This document discusses adolescence, defining it as the transitional period between childhood and adulthood that involves significant physical, emotional, and social changes. It notes adolescence typically occurs between ages 11-19 and can be divided into early, middle, and late stages. Key characteristics of adolescence include physical and sexual development, a desire for independence, identity formation, and career preparation. The document also examines Erikson's stages of psychosocial development and Marcia's identity statuses, highlighting the importance of exploration and commitment during identity formation in adolescence. Finally, it discusses common stressors adolescents face and effective stress management techniques.

1. Adolescence
Period of storm and stress
By Parul
B.Ed (I-year )
Maharishi valmiki college of education
University of Delhi

2. Meaning and definition
• Adolescence is a transitional phase of growth and
development between childhood and adulthood.
• It includes some big changes—to the body, and to the
way a young person relates to the world.
• It is also known as puberty period and teenage.

3. Period of adolescence
• Conventionally adolescence was a period between the age
of 13 to 19.
• But it is further divided into 3 stages :
Early adolescence(11 to 14)
During this stage, children often start to
grow more quickly.
These body changes can inspire curiosity
and anxiety in some―especially if they do
not know what to expect or what is normal.
Middle adolescence(14 to 16 )
In this stage teens start adjusting with their
physical changes.
Late adolescence(16 to 19)
Late adolescents generally have completed all
physical development.
In this stage teens focuses more in their
education and career.

4. Characteristics of adolescence
• Physical development
• Sexual development
• Unstable and vague stage of life
• Desire of independence
• Change in family relations
• Desire of establishing identity
• Preparing for career
• Stage of identity crisis
• Period of storm and stress

5. Identity formation
• According to the Erickson’s psycho-social theory of
development the fifth stage (identity vs. role confusion)
deals with the adolescence.
• In this stage teenager must achieve identity in
occupation, gender roles, politics, and religion.
• It involves deliberate choices and decisions, particularly
about work, values, ideology, and commitments to people
and ideas.
• If adolescents fail to integrate all these aspects and
choices, or if they feel unable to choose at all, role
confusion threatens.

6. • James Marcia expanded on Erikson’s theory of identity
formation.
• he focused on two essential processes in achieving a mature
identity:
i. Exploration: It refers to the process by which adolescents
consider and try out alternative beliefs, values, and
behaviors in an effort to determine which will give them the
most satisfaction.
ii. commitment: It refers to individuals’ choices concerning
political and religious beliefs, a promise or agreement to do
something or a responsibility.
• Marcia identified four categories of identity status that arise
from four patterns of exploration and commitment.

7. Categories of identity status
Identity achievement
It means that after exploring the
realistic options, the individual has
made choices and is committed to
pursuing them.
Identity moratorium
A state of identity development that
occurs when individuals pause and
remain in a “holding pattern.” Long-
range commitment is delayed.
Identity foreclosure
A state of identity development that
occurs when individuals prematurely
adopt the positions of others, such as
parents without any exploration.
Identity diffusion
A state of identity development that
occurs when individuals fail to make
clear choices. They reach no
conclusions about who they are or
what they want to do with their lives.

8. Role of a teacher in identity formation
Give students many models for career choices and
other adult roles.
• Point out models from literature and history or people
who made a little-known contribution to the subject you
are teaching.
Help students find resources for working out
personal problems.
• Encourage them to talk to school counselors,
• Discuss about their potential.

9. Be tolerant of teenage fads as long as they don’t
offend others or interfere with learning.
• Don’t impose strict dress or hair codes.
Give students realistic feedback about their work
and support for improving. Adolescents may need
many “second chances.”
• When students misbehave or perform poorly, make sure
they understand the consequences of their behavior—the
effects on themselves and others.

10. • Give students model answers or show them other students’
completed projects from previous years so they can
compare their work to good examples.
• Never use a student’s work as a “bad” example. Create
negative examples from multiple sources including
mistakes you have made.
• Criticize the behavior without criticizing the student.

11. Stress during adolescence
• Stress is a mental state created by physical, mental, and social
pressure on the adolescent’s mind.
• Adolescence also known as the period of storm and stress.
Reasons for stress and pressure in adolescents
• Rapid physical changes
• Emotional change
• Social change
• Peer acceptance
• Future concern(education and career)
• Making their own identity

12. Stress management during
adolescence
Parents can help their teen in following ways:
• Monitor if stress is affecting their teen's health, behavior, thoughts,
or feelings
• Listen carefully to teens and watch for overloading
• Learn and model stress management skills
• Support involvement in sports and other pro-social activities

13. Teens can decrease stress with the following behaviors
and techniques:
• Exercise and eat healthy regularly.
• Get enough sleep and have a good sleep routine.
• Avoid excess caffeine which can increase feelings of anxiety and
agitation.
• Learn practical coping skills. For example, break a large task into
smaller.
• Take a break from stressful situations. Activities like listening to
music, talking to a friend, drawing, writing, or spending time with a
pet can reduce stress.
• Build a network of friends who help you cope in a positive way.

14. Thank you