical reflexive thinking. acquired            at   younger school age the operation are formal and logicaloperations. Teenager, abstracting from the concrete, visual aids, argues in a purely verbal terms. Teenagers                     
  May   formulating hypotheses, argue presumably explore        and   compare   between   By yourself   various   alternatives   At   solving some    and  those   Same   tasks. develop   such   operations   as   classification, analogy, generalization    and   others. steady    Is manifested   reflexive  Character   thinking: children analyze the operations that    they   produce, methods   solutions   tasks. Features   theoretical reflexive thinking allowteens to analyze abstract ideas, look for errors              and   logical contradictions    at   judgments. without high      The level of   Of development  intelligence   Was   Would   impossible characteristic   for   Of this   The age of   interest   to   abstract philosophical, religious, political      and   otherproblems. Teens talk about ideals,          about   future, sometimes    Create a   own theory,    Acquire   a new, more profound and generalized view of the world. Becoming foundations worldview that starts in this period, which is closely linked                from   intellectual development. 3 Development of personality adolescence - this is the most difficult and complex of all the children ages, representing  

   
  By yourself   period   formation of personality.    AT   This    age add up the foundations of morality, formed the social setting, the ratio            to  himself   to   people   to   society. In addition , the      at   this age stabilized traits of character        and   Key   Forms   interpersonal behavior. Among the many personal peculiarities inherent teenager highlight emerging in his sense of maturity and "self-concept." The main motivational lines                   Of this   age period,    Related   active aspiration    to   personal self-improvement - it is self-knowledge, self-expression and self-assertion.Emotional sphere. After a relatively quiet early school age adolescence seems turbulent and complex. The main feature of adolescent age - personal instability. Opposite traits, aspirations, tendencies coexist and compete with each other, determining the contradictory character and behavior of a growing child. Personality features.   of   personal neoplasms teen      The age of    is an   sense of adulthood. Of course, teenagers are still far from true adulthood -           and  physically and psychologically, and socially. He objectively can not turn into adult life, but tends to her and claims to equal rights with adults.The new position   
  Is manifested   at   different areas, often   -   external appearance, in manners. Imitation of external forms of behavior. The most easy way toachieve the goal of "being                       as   adult"   composed   at   imitation of external forms of observable behavior. Teenagers from 12-13 years (girls             several   before the boys later), copy the behavior of adults, who enjoy prestige                at   their circle. here comes      fashion   at  clothing, hairstyles, jewelry, cosmetics, special vocabulary, demeanor, fashion leisure, hobbies, and so on. n. Imitation is on the line and entertainment romantic relationship. Regardless of the content of these relations copied the "adult" form: date, notes, trip for a city, discos, etc.                   
For   teenage boys the object of imitation      often   Is becoming   the person who conducts himself "like a real man"               Possesses   force of will, endurance, courage, courage, endurance, loyalty friendship.            Have   girls growing tendency to imitate those who are like "a realwoman": senior girlfriends, attractive, enjoying the popular adult women. In addition to the adult specimens                              
      for   imitation   With   Hand   teens   May   become their older peers. The tendency to be like them, but not on adults among adolescents increases with age.    
TO   his physical development of adolescent boys are           highly   carefully, and since V-VI classes, many of them are beginning to implement special physical exercises aimed      on   development   strength and endurance. In girls, there is much more an imitation of foreign attributes vroslosti:.. Clothes, cosmetics, flirting techniques, etc. Teenager counting     
    Yourself   a unique personality,    at   Then   Same   time   aims to   externally   by nothing   not   differ   from   peers.   is he   can   worry no jacket -   such   the same as   In   all in   him   companies -   as   tragedy. The desire to merge    from   group does    not   stand, responsible    needs   at   safety, psychologists consider    as   mechanism   psychological   Of protection   and   called Social mimicry. Sense of adulthood. simultaneously 
       
    from   external manifestations adulthood      Arises   and    sense of adulthood     -    Attitudes   teenager    to    Yourself   as    to    adult,presentation, feeling      Yourself   at   
etc.