Adolescent Psychology

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The adolescent psychology is a branch of developmental psychology and is often together with the child psychology called. It examines the stage of adolescence between childhood and adulthood . Competencies in youth psychology are necessary in all educational professions. Special youth therapists receive intensive training. There is a close relationship with sociological youth research .

On the one hand, adolescence is limited by biological entry features that initially seem independent of culture and society. In many ways, one is acceleration to observe , d. H. the faster onset of biological maturation characteristics in adolescents compared with earlier times ( voice breakage ; advancement of sexual maturation - menarche ). On the other hand, the so-called secular deceleration can be seen, which depends on epochal and geographical influences. An example in Western Europe is the increase in the Hotel Mamma phenomenon . The exit time from youth is clearly subject to social and individual norms (see below)

Mental characteristics in the adolescent phases

Edvard Munch's painting Puberty (1894/95) is often interpreted as a picture of adolescent fears of sexuality.

The pre-puberty marks the expiration of physical childhood around the age of 10-12 years, which is earlier in girls than in boys. The designation as flailing years , rebellion time is out of date, it is about a continuous differentiation process in self-concept and increasing experiences in the social environment.

In pubertal age especially the discussion of which is gender differentiation centrally, as the attention of young people and their environments is increasingly focused on their own and others' physicality. The opposite sex also becomes a potential partner in cognitive terms, and the roles and tasks that are typical of the sexes come closer.

The transescence [according to Donald Eichhorn ( The Middle School , 1966, USA) about 12-14 . Year of life] is the transition from childhood to adolescence with emotional, social and cognitive changes. The rapid change in physicality, the increased vulnerability , which is evident in the tendency towards violence and deviance (e.g. drug and nicotine abuse), as well as the first challenges of self-development (e.g. school preferences, career choices) cause psychological stress for young people .

The early adolescence extends until about the age of 17. A system of the developmental tasks of the adolescent for the development period from 13 to 18 years of age (in Havighurst 1953) still applies to this period, but individual development tasks can be postponed. The key is the separation from the parental home, plus sexual identity and the first career choice.

The late adolescence includes the 18.-20. Age. Choosing a partner and living with him, starting a family as well as household, professional and other responsibilities have to be dealt with. The central topic is the status gain as an adult

The post-adolescence requires the maturing individuals from the harmonization and rounding his personality. Finding and limiting life goals as well as their implementation as life tasks in the form of permanent ties, roles and choices of milieu mark late adolescence. More recent uses of this term have moved further away from the concept of maturity; they maintain an adolescent attitude towards life beyond the age of 30 if it is combined with student subculture , or use it as a conceptual reservoir for so-called voluntary and involuntary dropouts .

Youth psychological theories

Young cigarette smokers (1910, St. Louis, USA)

The US psychologist G. Stanley Hall ( Adolescence , 1907) first examined adolescence from a psychological perspective. He understood youth as a storm and urge period and, with a view to Darwin, as a phylogenetic recapitulation in the individual ( basic psychogenetic law ). The youth movement in Germany gave rise to several reflections ( Eduard Spranger , Psychologie des Jugendalters , 1924) and first empirical studies ( Charlotte Bühler , Das Seelenleben des Teenager , 1921; Martha Muchow , Der Lebensraum des Großstadtkindes , 1935). With Siegfried Bernfeld who took psychoanalysis stronger influence on the new youth research , the personalist William Stern ( baselines of youthful mental life , 1925). Methodologically, the diaries of adolescents were often evaluated, whereby the picture, however, concentrated on a limited, well-educated group.

Jean Piaget's development model attributed abstract-hypothetical thinking to children from the age of 12, which, however, is not achieved by up to a third. In the 1950s, psychoanalysts like Erik Erikson and Anna Freud worked in the USA , who at least agreed that youth was predominantly a turbulent phase of "catastrophes". The youthful ego has to assert itself against instincts and childlike ties in several crisis-ridden processes.

The empirical developmental psychologist Robert J. Havighurst shaped the concept of developmental tasks since 1948, which is still recognized in principle today. As early as 1927, Jean Macfarlane at the University of California Berkeley's Institute of Human Development, formerly the Institute of Child Welfare, was supposed to study healthy development. The Oakland Growth Study , started by Harold Jones and Herbert Stolz in 1931, was intended to explore child development in the Oakland area, which lasted until 1981. In the 1960s, Glen Elder formulated some (descriptive) principles of adolescent development. John C. Coleman (Oxford) contrasts the focal theory of adolescence with the disaster theories of adolescence . The young people of the industrialized countries master the normal problems step by step, gradually focus on their problems and are mostly able to cope with the longer youthful time compared to earlier.

By adolescence, has also Marginalitäts theory of Kurt Lewin in its social-psychology field theory concerned (1963). The emotionally increased aggressiveness and sensitivity result from the cognitive conflict between the living space of the child and the adult, the accelerated movement, the lack of cognitive overview in the new stage, the higher plasticity and malleability - as well as seductiveness due to the insecurity between the reference groups.

For the development of identity in adolescence (in the successor to the US psychoanalyst Erik Erikson ) the central task of adolescence is finding one's own identity, which has to assert itself as a central emotional state. The positive side of the normal conflict resolution of the adolescence crisis is filled with finding a time perspective, self-certainty, experimenting with roles, building trust in one's own performance. Augusto Blasi identified twelve central facets of meaning for identity as a developing, stable and at the same time dynamic personality core. James E. Marcia has developed a model with four different identity statuses: diffuse-hedonistic, accepted-uncritical, critical-passive, worked-out-committed. This model can also be adopted for further age phases.

Modern adolescent psychology takes up Erikson's themes and brings them into new developmental contexts such as:

- religious development in adolescence ( religious psychology ),

- gender categories in adolescence,

- Self-concept and cognitive skills of gifted people ( giftedness ),

- political world orientation,

- Depression and suicide in adolescence.

See also

Web links

  • Hans-Arne Stiksrud: Youth Psychology . Spektrum Akademischer Verlag, 2000, accessed on August 15, 2020 .
  • Micki Caskey, Vincent A. Anfara, Jr .: Developmental Characteristics of Young Adolescents. Association for Middle Level Education, October 2014, accessed August 17, 2020 (American English).

literature

  • Robert J. Havighurst: Developmental tasks and education. Washington 1948. 3rd edition: McKay, New York 1972. ISBN 978-0-679-30054-0 ( abstract )
  • Robert J. Havighurst: Human development and education. Longmans, Green, New York 1953. New edition: McKay, New York 1967
  • Augusto Blasi: The development of identity and its consequences for moral action , in: Wolfgang Edelstein u. a .: Moral and Person , Frankfurt am Main 1993, pp. 119–147.
  • Ruth Schumann-Hengsteler, Hanns M. Trautner (Hrsg.): Development in adolescence. Göttingen: Hogrefe 1996. ISBN 978-3801709495
  • Hans-Arne Stiksrud : Youth in a Generational Context. Social and developmental psychological perspectives . Opladen: Westdeutscher Verlag 1996 ISBN 978-3531125183
  • Helmut Fend : Developmental Psychology of Adolescence . Wiesbaden: VS Verlag für Sozialwissenschaften, 2003. ISBN 978-3810039040
  • Klaus Hurrelmann , Gudrun Quenzel: Life phase youth . Weinheim: Beltz Juventa, 13th edition 2016. ISBN 978-3-7799-2619-1
  • Katinka Schweizer / Hertha Richter-Appelt (ed.): Intersexuality controversial. Basics, experiences, positions , casting: PsychosozialVerlag 2012 ISBN 978-3837921885

Single receipts

  1. ↑ Horst Hackauf, Gerda Winzenheim: health and social situation of young people in Europe . Springer-Verlag, 2013, ISBN 978-3-322-80874-5 ( google.de [accessed on August 16, 2020]).
  2. ↑ Roland Mugerauer: In Search of Orientation: Puberty in its Challenges and Difficulties; Developmental psychology as well as pedagogical-didactic foundation . Tectum Verlag DE, 1995, ISBN 978-3-89608-917-5 ( google.de [accessed on August 15, 2020]).
  3. ↑ Helmut Fend: Development in Adolescence. Konstanz longitudinal study. In: Database on the quality of schools, DaQS. Retrieved August 16, 2020 .
  4. ↑ Schmitz, E., Arne Stiksrud : Upbringing, unfolding and development . 2nd Edition. Asanger, Heidelberg 1994.
  5. ^ David Elkind: Child Development and Education: A Piagetian Perspective . Oxford University Press, 1976 ( google.de [accessed August 17, 2020]).
  6. ↑ Olds, Sally Wendkos, Feldman, Ruth Duskin, Bève, Annick: Psychologie du développement humain . 7th edition. De Boeck, Bruxelles 2010, ISBN 978-2-8041-6288-7 .
  7. ↑ John C. Coleman: The Nature of Adolescence, 4th Edition . Taylor & Francis, 2011, ISBN 978-1-136-64946-2 ( google.de [accessed on August 16, 2020]).
  8. ^ JC Coleman, LB Hendry: The Nature of Adolescence . In: British Journal of Psychiatry . 2nd Edition. tape 157 , no. 6 . Routledge, 1990, ISSN  0007-1250 , doi : 10.1192 / s0007125000047929 .
  9. ↑ Heinz Reinders : Political socialization of young people in the post-reunification period: state of research, theoretical perspectives and empirical evidence . Springer-Verlag, 2013, ISBN 978-3-663-11090-3 ( google.de [accessed on August 15, 2020]).
  10. ↑ Walter Schurian: Psychology of Adolescence: An Introduction . Springer-Verlag, 2013, ISBN 978-3-322-99660-2 ( google.de [accessed on August 15, 2020]).
  11. ↑ Walter Schurian: Psychology of Adolescence: An Introduction . Springer-Verlag, 2013, ISBN 978-3-322-99660-2 ( google.de [accessed on August 17, 2020]).
  12. ↑ Otto Ewert: Developmental Psychology of Adolescence . Kohlhammer, Stuttgart 1983, p. 125 ff .
  13. ↑ Barbara Pühl: The task of identity: Erik H. Erikson's concept of identity and its significance for religious education . LIT Verlag Münster, 2019, ISBN 978-3-643-13037-2 ( google.de [accessed on August 16, 2020]).
  14. ^ Nils Köbel: Youth - Identity - Church: an educational reconstruction of church orientations in adolescence . BoD - Books on Demand, 2009, ISBN 978-3-9810879-7-0 ( google.de [accessed on August 16, 2020]).
  15. ^ Nils Köbel: Youth - Identity - Church: an educational reconstruction of church orientations in adolescence . BoD - Books on Demand, 2009, ISBN 978-3-9810879-7-0 ( google.de [accessed August 17, 2020]).
  16. ↑ Greta Schabram: I'm not a gender either . Ed .: German Institute for Human Rights. Berlin 2017 ( institut-fuer-menschenrechte.de [PDF]).
  17. ↑ Helmut Fend: Developmental Psychology of Adolescence: A Textbook for Educational and Psychological Professions . Springer-Verlag, 2013, ISBN 978-3-322-80943-8 ( google.de [accessed on August 16, 2020]).
  18. ↑ https://www.deutsche-depressionshilfe.de/files/cms/Buendnisse/Nuernberg/depression_in_adoleszenz.pdf