Adolescence is a transitional period between childhood and adulthood where individuals experience significant physical, mental, emotional and social changes. This document discusses the meaning and definitions of adolescence provided by various psychologists. It describes the characteristics of adolescence such as increased cognitive abilities, complex emotions, influence of peers, and identity development. The document also addresses some common misconceptions about adolescence and explains that identity crisis is a major feature as adolescents seek to develop a sense of self.
Work is defined as physical labor that fulfills needs, maintains health, and contributes to society and humanity. All aspects of life rely on physical labor, from basic needs like food and shelter to technology and infrastructure. Relating education to physical labor through hands-on learning helps develop a student's intelligence in a more holistic way compared to only book-based education. Work education is important as it links classroom learning to real-world application of skills, allows students to develop both hard and soft skills, and helps students and communities. Factors like an open mindset, valuing labor, and cooperation are essential for successful implementation of work-based education.
Project method is based upon the ideas of the great American educationalist, John Dewey. The credit of developing these ideas into a method goes to William H Kilpatrick.
This document discusses gender identity and the influence of family and media on gender roles and stereotypes. It defines key terms like sex, gender, and gender identity. It explains how family socializes children into rigid gender roles from a young age through behaviors like differentiating toys and clothes for boys and girls. The media also promotes stereotypes by portraying men as strong and women as gentle. The document concludes that children should have freedom to explore various gender roles without imposed stereotypes.
The document describes a study on the role of nature clubs and eco-clubs in developing environmental awareness among high school students. It outlines the methodology, tools, and sample used for the study. A questionnaire was administered to students from two high schools. The responses were analyzed and most students responded positively about their schools having nature/eco-clubs and participating in related activities like celebrating environmental day, conducting environmental quizzes and awareness programs. However, around 20-40% of students responded negatively to some questions. The conclusion is that nature/eco-clubs help students develop understanding of the environment and nature while making them more responsible.
This document discusses inclusive education in India. It defines inclusive education as a system that provides opportunities for students with special needs or disabilities to pursue education alongside neurotypical students. The objectives of inclusive education are to ensure no child is denied admission, promote access to education for all, and provide support services. It aims to serve people ages 0-21 with disabilities. Challenges include enrollment and retention, but strategies exist like awareness campaigns and ensuring physical access. Teachers play a key role by supporting individual student needs. Benefits are seen through improved academic performance and grade levels over time. The conclusion states the goals of inclusive education are enrollment of all children with disabilities and providing needed support in mainstream schools.
Maria Montessori was the first female physician in Italy, graduating in 1896. She developed an educational method centered around the individual child and their natural desires to learn through hands-on experiences and exploration. Some key aspects of the Montessori method include mixed-age classrooms, child-centered learning, use of didactic materials, emphasis on practical life skills, sensory education, and freedom within limits. The method spread widely through Montessori's lectures and teacher training courses. It influenced education through its focus on the whole child and self-directed learning.
1. The document discusses advanced pedagogy, which refers to innovative teaching strategies that actively engage learners. It involves integrating techniques like blended learning, flipped classrooms, and educational technologies.
2. Advanced pedagogy aims to strengthen motivation, promote discovery learning, and help students learn in different ways. It allows teachers to adapt to changing environments and scientific study of the teaching process.
3. The document outlines principles of advanced pedagogy like supporting learner independence and assessment practices that encourage reflection. It emphasizes connecting learning to real-world communities and practices.
Dr. Priti Sonar has extensive educational qualifications and experience in teaching and administration. She has over 14 years of teaching experience and 7 years of administrative experience. She was previously a member of the Board of Studies at SNDT Women's University.
Work is defined as physical labor that fulfills needs, maintains health, and contributes to society and humanity. All aspects of life rely on physical labor, from basic needs like food and shelter to technology and infrastructure. Relating education to physical labor through hands-on learning helps develop a student's intelligence in a more holistic way compared to only book-based education. Work education is important as it links classroom learning to real-world application of skills, allows students to develop both hard and soft skills, and helps students and communities. Factors like an open mindset, valuing labor, and cooperation are essential for successful implementation of work-based education.
Project method is based upon the ideas of the great American educationalist, John Dewey. The credit of developing these ideas into a method goes to William H Kilpatrick.
This document discusses gender identity and the influence of family and media on gender roles and stereotypes. It defines key terms like sex, gender, and gender identity. It explains how family socializes children into rigid gender roles from a young age through behaviors like differentiating toys and clothes for boys and girls. The media also promotes stereotypes by portraying men as strong and women as gentle. The document concludes that children should have freedom to explore various gender roles without imposed stereotypes.
The document describes a study on the role of nature clubs and eco-clubs in developing environmental awareness among high school students. It outlines the methodology, tools, and sample used for the study. A questionnaire was administered to students from two high schools. The responses were analyzed and most students responded positively about their schools having nature/eco-clubs and participating in related activities like celebrating environmental day, conducting environmental quizzes and awareness programs. However, around 20-40% of students responded negatively to some questions. The conclusion is that nature/eco-clubs help students develop understanding of the environment and nature while making them more responsible.
This document discusses inclusive education in India. It defines inclusive education as a system that provides opportunities for students with special needs or disabilities to pursue education alongside neurotypical students. The objectives of inclusive education are to ensure no child is denied admission, promote access to education for all, and provide support services. It aims to serve people ages 0-21 with disabilities. Challenges include enrollment and retention, but strategies exist like awareness campaigns and ensuring physical access. Teachers play a key role by supporting individual student needs. Benefits are seen through improved academic performance and grade levels over time. The conclusion states the goals of inclusive education are enrollment of all children with disabilities and providing needed support in mainstream schools.
Maria Montessori was the first female physician in Italy, graduating in 1896. She developed an educational method centered around the individual child and their natural desires to learn through hands-on experiences and exploration. Some key aspects of the Montessori method include mixed-age classrooms, child-centered learning, use of didactic materials, emphasis on practical life skills, sensory education, and freedom within limits. The method spread widely through Montessori's lectures and teacher training courses. It influenced education through its focus on the whole child and self-directed learning.
1. The document discusses advanced pedagogy, which refers to innovative teaching strategies that actively engage learners. It involves integrating techniques like blended learning, flipped classrooms, and educational technologies.
2. Advanced pedagogy aims to strengthen motivation, promote discovery learning, and help students learn in different ways. It allows teachers to adapt to changing environments and scientific study of the teaching process.
3. The document outlines principles of advanced pedagogy like supporting learner independence and assessment practices that encourage reflection. It emphasizes connecting learning to real-world communities and practices.
Dr. Priti Sonar has extensive educational qualifications and experience in teaching and administration. She has over 14 years of teaching experience and 7 years of administrative experience. She was previously a member of the Board of Studies at SNDT Women's University.
Historical development of education and pedagogyNahomy Ludeña
1. Education has existed since early human communities, with early methods found in ancient Orient societies like India, China and Egypt that emphasized religion, reading, writing and mathematics.
2. Formal schooling began in Ancient Greece in the 4th century BC for aristocratic children, with influential thinkers like Socrates, Plato and Aristotle developing educational philosophies to prepare youth for leadership.
3. Through the Middle Ages, education was primarily the responsibility of religious authorities, with schools becoming more common in cities and towns by the 15th century to teach reading and writing.
Textbook analysis: criteria and its applicationLaljiBaraiya1
Textbook analysis: criteria and its application,What is TLM ?,Meaning of Textbook,Need of
Textbook,Criteria,Physical Structure, General Content,Textual Structure,Virtual Content,Types of book,Digital book,Good Textbook
Informal learning contexts provide rich learning opportunities outside of traditional classrooms. These contexts include parks, museums, historical monuments, playgrounds, music rooms, and planetariums. They allow voluntary, self-directed learning through exploration and hands-on experiences. Key benefits include developing social and problem-solving skills through play, gaining understanding of culture and history, and enhancing science knowledge in immersive environments. Informal learning plays a crucial role in intellectual development from childhood through adulthood.
This side is about naturalism. In this slide you will get idea about what is the meaning of naturalism, Characteristics, Principles, contributions, limitations of naturalism.
this slide i made for students and each and every person who want to know about naturalism. In this slide you will learn about what are the chief exponents of naturalism.
You will can also learn Pragmatism, Realism, Idealism in my next slides.
You can use my this slide as reference slide for presentation and for knowledge.
From : Prakash S. Chauhan
Secondary education in India faces several major problems. The enrollment rates are very low and dropout rates are comparatively high, around 17% at the secondary level versus 8% at the elementary level. Funding for secondary education is also insufficient, accounting for only 0.96% of total education spending compared to 3.87% of GDP spent on education overall. The curriculum is outdated, theoretical in nature, and lacks emphasis on co-curricular activities. Administration is poor with untrained teachers, lack of career guidance, poor infrastructure, and high pupil-teacher ratios. The evaluation system is also outdated and lacks flexibility. To address these issues, the document calls for universal access, equality, making education more relevant, and structural reforms to the
Educational technology, concept, objectives and scopeDivyaSS7
1) The document discusses the concept, objectives, and scope of educational technology. It defines educational technology as a system involving machines, materials, media, methods, and men working together to achieve educational goals.
2) Educational technology applies scientific principles to instruction and aims to optimize the teaching-learning process. It incorporates technological innovations in education and technologizing education.
3) The scope of educational technology ranges from concrete educational processes to abstract ones, and includes using hardware, software, and systems analysis in educational operations like curriculum development, teacher training, and evaluation.
Educational Thoughts of John Dewy - Dr.C.ThanavathiThanavathi C
John Dewey was an influential American philosopher and psychologist who advocated for a pragmatic approach to education. He believed that education should be child-centered and focus on learning through experience and problem-solving activities rather than rote memorization. According to Dewey, education is not preparation for life but rather life itself, and the school should model real-world problem solving. He argued for integrating subjects and using experiential teaching methods like projects and discovery learning to actively engage students. Dewey's pragmatic philosophy emphasized adapting education to meet changing needs and using experiential, collaborative, and activity-based approaches.
Educational Sociology and Sociology of EducationReenuMariamJose
This document provides an overview of educational sociology and the sociology of education. It defines sociology and discusses Auguste Comte as the father of sociology. It describes the nature and scope of educational sociology, including that it is the scientific study of how education is obtained and needed in social groups. It discusses key concepts in educational sociology like socialization and the three main theories: functionalist theory, conflict theory, and symbolic interactionist theory. It also explains the importance of sociology of education for teachers in understanding group behavior and social interactions within the school.
Gandhi believed in an all-round education that developed the body, mind and spirit of a child. He proposed a basic education system focused on crafts like spinning, weaving and agriculture. The curriculum would be activity-centered and taught in the local mother tongue. It aimed to make children self-reliant through practical skills while also teaching values like simplicity and social harmony. Some key elements were universal primary education up to age 14, using the local culture and crafts, and developing both practical and academic abilities.
This document contains a multiple choice quiz on concepts related to knowledge, curriculum, and culture from philosophical and sociological perspectives. The quiz covers terms like "cultura", cultural lag, cultural inertia, cultural diffusion, material and non-material culture. Cultural lag refers to the gap between material and non-material culture. Key thinkers discussed include William Ogburn who coined the terms "cultural lag" and Michael Zarate who coined the term "cultural inertia".
1. The document summarizes the educational philosophies of Jean Jacques Rousseau and Maria Montessori. Rousseau believed that education should follow the natural development of the child and involve physical, sensory, and understanding-based learning. He was against rote memorization. Montessori developed a method focused on allowing children the freedom to develop their individuality through exposure to practical life skills and sensory-based lessons.
2. Both emphasized the importance of following the natural development of the child and avoiding interference in their self-directed learning. Montessori specifically created special classrooms called "Children's Houses" that were prepared environments for this type of free exploration and sensory-based practical learning.
This slide contains all the information about pre-primary schooling and what are good practices adopted throughout the world. It contains description about playway method, Waldorf and Montessori method. It also contain description about existing challenges
Play Way Method - Presentation by Satnarain SinghSatnarainSingh
Play way method is a method which envisages that all work should be done in the spirit of ‘play’.
Play way is quite different from the normal meaning of the word “play’ which is considered as a form of physical activity. Presentation by Satnarain Singh, Asst. Prof. in Special Education
Current problems of Indian Education---philosophy S2 pptAncy Nasir
This document discusses the current problems facing the Indian education system at the primary, secondary, and higher levels. At the primary level, key issues include apathy of parents, overpopulation, lack of resources, and wastage/stagnation of students. Secondary education struggles with heavy curriculum, rigid timetables, high costs, and an exam-oriented approach. For higher education, the document notes problems like expensive and inefficient colleges, low student effort, high dropout rates, teaching quality issues, and financing challenges. Suggested remedies include improving teacher training, making curriculum more flexible and child-centered, reforming exams, and addressing socioeconomic barriers to education.
1) The inquiry training model describes an experiment using different types of mirrors to understand why an image in a convex mirror appears smaller than the original object.
2) Students are presented with a story of a princess seeing a smaller image of herself in a mirror on her birthday and must ask yes/no questions to gather information.
3) They perform experiments using convex, concave, and plane mirrors and observe that a convex mirror produces a smaller image, allowing them to determine that a convex mirror caused the princess' smaller reflection.
David Paul Ausubel was an American psychologist known for his contributions to educational psychology. He developed Ausubel's learning theory which emphasizes that learning relies on what is already known by the learner. According to this theory, new concepts are related to existing concepts in a person's cognitive structure through meaningful learning. Ausubel believed advance organizers could help relate new material to prior knowledge by directing attention, highlighting relationships, and reminding learners of what they already know. His work influenced approaches to teaching that aim to actively engage students in relating new content to their existing understanding.
The document provides an overview of adolescence as a period of "stress and strain" and the role of schools and teachers in facilitating adolescent development. It discusses adolescence as a transition period between childhood and adulthood characterized by rapid physical, social, and psychological changes. These changes cause stress and confusion for adolescents. The summary highlights the physical changes of puberty, social development including increased importance of peers, and psychosocial challenges in establishing identity. It also outlines ways schools and teachers can support adolescents, such as through physical education, nutrition education, medical checkups, and sex education.
This document discusses adolescence as a period of stress and strain. It defines adolescence as the transition from childhood to adulthood according to the WHO as ages 10-19. Adolescence is characterized by rapid physical, social, psychological, and sexual maturation. However, these changes do not occur simultaneously, causing stress and confusion. G. Stanley Hall referred to adolescence as a time of "storm and stress" due to the flood of hormones and internal changes during puberty combined with external life changes. The document outlines some of the challenges adolescents face including becoming independent, developing ideals, health issues, and lack of a clear adult identity while being past childhood. Schools and teachers are said to have an important role in guiding adolescents through
Historical development of education and pedagogyNahomy Ludeña
1. Education has existed since early human communities, with early methods found in ancient Orient societies like India, China and Egypt that emphasized religion, reading, writing and mathematics.
2. Formal schooling began in Ancient Greece in the 4th century BC for aristocratic children, with influential thinkers like Socrates, Plato and Aristotle developing educational philosophies to prepare youth for leadership.
3. Through the Middle Ages, education was primarily the responsibility of religious authorities, with schools becoming more common in cities and towns by the 15th century to teach reading and writing.
Textbook analysis: criteria and its applicationLaljiBaraiya1
Textbook analysis: criteria and its application,What is TLM ?,Meaning of Textbook,Need of
Textbook,Criteria,Physical Structure, General Content,Textual Structure,Virtual Content,Types of book,Digital book,Good Textbook
Informal learning contexts provide rich learning opportunities outside of traditional classrooms. These contexts include parks, museums, historical monuments, playgrounds, music rooms, and planetariums. They allow voluntary, self-directed learning through exploration and hands-on experiences. Key benefits include developing social and problem-solving skills through play, gaining understanding of culture and history, and enhancing science knowledge in immersive environments. Informal learning plays a crucial role in intellectual development from childhood through adulthood.
This side is about naturalism. In this slide you will get idea about what is the meaning of naturalism, Characteristics, Principles, contributions, limitations of naturalism.
this slide i made for students and each and every person who want to know about naturalism. In this slide you will learn about what are the chief exponents of naturalism.
You will can also learn Pragmatism, Realism, Idealism in my next slides.
You can use my this slide as reference slide for presentation and for knowledge.
From : Prakash S. Chauhan
Secondary education in India faces several major problems. The enrollment rates are very low and dropout rates are comparatively high, around 17% at the secondary level versus 8% at the elementary level. Funding for secondary education is also insufficient, accounting for only 0.96% of total education spending compared to 3.87% of GDP spent on education overall. The curriculum is outdated, theoretical in nature, and lacks emphasis on co-curricular activities. Administration is poor with untrained teachers, lack of career guidance, poor infrastructure, and high pupil-teacher ratios. The evaluation system is also outdated and lacks flexibility. To address these issues, the document calls for universal access, equality, making education more relevant, and structural reforms to the
Educational technology, concept, objectives and scopeDivyaSS7
1) The document discusses the concept, objectives, and scope of educational technology. It defines educational technology as a system involving machines, materials, media, methods, and men working together to achieve educational goals.
2) Educational technology applies scientific principles to instruction and aims to optimize the teaching-learning process. It incorporates technological innovations in education and technologizing education.
3) The scope of educational technology ranges from concrete educational processes to abstract ones, and includes using hardware, software, and systems analysis in educational operations like curriculum development, teacher training, and evaluation.
Educational Thoughts of John Dewy - Dr.C.ThanavathiThanavathi C
John Dewey was an influential American philosopher and psychologist who advocated for a pragmatic approach to education. He believed that education should be child-centered and focus on learning through experience and problem-solving activities rather than rote memorization. According to Dewey, education is not preparation for life but rather life itself, and the school should model real-world problem solving. He argued for integrating subjects and using experiential teaching methods like projects and discovery learning to actively engage students. Dewey's pragmatic philosophy emphasized adapting education to meet changing needs and using experiential, collaborative, and activity-based approaches.
Educational Sociology and Sociology of EducationReenuMariamJose
This document provides an overview of educational sociology and the sociology of education. It defines sociology and discusses Auguste Comte as the father of sociology. It describes the nature and scope of educational sociology, including that it is the scientific study of how education is obtained and needed in social groups. It discusses key concepts in educational sociology like socialization and the three main theories: functionalist theory, conflict theory, and symbolic interactionist theory. It also explains the importance of sociology of education for teachers in understanding group behavior and social interactions within the school.
Gandhi believed in an all-round education that developed the body, mind and spirit of a child. He proposed a basic education system focused on crafts like spinning, weaving and agriculture. The curriculum would be activity-centered and taught in the local mother tongue. It aimed to make children self-reliant through practical skills while also teaching values like simplicity and social harmony. Some key elements were universal primary education up to age 14, using the local culture and crafts, and developing both practical and academic abilities.
This document contains a multiple choice quiz on concepts related to knowledge, curriculum, and culture from philosophical and sociological perspectives. The quiz covers terms like "cultura", cultural lag, cultural inertia, cultural diffusion, material and non-material culture. Cultural lag refers to the gap between material and non-material culture. Key thinkers discussed include William Ogburn who coined the terms "cultural lag" and Michael Zarate who coined the term "cultural inertia".
1. The document summarizes the educational philosophies of Jean Jacques Rousseau and Maria Montessori. Rousseau believed that education should follow the natural development of the child and involve physical, sensory, and understanding-based learning. He was against rote memorization. Montessori developed a method focused on allowing children the freedom to develop their individuality through exposure to practical life skills and sensory-based lessons.
2. Both emphasized the importance of following the natural development of the child and avoiding interference in their self-directed learning. Montessori specifically created special classrooms called "Children's Houses" that were prepared environments for this type of free exploration and sensory-based practical learning.
This slide contains all the information about pre-primary schooling and what are good practices adopted throughout the world. It contains description about playway method, Waldorf and Montessori method. It also contain description about existing challenges
Play Way Method - Presentation by Satnarain SinghSatnarainSingh
Play way method is a method which envisages that all work should be done in the spirit of ‘play’.
Play way is quite different from the normal meaning of the word “play’ which is considered as a form of physical activity. Presentation by Satnarain Singh, Asst. Prof. in Special Education
Current problems of Indian Education---philosophy S2 pptAncy Nasir
This document discusses the current problems facing the Indian education system at the primary, secondary, and higher levels. At the primary level, key issues include apathy of parents, overpopulation, lack of resources, and wastage/stagnation of students. Secondary education struggles with heavy curriculum, rigid timetables, high costs, and an exam-oriented approach. For higher education, the document notes problems like expensive and inefficient colleges, low student effort, high dropout rates, teaching quality issues, and financing challenges. Suggested remedies include improving teacher training, making curriculum more flexible and child-centered, reforming exams, and addressing socioeconomic barriers to education.
1) The inquiry training model describes an experiment using different types of mirrors to understand why an image in a convex mirror appears smaller than the original object.
2) Students are presented with a story of a princess seeing a smaller image of herself in a mirror on her birthday and must ask yes/no questions to gather information.
3) They perform experiments using convex, concave, and plane mirrors and observe that a convex mirror produces a smaller image, allowing them to determine that a convex mirror caused the princess' smaller reflection.
David Paul Ausubel was an American psychologist known for his contributions to educational psychology. He developed Ausubel's learning theory which emphasizes that learning relies on what is already known by the learner. According to this theory, new concepts are related to existing concepts in a person's cognitive structure through meaningful learning. Ausubel believed advance organizers could help relate new material to prior knowledge by directing attention, highlighting relationships, and reminding learners of what they already know. His work influenced approaches to teaching that aim to actively engage students in relating new content to their existing understanding.
The document provides an overview of adolescence as a period of "stress and strain" and the role of schools and teachers in facilitating adolescent development. It discusses adolescence as a transition period between childhood and adulthood characterized by rapid physical, social, and psychological changes. These changes cause stress and confusion for adolescents. The summary highlights the physical changes of puberty, social development including increased importance of peers, and psychosocial challenges in establishing identity. It also outlines ways schools and teachers can support adolescents, such as through physical education, nutrition education, medical checkups, and sex education.
This document discusses adolescence as a period of stress and strain. It defines adolescence as the transition from childhood to adulthood according to the WHO as ages 10-19. Adolescence is characterized by rapid physical, social, psychological, and sexual maturation. However, these changes do not occur simultaneously, causing stress and confusion. G. Stanley Hall referred to adolescence as a time of "storm and stress" due to the flood of hormones and internal changes during puberty combined with external life changes. The document outlines some of the challenges adolescents face including becoming independent, developing ideals, health issues, and lack of a clear adult identity while being past childhood. Schools and teachers are said to have an important role in guiding adolescents through
characteristics of indian adolescents [Autosaved].pptxDr. Harpal Kaur
This ppt describes in detail characteristics of adolescents. Developmental stages of adolescents have been explained with characteristics like physical development, intellectual development, emotional development, social development and moral development.
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Development Stage in Middle and late AdolescenceEdmundo Dantes
This document discusses development stages in middle and late adolescence. It defines the age ranges for early, middle, and late adolescence. Middle adolescence is defined as ages 14-16, and late adolescence as ages 17-20. Erik Erikson's stages of psychosocial development are summarized, including the identity vs. role confusion stage that occurs during adolescence from ages 12-18. Physical, emotional, cognitive, and social changes that occur during adolescence are outlined. Key issues teenagers face related to social development like self-esteem and peer pressure are also discussed. Skills and tasks appropriate for middle and late adolescence are listed.
This document discusses adolescence, beginning with definitions and an overview. It notes that adolescence is a period of transition between childhood and adulthood, characterized by rapid physical and mental changes. The typical age range is defined as beginning with puberty around ages 10-13 and ending around age 19. Key characteristics include transitional status, periods of change, increased social relationships, self-consciousness and identity development. Common problems adolescents face relate to physical changes, relationships with family, school and society. The document also covers biological transitions like growth spurts and development of primary and secondary sex characteristics during this period.
This Paper presentation is about Life span development i.e lifespan development of human being and its based on Erik Erickson psycho-social stages. It covers human life from prenatal to postnatal and covers stages in between which is Childhood, Adolescence and Adulthood.
Adolescence spans ages 10 to 19 and is a time of rapid physical, cognitive, and psychological changes. It can be divided into three stages: early adolescence from 11-14, middle adolescence from 15-17, and late adolescence from 18-19. During this time, adolescents experience physical growth and development through puberty. They also experience intellectual development as their thinking becomes less concrete and more able to consider consequences and multiple perspectives. Emotionally, adolescents crave independence from parents while also feeling conflicted about distancing. Their social circles expand to include same and opposite sex peers as well as adults. Food preferences change during adolescence as young teens prefer bland familiar foods while older teens learn to appreciate new
Adolescence involves significant physical, intellectual, social, and emotional development according to the document. Physically, adolescents experience rapid growth and development of secondary sexual characteristics. Cognitively, they develop abilities like abstract reasoning and problem solving. Socially, adolescents form their identity and experience greater independence. They also develop morally as their concepts become more generalized and internalized. Peer groups take on increased importance as adolescents experience identity crises and seek autonomy.
The document provides an overview of childhood and adolescence by defining key terms and concepts. It defines childhood as the early stage of development towards adulthood, influenced by various social and cultural factors. Adolescence is defined as the transition period between childhood and adulthood involving biological, social, and psychological changes. The document also distinguishes between quantitative changes, referring to physical growth, and qualitative changes, referring to increases in skills and complexity. Overall, the document provides foundational information on the stages of childhood and adolescence.
This document provides an overview of key concepts in developmental psychology. It defines development as changes that occur from conception through the lifespan. Development is studied through lifespan, multidimensional, multidirectional, plastic, and contextual lenses. The document outlines biological, cognitive and socioemotional processes in development and describes periods from prenatal to late adulthood. It discusses debates around nature vs nurture and continuity vs discontinuity in understanding human growth.
- Childhood refers to the early stage of human development before adulthood. It is a time of innocence and dependence on parents.
- Adolescence is the period of transition between childhood and adulthood, marked by biological and psychological changes during puberty.
- Human development involves both quantitative changes, like physical growth, and qualitative changes, like improved cognitive abilities. Quantitative changes refer to increases in physical size, while qualitative changes refer to improvements in skills and complexity of functions.
This document discusses puberty and adolescence. It defines puberty as the period when a child undergoes sexual maturation and transitions from asexual to sexual being, typically between ages 10-16. Puberty involves physical changes like growth spurts and development of secondary sex characteristics. It can be an emotionally difficult time due to rapid changes. Adolescence is defined as the period from ages 13-19 when individuals progress towards adulthood. This involves continued physical development as well as emotional, mental and social maturation. Adolescence presents both opportunities and challenges as individuals work to develop an identity and independence.
Middle adolescence is defined as ages 14-16. It is a challenging period characterized by physical, psychological, and systemic changes. Teenagers face personal and social challenges as their perception of self and how they are perceived by others, especially peers, becomes more important. Many behaviors and thought patterns developed during this stage carry over into adulthood. It is a significant period for identity and personality formation. Teenagers experience greater awareness of their actions and the consequences during middle adolescence.
This document provides an overview of adolescence, including:
1) Adolescence involves significant physical, cognitive, emotional, and social changes as individuals transition from childhood to adulthood. These changes include puberty and sexual maturation.
2) Views of adolescence have changed from seeing it as a period of "storm and stress" to a more balanced perspective recognizing both challenges and successful adaptation. Risk behaviors peak during adolescence due to biological and social factors.
3) In addition to sexual maturation, adolescents experience rapid physical growth, cognitive advances, and brain development during this period of transition to adulthood. The timing of these changes can impact social and emotional development.
Adolescence is a period of significant physical, cognitive, emotional, and social changes. It marks the transition from childhood to adulthood as individuals experience puberty and sexual maturation. This makes adolescence a complex stage of biological and psychological development. During this time, adolescents seek independence and spend more time with peers as they begin to develop their identity and role in society. Adolescence involves different stages, starting with preadolescence where physical changes begin, followed by the main adolescence stage involving maturity in various aspects. Typical adolescent behaviors include engagement in social activities with friends, exploration of interests, and concern over physical appearance.
1. The document discusses the major stages of human growth and development from prenatal period to old age.
2. It describes the physical, mental, emotional, and social changes that occur during each life stage, including infancy, childhood, adolescence, and adulthood.
3. The stages discussed include prenatal period, infancy, early childhood, late childhood, puberty, adolescence, early adulthood, middle adulthood, and old age. Each stage brings changes in height, weight, intellectual skills, social interactions, and emotional maturity.
Adolescence is a period of transition from childhood to adulthood. It involves rapid physical and psychological changes that demand new social roles. The document discusses the nature of adolescence and its challenges. It describes adolescence as a biological and social process involving physical maturation and assuming adult social roles. It outlines Robert Havinghurst's 10 developmental tasks of adolescence, which include achieving emotional independence and selecting an occupation. The document also discusses factors influencing the transition to adulthood, physical changes in adolescence like growth spurts and sexual development, and challenges with gender roles.
Computer-managed instruction (CMI) involves using computer programs to organize and manage instructional data to effectively achieve learning objectives. CMI is characterized by testing, diagnostic assessment of students, prescribing individualized instructional plans, and keeping records. Key functions of CMI include diagnosing students' entry-level knowledge, setting objectives, generating personalized learning plans and materials, monitoring progress, providing remedial support, managing records and testing programs, and reporting on performance. CMI aims to suggest tailored instructional models for each student based on their strengths and weaknesses.
This document discusses the role and importance of statistics in analyzing assessment data. It explains that statistics is used to collect, analyze, organize, and interpret numerical data. It is important for drawing conclusions and inferences from facts. In education, statistics helps with constructing and standardizing tests, understanding individual student differences, comparing evaluation methods, and making predictions about student progress. The document also defines key differences between populations and samples, noting that a population includes all data elements while a sample is a subset, and their means and standard deviations are calculated differently.
Science teachers play an important role in conducting research to improve science education. They can investigate topics like how students learn scientific concepts or evaluate the effectiveness of new teaching methods. By conducting their own research, science teachers can directly apply findings to enhance learning in their classrooms.
There are two main types of communication: verbal and non-verbal. Verbal communication can be formal or informal, while non-verbal communication occurs through signs and symbols. Formal verbal communication in offices includes downward communication from higher to lower designations and upward communication from lower to higher designations. Informal verbal communication with friends and family includes lateral communication between peers, diagonal communication between different departments, and grapevine communication which spreads unofficial information.
This document describes various characterization techniques used to analyze struvite and related crystals grown by the author. It discusses powder X-ray diffraction (XRD) in detail, including a brief history of its development, the experimental procedure using XRD, and its applications. Powder XRD is used to determine crystal structures by analyzing diffraction peak positions and intensities. The author characterizes the grown crystals using a Philips X'Pert Modular Powder Diffractometer and identifies phases by comparing with standard reference patterns. Infrared (IR) spectroscopy and Fourier transform infrared (FT-IR) spectroscopy are also described briefly.
The document discusses characterization techniques used to analyze SrFe12O19 hexaferrite samples synthesized by different methods, including Fourier Transform Infrared (FTIR) spectroscopy. It describes the working principles of FTIR spectroscopy, the sample analysis process, and the components of an FTIR spectrometer. FTIR can be used for both qualitative and quantitative analysis by identifying functional groups and compounds present based on their characteristic infrared absorption frequencies.
The XRD spectra of monovalent and divalent metal ion doped ADP crystals are presented. Peaks corresponding to planes of the tetragonal crystal structure are identified for both types of doping. The divalent doped crystal is found to have stronger peak intensities, indicating it has enhanced crystalline properties compared to the monovalent doped crystal. Both crystals are determined to have a tetragonal system with similar unit cell parameters to the pure ADP crystal and each other.
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Adolescence is described as the transitional period between childhood and adulthood where individuals experience significant physical, mental, emotional and social changes. It begins with the onset of puberty between ages 10-14 for girls and 12-16 for boys and lasts until sexual maturity and independence from parental authority is achieved, around ages 18-21. The document outlines how adolescence is a crucial developmental period where identities and worldviews are shaped, but also a time of stress, conflicts and adjustments to changes in relationships with peers and family.
Adolescence is a transitional period between childhood and adulthood where individuals experience significant physical, mental, emotional and social changes. This document discusses the meaning and definitions of adolescence provided by various psychologists. It describes the characteristics of adolescence such as increased cognitive abilities, complex emotions, influence of peers, and identity development. The document also addresses some common misconceptions about adolescence and explains that identity crisis is a major feature as adolescents seek to develop a sense of self.
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The document outlines the main stages of human development from prenatal to old age. It discusses the key characteristics of each stage, including physical, cognitive, social, and emotional changes. The stages covered are prenatal, infancy, early childhood, middle childhood, late childhood, adolescence, early adulthood, mature adulthood, and old age. The document emphasizes that development is a continuous process that occurs in predictable patterns as people mature and gain experience.
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By Dr. Vinod Kumar Kanvaria
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
1. ϭ
CHAPTER I
INTRODUCTION
Adolescence is the most crucial and significant period of human
life. It is the period which begins at the end of childhood and ends at
the beginning of adulthood. Poets have described it as the spring of
life of human being and an important era in the total life span. It is the
period of rapid revolutionary changes in the individual’s physical,
mental, moral, spiritual, sexual and social outlook. Human personality
develops new dimensions. It is the period to learn new things. It is the
period of worries, anxieties, conflicts and complexities.
The word ‘Adolescence’ comes from a Latin word ‘Adolescere’
which means ‘to grow up’ (Crow and Crow 1955). This period runs
between childhood and adulthood and is sometimes called the period
of teenage.
Adolescence which brings about changes in an individual leads
to the goal of maturity and being mature means having the rights and
privileges of an adult. Broadly speaking, adolescence extends from
sexual maturity to the age when independence from adult authority is
legally assured. Cole divides adolescence into four stages – for girls
2. Ϯ
pre-adolescence extends from 11-13 years, early adolescence from
13-15 years, middle adolescence from 15-18 years and late
adolescence from 18-21 years. For boys 13-15 years; 15-17 years; 17-
19 years and 19-21 years. (L. Cole, 1963)
The stage of adolescence is marked by remarkable
development and changes in every aspect. Physical, mental,
emotional, attitudinal changes which are characterized by this stage,
often take place during this period, and this can be a cause of conflict
on one hand and positive personality development on the other.
Because the adolescents experience strong cognitive and physical
change for the first time in their lives, they may start to view their
friends, their peer group as more important and influential than their
parents and guardians.
Adolescents are more dependent on peer relationship than the
younger children. Adolescents find difficult to share their inner and
outer lives with their parents. It is with their peers that adolescents
have opportunity to intimately share their problems and experiences.
Furthermore, in the peer group, adolescents feeling of belongingness
grow and find the status. This goes and says that peer pressure is
more important and even unavoidable in adolescence.
3. ϯ
Traditional beliefs are that radical changes take place when the
individual emerges from childhood into maturity and the individual is
expected to shed all childish traits to develop the desired traits of a
matured adult. This popular view was first given by G. Stanely Hall in
1904. As a result of experiences with young people and their
expressed problems, ‘Adolescence’ is described to be the period of
storm and stress. The storm and stress of today may be greater
intensity than ever before because society is much more complex and
complicated than it was in 1904.
Adolescence is the most important period of human life and an
important era in the total lifespan. Interest and significance of
adolescence had been recognized right from the ancient times but the
scientific study of adolescence is very recent. At present considerable
importance has been accorded to the adolescence phase of life which
is described as a transitional phase between childhood, and
adulthood, transition from a state of total dependence to full
independence. In this transitional phase, considerable changes take
place in person’s physical built, physiology, intellectual ability and
verbal and social skills, emotional and sexual development and
expectations from family and society.
4. ϰ
Each of the periods has its own problems which must be solved
if the individuals are to enter the next period of human life without
handicap. A major part of country’s population is occupied by
adolescents. Thus a country’s success in various field of life depends
upon the proper guidance of adolescents. Adolescence is not only the
important stage of human development but it is the last stage before
adulthood and, it, therefore, offers to both parents and teachers the
last opportunity to educate a child for his adult responsibilities.
The biological definition of adolescence can be cited with the
words of Webster’s Dictionary – “the condition of being or in the period
of becoming first capable of reproducing sexuality”. Generally,
psychologists define it as that period of life, when certain
developmental task or changes take place in the behaviour or
cognitive development (or both) of the individual. Sociologists define it
as a transitional period from an interdependent state of childhood to a
self sufficient state of adulthood.
Technically adolescence is the period from the beginning of
sexual maturity (Puberty) to the completion of physical growth.
(Puberty is the period of rapid skeletal and sexual maturation that
occurs mainly in early adolescence). The period of adolescence
though identified since 18th
century by German writers such as Geothe
5. ϱ
and Schiller to express the uneasiness felt by many young people, it
was however in 19th
century that need of study of adolescence was
first discussed especially in Europe and America.
The study of adolescence by developmental psychologists
began in the year 1904 with the publication of G. Stanly Hall’s famed
two volume treatise ‘Adolescence’ (Herlock 1985). He discussed the
period of adolescence as a legitimate stage of life.
Although an adaptation crisis can occur at anytime in a person’s
life as a result of events, the years between 12 and 17 are a period of
crucial adjustment, as it is a time at which the growing child
experiences a course of biological and psychological development and
faces many different problems with limited experiences and often with
limited social support, such disturbances of adjustment are more
common. Freud and his followers, in early 20th
century put forward the
reason of adolescents’ turbulent behaviours are due to physiological
changes and to coping with the transition to full adult sexuality.
Thus, it can be said that adolescence is a period of biological
transition between childhood and adulthood. It is marked by rapid and
fast physical growth as a result of which body structure, size, voice etc.
shows remarkable change. On the psychological side there is acute
self consciousness, rebelliousness and idealism. Culturally also this is
6. ϲ
the period of transition from dependency of childhood to the relative
autonomy of adulthood. It is one of the most critical period of human
growth and development, since physical, mental, emotional and social
developments are at their peak during this stage. In the movement of
adolescence to adulthood stressful conflict are often a part of them.
Thus, adolescents need to be properly guided, nourished and taken
care of. A sense of physical and psychological and social well-being are to
be developed among them which will help them answering some of the
vital questions related to this rapid change in growth and development.
Hall (1916) who has frequently been the father of “Psychology of
Adolescence” described adolescence as a period of storm of stress.
He perceived the emotional life of the adolescents as oscillating
between condemnatory tendencies. Egoism, vanity and conceit are
just a characteristic of this period of life as are abasement, humiliation
and bashfulness. Adolescence is a time of acute stress for some, does
not mean that it is a stressful time for all. But it is reasonable to
assume that a time which is fiery for some is at least smoky for others.
Every adolescent aspires to be wanted and liked, to be valued and to
belong. Undoubtedly, it is not far from the truth that adolescents owing
to quick and colourful changes in all directions naturally experience
many problems like social problem, emotional problem, educational
7. ϳ
problem and the like. These different problems have tremendous effect
upon their personality affecting different factors of the personality.
If these problems are solved it ensures healthy adjustment and
develop positive attitude towards life and their personality will be healthy.
Thus, researchers, felt it extremely necessary to throw some
light on their outstanding characteristics, their problems related to
different aspects and their impact on personality.
1.01 MEANING OF ADOLESCENCE :
Adolescence is referred to as teenage years, youth and puberty.
Adolescence is the transitional period between childhood and maturity
occurring roughly between ages 10 and 20. It is a time of moving from
immunity of childhood into the maturity of adulthood. There is no single
event or boundary of life the denotes the end of childhood or the
beginning of adolescence. It is a crucial period of life and implies
multiple physiological and psychological changes.
This period which bring about changes in an individual leads to
the goal of maturity and being mature means having the rights and
priviledges of an adult. Adolescence begins with the onset of
‘puberty’– a period of rapid physical growth and change that eliminates
8. ϴ
in sexual maturity (Rin 1992). The word ‘puberty’ is derived from Latin
word ‘Pubertas’ which means age of manhood. Puberty is that stage in
development during which maturation in sexual appearance occurs
and reproductive capacity is attained. It refers to the physical rather
than behavioural changes. Although average onset of puberty is age
10 for girls and age 12 for boys, the normal change extends from age
7 to age 14 for girls and from 9-16 for boys (Chumlea 1982). The two
periods begin at much the same time, but adolescence lasts for about
8 years and involves not only the pubertal changes in the body but
also developments in intellectual captain, interests, attitudes, personal
relationship emotional growth, vocational and academic interests,
aptitudes and religious and moral developments. (Jersild 1957)
During this period of adolescence, which is a period of rapid
growth and development, the adolescents become extremely self-
conscious of his varied needs which are related to the biology of his
body as well as his placements in the social set up in which he is
placed. In this transitional period (from childhood to adulthood) both
mind and body go through a period of upsetting change in order to
arrive at the new equilibrium. The individual passes from childish
habits of behavior and attitudes to mature one. Maturity means
attainment of a realistic view of life, concern for others, self control,
responsibility, self-reliance and deprivation of children protection. The
9. ϵ
adolescent is on the threshold of maturity where adolescent must
make decision and adjustment that will have far-reaching application
for the future.
Many well known psychologists from time to time have described
this stage of human life in their own way. Definition given by some of the
well known psychologists in this regard may be mentioned below –
1.02 DEFINITIONS OF ADOLESCENCE :
According to William H. Burton – “The adolescent is an odd,
awkward, graceful, respectful, selfish, altruistic, idealistic, narrow
minded, sympathetic and cruel individual.” (Kuhlew 1982)
Jean Peaget defines adolescence, “the age of great ideals and
the beginning of theories as well as the time of simple adaptation to
reality.” (Chauhan 1993)
According to Stanely Hall, “Adolescence is a period of great
stresses and strains, storm and strife” (Chauhan 1993). Adolescence
has been linked to a tide that rises in the reins of the youth.
According to E.B. Hurlock “Adolescence is both a way of life and
a span of time in the physical and psychological development of an
individual. It represents a period of growth an change in nearly all
aspects of the child’s physical, mental, social and emotional life. It is a
10. ϭϬ
time of new experiences, new responsibilities with adults as well as
peers” (Hurlock 1967)
According to A.T. Jersild, “Adolescence is that span of years
during which boys and girls move from childhood to adulthood,
mentally, socially, emotionally” (Chauhan 1993)
Sorenson (1963) has described adolescence thus: “Adolescence
is much more than one rung up the ladder from childhood. It is a built
in, necessary transition period for ego development. It is a leave taking
of the dependencies of childhood and a precautious reach for
adulthood. An adolescent is a traveler who has left one place and has
not reached the next… It is an intermission between earlier
freedoms… and subsequent responsibilities and commitments… a last
hesitation before… serious commitments concerning come and work.
Thus from the above definitions it can be said that adolescence
has a broader meaning that includes mental, emotional and social
maturity with physical maturity. While all periods in the life span are
important, some are more important than others because of their
immediate effect on attitude and behaviours of an individual whereas
others are significant because of their long term effects. Adolescence
is one of such periods when both the immediate effects and long term
effects are important.
11. ϭϭ
1.03 CHARACTERISTICS OF ADOLESCENCE :
Adolescence constitutes numerically an important segment of
the population (a little more than one fifth of the total population). The
health and well being of the future generation depends on the health
and well-being of adolescent as behavioural patterns acquired during
this period tend to last throughout adult life. (6th
Survey, 1999-2000)
The various mental, emotional and social developments, rather
characteristics of adolescents may be out-lined below –
A. Mental Development or Change :
Increased ability to generalize facts.
Increased ability to understanding.
Increased ability to deal with abstraction.
Development of memory and imagination.
Increased ability of problem solving.
Increased ability to communicate with others.
Increased ability to make decisions.
Understand moral concepts.
Identification with conditions and characters in the larger
world.
12. ϭϮ
B. Emotional Development or Change :
Increased complexity.
Development of abstract emotion.
Capacity to bear tension.
Capacity to share emotion.
Increased compassion.
Widened emotional feeling.
Expanded loyalties beyond home and neighbourhood.
Increased hopes and aspirations.
Increased feeling of loneliness.
C. Social Development or Change :
Develops an attitude for discussion and conversation.
Urge to make friendship with those who conform to their
standard.
Social interest becomes specialized.
More interested to make friendship with the opposite sex
(hereto sexual companionship).
Increased influence of peer group.
13. ϭϯ
Becomes self conscious (extremely) of his place in the
society.
Increased interest in organizing social functions.
All these mental, emotional, social changes that occur during
this period calls for self-doubts, questions, fears, anxieties, confusions
among adolescents which makes the period one of the most
interesting and perplexing period of human life.
1.04 FALLACIES ABOUT ADOLESCENCE :
Systematic study of adolescence started with the classical work
of G. Stanely Hall in the beginning of 20th
century. Prior to the study of
Hall some misconception regarding adolescence prevailed in the
society. Some of them still exist even after scientific contradiction and
disapproval.
The first misconception is that adolescents grow rapidly. It has
been proved by developmental studies that human growth is a
continuous process and it is correct to say that few changes take place
during adolescence than during an equal number of years beginning
with birth.
14. ϭϰ
The second misconception is that adolescents are very
rebellious. Modern studies have proved that this view is false. If the
energy in time is properly channelized, then there is no reason of
being rebellious.
The third fallacy is that adolescents are awkward in physical
appearance. Society expects them to be as graceful as the adults
because of their size. Undoubtedly adolescents are not so well co-
ordinated and graceful as adults but there are only a few reasons to
think that this period is awkward.
The last fallacious view about this stage is that adolescents are
bothered by sexual maturity and its related problems. No doubt
interest in sex matters is very natural during this phase but it depends
upon the family upbringing and socio-cultural conditions of the society.
Although it is found that adolescents suffer from identity crisis.
1.05 IDENTITY CRISIS AMONG ADOLESCENTS
In late adolescence period they begin to form identity and are no
longer satisfied with their earlier type. They want to become individuals
in their own right to be recognized as such. According to Erik Erikson,
adolescence is the age in which people must set up an identity to
escape identity diffusion and confusion. Peer pressure is important
15. ϭϱ
because at teen’s age, youth become interested in knowing who they
are. They try hard to find out their identity as this stage is known as the
“identity verses identity confusion” in Erik Erikson’s Theory of Identity
Development. Identity is the sense of self. It is the answer to our quest
for who am I, our values, beliefs etc. Seeking an identity means
locating one’s place in the social setup. Identity also refers to one’s
skills and attributes as a person. During childhood, parental beliefs and
attitudes exert pressure on the thinking process of child. The
adolescence period initiates the development of a personalized set of
beliefs which many a times give birth to conflict with elders and
society. The adolescence period shows rapid shift between self
confidence and insecurity. Identity confusion happens to be a major
characteristic of adolescent. The parents, teachers and members are
expected to be responsive to the needs of the adolescents and help
them to achieve their goals and aspirations that provide him or her
meaningful identity. Most of the adolescents come out of the identity
crisis by the time of their adulthood. Some are disturbed and confused
to have a lot of problems in their early adult life. The extent of
adolescent crisis varies from society to society. In the traditional joint
families in India, a young adult can continue to be dependent on the
family for a much longer period than is noticed in the western
societies. As a result, the western adolescents may actually have a
16. ϭϲ
shorter period of preparation to assume an independent adult role
compared to the Indian youth. In any case, adolescence is a period of
great upheaval and challenge for the young mind. Or course, the
adolescent reaches a stage of cognitive maturity by his/her ability to
think hypothetically and in abstract ways. By the end of the period of
adolescence, thinking becomes quite scientific and logical.
Adolescents can be very creative and innovative in their thinking and
most of them engage in some creative at least temporarily. Their
thinking appears to be immature because they seem to be unsure of
themselves and their identity and also because they are more likely
than adults to engage in high-risk or rash behaviour. But in terms of
their cognitive development, adolescents quickly reach a level of
thinking which differs little from the adults.
The stage of adolescence reflect a stage in human evolutionary
part when there was a great deal of upheaval and disorder – as a
result of that adolescents experience a great deal of “Storm and
stress” as a standard part of their development. According to Hall, the
time of storm and stress is reflected through 3 types of difficulties :
“conflict with parents, risk behaviour and mood disruptions”.
17. ϭϳ
I. Conflict with Parents
Adolescents have a tendency to be rebellious and to resist adult
authority. In particular, adolescence is a time when conflict with
parents is especially high. Adolescence is a time when the wisdom
and advice of parents and teachers is overtopped, and in ruder
natures may be met by blank contradiction. This conflict makes
adolescence difficult not just for adolescents but for their parents also.
Parents tend to perceive adolescence as the most difficult stage of
their children’s development. Adolescents and their parents complain
about each others behaviour. Parents often feel they have lost any sort
of control or influence over their child. Adolescents want their parents
to be clear and consistent about rules and boundaries, but at the same
time may resent any restrictions on their growing freedom and ability to
decide for themselves. However, it should be added that there are
substantial individual differences, and there are many parents and
adolescents between whom there is little conflict, even if overall rates
of conflict between parents and children rise in adolescence. Conflict
between adolescents and their parents may be beneficial to
adolescents’ development, as it promotes the development of
individuality and autonomy within the context of a warm relationship.
This may be true, but high conflict may make adolescence a difficult
time for adolescents and their parents.
18. ϭϴ
II. Risk Behaviour
Adolescents have higher rate of reckless, norm breaking and
antisocial behaviour than either in children or in adults. Adolescents
are more likely to cause disruptions of the social order and to engage
themselves in behaviour that carries the potential for harm to
themselves and/or the people around them.
The variety of respects in which adolescents engage in risk
behaviour at greater rates than children or adults lend further validity to
the perception of adolescence as a difficult time, a time of storm and
stress. Although adolescents generally experience their participation in
risk behaviour as pleasurable, suffering the consequences of such
behaviour – contact with the legal system, treatment for an STD,
involvement in an automobile accident, and so forth – is likely to be
experienced as difficult. Furthermore, it is understandable that parents
may find it difficult to watch their children pass through the ages when
such behaviour is most likely to occur. In this area, i.e. conflict with
parents and mood disruptions, it is important to recognize individual
differences. Adolescents vary a great deal in the extent to which they
participate in risk behaviour. To some extent, these differences are
forecast by behaviour prior to adolescence. Individual differences in
characteristics such as sensation seeking and impulsivity also
19. ϭϵ
contribute to individual differences in risk behaviour during
adolescence. Nevertheless, although not all adolescents engage in
risk behaviour, the majority of adolescents take part occasionally in
risk behaviour of one kind or another. This lends substantial credence
to the view that adolescence is a period of storm and stress.
III. Mood disruption
Adolescents tend to be more volatile emotionally than either
children or adults. They experience more extremes of mood and more
swings of mood from one extreme to the other. They also experience
more frequent episodes of depressed mood.
Home environment and family have a substantial impact on the
developing minds of teenagers and these developments may reach a
climax during adolescence. If the concept of right and wrong were not
established early in the child’s life, the lack of their knowledge may
impair a teenager’s ability to make beneficial decisions as well as
allowing his/her impulses to control his/her decisions.
1.06 COMMON ATTITUDE OF PARENTS TOWARDS ADOLESCENCE :
From many studies it is seen that emotional interrelations within
the family are of the utmost importance in affecting a child’s
development. The relationship between adolescents and their parents
20. ϮϬ
is more likely to be good than poor, although the overwhelming
amount of literature on maladjustment easily leads to the opposite
onion.
A series of questions answered by five hundred college girls
gives a view of the variation that one can normally expect. The girls
testified to the following relationship within their homes.
I. Attitude of parents toward daughters:
A : Mother : • loved her dearly 64;
• lover her a good deal 25;
• loved her some 7;
• loved her little or none 3;
II. Attitudes of daughters toward parents:
A : Towards Mother : • loved her greatly 75;
• loved her some 24;
• no answer 1;
• hated her sometimes 48 percent;
B : Towards Father : • loved him dearly 59;
• loved him more or less 35;
• love him none 3;
• no answer 3;
• hated him sometimes 45 percent;
21. Ϯϭ
III. Conflicts between daughters and parents:
A : With Mother : • no conflict 25 percent;
• few conflicts 41;
• some 17;
• many 16 percent;
B : With Father : • no conflict 39 percent;
• few conflicts 33;
• some 13;
• many 13;
• no answer 2 percent;
Source : Cole, 1963
There is therefore, a cautionary note for all those who work with
adolescents and youths, may it be researchers, practitioners,
employers, policy makers and parents not to have a universalistic
notion about adolescence. Adolescence need to be understood in
historical and cultural context and its variegated and tentative nature
be acknowledged and appreciated (Brown and Larson 2002). It is
particularly significant when policies are formulated and interventions
are planned for adolescents to ensure their well being with reference
to a particular culture/country. We find many divisions on adolescent
age group.
22. ϮϮ
Different policies and programmes define the adolescents age
group differently. For example, the Constitution of India and Labour
Laws of the Country consider the people upto the age of 14 as children
whereas UN agencies like WHO, UNICEF etc. the age group of 10 to
19 year is considered to the stage of adolescents. It is deserved that
the age limit of these adolescents have been fixed differently under
different programmes keeping in view of the objectives of the
policy/programmes. India has the largest population of adolescents
aged 10–19 years in the world being home to 243 million individuals
releasing the UNICEF’s flagship ‘The state of the world’s children’
report at the Raj Bhawan, Guwahati on 26th
February 2011, Assam
Governor J.B. Patnaik said, that the country’s adolescents constituted
20 percent of the world’s 1.2 billion adolescents and Assam was the
home to an estimated 6.5 million adolescents, comprising 21.3 percent
of the states population. (Source:http://www.hindustantimes.com/ indianews/Guwahati).
It is also recorded that India has the largest youth population in
the world that is poised to increase further in the coming decade 70%
of India’s population is below the age of 35 years.
According to the initial figures of the 2011 census, the youth
population in the country including adolescents is around 550 million.
This phenomenal rise in the youth population has made India the
23. Ϯϯ
youngest nation with a demographic dividend appearing to be a reality.
Source : planningcommission.nic.in
1.07 PROBLEMS RELATED TO GOALS OF ADOLESCENCE :
In the process of transition from the childhood to adulthood,
adolescents must solve a number of problems. Near the beginning of
the adolescence period, neither boy nor girl achieves sexual maturity
and in some specific capacities intellectual maturity as well. By the end
of adolescence physical growth is complete and intellectual growth is
nearly so (Jersild,1957). Only severe deprivation can prevent a human
organism from reaching adult size, shape and function, or from
growing into its expected mental maturity. In short, nature will provide
for these two types of growth, unless some catastrophe interviews.
The real problems of adolescence are therefore emotional, social,
moral and economic.
A child is normally dependent upon others, has little or no
interest in members of the opposite sex, expects to be supported both
emotionally and financially by his family, takes his judgment
readymade from those he admires and has neither the interest nor the
ability to deal with generalized principles. At the end of his
adolescence he should be ready to leave his home economically and
24. Ϯϰ
actually to maintain himself economically, to manage his own social
contacts, to make up his own mind and to establish his own home.
In the change from dependent childhood to independent
adulthood, an adolescent has to approach many goals. Luella Cole
classified the important adolescent problems related to goals into four
groups. (L. Cole, 1963)
The first set of problems and goals centers round attainment of
emotional control. Children have little power to inhibit their
responses, they have many fears, they are self centered and they run
away from what is disagreeable. It is then, one task of adolescence to
emerge from childish into adult forms of emotional expressions to
substitute intellectual for emotional reactions, at least in recurring
situations and to learn that one cannot escape reality.
The second set of problems centers round the attainment of
adult attitude towards sex. The pubertal changes usually arouse a
great interest in sex, which may find expression in an exaggerated
awareness of one’s own bodily development or that of other people.
During this period both boys and girls do a great deal of
experimentation in emotional – not necessarily sexual relationship.
During the years, when these changes are in progress, a boy or girl
25. Ϯϱ
gets into more or less serious difficulties, but no trouble can possibly
be as serious as the failure of the normal development to take place.
A third group of problems concerns general social maturity.
Until boys and girls establish themselves securely in their social milieu
they have little attention for other problems. Adolescent boys and girls
tend to show a slavish attitude towards dependence upon and
invitation of their friends.
A fourth set of problems clusters about the establishment of
independence from home supervision. Emancipation from home ties
is necessary because the adolescent will never become a real adult as
long as his parents make his decisions for him or plan his daily life. No
one is truly an adult until he earns his own living. One set of problems
therefore concerns the development of economic adulthood.
In order to pass from childhood to adulthood, the adolescent
must solve a number of problems. He must develop heterosexual
interests, become free from home supervision, make a new emotional
and social adjustment to reality, begin to evolve a philosophy of life,
achieve economic and intellectual independence, and learn how to use
his leisure time profitably. If he fails in any of his achievements, he fails
to gain full maturity. To put the matter in a nutshell, the main business
26. Ϯϲ
of the adolescents is to stop being one. Below table 1.1 shows the
goals of adolescent period.
Table 1.1
Goals of Adolescent Period
A. General Emotional Maturity
FROM TOWARDS
1. Destructive expression of
emotion.
1. Harmless or constructive
expression.
2. Subjective interpretation of
situations.
2. Objective interpretation of
situations.
3. Childish fears and motives. 3. Adult stimulus and
emotions.
4. Habits of escaping from
conflicts.
4. Habits of facing and solving
conflicts.
B. Establishment of Heterosexual Interests
1. Exclusive interest in members
of opposite sex.
1. Normal interest in members
of opposite sex.
2. Experience with many
possible mates.
2. Selection of one mate.
3. Acute awareness of sexual
development.
3. Casual acceptance of
sexual maturity.
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C. General Social Maturity
1. Feeling of uncertainty of
acceptance by peers.
1. Feeling of secure
acceptance by peers.
2. Social Awkwardness 2. Social Poise
3. Social intolerance 3. Social tolerance
4. Slavish invitation of peers. 4. Freedom from slavish
invitation.
D. Emancipation from Home Control
1. Chose parental control 1. Self control
2. Reliance upon parents for
security
2. Reliance upon self for
security
3. Identification with parents as
models
3. Attitude towards parents
as friends
E. Intellectual Maturity
1. Blind acceptance of truth on the
basis of authority
1. Demand for evidence
before acceptance
2. Desire for facts 2. Desire for explanation of
facts
3. Many temporary interest 3. Few, stable interests
F. Selection of Occupation
1. Interest in glamorous
occupation
1. Interest in practicable
occupation
2. Interest in many occupations 2. Interest in one occupation
3. Over or under estimation of
one’s own ability
3. Reasonably accurate
estimate of one’s own
ability
28. Ϯϴ
G. Use of Leisure
1. Interest in individual powers 1. Interest in success of
team
2. Participation in games 2. Spectator interest in
game
3. Interest in many hobbies 3. Interest in one or two
hobbies
4. Membership in many clubs 4. Membership in few clubs
H. Philosophy of life
1. Indifference towards general
principles
1. Interest in and
understanding of general
principles
2. Behavior dependent on specific,
learned habits
2. Behavior guided by moral
principles
I. Identification of self
1. Little or no perception of self 1. Moderately accurate
perception of self.
2. Little idea of other peoples
perception of self
2. Good idea of other
peoples’ perception of self
All these goals have a far reaching effect, if guided properly, in
the later, on personality development of adolescents.
29. Ϯϵ
1.08 SIGNIFICANCE OF THE PRESENT STUDY :
It is matter of great concern that future of the country is facing
different problems related to different aspects of life. Teachers,
parents, guardians, educationists, policy planners and makers must sit
together and think about the future generation and must try to find out
certain ways and means to solve their problems.
The child of today will become the rational and matured adult of
tomorrow. Of all the stages of human growth and development
adolescent is the most impressionable period of human life on the one
hand and also the most critical and confusing on the other hand. Rapid
physical, mental, emotional, social, intellectual, imagination and sexual
developments take place during this stage of adolescents. In the
words of Raymont, “It is the period of an adventure, development of
sudden growth of intense intellectual vivacity, of insatiable curiosity, of
strange conversation, of illimitable horizons. It is the renaissance age
of the individual.”
In this stage there are many problems that every human being
has to face. Adolescents need to be guided and treated in such a way
so that there is a smooth transition from childhood to adolescence
without much psychophysical damage.
30. ϯϬ
At birth a child possess the potentialities of becoming a
complete man. After birth he associates with the members of the family
and comes under the influence of their culture. As a result gradually he
passes through stages of growth and developments by satisfying
different psycho-physical, emotional and social needs. Whatever may
be the needs, men need intimate human response especially from the
mother at his young stage life.
Young adolescents needs correction but not punishment to
know what is right and what is wrong. They need guidance to make
healthy adjustment in every sphere of life.
But there are some other problems which work behind this
period to a great extent. The researcher thinks that the personality of
the particular adolescent is also responsible for such problem because
there is a close relation between personality of a person and his
adjustment. Personality of an individual has a close relation with his
adjustment capacity. If a person has a balance personality he can
make healthy adjustment, in any situation. If he fails to make healthy
adjustment it may have negative impact on his personality. Thereby it
gives rise to certain adjustment problems.
Different quality of a person such as intelligence, temperament,
character, physique habit help an individual to make healthy
31. ϯϭ
adjustment in his environment. He can make a unique adjustment in
the environment if he possesses these qualities. On the contrary if he
does not possess, then it may have negative impact on his personality.
From the above discussion we can conclude that during the
adolescence period boys and girls face different types of adjustment
problems in different spheres of life. But we cannot generalize these
problems because of individual difference.
In view of the above observations, researcher proposed to
undertake the present study in order to make a scientific investigation.
1.09 STATEMENT OF THE PROBLEM AND PURPOSE OF THE
STUDY :
Considering the need, the investigator has chosen to take up the
present problem entitled as – “A study of Social, Emotional and
Educational Problems of Adolescents in relation to their Personality
Factors”.
The purpose of the study is to identify the social, emotional and
educational problems of adolescents and the impact of some selected
personality factor on their adjustment in respective problem areas.
32. ϯϮ
1.10 NEED AND JUSTIFICATION OF THE PROBLEM :
Adolescents occupy a major portion of country’s population.
They represent a country’s future to a great extent. If this major portion
face or suffer from problems, then it is not possible for a country to
develop. It is really very important to find out and identify those
problems faced by adolescents at different levels and periods of life,
The teachers, parents, friends, relatives and community members
must try to understand different problems of the adolescent boys and
girls, so that these problems do not hamper in their personality
development because, personality is closely related to these problem.
Adolescence is not only a period of storm and stress but also a period
of bright sunshine. The social, emotional and educational adjustment
problem have impact on development of personality.
The stage of adolescence is one of the most important periods
of life characterized by innumerable and unique problems. On the age
of globalization number of challenges have become still more
complicated. The new challenges and changes have created many
more new problems for the adolescents which in turn affect their
personality. Personality disorder also give rise to many adjustment
problems. Thus adjustment problems and personality are inter-related.
In absence of these problems, he/she may develop healthy
33. ϯϯ
personality. Whatever may be reason or aspect of problem area,
adolescent needs proper guidance, care and attention to develop a
healthy personality.
Great importance is given on this period adolescence because
this is the most important period of life, it is the time when he/she
develops interest in his/her future career and life. Thus to guide the
adolescents to cope up with the variety of social challenges / threats
and initiate them into capacity building to be able to march into a
constructive and socially valued paths and career. Hence their
problems need to be identified which have effect on their personality.
Since different problems are associated with some peculiar personality
traits and factors. There is a need to identify these problems, so that
proper cure, treatment education, guidance and support can be
provided to them, that they develop healthy personality.
Thus, the present study is justified on the following ground.
• The study is justified on the ground that it will highlight on three
different problem areas, and their impact on personality of the
adolescents.
• It is also justified on the ground that social rules, regulations,
demands etc. imposed on adolescents without understanding
34. ϯϰ
their hopes and wishes may give rise problem related to social
life. Their problems need to be identified and understood so that
they develop healthy personality.
• Some adolescents are emotionally not very expressive. They
hide their emotion or suppress them due to lack of proper
understanding from parents, teachers and elder members of the
society. These suppressed emotions may effect their later life
which bring personality disorder in them. In such a situation,
such problems need to be taken care of for their healthy
development.
• Adolescents spend their vital years of life in schools and
colleges. They are expected to lead the role model in an out of
the school life. If the atmosphere is not congenial, if proper
developmental facilities are not provided, if leisure time
recreational facility is not provided, if curriculum is outdated, if
everything imposed on them instead expecting the best results
from them, then they face a serious problem at the educational
level. This is really urgent to found out and study seriously.
The study is justified on the ground that it will definitely highlight
different problem areas mentioned above and their impact on
personality of the adolescents.
35. ϯϱ
It is justified on the ground that in our state a very significant
work has been done on adolescents and their related problems. At
present adolescents are facing a number of problems related to
different aspects. These problems have their impact on personality
development of the adolescents. Many personality disorder do not
allow the adolescent boys and girls to make healthy adjustment in the
society.
At present, our society is facing different problems at different
levels which have close relation with the adolescents. The root of such
problems is found in personality disorder of them. It is due to lack of
our understanding about such problems, situation has become serious
for all of us. With proper knowledge, care and understanding about the
adolescents, such situations can be handled very smoothly. So, there
has been long felt need for such study since no exploratory work has
been done so far.
1.11 OBJECTIVES OF THE STUDY :
The objectives of the present investigation are -
1. To identify the social problem of adolescents.
2. To identify the emotional problem of adolescents.
36. ϯϲ
3. To identity the educational problems of adolescents.
4. To make a comparative study of the Social, Emotional and
Educational adjustment problems on the basis of gender i.e.
boys Vs girls.
5. To make a comparative study of the Social, Emotional and
Educational adjustment problems of Assamese Medium Vs
English Medium students.
6. To identify some selected personality factors of adolescents.
7. To compare some selected personality factors with problems
areas i.e. Social, Emotional and Educational adjustment
problems.
1.12 HYPOTHESES :
For the present study, following hypotheses have been
formulated, keeping in view of the above objectives.
H1 Adolescent suffer from different social problems.
H2 Adolescents face different emotional adjustment problem.
H3 There exists educational problems among adolescent.
37. ϯϳ
H4 There is significant difference in Social, Emotional and
Educational adjustment problems of adolescents in relation to
their sex. (Boys Vs Girls)
H5 Medium of instruction has impact on Social, Emotional and
Educational Adjustment Problems of adolescents.
H6 Personality factors differ among the adolescents.
H7 There is significant relationship between some selected
personality factors and problems of adjustment of the
adolescents.
1.13 VARIABLES :
The variables undertaken in the study –
i. The Educational Level of the students.
ii. Sex of the students. (Male and Female)
iii. Type of schools, Vernacular and English medium schools.
iv. Three adjustment areas : Social, Emotional and Educational.
v. Some selected personality factors.
1.14 METHODOLOGY :
Descriptive survey method has been adopted for the present
study as it aimed to study the problems of adolescents. This method
38. ϯϴ
attempts to describe and interpret what exists at present in the form of
current status of the problem. Various data and information from the
different institutions shall be collected with the help of field study under
the category of Descriptive Method.
1.15 SAMPLE :
The present study will include the following as sample :
1. English medium and Assamese medium secondary school of
Greater Guwahati area.
2. School going adolescents (boys and girls) between the age
group of 15 years to 18 years. The educational standard of the
school going adolescents is class XI and XII.
3. Altogether 300 adolescent school going children were taken into
consideration for the study. Out of 300, 150 boys and 150 girls.
4. Out of 150 boys and 150 girls, 75 boys and 75 girls from English
medium school and 75 boys and 75 girls from Assamese
medium school were taken for the study or investigation.
1.16 TOOLS USED :
In this study, following tools were used to collect data :
39. ϯϵ
i. Personal Data Sheet (PDS)
ii. Adjustment Inventory for school students developed and
standardized by A.K.P. Sinha and R.P. Singh
iii. Cattle’s 16 P.F. Questionnaire.
In the present investigation, collected data were carefully
analyzed qualitatively in the light of the objectives set forth for the
purpose. The following statistical techniques were used in interpreting
and analyzing the data.
i. Table
ii. Simple percentage.
iii. Graphic representation
iv. Bar graph
v. Line graph.
vi. t-test
vii. Pearson Co-relation
1.17 DELIMITATION OF THE STUDY :
In every investigation, there are certain inherent delimitations.
40. ϰϬ
• The first delimitation of the study is it only covers eleven number
of English medium and eleven number of Assamese medium
schools of Greater Guwahati Area.
• The second delimitation of the study is the administrative
restrictions in schools. Such as lack of co-operation from school
authorities and time bound restrictions in schools.
• The third delimitation is geographical limitation. Locations of the
schools are not uniform in accordance with their type.
1.18 KEY TERMS :
The following key terms have been used in the study :
i. Adolescence : ‘Adolescence’ comes from the Latin verb
‘adolescere’ which means ‘to grow’, or ‘to grow to maturity’.
Adolescence which brings out changes in an individual leads to
the goal of maturity and being mature means having the rights
and privileges of an adult. G.H. Hall, the father of adolescent
psychology has termed this period as storm and stress of human
life. During this period and boys and girls develop various types
of interests the social, personal, vocational, recreational etc.
This is the stage when boys and girls can be easily motivated,
instigated and influenced.
41. ϰϭ
ii. Social Problem : In this study the adjustment problems of
adolescence are considered, although they suffer from following
social, emotional and educational problems. One of the most
difficult problems of adolescent faces is social problem.
Socialization implies the process of learning to conforms to
group standards, norms and customs. It is the ability to behave
in accordance with social expectations. There are certain
common social developmental characteristics of adolescents.
The important characteristics of social developments are –
a) increased influence of peer group.
b) development of self consciousness.
c) development in relation with opposite sex.
d) friendship : adolescents make friendship with those who
conform to their standard and possess the personality traits
they like.
When these developments are disturbed then it gives rise to the
problem of socialization and social problem in their adjustment
with the social environment. So in this study, social problem
actually means social adjustment problem of adolescence.
iii. Emotional Problem : Adolescents face emotional problems
which lead to change in the body structure. Because an emotion
may be called a response of the entire human being to a
42. ϰϮ
stimulus or an integrated reaction of the total organism. An
emotion is a reaction that accompany either the satisfaction or
frustration of a basic need. Woodworth defines emotion as “it is
a moved or stirred-up state of an organism. It is a stirred up
feeling that is why it appears to the individual himself. It is a
disturbed muscular and glandular activity that is the way it
appears to an external observer”. Some of the common
emotions of adolescents are – love, fear, anger, jealousy, hatred
etc. which create problem at this particular stage. In this study,
emotional problem actually means emotional adjustment
problem of adolescence
iv. Educational Problem : Educational problems also accompany
the stage of adolescence. Adolescent boys and girls have
different educational problems in relation to their capacities and
talents. Academic problems of adolescents mean problems of
adjustment of the students with the teaching learning
environment of the institution. The common educational
problems of adolescents are :
a) Teaching learning relationship in the educational
institutions.
b) To adjust with different methods of teaching.
c) To adjust with tough competition.
43. ϰϯ
d) To adjust with the new rules and regulations of the
institution etc.
So in this study, educational problem actually means
educational adjustment problem of adolescence
v. Personality Factors : Personality actually comes from the Latin
word ‘persona’ which means masks used by actors on the stage,
but in the modern usage of the term means the real individual
and not the disguised individual. A British born American
researcher, Cattle (1973) developed the most advanced theory
of personality based on the trait approach. He has defined a trait
as a structure of the personality inferred from behaviour in
different situations. The theory propagated by Cattle attributes
certain specific dimensions to personality so that the human
behaviour related to a particular situation can be predicted.
Cattle has adopted factor analysis as a technique for this work.
The 16 basic or source trait dimensions (arrived at through the
process of factor analysis) were named as factors. Cattle
regarded these factors as the building blocks of personality, i.e.
the characteristics in terms of which one’s personality can be
described and measured.
44. ϰϰ
vi. Meaning of Adjustment Area :
a) Emotional Adjustment : Students with high score indicate
unstable emotion and with low score tend to be emotionally
stable.
b) Social Adjustment : Students scoring high are submissive
and retarding. Low score indicate aggressive behavior.
c) Educational Adjustment : Students scoring high are
poorly adjusted with their curricular and co-curricular
programmes and students with low scores are interested in
school programmes.
1.19 ORGANISATION OF RESEARCH WORK :
With these objectives in view, the present study is developed
into five chapters. Chapters are organized in the following ways –
Chapter I
The first chapter includes a brief introduction of the broad area
under consideration. A clear statement of the problems, need and
justification of the study, objectives, hypotheses, variables, key terms,
method and sample used, delimitations of the study are presented in
this chapter.
45. ϰϱ
Chapter II
The second chapter includes review of the important literature
related to the study.
Chapter III
The third chapter concerned with the methodology of the study.
In this chapter the description of the techniques used and tools for the
data collection and the statistical techniques for analysis of the data
are discussed.
Chapter IV
The forth chapter deals with the analysis and interpretation of
collected data.
Chapter V
The fifth chapter presents findings and conclusions. The
educational implications of the study and also some suggestions for
future research are included in this chapter.
46. ϰϲ
1.20 CONCLUSION :
It is hoped that the present study reflects different problems of
adolescents of class XI and XII of Greater Guwahati Area. Definitely,
the findings of the study will help the parents, teachers and others as
well in understanding the adjustment problems of adolescents and
helping them to overcome these problems. The study will work as a
means of providing better information about adolescents problems, in
relation to their personality factors. It will definitely help counselors,
teachers, educators, parents and policy makers to consider their
problem with a soft touch and plan a better future for them and help
them make healthy adjustment in society.