essay about the topic what kind of adolescent i am

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115 Adolescence Essay Topic Ideas & Examples

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Adolescence is a critical stage in a person's life that is marked by significant changes, both physical and psychological. It is during this period that individuals go through a transformation from childhood to adulthood, facing various challenges and experiences along the way. One way to explore and understand these complexities is through essay writing. If you're struggling to find a topic for your adolescence essay, worry not! Here are 115 topic ideas and examples to inspire you:

The impact of social media on adolescent self-esteem.
How does peer pressure influence decision-making during adolescence?
The role of parents in shaping adolescent behavior.
Exploring the relationship between body image and eating disorders in teenagers.
The effects of cyberbullying on adolescent mental health.
The influence of music on adolescent emotions and identity formation.
The impact of technology on adolescent social interaction and development.
How does early puberty affect an adolescent's self-perception?
The role of media in shaping adolescent perceptions of beauty.
The challenges of adolescent friendships and their impact on mental health.
Exploring the link between adolescent substance abuse and mental health disorders.
The effects of divorce on adolescent behavior and emotional well-being.
The role of schools in promoting positive adolescent development.
How does family structure impact adolescent identity formation?
The impact of societal expectations on adolescent career choices.
The relationship between adolescent sleep patterns and academic performance.
The influence of video games on adolescent aggression and behavior.
Exploring the role of sports in adolescent development and self-esteem.
The effects of adolescent dating violence on long-term relationships.
The impact of adolescent pregnancy on educational attainment.
How does adolescent technology use affect academic achievement?
The role of sex education in preventing teenage pregnancy.
The effects of gender stereotypes on adolescent career aspirations.
The influence of popular culture on adolescent values and beliefs.
Exploring the relationship between adolescent depression and suicide.
The impact of parental involvement on adolescent academic success.
How does adolescent substance abuse affect brain development?
The role of community programs in supporting at-risk adolescents.
The effects of adolescent body dissatisfaction on mental health.
The influence of cultural norms on adolescent sexual behavior.
The impact of adolescent substance abuse on family dynamics.
Exploring the relationship between adolescent sleep deprivation and mental health.
The effects of adolescent bullying on academic performance.
The role of mindfulness in promoting adolescent well-being.
How does adolescent social media use affect real-life relationships?
The influence of parenting styles on adolescent behavior and self-esteem.
The impact of peer rejection on adolescent mental health.
Exploring the link between adolescent trauma and substance abuse.
The effects of adolescent anxiety on academic achievement.
The role of school-based mental health programs in supporting adolescents.
How does adolescent technology use affect face-to-face communication skills?
The influence of family dynamics on adolescent drug use.
The impact of music therapy on adolescent mental health.
Exploring the relationship between adolescent self-harm and suicide.
The effects of adolescent social isolation on mental health.
The role of arts education in promoting adolescent creativity and self-expression.
How does adolescent substance abuse affect future employment prospects?
The influence of cultural identity on adolescent well-being.
The impact of adolescent body image dissatisfaction on romantic relationships.
Exploring the link between adolescent technology use and sleep disorders.
The effects of adolescent peer pressure on academic achievement.
The role of school bullying prevention programs in supporting adolescents.
How does adolescent substance abuse impact family relationships?
The influence of parental divorce on adolescent romantic relationships.
The impact of adolescent social media use on body image dissatisfaction.
Exploring the relationship between adolescent trauma and self-esteem.
The effects of adolescent depression on academic performance.
The role of mindfulness in reducing adolescent anxiety.
How does adolescent technology use affect attention span and concentration?
The influence of family communication patterns on adolescent mental health.
The impact of peer support programs on adolescent well-being.
Exploring the link between adolescent substance abuse and risky sexual behavior.
The effects of adolescent body image dissatisfaction on academic achievement.
The role of school-based counseling in supporting at-risk adolescents.
How does adolescent social media use impact sleep quality and quantity?
The influence of sibling relationships on adolescent identity formation.
The impact of adolescent bullying on self-esteem.
Exploring the relationship between adolescent trauma and addiction.
The effects of adolescent anxiety on social relationships.
The role of physical activity in promoting adolescent mental health.
How does adolescent substance abuse affect academic motivation?
The influence of cultural assimilation on adolescent well-being.
The impact of adolescent body image dissatisfaction on mental health treatment seeking.
Exploring the link between adolescent technology use and body dissatisfaction.
The effects of adolescent peer pressure on mental health.
The role of school-based mindfulness programs in supporting adolescent well-being.
How does adolescent substance abuse impact community safety?
The influence of parental involvement on adolescent romantic relationships.
The impact of adolescent social media use on self-esteem.
Exploring the relationship between adolescent trauma and eating disorders.
The effects of adolescent depression on social relationships.
The role of peer mentoring programs in promoting adolescent resilience.
How does adolescent technology use affect academic performance?
The influence of family conflict on adolescent mental health.
The impact of adolescent bullying on academic motivation.
Exploring the link between adolescent substance abuse and delinquency.
The effects of adolescent anxiety on academic motivation.
The role of school-based mental health screenings in identifying at-risk adolescents.
How does adolescent social media use impact body image ideals?
The influence of sibling rivalry on adolescent well-being.
The impact of peer pressure on adolescent decision-making skills.
Exploring the relationship between adolescent trauma and self-harm.
The effects of adolescent depression on academic motivation.
The role of peer support groups in promoting adolescent mental health.
How does adolescent substance abuse affect future educational attainment?
The influence of cultural stereotypes on adolescent self-perception.
The impact of adolescent body image dissatisfaction on academic motivation.
Exploring the link between adolescent technology use and social anxiety.
The effects of adolescent peer pressure on substance abuse.
The role of school-based mindfulness programs in reducing adolescent stress.
How does adolescent substance abuse impact future employment prospects?
The influence of parental expectations on adolescent career choices.
The impact of adolescent social media use on body image ideals.
Exploring the relationship between adolescent trauma and post-traumatic growth.
The role of school-based counseling in promoting adolescent resilience.
How does adolescent technology use affect mental health treatment seeking?
The influence of family support on adolescent mental health.
The impact of adolescent bullying on academic achievement motivation.
Exploring the link between adolescent substance abuse and risky behaviors.
The effects of adolescent anxiety on academic performance.
The role of peer mentoring programs in supporting adolescent well-being.
How does adolescent social media use impact self-identity formation?
The influence of sibling relationships on adolescent mental health.
The impact of peer support programs on adolescent self-esteem.

These essay topics cover a wide range of aspects related to adolescence, allowing you to delve into various issues that affect young individuals. Remember to choose a topic that interests you and aligns with your personal experiences or research interests. Good luck with your essay writing journey!

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Adolescence Essay | Essay on Adolescence for Students and Children in English

February 13, 2024 by Prasanna

Adolescence Essay: Adolescence is the phase of transition between childhood and adulthood. It involves the physical and psychological growth and development of a person during the puberty period and is usually marked by the teenage years. The ages between 10 to 24 are generally said to be adolescence period.

During this period, the changes are associated with new risks and opportunities and are responsible for the positive and negative influences in a person’s behaviour and mindset.

You can also find more Essay Writing articles on events, persons, sports, technology and many more.

Long and Short Essays on Adolescence for Students and Kids in English

We provide students with essay samples on a long essay of 500 words and a short essay of 150 words on the topic Adolescence for reference.

Long Essay on Adolescence 500 Words in English

Long Essay on Adolescence is usually given to classes 7, 8, 9, and 10.

Adolescence is defined as the age of transformation of an individual from childhood to adulthood. The physical and psychological development and cultural expressions can start early or end later during this phase.

Adolescence starts with puberty, and bodily changes are observed during these years. In this phase, for both genders, there is a rapid increase of height and a development of sexual glands and adrenal glands with hormonal changes. The development of facial hair and deepening of voice is seen in boys. In girls, there is a development in breasts and hips at the beginning of the menstrual cycle. In these years, the bodily changes are very distinctive.

Besides, there are changes in the characteristics of the brain. The amygdala processes stress and related emotions and affect instinctual reactions and reflexes. The frontal cortex also develops, which is responsible for rational thinking, morals, judgments, and self-control. These start to develop at the onset of the adolescence period and develop over the years.

Young people experiencing the adolescence phase are exposed to various social, psychological, and behavioural changes. Individuals learn about their orientation, experience an emergence of abstract thinking and introspection. They get an idea about values, skills, coping capabilities, and the importance of a family and its values.

Various psychiatric disorders are associated with adolescence. Young girls are at greater risk for sexual and substance abuse, depression and anxiety, and sleeping and eating disorders. Boys experience a source of pride and embarrassment and various changes in their mentality, both good and bad.

In the adolescent years, there is overall cognitive development. Improvements can be observed in selective and divided attention. Both working and long-term memory are developed. The speed of registering things and self-analysis increases with self-thinking and social insight with a developed knowledge of themselves. However, there are some social constraints associated with adolescence. The social structure and stereotypical mindset often influence the mentality of a young individual. They develop resilience and are also influenced by radical and divergent ideas and changes within society.

Social developments include maintaining and developing an identity, along with cultural and belief developments. There is a sense of self-awareness and awareness towards others living in the same society. The lifestyle of an adolescent is determined by their assigned roles in the family or society in general.

Young people experiencing adolescence are often involved in physical activities like sports, dance, drama, etc., and try to find their field of interest. They find these pleasurable and gratifying. But due to academic and societal pressure, most of them cannot participate in these activities. Although very important, extra-curricular activities have been curtailed these days, restricting the individual to find exposure. The increasingly important teenagers became a driving force in music, tv shows, movies, and styling during the 1950s in many countries. In many countries, World War II’s effect has been an economic boom where teenagers used to spend money freely. In these affluent countries, teenagers have very few meaningful responsibilities, whereas, in underdeveloped countries, the young generation struggles to survive.

Short Essay on Adolescence 150 Words in English

Short Essay on Adolescence is usually given to classes 1, 2, 3, 4, 5, and 6.

Adolescence is the transition between childhood to adulthood. It involves a lot of physical, psychological, and behavioural changes. Adolescence years start with puberty. In girls, it starts at the age of 12 or 13, whereas in boys it varies from 13-15 years. Physical changes are very prominent in these years.

Adolescence and puberty have psychological and social consequences. The most important of which is looking for self-identity and improvements in cognitive abilities. Psychological changes include the development of strong viewpoints and a mentality. Social changes include self-awareness and maintaining the identity in the society a person lives in.

Generally, the years 13 -18 in an individual’s life is a period of self-discovery, confusion, and stress. During this period, a person explores his/her ability to think and act independently to survive these adolescent years.

These are the years determining how a person would turn out in the future as derived from their psychological and behavioural characteristics. They are exposed to both positive and negative influences during this period. In a few cases, adolescents chose the negative path, whereas some cannot take the mental pressure or bear with the social phobias.

10 Lines on Adolescence in English

Adolescence is the period when a child is transformed into an adult.
Adolescence is associated with various cognitive, physical, and psychological changes.
It starts mostly at the age of 13, with the beginning of puberty.
The role of hormones is very important during these years.
Adolescence is a period in an individual’s life with specific health care and developmental necessities.
Adolescence years are crucial as a person figures out his/her ways of managing relationships, emotions, societal, and family pressure.
Adolescence is the period of self-discovery and self-awareness.
The role of positive and negative influences is very important in the adolescent’s life.
During this phase, an individual experiences new opportunity and look for exposures and grow their self-interest.
Adolescence years are associated with improvement in the mentality and way of thinking of a young individual.

FAQ’s on Adolescence Essay

Question 1. What is the actual age of adolescence?

Answer: On average, the adolescence period starts with puberty at the age of 13-14 and continues till 24.

Question 2. What are the changes that occur in a person during adolescent years?

Answer: During adolescence, a person undergoes different physical, behavioural, and psychological changes that shape the individual.

Question 3. What are the cognitive developments that occur during adolescence?

Answer: Cognitive developments include improvements in thinking abilities, metacognition, wisdom, reflex and impulses, risk-taking actions, and self-consciousness.

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Make an essay about the topic What kind of adolescent I am

What Kind of Adolescent I Am

Introduction

Adolescence is a transformative and intricate phase of life wherein an individual navigates the passage from childhood to adulthood. This period, typically ranging from ages 12 to 18, is marked by significant physical, emotional, social, and cognitive changes. As an adolescent, I find myself constantly evolving, influenced by my environment, community, peers, and personal experiences. In this essay, I will reflect on the type of adolescent I am by exploring my personality traits, interests, values, and the challenges I face during this pivotal stage.

1. Personality Traits

My personality is a blend of various traits that shape my interactions and responses to different situations. One of my defining characteristics as an adolescent is curiosity. I possess an insatiable desire to explore, learn, and understand the world around me. This curiosity drives me to ask questions, seek knowledge beyond textbooks, and engage in intellectual discussions. Additionally, I am empathetic, often placing myself in others’ shoes to comprehend their feelings and perspectives. This trait fosters strong connections with my friends and family, making me a trustworthy confidant.

Another noteworthy aspect of my personality is resilience. Adolescence is filled with ups and downs, and my ability to bounce back from setbacks has been crucial in navigating this tumultuous time. Resilience enables me to face academic pressures, peer conflicts, and personal disappointments with a positive outlook, always ready to learn from my experiences and move forward.

2. Interests and Passions

Adolescence is a time of self-discovery, and I have found several interests and passions that bring me immense joy and fulfillment. Academically, I am passionate about science and technology. The mysteries of the universe and the potential for innovation captivate my imagination. Outside the classroom, I enjoy creative pursuits such as writing and music. Writing allows me to express my thoughts and emotions, while music serves as a powerful medium for relaxation and self-expression.

Sports are also an integral part of my life. I actively participate in basketball, which not only keeps me physically fit but also instills values like teamwork, discipline, and perseverance. These interests and passions provide a sense of purpose and help me channel my energy productively.

3. Values and Beliefs

The values and beliefs I hold as an adolescent are shaped by my upbringing, culture, and personal experiences. Respect for others, integrity, and honesty are principles that guide my actions and decisions. I believe in treating everyone with kindness and consideration, irrespective of their background, beliefs, or status.

Moreover, I place a high value on education and personal growth. The pursuit of knowledge and self-improvement is a lifelong journey, and I am committed to making the most of the opportunities available to me. My belief in social justice also fuels my desire to contribute positively to society, advocating for equality, fairness, and the well-being of all individuals.

4. Challenges and Growth

Adolescence is not without its challenges. One of the significant hurdles I face is managing academic pressure. The expectations to perform well in school and secure a bright future often lead to stress and anxiety. Balancing academics with extracurricular activities and social life requires effective time management and self-discipline.

Another challenge is identity formation. As an adolescent, I constantly grapple with questions about who I am and what I want to become. This quest for identity can be overwhelming, but it is also an opportunity for growth and self-reflection. By exploring different facets of my personality and embracing my strengths and weaknesses, I continue to evolve into a more self-aware individual.

In summary, the kind of adolescent I am is a complex interplay of curiosity, empathy, resilience, interests, values, and the challenges I encounter. This period of my life is a journey of self-discovery, where I strive to understand myself better, pursue my passions, and navigate the intricacies of growing up. While adolescence presents its fair share of difficulties, it also offers countless opportunities for growth and learning. By staying true to my values and embracing my unique traits, I aim to emerge from this phase as a confident, compassionate, and well-rounded individual.

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Home Essay Samples Psychology

Essay Samples on Adolescence

The power dynamics of adolescent marginality & intergenerational conflict.

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Assessing Adolescent Knowledge and Attitudes towards Reproductive Health

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The Most Stressful Life Stage: Exploring Adolescence

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Psychosexual Development Theory and Child’s Personality

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The Causes And Different Forms Of Youth Violence

Abstract This paper includes a series of literature reviews that together provide a broad context of violent crime involving youth. Youth violence can take many shapes and forms and involve many different types of people. For example, a youngster acquires a firearm to a recreation...

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Nonmaleficence Vs Beneficence In The Autonomy Of Adolescents

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Adolescent Phase Human Development And The Process Of Transition To Adulthood

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A Study on Erik Erikson's Theory on Identity Development

Erikson is a leading psychologist in the field of development psychology who believed that development is a continuous process. He believed that psychological development was extended over eight stages. In this paper, we’ll be highlighting the stage of “Identity Vs Role Confusion.” This stage, which...

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My Adolescent Experience and Development: A Reflection

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The Language Used to Describe People with Learning Disabilities Is Outdated

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The Struggles of Adolescence Portrayed in This Boy's Life

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The Red Badge of Courage: The Struggles of Adolescence

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The Importance of Extracurricular Activities for Adolescents

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Adaptability of Adolescences to the Society-Accepted Standards

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Single Sex Schools Have A Positive Effect On Learning

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Psychological Observation of Arthur Miller and His Work

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Comparison of Oprah Winfrey's Devleopment: Adolescent and Adult

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Experiencing Adolescence with the Turner Syndrom

Introduction Adolescence is a period of incredible change for young people. It is when physical changes are occurring at a hastened rate. Adolescence is not simply set apart by physical changes. Maturing individuals are additionally encountering cognitive, social, emotional and relationship changes as well (Spano,...

Progression of Developments of Adolescence

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Adolescent Mental Health and Grit

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Influences of Risk Taking Behaviors During Adolescence

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Peer Pressure in Adolescent Alcohol Use

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Navigating Peer Pressure: Supporting Students' Academic Success

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Childhood Bedtime On Adolescent Obesity

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Teaching And Learning Of Adolescent

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Physical & Mental Changes During The Period Of Adolescence

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Adolescents As The Most Vulnerable Of All Age Brackets

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Best topics on Adolescence

1. The Power Dynamics of Adolescent Marginality & Intergenerational Conflict

2. Assessing Adolescent Knowledge and Attitudes towards Reproductive Health

3. The Most Stressful Life Stage: Exploring Adolescence

4. Psychosexual Development Theory and Child’s Personality

5. The Causes And Different Forms Of Youth Violence

6. Nonmaleficence Vs Beneficence In The Autonomy Of Adolescents

7. Adolescent Phase Human Development And The Process Of Transition To Adulthood

8. A Study on Erik Erikson’s Theory on Identity Development

9. My Adolescent Experience and Development: A Reflection

10. The Language Used to Describe People with Learning Disabilities Is Outdated

11. The Struggles of Adolescence Portrayed in This Boy’s Life

12. The Red Badge of Courage: The Struggles of Adolescence

13. The Importance of Extracurricular Activities for Adolescents

14. Adaptability of Adolescences to the Society-Accepted Standards

15. Single Sex Schools Have A Positive Effect On Learning

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Growth Mindset
Human Behavior
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Behaviorism

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Home — Essay Samples — Sociology — Teenagers — My Teenage Years: Life-Changing Lessons I Have Learnt

My Teenage Years: Life-changing Lessons I Have Learnt

Categories: Life Changing Experience Life Lesson Teenagers

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Published: Aug 14, 2023

Words: 910 | Pages: 2 | 5 min read

Discovering My Teenage Years and Experience It Brings

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Essay on adolescence: top 5 essays | psychology.

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Here is a compilation of essays on ‘Adolescence’ for class 11 and 12. Find paragraphs, long and short essays on ‘Adolescence’ especially written for school and college students.

Essay on Adolescence

Essay Contents:

Essay on the Meaning of Adolescence
Essay on the Historical Perspectives of Adolescence
Essay on the Developmental Model in Adolescence
Essay on the Factors Influencing Development During Adolescence
Essay on Developmental Psychopathology during the Period of Adolescence

Essay # 1. Meaning of Adolescence :

Adolescence is a time of rapid physiological and psychological change of intensive readjustment to the family, school, work and social life and of preparation for adult roles.

It starts with puberty and ends with the achievement of an adult work role. It usually begins between 11 and 16 years in boys and between 9 and 16 years in girls. Websters’ dictionary (1977) defines adolescence the ‘process of growing up’ or the ‘period of life from puberty to maturity’. Adolescence has been associated with an age span, varying from 10-13 as the starting age and 19-21 as the concluding age, depending on whose definition is being applied.

Essay # 2. Historical Perspectives of Adolescence :

The concept of adolescence was formally inducted in psychology from 1880. The definitive description of adolescence was given in the two volume work of Stanley Hall in 1904. Hall described adolescence as a period both of upheaval, suffering, passion and rebellion against adult authority and of physical, intellectual and social change.

Anna Freud, Mohr and Despres and Bios have independently affirmed adolescent regression, psychological upheaval, and turbulence as intrinsic to normal adolescence development. Margaret Mead believed adolescence as a ‘cultural invention’.

Albert Bandura said that children and adolescents imitate the behaviour of others especially influential adults ‘entertainment’ heroes and peers. Erikson elaborated the classic psychoanalytic views shifting the emphasis from biological imperatives of the entry into adolescence to focus on psychological challenges in making the transition from adolescence to adulthood (developmental model discussed below).

Piaget proposed a theory of cognitive development describing four major stages in intellectual development. Puberty is a universal process involving dramatic changes in size, shape and appearance. Tanner has described bodily changes of puberty into five stages. The enumeration of Tanner stages is given in Table 28.1.

The relationships between pubertal maturation and psychological development can be considered in two broad models,

(a) The ‘Direct Effect Model’ in which certain psychological effects are directly result of physiological sources,

(b) ‘Mediated Effects Model’ which proposes that the psychological effects of puberty are mediated by complex relations of intervening variables (such as the level of ego development) or are moderated by contexual factors (such as the socio-cultural and socialization practices). In recent days, this model is more favoured.

Essay # 3. Developmental Model in Adolescence :

Developmental theories of adolescence are:

(a) Cognitive development:

Jean Piaget described four distinct stages in the cognitive development from birth to adolescence.

(i) Sensory-motor stage:

Sensory-motor stage (from birth to 18 months) wherein the child acquires numerous basic skills with limited intellectual capacity and is primitive.

(ii) Preoperational or intuitive stage:

Preoperational or intuitive stage roughly starting at about 18 months and ending at 7 years, wherein the child learns to communicate and uses reason in an efficient way. However, he is still inclined to intuition rather than thinking out systematically.

(iii) Concrete-operations stage:

Concrete-operations stage (from 7 to 12 years) where the child becomes capable of appreciating the constancies and develops the concept of volume but thinking is still limited in some respects.

(iv) Formal operations stage:

Formal operations stage, (from 12 years through adulthood) in which the child develops the ability to ponder and deliberate on various alternatives, and begins to approach the problem situation in a truly systematic manner.

(b) Psychosocial development:

‘Identity’ and its precedents in development are the backbone of Erikson’s psychological developmental theory. Erikson’s theory is basically an amplification of Freud’s classical psychoanalytic theory of human development. However, Erikson lays more stress on the social than the biological features in the process of development. This theory is more humanistic and optimistic, and emphasizes the importance of ‘ego’ rather than ‘id’.

Erikson postulated eight stages of development, placing more importance on adolescence (Table 28.2).

His concept of identity crises has been recognised in all the countries faced with racial, national, personal and professional problems.

Psychodynamic Model :

Recent psychodynamic model focuses on adolescent development under various dimensions

Learning Model :

Learning theory has long played an important role in understanding of human behaviour. Three major learning paradigms are: classical conditioning, operant conditioning, and observational learning. The concepts of generalization and discrimination illustrate how learning theory can account for individuality of response styles and behaviour.

Phenomenological Model :

There are different schools of approach, including the phenomenological one.

Developmental Phases of Adolescence :

I. Early Adolescence :

Early adolescence is probably the most stressful of all developmental transitions. It is generally acknowledged that within the years of age from 11 to 15, a period of rapid and drastic biological change will be experienced.

The dominant themes of early adolescence are related to the endocrine changes of puberty. There are biological changes in virtually every system of the body, including height, facial contours, fat distribution, muscular development, mood changes, and energy levels.

Early adolescence is a time of sharpest possible discontinuity with the past.

There are two major psychosocial challenges that confront early adolescents:

(1) the transition from elementary to junior high school and

(2) the shift in role status from child to adolescent.

A useful distinction has been made between “hot” and “cold” cognitions. Hot cognitions are those that are highly charged with emotion and are involved in matters of perceived threat or in situations in which cherished goals or values are in conflict or jeopardy.

There is preoccupation with body image, with deep concerns about the normality, attractiveness, and vulnerability of the changing body. Superimposed are the challenges of entry into the new social world of the high school that pose new academic and personal challenges, especially regarding friendships. The early adolescents begin to search for new behaviours, values, and reference persons and to renegotiate relationships with parents. At this time they are particularly receptive to new ideas and risk taking.

II. Middle Adolescence :

It generally encompasses the ages 15 to 17.

The middle adolescents are capable of generalizations, abstract thinking and useful introspections that can be linked to experience. As a result there is less response simply to the novel, exotic, or contradictory aspects of the environment.

The anxious bodily preoccupations of early adolescence have greatly diminished. The power of peer pressure is lessened and more differentiated judgments can now be exercised in seeking and establishing close friendship ties.

The provocative rebelliousness of the early adolescent is no longer prominent. The middle adolescent is beginning to orient more to the larger society and to learn about and to question the workings of society, politics, and government.

III. Late Adolescence :

The ages represented are 17 years through the early 20s. It represents a definitive working through of the recurrent themes of body image, autonomy, achievement, intimacy, and sense of self that, when integrated, come to embody the sense of identity.

Although there may not be a work commitment, it is a time of thoughtful educational and vocational choices that will lead to eventual economic viability. The challenge of intimacy and the establishment of a stable, mature, committed intimate relationship is perceived as critical challenge.

Essay # 4. Factors Influencing Development during Adolescence:

I. Genetic Factors :

Leaving aside major diseases clearly transmitted by genes, such as Huntington’s chorea.

Genetic influences in psychiatry are characterised by:

(a) the inheritance of traits or tendencies rather than specific abnormalities,

(b) polygenic inheritance, that is to say more than one gene being influential,

(c) the concept of threshold effects (i.e., the presence of particular genes does not mean that the characteristic they represent will be exhibited).

II. Neurological Factors :

Brain Damage:

Various degrees of injury to the brain.

Mental Retardation:

Various degrees of intellectual deficit and general mental handicap.

This may or may not be associated with brain damage, mental handicap and psychiatric problems.

Neurological disorder:

Brain disorder, including neurodegenerative disorders.

III. Constitutional and Temperamental Factors :

If by personality, it is meant that more or less characteristic, coherent and enduring set of ways of thinking and behaving that develop through childhood and adolescence, then by constitution it means those inherited (genetic) and acquired physiological qualities that underlie personality.

IV. Family and Social Influences:

(a) Attachment, separation and loss:

Early experience of disrupted or discordant family relationships, or lack of parental affection, increases the incidence of emotional and personality problems later.

(b) Parental care and control:

It is the extremes of parental behaviour, e.g. excessive permissiveness, negligence, over-protectiveness and rigid discipline which tend to be associated with many of the problems in child and adolescent development.

The parental behaviours often associated with adolescent disturbance, and which when modified can help put things right include:

1. Lack of confidence about being adult and weakness at limit-setting;

2. Parental and marital distress;

3. Inability to provide the model of a reasonably competent adult who enjoys life;

4. Difficulty in maintaining appropriate roles and boundaries;

5. Difficulty in getting the balance right between being too protective and intrusive on the one hand or negligent and uninterested on the other;

6. Giving in too readily to adolescent demands, on the one hand, or not listening to the adolescent’s point of view on the other;

7. Becoming so upset by adolescent demands that the parent becomes childishly angry and vulnerable.

In clinical practice, parental mental illness can have impact in three main ways:

(1) When it has been a feature of family life and interacting with the child’s problems for several years past;

(2) When it interferes with the developmental tasks of adolescence, for example when a depressed parent is thereby too vulnerable to the adolescent’s challenges; and

(3) When it interferes with treatment.

(d) Parental criminal behaviour

There is a strong association between delinquency in the child and criminality in the parent, and where both parents are criminal, the association is even stronger.

Again, poor parenting skills and family discord may be important linking factors. Modelling may be another factor.

(e) Family size and structure:

Children from large families (more than 5 children) tend to show a greater incidence of conduct problems, delinquency, lower verbal intelligence and lower reading attainment.

(f) Family patterns of behaviour:

Confused or conflicting communication in families, problems in resolving arguments or making decisions, and the generation of high levels of tension do seem to be associated with child disturbance in general.

(g) Adoption, fostering and institutional care:

There is an increased rate of psychiatric disorder among adopted children, with conduct disorder among adopted boys being most prominent.

Institutional care, the placement of children and adolescents in children’s homes, is associated with a higher rate of disturbance than in the general population.

(h) The effects of schools:

Wolkind and Rutter have listed features of schools which have a positive effect on their pupils: high expectations for work and behaviour; good models of behaviour from teachers; respect for the children, with opportunities for them to take responsibilities in the school; good discipline, with appropriate praise and encouragement and sparing use of punishment; a pleasant working environment with good teacher-pupil relationships; and a good organizational structure that enables staff to work together with agreed academic and other goals.

(i) Social and transcultural influences:

Life in inner city areas seems in general to increase the rate of behaviour problems compared with small towns and rural areas. Similar influences, plus and effects on the family of immigration and unemployment and prejudice affect adolescents. Unemployment among adolescents is associated with an increase in psychiatric problems.

The effects of film and television violence have now being widely studied. There seems to be a modelling and imitative effect, particularly in younger children and among adolescents who already show conduct problems and delinquency.

Assessment:

Assessment in adolescent psychiatry requires a far wider appraisal of who is concerned about what, and who is in a position to help, than the traditional clinical diagnosis can possibly provide. See Table 28.3.

Prevalence of Disorders in the Community :

The prevalence of adolescent disorder in the community varies from place to place and with age, and depends on the criteria used. The figures given vary between around 10 and 25%. The lower end of the range is associated with younger adolescents with recognised (i.e., known to adults) psychiatric problem in more rural or sub-urban areas, and the upper figures are associated with older adolescents, with industrial and inner-city areas and with the inclusion of problems not so evident to parents and teachers.

Disorders seen in clinical practice :

Table 28.4 is a composite picture of the types of disorder likely to be seen in general psychiatric service for adolescents, and is based on data drawn from several accounts.

(a) Clinical diagnostic categories (in approximate order of frequency) :

Mood disorders:

Emotional or mixed emotional/ contact disorders, or adult-type anxiety or depressive disorders, including obsessive compulsive phobic state.

Conduct Disorders:

Hysterical disorders e.g., with paralysis and serious self-neglect.

Problems of personality development with mood and/or conduct problems, including ‘borderline’ and schizoid personality disorders, and problems of sexual identity.

Schizophrenic, Schizoaffective and affective (manic-depressive) psychoses.

Brain disorder, including epilepsy, and neurodegenerative disorder.

Anorexia nervosa and bulimia nervosa, enuresis, encopresis, and tics

(b) Changes in prevalence with age and sex:

The overall pattern seems to be a gradually increasing prevalence of psychiatric disorder from around 10% in children through 10 to 15% in mid- adolescence to around 20% in adulthood although some studies report a peak of about 20% being reached in adolescence.

In adolescence, enuresis and encopresis are less common than in earlier childhood. Hyperactivity presents less often, but children who have been hyperactive in earlier childhood sometimes present in adolescence with behavioural and other social problems.

In earlier childhood, equal numbers of girls and boys are affected by emotional disorders. In adolescence, however, as in adult life, more girls than boys are affected.

Delinquency increases markedly in adolescence and declines from early adulthood onwards.

Essay # 5. Developmental Psychopathology during the Period of Adolescence :

(a) Mood Fluctuations and Misery :

The general observation that adolescents experience a greater fluctuation of mood that adults has been demonstrated rather consistently. The feelings of transient misery and sadness reported by adolescents can be explained by several bases.

The Offer Self-image Questionnaire, administered to thousands of adolescents from 1962-1980, showed a significant upward shift of scores of depressive mood from the 1960’s to the 1970’s for both boys and girls.

Although relationships with parents may remain intact, the security experienced by identifying with the idealized parental image is sacrificed as the youth moves toward development of a separate identity.

Eventually, with the synthesis of these different value systems, the adolescent’s behaviour takes on an increasingly external and internal consistency. The wide array of conflicting societal values in regard to a youth’s engaging in sex becoming pregnant, having an abortion, bearing a child, or participating in homosexual behaviour provides numerous opportunities for remorse.

An additional factor that may draw the adolescent to a sexual relationship inspite of conflicting values is the relative emotional void produced as some distance is gained from the parent.

Among the adolescents these kinds of temporary setbacks may lead to an array of behaviours that erroneously have been termed clinical depression. These include a hypersensitivity and irritability, with a proneness to overreact to criticism. At times the adolescent may “tune out” temporarily and withdraw into a position of apathy and indifference.

At times there is a propensity to move from a passive to an active position in response to feelings of helplessness, and the adolescent may take provocative positions that elicit a punitive response from his environment. This punishment may provide a welcome relief from an immature harsh superego. For many clinicians such behaviour is summarised as adolescent turmoil.

However, the steeply rising suicide rates and the high prevalence of true adolescent depression is particularly poignant and of deep concern. It is estimated that there are 100 suicide attempts for every completed suicide. Surveys reveal that 8% to 10% of all adolescents report suicidal feelings.

(b) Sexual and Adolescent Pregnancy:

The recent significant rise in level of sexual activity among adolescents and the trend toward increasingly younger ages of initiation is well documented.

Clear documentation exists as to the biological and psychosocial risk to both mother and child in adolescent pregnancy, birth, and motherhood. The obstetrics complications, high rates of infant mortality, and perinatal morbidity have been well described. Similarly, there is excellent documentation for the social isolation, inadequate parenting skills, school drop-outs, repeat pregnancy, and chronic poverty that characterises these mothers.

If the drugs are used as a way to avoid tension and if this is done chronically, the youth’s capacity to tolerate tension and to gain in ego strength by working through stressful situations will be under developed. Drugs may thus have long term effects on important areas of ego functioning that are ordinarily developed during adolescence.

The problem behaviours of youth that are highly interrelated with regular drug use include delinquency, alcoholism, decreased school motivation and achievement, drug abuse and teenage pregnancy.

The factors associated with drug abuse can be divided into three categories:

(1) Personality factors;

(2) Social or interpersonal factors; and

(3) Sociocultural or Environmental factors.

Personal factors include an emphasis on unconventionality, rebelliousness, high risk taking, low value on achievement, and high value on autonomy. Social or interpersonal factors include alienation from parents, high influence from peers involved in problem behaviours, and little involvement in religious activities. Sociocultural factors include low social controls, disorganized environment and permissive values.

(d) Impact of Chronic Illness on Development:

During puberty, chronic illness of childhood is re-experienced as a distinct and significant adolescent phenomenon. With the major bodily changes of early adolescence and the concomitant free occupation with body image a long term illness is repraised and becomes a threat to body integrity and self-concept.

During a period typically characterized by developmental urges toward independence, the stress of illness can led to exaggerated wishes for dependence, security and nurturance on the one hand or led to denial and hyper independent, rebellious and non-compliant risk taking behaviour on the other hand. Overprotectiveness of concerned parents can aggravate any or all of these conflicts. Chronic illness may actually delay the onset of puberty.

(e) Parent-adolescent estrangement and social alienation:

Hostility and conflict with parents or substitute caregivers is a frequent presenting feature of adolescent disturbance. Parents may complain about the adolescent’s expressions of anger and defiance of unmanageable behaviour. Angry outbursts and temper tantrums occur frequently in young adolescents coping for the first time with biological changes and increasing academic and family responsibilities.

Psychiatrically disturbed adolescents, however, are likely to be involved in chronic conflict with parents who, in turn, may display psychopathology in relationships with their children, marital discord or personal psychiatric disorder.

Conflict and defiance may extend to such a serious level that there is a complete breakdown of trust and communication with parents.

(f) Anti-authority and antisocial behaviour:

Antisocial behaviour in adolescents may have arisen initially in this age-period or have continued from childhood.

Shoplifting, vandalizing public property, or spraying graffiti may occur transiently in groups of discontended teenagers who are not established delinquents.

(g) Problems in School:

The most common manifestations of adolescent disturbance in school are: disenchantment with conventional education often leading to truancy and showing other evidence of antisocial activity and conduct disorder. School refusal, usually associated with other signs of emotional disorder. Academic problems including examination anxiety, difficulties with study and academic under achievement; and disruptive behaviour, with negative attitudes towards the staff, conformity problems, bullying and association with delinquent peers.

Therapeutic Approach to Adolescent Disturbance:

Although there may be little scope or necessity for active psychiatric treatment, systematic management of interpersonal, social, educational, legal and ethical problems may be necessary and can be challenging and time consuming. These aspects of management call for full multi-disciplinary teamwork, consultation with other professionals and carefully integrated planning.

Hospitalisation and Residential Care:

Great care needs to be exercised in using residential resources, in view of the implications for adolescents of separation from home and the limited nature of residential provisions.

Psychiatric in-patient hospital treatment:

Steinberg et al have distinguished six needs to related to requests for admission, comprising the need for further work to be done with adults already involved for detailed educational reappraisal, for proper care and control, for physical containment, for an emergency safe place, for psychiatric assessment and treatment.

The role of the multidisciplinary staff and their deployment in treatment should be directed towards vigorous, short-term intervention minimizing the problems of institutionalization.

Non-psychiatric residential care of adolescents:

Disturbed adolescents may be placed in a miscellany of settings in addition to facilities administered by the National Health Service, including: schools and units for maladjusted children; independent boarding schools; children’s homes run by social service and voluntary agencies; observation and assessment centers; community homes with education, remand homes, detention centers, and borstals.

Therapeutic Work with Adolescents:

Apart from the use of antidepressant drugs in carefully selected cases of depressive disorder, the occasional use of lithium in affective psychoses and major tranquillizers in psychotic states, most adolescent disturbances can be managed without psychotropic medication.

Acute disturbance as part of personality disorder or other nonpsychotic states may warrant the use of major tranquillizers at the time of crisis, but they should not be relied upon for long term behavioural control. Hypnotics and minor tranquillizers of the Benzodiazepine group are rarely indicated and particular caution should be exercised in their prescription, in view of the scale of self- poisoning in adolescents.

The most frequent forms of individual intervention are psychotherapeutic, including behavioural techniques.

Supportive counselling, with an explicit educational component, may be indicated in the treatment.

Parental and family work:

Some form of specific work with the parents or families of disturbed adolescents is usually required and it may be an advantage to allocate a therapist to work chiefly with them.

Most adolescents are likely to accept that family sessions are an appropriate medium for dealing with issues that are public in the sense, that they impinge on all family members.

School liaison:

Information from the school or school psychological service may be essential in assessment and planned liaison about aspects of management may be useful therapeutically, as well as providing a way of monitoring progress.

Legal Aspects of Care and Community Services :

The adolescent psychiatrist needs to be familiar with all the legislation that affects adolescent patient care. In particular, it is important to be aware of the various forms of disposal for young offenders.

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Defining Success: --> Teens are Asking: Who Am I?

The Big Question: Who Am I?

Adolescence is a period of discovery and a time to shape identity.

This phase, through which we all pass in our journey from childhood to adulthood, is filled with questions to be answered and meanings to be found. It is exciting beyond description and unsettling at its core.

It is during the tween years that we begin to explore the fundamental question “Who am I?” It’s during the teen years that we (mistakenly) believe we must task ourselves with completing the answers. There is no more loaded question to ask, nor one more difficult to answer. It is a question of many parts. To name a few…

Who am I, separate from my parents? Different from my siblings?
Am I someone people enjoy being with? How do I fit in with my friends?
How do I maintain my own values while still having others like me?
Who am I attracted to?
Will anybody ever be attracted to me?
How will I choose to earn a living?
What am I good at?
What are my strengths? How do I compensate for my limitations?
How will I contribute to the world?
What do I believe?

Get it? Adolescence is a time of tremendous excitement. Wild possibilities. Boundless inquiries. A time of rapid and critical personal and social development. Truly, a time of profound discoveries.

But it is also a time that holds potential for great angst. To get to the point where one is solid in her identity, she must try on different hats. Explore a bit. Maybe too much at times. Make friends and grow apart from others. Fail sometimes . Adore her family and simultaneously push them away .

At the roots of these questions lie both the dreams we want to nurture as parents and the risks we want our children to avoid. On the one hand, we hope to expose them to the varied opportunities that allow for self-discovery. This includes the chance to try on those hats to find ones that fit. On the other hand, we must protect them from irreparable risks. We must guide them away from peers with whom “fitting in” poses a threat.

We must support them testing their limits, while maintaining clear boundaries that keep them safe and moral . We can guide them to discover their own path, but never impose our dreams upon them. If we do, they will never feel secure in their footing. They will never trust that the journey they walk is one of their own choosing. It’s not easy being a parent.

The Should-Do’s

So, what are some “shoulds”? What is your role in supporting your child as he seeks to answer this hardest question – the one most central to the formation of his identity?

Model being reflective. No big decisions should be handled quickly. Thoughtfulness always works. But thoughtfulness is a luxury many people don’t believe they have, especially young people operating at a quick pace. The more you demonstrate that your best decisions come when you think them through and engage others, the more your child will see that it is okay, even important, to consider options and weigh alternatives before drawing conclusions.

Model being a “slow learner.” The frantic pace with which young people try to get to the “Who am I?” question is not always good for them. Especially if they impose a lot of pressure on themselves thinking they need the answer by the time they apply for their first job or write their college essays. It is good for them to know that figuring out who we are is part of a lifelong process. We have opportunities for self-improvement — even reinvention — throughout our lives. We all make mistakes. Over time we learn that the measure of our character is how we make amends and grow from our experiences. Anything you do that demonstrates second chances diminishes pressure. When you savor the present, you teach them to look towards the future but live in the now.

Model what a healthy adult looks like. It is hard to imagine oneself as an adult during the teen years. It really helps when you have a role model of somebody who lives a life you could imagine. It is on you to model the values you hope your child will measure himself against. But, if your child has an interest that you do not share, expose him to other adult role models as well.

Model that adulthood can be fun. You don’t want your teen to think that she must be in a rush to live now because the future consists only of self-sacrifice and hard work. It is a strategic act of good parenting when you maintain a rich social life, make time for pleasure, and are committed to your romantic relationship.

Model Spontaneity. Model lifelong learning. It is important that your child not think that his only opportunity to experiment and test boundaries is while he is young. He needn’t rush this. Spontaneity remains the juice of life. Let him see how you continue to enjoy new adventures, even those you haven’t planned. Next, show him by example that lessons are everywhere as long as we remain open to seeing them.

Create boundaries. Adolescence must include the ability to experience new opportunities. Taking chances is a critical ingredient of figuring out one’s place in the world. It prepares one for the greatest developmental challenge of our lifetime – flying from a comfortable nest in which all our needs are met towards the relative unknown. If we outlaw our teens’ ability to take chances, we stifle development. It won’t work anyway, the drive to experience new things is ingrained in adolescence. Instead, we create safe boundaries beyond which they cannot stray. Then, we let them push against those boundaries and try new things (all within safe territory we have marked off).

Parent the 35-year-old. Define success wisely. Adolescence is hard enough without your child thinking she has made it, or not, by 18-years-old. Understand that you are raising someone to be successful as a 35, 40, and 50-year-old. This will give you a much broader view of the character strengths you should nourish, while taking pressure off your child today. A broader view of success will help your teen see her own strengths and understand how best she can fit into the world.

Be a sounding board. The question “Who am I?” can only be answered by the person asking the question. When we impose answers the message we convey is “I don’t think you can handle this yourself.” We undermine the very confidence needed to build the competencies our child seeks. Listen. Offer guidance and shape solutions when asked.

Know when to get out of the way. Think of this fundamental question “Who am I?” as a huge jigsaw puzzle. You have helped your child create the edges first by offering them clear boundaries. You have shown them the design they are to complete by being “the picture on the box” as you’ve role modeled being a healthy adult. You have wisely gotten out of the way as he works all the irregular inner pieces on his own.

Know when to jump in . React quickly when she is beyond the edges and strays into territory that challenges safety or morality . When she was small, you let her learn that a spilled bucket took effort to clean up. But you never let her run into the street or place her hand on the stove. So too, during adolescence you will let her make mistakes but none that could cause irreparable harm.

Offer love. This is easily the most important “should”. . . it is even a must. Stand in your child’s shoes for a moment and relate to how he feels. Experience the excitement. Now temper that thrilling feeling with the anxiety and confusion that identity formation often generates. Experience the pushes and pulls of friendships that come and go – that feeling full of judgement. How do you feel? Unsettled? Insecure?

You are the antidote to those foreboding feelings. Your love is the bedrock of their security, now and far into the future. Your steadfast presence is the most guaranteed thing in their life. Even when they pretend (to themselves) that they no longer need it.

“Who am I?” your teen asks.

“You are you. And I couldn’t imagine wishing you were anyone different,” you answer with your unwavering presence.

If you know somebody who thinks of the teen years only as the carefree years, or conversely only as a time of great risk, share this article so they can see both how wonderful and complex a time this is. More importantly, share this so we can create a world full of adults who grasp the importance of respecting the work adolescents have to do on their own while remaining committed to shaping their lives.

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About Ken Ginsburg

Ken Ginsburg, MD, MSEd, is Founding Director of CPTC and Professor of Pediatrics at Children's Hospital of Philadelphia. He travels the world speaking to parent, professional, and youth audiences and is the author of 5 award-winning parenting books including a multimedia professional toolkit on “Reaching Teens.” CPTC follows his strength-based philosophy and resilience-building model. For more on Dr. Ginsburg visit www.fosteringresilience.com.

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Adolescence Essay Examples

Adolescence challenges: navigating mental health issues.

While the prevalence of depression is negligible prior to the age of 12, it increases exponentially during adolescence, afflicting roughly 17-25% of the population by the conclusion of adolescence. Furthermore, the onset of depression in earlier developmental stages can signal more severe depression in later...

The End of Adolescence

Do you ever think about what determines the exact moment your childhood has come to an end? Most likely you do not know because the end of childhood and beginning of adulthood is something that happens overtime. A big part of childhood is all of...

Youth Violence Needs to Be Stopped

Youth violence. It’s everywhere! You can’t escape it. Wherever you look there is a wrongdoing happening individuals younger than 18 are in ‘adolescent detainment’ since they decide on silly choices. Youth brutality can destroy your life on the off chance that you join any gang,...

Navigating Puberty: How It Shapes Us Psychologically and Socially

Puberty wasn’t the best thing to happen when it happened. When puberty hit me, it very slowly made its changes. My voice would crack randomly at the most unfortunate times, I was insecure because no facial hair had grown yet even though other pre-teens started...

Overview of Three Types of Group Interventions for Depression

Major depressive disorder affects many different types of people. Depression disorder is a severe mental disorder that can affect any age, gender, ethnicity, and region. In this essay three different types of group interventions will be discussed and the intervention effectiveness will be evaluated by...

Comparison of Katherine Mansfield’s the Garden Party and James Joyce’s Araby

“Araby” by James Joyce and “The Garden Party” by Katherine Mansfield both published in 20th century are very interesting stories bases on early teenage and adolescence. Araby is based on a young unnamed boy who is suffering from his adolescence and the garden party depicts...

Adolescent Motherhood Struggles and Achievements in the Book Promises I Can Keep

The US government has been tackling with the issues of teen childbearing for decades. However, non-marital childbearing is “three times as common for the poor”, in contrast to marriage rates have decreased overtime. According to the Fragile Families and Child Wellbeing Study, it shows that...

Influence of Video Games on Adolescents Or Adults

In America, about 67% of Americans or 211 million people play video games. And of those 211 million people, 47 million are people under the age of 18 (minors). Considering that a large standing of the population plays video games, it is safe to say...

The Effects of Screen Time on Adolescence and Children

It is not far-fetched to say that over the last few decades the world has changed dramatically for our youth. Today's youth is living in an era where they have every form of information and pleasure at the touch of their fingertips. From the Internet...

Emotional Autonomy and Individuation in Adolescence

Autonomy is a multifaceted consruct and has usually been measured in terms of emotional and behavioural autonomy. Autonomy refers to an individual’s ability to think, feel and make decisions and to act on her or his own. Crittenden (1990) has defined autonomy as “capacity for...

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