Psychosocial Issues of Adolescents

The development of an individual from childhood to adulthood depends upon the developmental stages we pass through in life. We are faced with new challenges in each stage and we build upon those as we develop as humans. An important factor to look at in each stage of human development is the psychosocial aspect. Defined in Webster’s dictionary as involving both psychological and social aspects; relating to social conditions and mental health.

Sigmund Freud

When discussing psychoanalytical theories of human development, where better to start than with Sigmund Freud. Although more modern theories have replaced Freud it is important to be familiar with the basics of his work, because many modern views of human development still have their roots in Freudian theory. He made an enormous contribution to our understanding of human behavior.

Freud was not greatly involved with theories on adolescence; he believed that the early years of a child’s life were the formative ones. Freud believed that the mind of an infant consists only of primitive desires, such as the need for food and physical comfort, which he called the “id.” During the first few years of life the “ego” develops, whose function is to find safe and appropriate ways for the id to be expressed. A child is able to find ways to get what he or she needs within the boundaries of what is acceptable to the parents. The child then develops a conscience, which Freud called the “superego.” The child has internalized the parents’ values and feels guilty for misbehaving and will try to behave even when adults are not around.

Freud believed that the desire to satisfy biological needs and thereby discharge tension was the single motive for human behavior. His defined stages of development are based upon the organs he thought were used to discharge tension at that age. From birth to adulthood, a child develops through these stages in sequence: oral, anal, phallic, latency and genital. If a child fails to experience gratification for basic drives during a given state, he or she could become stuck forever in that particular psychological mode.

Freud believed that adolescence is filled with internal struggle. He viewed the preadolescent “latency” period as a time when the child develops a balance between the ego and id. When the child enters the “genital” phase of adolescence, the child is overwhelmed with instinctual impulses that disrupt this balance. There is conflict, turmoil and stress, as the ego is torn between the strong impulses of the id and the restrictions of the superego.

Erik Erikson

Erik Erikson modified Sigmund Freud’s theory. He retained many of Freud’s concepts including the id-ego-superego triangle. However, Erikson placed less emphasis on the id’s basic biological urges and instead believed the ego was the driving force of much behavior. Erikson’s theory takes a broader view of the factors that impact human development.

Erikson proposes a series of developmental tasks that all people face and resolve in some way. Again there are different stages. The previous developmental outcome sets the stage for upcoming issues. However, with Erikson’s model an individual does not become “stuck” in a phase as Freud believed. Instead, the old issue is reworked in the context of the current tasks.

Erickson viewed adolescence as a time of conflict, turmoil and stress like Freud. He believed the turmoil resulted from an identity crisis rather than a struggle between the id and ego. Erikson saw adolescence as a necessary and productive period. A time in which one works to for one’s own identity.

What does this mean for the classroom?

“Learning behavior is at least equally if not more important than learning content.”

Freud and Erickson discuss behavior. As a beginning teacher you may enter the classroom ready to teach science, music, or foreign language. In reality we soon discover that we are in the profession to teach people. People have many needs beyond the content area. Therefore, we teach content, procedures necessary to facilitate learning that content and appropriate behavior. Students need to learn what’s appropriate, what’s not appropriate, how to tell the difference, and how to discipline themselves to make nurturing choices. Life is about making choices, receiving consequences, and learning from our successes and mistakes. When we teach behavior, we are really teaching life skills.

When students test us by breaking behavior rules in the class, they want the teacher to pass the test. If we go with this assumption, regardless of whether or not it’s actually true, it allows us to enforce a whole range of consequences with out unduly ruffling students’ feathers, and without taking our rough days home with us. Students do not act our because they are trying to “get us.” They are not “bad kids.”

Student Dress in Public School

Clothing allows the students to express their individual and collective identity. Students can use clothing to gain recognition, generate common bonds, and share interests within peer groups. Can a school restrict this student expression because it conflicts with the values the school wants to instill? What if the dress is disruptive to the education process?

Through discussion with both teachers and administration I’ve realized that the dress of adolescents can be a challenge in the school. How does one in an authoritative role deal with inappropriate clothing being worn to school. This seems to be more of a problem with girls than boys. Though, at times, boys will wear items that are not acceptable at school. The majority of the time the issue deals with girls wearing clothes that are too revealing.

An assistant principal at a top Chicago Public School deals with the problem of a female student dressing inappropriately multiple times a week. And has told me she really doesn’t know what else to do? After months of attempts to change the problem, conversations with the student and parents, she really is at a loss. They will give the student t-shirts to wear at school. They will have her adjust her clothing so that it is not so revealing though, it is a continuous problem. It seems to just change her for the day. The mother of the student says she can’t do anything about it. So administration is at a loss.

A high school teacher at an urban, low-income, minority high school and I discussed the same issue. His concern was how am I as a male teacher to make comments to these students? When he sees the issue in his classroom he will tell the student that they are breaking school rules and they need to “cover up”. He says this usually takes care of the problem, but he will approach administration if necessary.

What does the research say?

School officials see the need for regulations that prohibit inappropriate forms of attire. They enforce these dress codes for all students. The students look at it from the perspective of an unwanted restriction on their freedom. School officials have the legal authority to regulate student appearance; however that authority must be exercised within the bounds of the Constitution and state law.

What can teachers do about this problem?

First I would say, know and understand your school’s dress code rules. Enforce them upon your students in the classroom or any school setting. Seek help from administration when necessary.

For students who repeatedly challenge the rules, the issue may lie deeper than just dress and appearance. We will need to determine what the underlying factors are with each individual.