Sabtu, 08 Juni 2013
all about teenagers ^_^
ARTICLE OF TEENAGERS
Definition of Teenagers
Teenagers are adolesence derived from the Latin word meaning to grow or grow into adulthood. Adolensence term has a wider meaning that includes mental maturity, emotional, social and physical (Hurlock, 1992).
Borring e.g. (In Hurlock, 1990) says that adolescence is a period or a period of growth of a person in transition from children grown backwards, covering all the developments experienced in preparation for adulthood. While Monks, et al (in Hurlock, 1990) states that adolescence was a time when individuals develop from first showed signs of sexual abuse, suffered psychological development and the identification of patterns of children into adulthood, as well as a shift from full social and economic dependence on the state independent.
Neidahart (in Hurlock, 1990) states that adolescence is a period of transition and the dependence on time backwards adult children and adolescents in this age are required to be independent. This argument is similar to that proposed by Ottorank (in Hurlock, 1990) that adolescence is a time of drastic change from state to state depending on independent, even Daradjat (in Hurlock, 1990) said that adolescence is a period in which the emergence of a variety of needs and emotions and growing strength and physical abilities are more obvious and think the mature power.
Erikson (in Hurlock, 1990) states that adolescence is a critical period of identity or identity issues - teenage ego. Identity teens sought in the form of an attempt to explain who he is and what its role in society, as well as the search for a new sense of continuity and similarity of the teenagers must fight back and someone will be ready to put one's idol and ideal as a guide in achieving the final identity.
Based on some understanding of adolescents who have been raised by experts, it can be concluded that adolescents are individuals who are in a period of transition from childhood into adulthood and is characterized by rapid growth of the physical, psychological and social.
Adolescent Development
Adolescence represents a period of significant growth. Individually, adolescents experience rapid physical growth and changes, accompanied by shifts in cognitive and emotional capacities. At the same time, the development from childhood into young adulthood brings new cultural and societal opportunities and expectations. At no other time in life do so many shifts in development and social contexts occur simultaneously.
a) Physical Growth and Change.
Most physical growth occurs during the early and middle phases, with the onset of puberty the most characteristic feature of adolescence. The biological changes of adolescence include hormonal changes leading to growth of secondary sex characteristics, growth in height and weight, and changes in body composition (changes in bone, muscle, and fat). The onset of puberty, as marked by hormone changes, starts as early as age 8 in girls and age 9 in boys, with the development of external characteristics typically appearing a few years later. Over time, females are maturing and developing at younger and younger ages, although this is not the case for males.
Puberty-related changes in the body at earlier ages have implications for how youth cope with these changes especially for girls. Researchers have investigated how biological and social factors affect one another by looking at puberty status, which refers to the degree of physical maturation (hormone changes, breast development, voice change), and puberty timing, which refers to puberty status relative to same-age peers (Susman & Rogol, 2004). One theory that has been advanced to explain the effects of puberty timing is referred to as the Maturational Deviance Hypothesis. It suggests that adolescents who are “off time (earlier or later) in their pubertal development experience more stress than do on-time adolescents” (Susman & Rogol, 2004, p. 30). Studies reveal that youth who mature earlier or later than their same-age peers are vulnerable to at-risk outcomes such as problems with coping, antisocial behavior, and emotional distress (Brooks-Gunn, Peterson & Eichorn, 1985). Early-developing girls are especially at risk for poor body image, higher levels of depression, and substance abuse. By contrast, late-developing boys seem to be at greater risk for depressed mood, lower self-esteem or confidence, and lower achievement.
While late-maturing boys may be vulnerable to some negative outcomes, this finding is not consistent across studies. By contrast, the finding that early development is disadvantageous for girls is more consistent. Often referred to as the early-maturational or early-timing hypothesis, research studies more or less consistently show how early maturation among girls is associated with negative outcomes. There is also data to suggest that boys too may be disadvantaged if they mature before their peers. In general, research seems to suggest that for both boys and girls, off-timing puberty may have negative effects.
b) Cognitive Growth and Change.
Jean Piaget's theories have provided a starting point in the study of the changing nature of cognitive processing in the development from childhood to adolescence. Piaget described how adolescence brings forth the capacity to think logically and abstractly (Piaget, 1955). Since Piaget's time, researchers have sought to understand more complex questions of how processes such as memory, reasoning or problem-solving skills, and expert knowledge develop through adolescence. In short, these interrelated processes seem to develop together, which means researchers cannot determine their individual developmental paths. Instead, a review of literature on cognitive processing as a whole suggests that adolescence brings the “attainment of a more fully conscious, self-directed, and self-regulating mind” (Keating, 2004, p. 48). Thus, in contrast to children, adolescents become more aware of their surroundings and able to direct their own thinking, learning, and problem solving.
Two areas of cognitive development have received much attention: moral reasoning and changes in interpersonal perspective taking. Lawrence Kohlberg (1984) has significantly contributed to understanding of how adolescents reason in their moral decision-making. Drawing from Piaget's work, Kohlberg theorizes that the capacity to morally reason grows more complex and differentiated over time. Kohlberg argues that in general, data suggest that early adolescents typically reason according to his stage two—individualism, instrumental purpose, and exchange, but by about age 13, reasoning progresses to include mutual understandings. Thus, for a 12-year-old, being “good” is about following the rules for one's own good, whereas in stage three, the capacity to understand another person's experiences broadens notions of morality to include a concern for others and the nature of varying circumstances. In short, one's frame of reference moves from childhood moral reasoning that is based on personal perspectives or “what is right is what is good for me” to adolescent moral reasoning that is based in greater appreciation for others' perspectives and experiences or “what is right is for one may not be right for another.”
Robert Selman's 2003 work on the development of perspective-taking has built on the work of Kohlberg and others to shape understanding of adolescent social and moral cognition. Selman studied the progression of perspective-taking skills, referred to as interpersonal understanding, throughout development to understand how cognitive changes in the capacity to understand someone else's perspective influences relationships. At the earlier stages in childhood, perspectives are limited to a single view of the world with very little back and forth understanding. By level two (around early adolescence), adolescents are better able to understand that people have different perspectives. This stage is marked by reciprocity, in which what they give to others is linked to expectations of what they will receive in return. Level three is also marked by mutual understanding that is characterized by genuine giving and caring for another person without expectation for a return. Early adolescents operate consistently at level two, but as they grow older, they operate more frequently at level three.
Selman's work, along with that of Kohlberg and others (e.g., Gilligan, 1982) suggests that adolescents are cognitively different from their childhood counterparts in that adolescents have the capacity to see and understand the world as others see it. Morally and cog-nitively, this means that adolescents (both early and middle) are more generally prosocial in thought and action than their childhood counterparts (Eisenberg & Morris, 2004). Further, it suggests that for adolescents, fostering and maintaining relationships become more complex as the ability to imagine multiple roles for themselves and multiple perspectives of others deepens.
c) Social and Emotional Changes.
Erik Erikson's 1950 theory of identity development has had a significant impact on the understanding of adolescent social and emotional development. According to Erikson, people's sense of who they are unfolds throughout their lives and is driven by the struggle between their “internally defined selves and those selves that are defined, confirmed, or denied by others” (Nakkula & Toshalis, 2006, p. 19). The constant negotiation between these two selves shapes who a person is and who he or she will become. There are eight stages in life during which certain struggles are primary. During adolescence, the primary struggle is over the central question of “Who am I?” Adolescents yearn to be themselves both in relation and reaction to others, and they need relationships in which experiments with identity will be embraced. The struggle to find a balance between individuation and connection drives identity experimentation and the fleeting passions that often accompany it (Nakkula & Toshalis, 2006, p. 22).
Theory on identity development was advanced by James Marcia, who proposed four identity states: foreclosure, moratorium, diffusion, and identity achieved. Each state is characterized by varying levels of exploration and commitments (Marcia, 1966). In Marcia's concept of identity achieved, a person has undergone explorations of possible selves and come to some level of commitment as a result of those explorations. Identity diffusion is the opposite. It applies to someone who has made no commitments and has not gone through any period of exploration. Identity moratorium applies to someone who is actively experimenting or exploring but who has not yet made any commitments, whereas in foreclosure, a person has made commitments without having explored possible options.
The value of these identity status constructs is that they provide a theoretically based framework for understanding the path to healthy identity formation. At the core of these theories is the implication that struggle, experimentation, or exploration is fundamental to the acquisition of healthy identity. Further, these theories imply that the path to an achieved identity involves negotiation between the inner self and social, cultural definitions of the self. Research suggests that identity exploration is often triggered by cognitive and social shifts in which emerging understandings of how others see the world challenge previous definitions. These challenges often unfold in complex social contexts such as schools, peer groups, media environment, and families. In general, at some point, adolescents' views of who they are meet competing definitions that raise the possibility that their own beliefs may be wrong. The resulting challenges often propel teens into exploration, including the taking of risks and pushing of boundaries, in order to better understand their own and others' views of themselves.
Identity struggles emerge because of competing expectations from peers and cultural institutions of which youth are a part. This is true for a wide range of identity constructs, including gender, ethnicity, race, class, and sexual orientation. For example, researchers have long sought to understand the achievement gap between privileged, White cultures and disadvantaged, largely minority cultures. Theorists argue that the achievement gap in the United States is partly explained by a minority culture's distrust of an educational system that is largely based on European values that are perceived as perpetuating segregation and discrimination (Ladson-Billings, 1995). For teens trying to discover their true academic, ethnic, and gendered identity commitments and values, competing expectations cause a dilemma. For minority teens, school may be valued at home, but among peers, doing well in school may be viewed as “acting White” or as abiding by the rules established by another culture. The implicit accusation, that a person has “abandoned” his or her own culture in favor of someone else's, forces minority youth to examine the meaning of school and culture in their lives.
Social Contekts Of Development
Adolescent physical, cognitive, and emotional development occurs within social institutions, including families, friends, and schools. Therefore, understanding the nature of development necessitates understanding the social contexts in which it occurs. For adolescents, families, peers, and schools constitute the most important cultural contexts in which development unfolds.
Parents and Families.
Notions of adolescence as a time of “storm and stress” suggest that this time period will be marked by rebellion, antisocial attitudes, and conflict with parents. However, research suggests that this is the exception rather than the norm. Data reveal that between 5% and 15% of teens are antisocial and excessively rebellious of adult authority (e.g., Collins & Laursen, 2004). Therefore, in family interactions, a majority of youths proceed through adolescence in a relatively stable, healthy, prosocial fashion.
Still, parent-adolescent relationships change in certain ways during the transition from childhood to adulthood. For example, disagreements grow in number and severity throughout adolescence as teens seek out autonomy and independence from parental rules. Thus, conflicts, when they do arise, are typically about rule negotiation, with teens seeking more independence and parents struggling to know when and how to accommodate them. One meta-analysis of studies examining longitudinal patterns in parent-child conflict suggests that frequency of conflicts grows from early to mid adolescence and then tapers off in later adolescence, whereas the intensity of conflicts grows through mid adolescence and stays about the same through later adolescence (Laursen, Coy, & Collins, 1998). Data suggest that this pattern holds relatively the same for parent-child relationships in different cultures.
Peers.
Research suggests that adolescent peer groups are dynamic systems that grow bigger and more important with the transition from elementary through middle and high school. Although it has been known since 1900 that a teen's peer group is important, recent research has provided a more complex picture of the role and influence of such groups. Brown (2004) comments on a few basic themes uncovered by this rich literature, pointing out that teen friendships are relatively unstable over time. It has been suggested that fewer than half of “reciprop-rated” best friends last more than one full year, and between one third and one half of peer groups dissolve with time (Brown, 2004). One way of studying this is through nomination procedures in which teens identify popular and well-liked kids and those who are not. These status ascriptions are relatively stable in the short term, but they often vary over the long term. Peer groups are therefore fluid systems that change over time.
Another research topic has been how adolescents manage their friendships. As a way of understanding peer-peer relationships, researchers have studied how adolescents manage conflict. In one set of studies, it was found that youth vary with respect to how they respond to aggressive acts. For example, prosocial youth are less likely to attribute aggression to intentional hostility and are more likely to seek out reconciliation than youth who are characterized as withdrawn or rejected.
Bullying has also received increased attention over the years in the wake of incidents such as the shootings at Columbine High School, Colorado, in 1999. A national survey of youth in grades 6–10 reveals that approximately 29% of students report being involved in bullying (as the bully, victim, or both), and that 13% report engaging in moderate or frequent bullying of others (Nansel et al., 2001). Further, bullying more often occurs in grades 6 through 8, with males as the bully and/or victim more often than females. Males are typically more involved in physical bullying whereas females are often more involved in indirect, relational bullying, such as gossip, rumors, and exclusion. The consequences of bullying can be significant because victims often are lonely, depressed, and have low self-esteem. By contrast, students who are infrequently bullied tend to be more strongly bonded to the school and invested in prosocial behaviors and beliefs (Cunningham, 2007).
Personality Type of Teenagers
Teenage hormones seem to amplify the traits that once appeared cute and adorable. Here is Personality Types :
1. Beauty Queens and Kings : there are indeed beauty kings out there. Look for those who follow fashion, wear branded clothing and spend a fortune on beauty products and treatments. Image is very important to these teens
2. Flirts : Flirts are mostly female and easy to recognize. They flutter their eyes, walk in a jaunty manner and dress to attract attention. The only problem is they have little intention of settling into a relationship.
3. Dramatics : These teens overemphasize everything and to them, nothing is ordinary. A broken nail is a total disaster and a missed bus, a tragedy. Their dramas are accompanied by expansive gestures and loud monologues.
4. Jocks : Every school has them; guys whose lives revolve around team sports. They hang together, have their own language, are always talking strategy and project an image of elitism.
5. Teacher’s Pets : Also known as “suck ups”. These teens know just how to work the school system. They do their homework properly and on time. They ask questions in class and offer to help the teacher. They may even bring them an apple.
6. Emos : Short for emotional. These teens are into deep feeling and are known by their dress code. Tight black jeans and T-shirts, studded belts and black hair worn long over one eye are sure signs of an emo.
7. Health Nuts : These individuals live for exercise and diet. Think gym, jogging, health food and protein shakes and that’s them in a nutshell. They wear sporty clothes and normally have loads of energy.
8. Nerds : Stereotypical nerds are skinny, spotty and wear glasses. Modern day nerds often look normal but are pale from extended periods in libraries and laboratories. They are super-smart and love to engage in academic discussions
9. Perfectionists :Their lockers are pin-neat and their pencils are arranged by color. Their text books are stacked in alphabetical order and everything has its place.
10. Gossips : These are the know-alls of the school. If something’s going down, they’re the first to know about it. They have the low-down on everyone and everything.
Maladaptive of Teenagers
Juvenile delinquency (juvenile delinquency) is an act that violates the norms, rules or laws in a society committed to the transition of adolescence or childhood and adulthood.
SAMPLE / TYPES juvenile delinquency:
• Ditching school
• Speeding on the street
• Abuse of narcotic
• Premarital sexual behavior
• Fights between students
CAUSAL FACTORS juvenile delinquency.
• Reaction of frustrated self
• Impaired thinking and intelligence in adolescents
• Lack of parental affection / family
• Lack of supervision from parents
• The negative impact of the development of modern technology
• Basics that are less religious.
• No media channel talent / hobby
• Problems that buried
• A broken home
• Effect of playmate
Ayat About Adolescence
• •
"O my son!" (said Luqman), "If there be (but) the weight of a mustard-seed and it were (hidden) in a rock, or (anywhere) in the heavens or on earth, Allah will bring it forth: for Allah understands the finest mysteries, (and) is well-acquainted (with them). (Luqman: 16)
•
Ye shall surely travel from stage to stage. ------------------------------------------------------------------ ** From a seed to be born, then through childhood, adolescence and into adulthood. From life to death and then revived.
Hadith of the Prophet SAW to the Muslim Youth
Shollallahu alaihi wasallam Prophet said in a hadith "Seven will God shaded class on a day when there is no shade except His shade from the leader of the fair, the young man who grew up on the obedience to Allah, a man whose heart is always tied to the mosque, two people whose love for Allah, meeting and parting for him, a man with whom adultery by a woman who is beautiful and has a position, but he said: I am actually afraid of God, someone who is charity and donate it to hide the left hand does not know what give by his right hand and a person who remembers Allah in his own time to dropping tears "(Bukhari Muslim). When we consider the Hadith, we find that among the nature of the people of God shaded later in the day are the ones who do good without being noticed by others. In another hadith, the Prophet said: "Verily, the best of both prayer performed by someone is praying is done in house except the compulsory prayers" (Bukhari Muslim).
Advice and Our Opinion
We should go back to the roots of our nation’s culture. Much earlier, Indonesia is a nation which has a root (root value) culture that values humanity and decency, as stated in the philosophy and values of Pancasila. Conditions affecting today’s young generation, must be nurtured and educated them to become leaders with high morality to build the nation and the country.
All parties must feel responsible for the case. Besides the parents, the role of the community is essential. Our education system must also be changed. Do not increase the budget without increasing the real value of education. The government should strictly enforce the law, and entrepreneurs, merchants, and internet sites try to stop spreading things that are destructive (because our generation is still fragile).
The things that should be done:
• The government is firmly filtration soap operas, films or advertisements containing sexual violence, promiscuity, mystical-religious, religious-violence, forecasts and gambling.
• Punish the offenders firmly Child Protection Act
• Menfilter porn sites in Indonesia. Until now there are 6 Porn Sites in Indonesia’s Most Accessible.
• Build a Youth Centre, center for educational and creative teens that a positive move.
• Actively controlling promotion (advertising) and distribution of cigarettes.
• Prioritizing prevention of child trafficking, sexual exploitation of children, and drugs.
• Education in the community that do not alienate the kids (who are victims), help them to get out of their (material or moral).
TIPS TO PREVENT AND FIGHT juvenile delinquency
• Parents should always provide and show attention and affection to their children. Be the vent are comfortable that their children matter can be resolved soon.
• The need for a strong religious foundation instilled in children early on.
• Intensive Supervision parents against children. Included are the communication media such as television, radio, internet access, mobile phones, etc.
• The need for subject matter in school counseling.
• As much as parents may be supportive hobby / talent children who are positive. If there is money, do not hesitate to facilitate their hobby, so that our teenage children can be protected from negative activities.
GROUP :
Fa’izatul Maziyah (11410016)
Naila Alfin Najah (11410033)
Reference
http://www.duniapsikologi.com/remaja-pengertian-dan-definisinya/
http://kelompokixg.blogspot.com/2012/03/tentang-kenakalan-remaja.html
http://suite101.com/article/10-types-of-teenagers-a53181#ixzz2NPgi0BWk
http://www.education.com/reference/article/adolescence1/
Definition of Teenagers
Teenagers are adolesence derived from the Latin word meaning to grow or grow into adulthood. Adolensence term has a wider meaning that includes mental maturity, emotional, social and physical (Hurlock, 1992).
Borring e.g. (In Hurlock, 1990) says that adolescence is a period or a period of growth of a person in transition from children grown backwards, covering all the developments experienced in preparation for adulthood. While Monks, et al (in Hurlock, 1990) states that adolescence was a time when individuals develop from first showed signs of sexual abuse, suffered psychological development and the identification of patterns of children into adulthood, as well as a shift from full social and economic dependence on the state independent.
Neidahart (in Hurlock, 1990) states that adolescence is a period of transition and the dependence on time backwards adult children and adolescents in this age are required to be independent. This argument is similar to that proposed by Ottorank (in Hurlock, 1990) that adolescence is a time of drastic change from state to state depending on independent, even Daradjat (in Hurlock, 1990) said that adolescence is a period in which the emergence of a variety of needs and emotions and growing strength and physical abilities are more obvious and think the mature power.
Erikson (in Hurlock, 1990) states that adolescence is a critical period of identity or identity issues - teenage ego. Identity teens sought in the form of an attempt to explain who he is and what its role in society, as well as the search for a new sense of continuity and similarity of the teenagers must fight back and someone will be ready to put one's idol and ideal as a guide in achieving the final identity.
Based on some understanding of adolescents who have been raised by experts, it can be concluded that adolescents are individuals who are in a period of transition from childhood into adulthood and is characterized by rapid growth of the physical, psychological and social.
Adolescent Development
Adolescence represents a period of significant growth. Individually, adolescents experience rapid physical growth and changes, accompanied by shifts in cognitive and emotional capacities. At the same time, the development from childhood into young adulthood brings new cultural and societal opportunities and expectations. At no other time in life do so many shifts in development and social contexts occur simultaneously.
a) Physical Growth and Change.
Most physical growth occurs during the early and middle phases, with the onset of puberty the most characteristic feature of adolescence. The biological changes of adolescence include hormonal changes leading to growth of secondary sex characteristics, growth in height and weight, and changes in body composition (changes in bone, muscle, and fat). The onset of puberty, as marked by hormone changes, starts as early as age 8 in girls and age 9 in boys, with the development of external characteristics typically appearing a few years later. Over time, females are maturing and developing at younger and younger ages, although this is not the case for males.
Puberty-related changes in the body at earlier ages have implications for how youth cope with these changes especially for girls. Researchers have investigated how biological and social factors affect one another by looking at puberty status, which refers to the degree of physical maturation (hormone changes, breast development, voice change), and puberty timing, which refers to puberty status relative to same-age peers (Susman & Rogol, 2004). One theory that has been advanced to explain the effects of puberty timing is referred to as the Maturational Deviance Hypothesis. It suggests that adolescents who are “off time (earlier or later) in their pubertal development experience more stress than do on-time adolescents” (Susman & Rogol, 2004, p. 30). Studies reveal that youth who mature earlier or later than their same-age peers are vulnerable to at-risk outcomes such as problems with coping, antisocial behavior, and emotional distress (Brooks-Gunn, Peterson & Eichorn, 1985). Early-developing girls are especially at risk for poor body image, higher levels of depression, and substance abuse. By contrast, late-developing boys seem to be at greater risk for depressed mood, lower self-esteem or confidence, and lower achievement.
While late-maturing boys may be vulnerable to some negative outcomes, this finding is not consistent across studies. By contrast, the finding that early development is disadvantageous for girls is more consistent. Often referred to as the early-maturational or early-timing hypothesis, research studies more or less consistently show how early maturation among girls is associated with negative outcomes. There is also data to suggest that boys too may be disadvantaged if they mature before their peers. In general, research seems to suggest that for both boys and girls, off-timing puberty may have negative effects.
b) Cognitive Growth and Change.
Jean Piaget's theories have provided a starting point in the study of the changing nature of cognitive processing in the development from childhood to adolescence. Piaget described how adolescence brings forth the capacity to think logically and abstractly (Piaget, 1955). Since Piaget's time, researchers have sought to understand more complex questions of how processes such as memory, reasoning or problem-solving skills, and expert knowledge develop through adolescence. In short, these interrelated processes seem to develop together, which means researchers cannot determine their individual developmental paths. Instead, a review of literature on cognitive processing as a whole suggests that adolescence brings the “attainment of a more fully conscious, self-directed, and self-regulating mind” (Keating, 2004, p. 48). Thus, in contrast to children, adolescents become more aware of their surroundings and able to direct their own thinking, learning, and problem solving.
Two areas of cognitive development have received much attention: moral reasoning and changes in interpersonal perspective taking. Lawrence Kohlberg (1984) has significantly contributed to understanding of how adolescents reason in their moral decision-making. Drawing from Piaget's work, Kohlberg theorizes that the capacity to morally reason grows more complex and differentiated over time. Kohlberg argues that in general, data suggest that early adolescents typically reason according to his stage two—individualism, instrumental purpose, and exchange, but by about age 13, reasoning progresses to include mutual understandings. Thus, for a 12-year-old, being “good” is about following the rules for one's own good, whereas in stage three, the capacity to understand another person's experiences broadens notions of morality to include a concern for others and the nature of varying circumstances. In short, one's frame of reference moves from childhood moral reasoning that is based on personal perspectives or “what is right is what is good for me” to adolescent moral reasoning that is based in greater appreciation for others' perspectives and experiences or “what is right is for one may not be right for another.”
Robert Selman's 2003 work on the development of perspective-taking has built on the work of Kohlberg and others to shape understanding of adolescent social and moral cognition. Selman studied the progression of perspective-taking skills, referred to as interpersonal understanding, throughout development to understand how cognitive changes in the capacity to understand someone else's perspective influences relationships. At the earlier stages in childhood, perspectives are limited to a single view of the world with very little back and forth understanding. By level two (around early adolescence), adolescents are better able to understand that people have different perspectives. This stage is marked by reciprocity, in which what they give to others is linked to expectations of what they will receive in return. Level three is also marked by mutual understanding that is characterized by genuine giving and caring for another person without expectation for a return. Early adolescents operate consistently at level two, but as they grow older, they operate more frequently at level three.
Selman's work, along with that of Kohlberg and others (e.g., Gilligan, 1982) suggests that adolescents are cognitively different from their childhood counterparts in that adolescents have the capacity to see and understand the world as others see it. Morally and cog-nitively, this means that adolescents (both early and middle) are more generally prosocial in thought and action than their childhood counterparts (Eisenberg & Morris, 2004). Further, it suggests that for adolescents, fostering and maintaining relationships become more complex as the ability to imagine multiple roles for themselves and multiple perspectives of others deepens.
c) Social and Emotional Changes.
Erik Erikson's 1950 theory of identity development has had a significant impact on the understanding of adolescent social and emotional development. According to Erikson, people's sense of who they are unfolds throughout their lives and is driven by the struggle between their “internally defined selves and those selves that are defined, confirmed, or denied by others” (Nakkula & Toshalis, 2006, p. 19). The constant negotiation between these two selves shapes who a person is and who he or she will become. There are eight stages in life during which certain struggles are primary. During adolescence, the primary struggle is over the central question of “Who am I?” Adolescents yearn to be themselves both in relation and reaction to others, and they need relationships in which experiments with identity will be embraced. The struggle to find a balance between individuation and connection drives identity experimentation and the fleeting passions that often accompany it (Nakkula & Toshalis, 2006, p. 22).
Theory on identity development was advanced by James Marcia, who proposed four identity states: foreclosure, moratorium, diffusion, and identity achieved. Each state is characterized by varying levels of exploration and commitments (Marcia, 1966). In Marcia's concept of identity achieved, a person has undergone explorations of possible selves and come to some level of commitment as a result of those explorations. Identity diffusion is the opposite. It applies to someone who has made no commitments and has not gone through any period of exploration. Identity moratorium applies to someone who is actively experimenting or exploring but who has not yet made any commitments, whereas in foreclosure, a person has made commitments without having explored possible options.
The value of these identity status constructs is that they provide a theoretically based framework for understanding the path to healthy identity formation. At the core of these theories is the implication that struggle, experimentation, or exploration is fundamental to the acquisition of healthy identity. Further, these theories imply that the path to an achieved identity involves negotiation between the inner self and social, cultural definitions of the self. Research suggests that identity exploration is often triggered by cognitive and social shifts in which emerging understandings of how others see the world challenge previous definitions. These challenges often unfold in complex social contexts such as schools, peer groups, media environment, and families. In general, at some point, adolescents' views of who they are meet competing definitions that raise the possibility that their own beliefs may be wrong. The resulting challenges often propel teens into exploration, including the taking of risks and pushing of boundaries, in order to better understand their own and others' views of themselves.
Identity struggles emerge because of competing expectations from peers and cultural institutions of which youth are a part. This is true for a wide range of identity constructs, including gender, ethnicity, race, class, and sexual orientation. For example, researchers have long sought to understand the achievement gap between privileged, White cultures and disadvantaged, largely minority cultures. Theorists argue that the achievement gap in the United States is partly explained by a minority culture's distrust of an educational system that is largely based on European values that are perceived as perpetuating segregation and discrimination (Ladson-Billings, 1995). For teens trying to discover their true academic, ethnic, and gendered identity commitments and values, competing expectations cause a dilemma. For minority teens, school may be valued at home, but among peers, doing well in school may be viewed as “acting White” or as abiding by the rules established by another culture. The implicit accusation, that a person has “abandoned” his or her own culture in favor of someone else's, forces minority youth to examine the meaning of school and culture in their lives.
Social Contekts Of Development
Adolescent physical, cognitive, and emotional development occurs within social institutions, including families, friends, and schools. Therefore, understanding the nature of development necessitates understanding the social contexts in which it occurs. For adolescents, families, peers, and schools constitute the most important cultural contexts in which development unfolds.
Parents and Families.
Notions of adolescence as a time of “storm and stress” suggest that this time period will be marked by rebellion, antisocial attitudes, and conflict with parents. However, research suggests that this is the exception rather than the norm. Data reveal that between 5% and 15% of teens are antisocial and excessively rebellious of adult authority (e.g., Collins & Laursen, 2004). Therefore, in family interactions, a majority of youths proceed through adolescence in a relatively stable, healthy, prosocial fashion.
Still, parent-adolescent relationships change in certain ways during the transition from childhood to adulthood. For example, disagreements grow in number and severity throughout adolescence as teens seek out autonomy and independence from parental rules. Thus, conflicts, when they do arise, are typically about rule negotiation, with teens seeking more independence and parents struggling to know when and how to accommodate them. One meta-analysis of studies examining longitudinal patterns in parent-child conflict suggests that frequency of conflicts grows from early to mid adolescence and then tapers off in later adolescence, whereas the intensity of conflicts grows through mid adolescence and stays about the same through later adolescence (Laursen, Coy, & Collins, 1998). Data suggest that this pattern holds relatively the same for parent-child relationships in different cultures.
Peers.
Research suggests that adolescent peer groups are dynamic systems that grow bigger and more important with the transition from elementary through middle and high school. Although it has been known since 1900 that a teen's peer group is important, recent research has provided a more complex picture of the role and influence of such groups. Brown (2004) comments on a few basic themes uncovered by this rich literature, pointing out that teen friendships are relatively unstable over time. It has been suggested that fewer than half of “reciprop-rated” best friends last more than one full year, and between one third and one half of peer groups dissolve with time (Brown, 2004). One way of studying this is through nomination procedures in which teens identify popular and well-liked kids and those who are not. These status ascriptions are relatively stable in the short term, but they often vary over the long term. Peer groups are therefore fluid systems that change over time.
Another research topic has been how adolescents manage their friendships. As a way of understanding peer-peer relationships, researchers have studied how adolescents manage conflict. In one set of studies, it was found that youth vary with respect to how they respond to aggressive acts. For example, prosocial youth are less likely to attribute aggression to intentional hostility and are more likely to seek out reconciliation than youth who are characterized as withdrawn or rejected.
Bullying has also received increased attention over the years in the wake of incidents such as the shootings at Columbine High School, Colorado, in 1999. A national survey of youth in grades 6–10 reveals that approximately 29% of students report being involved in bullying (as the bully, victim, or both), and that 13% report engaging in moderate or frequent bullying of others (Nansel et al., 2001). Further, bullying more often occurs in grades 6 through 8, with males as the bully and/or victim more often than females. Males are typically more involved in physical bullying whereas females are often more involved in indirect, relational bullying, such as gossip, rumors, and exclusion. The consequences of bullying can be significant because victims often are lonely, depressed, and have low self-esteem. By contrast, students who are infrequently bullied tend to be more strongly bonded to the school and invested in prosocial behaviors and beliefs (Cunningham, 2007).
Personality Type of Teenagers
Teenage hormones seem to amplify the traits that once appeared cute and adorable. Here is Personality Types :
1. Beauty Queens and Kings : there are indeed beauty kings out there. Look for those who follow fashion, wear branded clothing and spend a fortune on beauty products and treatments. Image is very important to these teens
2. Flirts : Flirts are mostly female and easy to recognize. They flutter their eyes, walk in a jaunty manner and dress to attract attention. The only problem is they have little intention of settling into a relationship.
3. Dramatics : These teens overemphasize everything and to them, nothing is ordinary. A broken nail is a total disaster and a missed bus, a tragedy. Their dramas are accompanied by expansive gestures and loud monologues.
4. Jocks : Every school has them; guys whose lives revolve around team sports. They hang together, have their own language, are always talking strategy and project an image of elitism.
5. Teacher’s Pets : Also known as “suck ups”. These teens know just how to work the school system. They do their homework properly and on time. They ask questions in class and offer to help the teacher. They may even bring them an apple.
6. Emos : Short for emotional. These teens are into deep feeling and are known by their dress code. Tight black jeans and T-shirts, studded belts and black hair worn long over one eye are sure signs of an emo.
7. Health Nuts : These individuals live for exercise and diet. Think gym, jogging, health food and protein shakes and that’s them in a nutshell. They wear sporty clothes and normally have loads of energy.
8. Nerds : Stereotypical nerds are skinny, spotty and wear glasses. Modern day nerds often look normal but are pale from extended periods in libraries and laboratories. They are super-smart and love to engage in academic discussions
9. Perfectionists :Their lockers are pin-neat and their pencils are arranged by color. Their text books are stacked in alphabetical order and everything has its place.
10. Gossips : These are the know-alls of the school. If something’s going down, they’re the first to know about it. They have the low-down on everyone and everything.
Maladaptive of Teenagers
Juvenile delinquency (juvenile delinquency) is an act that violates the norms, rules or laws in a society committed to the transition of adolescence or childhood and adulthood.
SAMPLE / TYPES juvenile delinquency:
• Ditching school
• Speeding on the street
• Abuse of narcotic
• Premarital sexual behavior
• Fights between students
CAUSAL FACTORS juvenile delinquency.
• Reaction of frustrated self
• Impaired thinking and intelligence in adolescents
• Lack of parental affection / family
• Lack of supervision from parents
• The negative impact of the development of modern technology
• Basics that are less religious.
• No media channel talent / hobby
• Problems that buried
• A broken home
• Effect of playmate
Ayat About Adolescence
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"O my son!" (said Luqman), "If there be (but) the weight of a mustard-seed and it were (hidden) in a rock, or (anywhere) in the heavens or on earth, Allah will bring it forth: for Allah understands the finest mysteries, (and) is well-acquainted (with them). (Luqman: 16)
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Ye shall surely travel from stage to stage. ------------------------------------------------------------------ ** From a seed to be born, then through childhood, adolescence and into adulthood. From life to death and then revived.
Hadith of the Prophet SAW to the Muslim Youth
Shollallahu alaihi wasallam Prophet said in a hadith "Seven will God shaded class on a day when there is no shade except His shade from the leader of the fair, the young man who grew up on the obedience to Allah, a man whose heart is always tied to the mosque, two people whose love for Allah, meeting and parting for him, a man with whom adultery by a woman who is beautiful and has a position, but he said: I am actually afraid of God, someone who is charity and donate it to hide the left hand does not know what give by his right hand and a person who remembers Allah in his own time to dropping tears "(Bukhari Muslim). When we consider the Hadith, we find that among the nature of the people of God shaded later in the day are the ones who do good without being noticed by others. In another hadith, the Prophet said: "Verily, the best of both prayer performed by someone is praying is done in house except the compulsory prayers" (Bukhari Muslim).
Advice and Our Opinion
We should go back to the roots of our nation’s culture. Much earlier, Indonesia is a nation which has a root (root value) culture that values humanity and decency, as stated in the philosophy and values of Pancasila. Conditions affecting today’s young generation, must be nurtured and educated them to become leaders with high morality to build the nation and the country.
All parties must feel responsible for the case. Besides the parents, the role of the community is essential. Our education system must also be changed. Do not increase the budget without increasing the real value of education. The government should strictly enforce the law, and entrepreneurs, merchants, and internet sites try to stop spreading things that are destructive (because our generation is still fragile).
The things that should be done:
• The government is firmly filtration soap operas, films or advertisements containing sexual violence, promiscuity, mystical-religious, religious-violence, forecasts and gambling.
• Punish the offenders firmly Child Protection Act
• Menfilter porn sites in Indonesia. Until now there are 6 Porn Sites in Indonesia’s Most Accessible.
• Build a Youth Centre, center for educational and creative teens that a positive move.
• Actively controlling promotion (advertising) and distribution of cigarettes.
• Prioritizing prevention of child trafficking, sexual exploitation of children, and drugs.
• Education in the community that do not alienate the kids (who are victims), help them to get out of their (material or moral).
TIPS TO PREVENT AND FIGHT juvenile delinquency
• Parents should always provide and show attention and affection to their children. Be the vent are comfortable that their children matter can be resolved soon.
• The need for a strong religious foundation instilled in children early on.
• Intensive Supervision parents against children. Included are the communication media such as television, radio, internet access, mobile phones, etc.
• The need for subject matter in school counseling.
• As much as parents may be supportive hobby / talent children who are positive. If there is money, do not hesitate to facilitate their hobby, so that our teenage children can be protected from negative activities.
GROUP :
Fa’izatul Maziyah (11410016)
Naila Alfin Najah (11410033)
Reference
http://www.duniapsikologi.com/remaja-pengertian-dan-definisinya/
http://kelompokixg.blogspot.com/2012/03/tentang-kenakalan-remaja.html
http://suite101.com/article/10-types-of-teenagers-a53181#ixzz2NPgi0BWk
http://www.education.com/reference/article/adolescence1/
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