The first essential of happiness is acceptance, both self-acceptance and social acceptance, which refers to be satisfied with their lives to the point that they can consider themselves happy. Pubescent must not only like and accept themselves but must also feel that they are accepted by others. The more they can like and accept themselves, the happier they will be.
This is also described as “the Need for Relatedness”, which signifies the need to establish close emotional bonds and attachments with others and reflects the desire to be emotionally connected to the important people in our lives, thereby offering one’s affection towards others. When the child’s teachers and parents are responsive and demonstrate that they care about the child’s interests and well-being, the child shows high intrinsic motivation.
David McClelland and John Atkinson calls this “Achievement Motivation”, where people strive for excellence in a filed for the sake of achieving, not for some reward. This can be seen as a stable and unconscious trait- something the individual has more or less of. Especially if achievement, initiative and competitiveness are encouraged and reinforced in the home, and if parents let the children solve problems on their own without becoming irritated by the children’s initial failures, children are more likely to develop a high need for achievement. Children who see that their actions can have an impact on their environment and who are taught how to recognize a good performance are more likely to grow up with the desire to excel.Effect of non-achievement can led to depression.
This is also described as “The Need for Self-Determination” (Deci and Ryan, 1985). This means the need to experience choice in what we do and how we do it. Teens believe that they should be the one governing their decisions in life and not other people like their parents and teachers. Thus, this develops into a defensive attitude towards external influences with teens trying to take things into their own hands. Teens also seek to break away from limits and restrictions set and try to define their own sense of order. Autonomy in their decisions making process will allow teens learn to be active and independent also helps in developing a sense of responsibility for their own lives. Studies have shown that students with a greater control over their lives have higher self-esteem, feel more competent, and in charge of their learning, therefore performing better in tests as well. Furthermore, when teachers and parents show high involvement and autonomy support, children show greater competence, academic achievement as well as less aggression (Grolnick and Ryan, 1989).
For example, unless children are encouraged to develop a more realistic ideal self-concept, they will continue to be self-rejectant year after year as they see how far below their ideal they are and what little progress they are making in reaching this goal.
1. Hazards and its effects on the individual’s physical and psychological well being. Presented By, Group No. 2 Albin, Anju, Bimal, Griffy & Vidhya.
2. Unhappiness at Puberty
3.  The four A’s of happiness  Acceptance  Affection  Achievement  Autonomy
4.  Acceptance  Self-acceptance - Acceptance of changed bodies  Social acceptance - Acceptance of socially approved sex roles
5.  Affection  From family  From significant others
6.  Achievement  Personal  Social
7.  Autonomy  Greater sense of independence and the ability to make one’s decision.
8.  Effects  A pattern of unhappiness established at this time may be reinforced to the point where it will become habitual and persist long after puberty has ended.  Conditions that contribute to unhappiness at puberty are likely to be persistent unless remedial steps are taken to change them.