Adolescence as a Period of Transition
Child Development: Understanding Key Factors in Adolescence
Adolescence as a Period of Transition represents a crucial stage of child development marked by rapid physical, emotional, cognitive, and social changes. This period involves identity formation, increased independence, and significant developmental needs that influence behaviour and learning.
4.1 Characteristics and Needs of Adolescence
Age Range (Indian Context): 13–19 years (as per WHO and RCH-II programme, Government of India)
Indian Schemes: Rashtriya Kishor Swasthya Karyakram (RKSK, 2014) covers 10–19 years
| Domain | Key Characteristics | Specific Needs |
|---|---|---|
| Physical | Rapid growth spurt, puberty changes, secondary sexual characteristics appear | Balanced nutrition (ICDS + Mid-Day Meal), iron-folic acid tablets (Weekly Iron Folic Acid Supplementation – WIFS, 2012) |
| Cognitive | Shift from concrete to abstract thinking (Piaget’s Formal Operational Stage) | Opportunities for reasoning, problem-solving, career counselling |
| Emotional | Mood swings, identity crisis (Erikson’s Identity vs Role Confusion) | Emotional support, peer counselling, AFHCs (Adolescent Friendly Health Clinics) |
| Social | Peer influence stronger than family, search for independence | Life-skills education (CBSE & NCERT modules), safe spaces |
| Moral | Development of personal values (Kohlberg’s Post-Conventional level begins) | Value education, role models |
4.2 The Origins of Problems During Adolescence – Physical, Cognitive, Emotional, Social, Moral, and Language Development
| Domain | Cause | Process | Common Problem | Impact/Consequence |
|---|---|---|---|---|
| Physical | Hormonal surge (GnRH → LH/FSH → sex hormones) | Growth spurt, early/late maturation | Body image issues, acne, menstrual problems | Low self-esteem, school absenteeism (girls) |
| Cognitive | Formal operational thinking develops | Imaginary audience & Personal fable (Elkind, 1967) | Risk-taking behaviour, argumentativeness | Accidents, conflict with teachers |
| Emotional | Limbic system matures faster than prefrontal cortex | Poor emotional regulation | Anxiety, depression, anger outbursts | Suicide (NCRB: 2nd leading cause in 15–29 age) |
| Social | Shift from parents to peers | Peer pressure, romantic attraction | Substance abuse, early marriage | Dropout, child marriage (NFHS-5) |
| Moral | Questioning societal norms | Conflict between conventional & own principles | Delinquency, cheating | Juvenile offences |
| Language | Abstract thinking + identity formation | Use of slang, code-switching | Generation gap in communication | Misunderstanding with elders |
4.3 Adolescent Groups – Gangs
Why adolescents form/join gangs
– Need for belongingness (Baumeister & Leary, 1995)
– Identity foreclosure (Marcia)
– Lack of positive role models
– Peer pressure + protection
| Type of Gang | Features | Indian Example |
|---|---|---|
| Delinquent gangs | Theft, violence | Local “tapori” groups in slums |
| Conflict gangs | Territorial fights | College election gangs |
| Retreatist gangs | Drug-oriented | Common in urban poor areas |
Cloward & Ohlin (1960) Theory → Differential Opportunity Theory (legitimate + illegitimate means)
4.4 Adjustment Mechanisms with a Focus on Defense Mechanisms and Holistic Development
Anna Freud (1936) – Defense Mechanisms commonly used by adolescents
| Defense Mechanism | Meaning | Adolescent Example |
|---|---|---|
| Repression | Pushing painful thoughts out | Forgetting failure in exam |
| Projection | Attributing own feelings to others | “Teacher hates me” (when student hates teacher) |
| Rationalization | Giving excuses | “Exam was unfair” |
| Reaction Formation | Acting opposite | Teasing the girl/boy they like |
| Displacement | Redirecting emotion | Scolding younger sibling after teacher scolds |
| Sublimation | Most mature – channeling into positive | Aggression → sports |
Holistic Development (NCF 2005 & NEP 2020)
– Physical, mental, emotional, social, spiritual
– Life Skills Education (10 core skills by WHO – RKSK uses same)
4.5 Leadership: Types of Leadership, Development of Leadership Qualities in Adolescents, and Educational Implications
Kurt Lewin (1939) – Three Styles
| Style | Features | Effect on Adolescents |
|---|---|---|
| Autocratic | Leader decides everything | Obedience but low creativity |
| Democratic | Group participates | Best for personality development |
| Laissez-faire | No guidance | Confusion, low productivity |
Ways to develop leadership in school (Indian context)
– Student councils (Bal Panchayat in govt schools)
– NCC, NSS, Scouts & Guides
– Meena Manch, School Cabinet (NEP 2020 recommendation)
– Class monitor, house captain system
Educational Implications
– Provide responsibilities gradually
– Role modeling by teachers
– Group projects, debates, sports captaincy