As a consequence of South Africa’s historical background of Apartheid, adolescence in South Africa and the identity development of nationals has to be carefully analysed as a result of such incidents. In my opinion adolescence is a sensitive period and not a critical period for identity development in South Africans. Critical periods involve the notion of an impactful event in one’s life that happens at a specific point during development (Papalia et al, 1998). But in order to answer the question of whether adolescence is a critical or sensitive period for identity development in South Africa one also needs to look at the variety of different definitions of critical and sensitive periods. For example critical periods can also be “… a certain kind of experience at one point in development has a profoundly different impact on future behaviour than having that same experience at any other point in development (Bruer, 2001).” Both these definitions refer to specific events in someone’s life that has an impact in one’s development.
The definition of the word adolescence, the period of life when a child develops into an adult, a stage of development (as of a language or culture) prior to maturity. The definition of a crisis is a difficult or dangerous situation that needs serious attention. I always believed that people are products of their environment. Your environment can play a role in a child. Based on the theories that I read and my own experiences that I have been through I concluded that that everyone goes through crisis through adolescence which can be positive or negative.
“They look for ways to be relevant in today’s culture, to be authentic and real, and to be connected to others in meaningful relationships” (Kostenberger & Jones, 2010, p. 149). Without clear cultural norms, the connections that adolescents are making are not real and authentic. Relationships that are not authentic can have a devastating effect on adolescents who are trying to find something to believe in. Adolescents have come the conclusion that they have been abandoned to figure out the world on their own. They tend to turn to peers for advice on how to make it to adulthood.
Does childhood shapes adult life? The environment has a huge impact in our life, it influences our behavior, personality, the way we see each other. The experiences we live as a child, shapes us either in a positive or a negative way. It’s inevitably to escape from how these experiences affects us, but it’s also possible to get rid of the negatives effect. In my opinion is a constant battle between the situations that shapes us and how we decide to let those situations change our behavior and personality.
Studies on Adolescene of Piaget and Erikson Adolescence is considered a difficult time of life and one in which a number of changes occur as the individual achieves a certain integration of different aspects of personality. One approach to the cognitive and emotional transitions made at different times of life is to consider how the changes in, say, adolescence are linked to a continuum of change beginning in childhood and continuing throughout life. Some theorists, such as Piaget, were interested primarily in the transitions of childhood and youth, while others, such as Erikson, saw all of life as a series of transitions and offered a continuum of stages covering all of life. Piaget became fascinated in his early studies with his discovery that children of the same age often gave the same incorrect answers to questions, suggesting that there were consistent, qualitative differences in the nature of reasoning at different ages, not simply a quantitative increase in the amount of intelligence or knowledge. This discovery marked the beginning of Piaget's continuing effort to identify changes in the way children think; how they perceive their world in different ways at different points in development.
Question 1: Discuss adolescence: a)The period of adolescence and the cultural aspect thereof Pinpointing the start of any developmental phase is difficult as different people view adolescence and who is classified as an adolescent in different ways. This is because of perspective as well as cultural differences of what an adolescent is. As a rule of thumb,we say that the onset of adolescence is when puberty starts. This is fairly easy to notice because of the physical changes. However, determining the end of adolescence is much harder.
Rough Draft In this paper, we will be looking at the adolescence stage in the life course. Race/ethnicity, class and gender are related to resources and the well-being of adolescences because….. The social problem we will be looking at is depression and its correlation with shifts in family structure and the effects that both have on adolescences. One of the major shortcomings in analyzing parental absence (is that there have not been many studies that have presented data representing race/ethnicities separately (Amato 545).) Before we go another further into this paper, we are going to start by identifying what stage in the life course is considered as adolescence.
This time of change and development is known as puberty. There are physical changes that occur in the anatomy of the teen and there are social and emotional changes that can develop. Interest in sexual activities, risk taking behavior, competition for elevated social status, long with bodily changes are among the consistent trends discovered in adolescent puberty (Bellis, Downing, Ashton, 2006). The reason for many of these trends is effected by how the individual handles this time of change. For many, this can be a stressful and experimental time.
Therefore risk factors have a potential not just endanger the present developmental period, but also jeopardize the future biological and psychological development (Beam, Gill-Rivas, Greenberger & Chen, 2002; Perkins & Borden, 2003). However, not all young individual will respond to risk factors by developing negative outcomes. Some develop resilience and adapt to changes and stressors (Crawford, 2006; Perkins & Borden, 2003). Furthermore it has been suggested, that risk factors are desirable for developing this kind of positive outcome (Fergus & Zimmerman, 2005). According to Fonagy et.
Due to this developmental predicaments and demands for more adult like behavior ,adolescents strive to behave according to adult values , goals and ideals (Mc Namara,2000). According to Mc Namara (2000) ,it is during this time that adolescence begin to develop negative or positive perceptions of themselves Due to the significance of self esteem, educators have a need to learn more about its development and how it affects academic achievement (Hamacheck, 1990). Poor self esteem during the developmental period of adolescence could result in a variety of risk such as juvenile delinquency , teenage pregnancy ,drug abuse , depression and low academic success (Hamacheck, 1990) 1.3 Problem Self –esteem can be crucial to students of all ages and can effect their outlook on daily life therefore the problem discussed in this research is Self esteem and how academic performance can effect it . Besides that , the secondary purpose so teachers and guardians can have a look on how they can learn and recognize ways in which they can foster self-esteem within their students . 1.3 Objective Even though there are positive findings that there is in fact a strong relationship between self esteem and academic performances there are those that do not take it seriously .