बाल विकास की अवस्थाएँ

 जब हम शिक्षा के क्षेत्र में मानव विकास की अवस्थाओं पर विचार करते हैं तो हमारा तात्पर्य बाल विकास की अवस्थाओं से होता है क्योंकि शैक्षिक दृष्टिकोण से इन्हीं अवस्थाओं का विशेष महत्व होता है और बालक के भावी जीवन के लिए यही अवस्थाएँ आधार बन जाती है। अतः हम बाल विकास की अवस्थाओं का वर्णन कर रहे हैं --

बाल विकास की अवस्थाएँ

गर्भाधान से लेकर परिपक्व होने तक बालक का क्रमशः विकास होता रहता है। जन्म के उपरान्त बालक के विकास की प्रक्रिया को बाल मनोवैज्ञानिकों ने विभिन्न अवस्थाओं (Stages) में विभाजित किया है। प्रत्येक अवस्था के लक्षण यद्यपि भिन्न-भिन्न होते हैं किन्तु : एक अवस्था के लक्षण अपने से पूर्व वाली अवस्थाओं के लक्षण पर आधारित होते हैं। इस प्रकार विभिन्न अवस्थाओं के मध्य ठीक स्पष्ट रेखा नहीं खींची जा सकता है। विद्वानों ने बाल व विकास के क्रम को समझाने के लिए ही उसे विभिन्न अवस्थाओं में विभाजित किया है। प्रत्येक अवस्था की अपनी समस्याएँ होती है। अब हम विभिन्न विद्वानों के द्वारा बाल विकास की अवस्थाएँ प्रस्तु करेंगे -

1. रॉस (Ross) के अनुसार

                           1.1 से 3 वर्ष तक                                             शैशव काल                    

                                            2. 3 से 6 वर्ष तक                                            पूर्व-बाल्यकाल

                                            3. 6 से 13 वर्ष तक                                          उत्तर- बाल्यकाल

                                            4. 12 से 18 वर्ष तक                                        किशोरावस्था 

2. अमेरिकी मनोवैज्ञानिक संस्था के विकासात्मक मनोविज्ञान विभाग सदस्यों के अनुसार

                                          1. जन्म से एक वर्ष तक                          शैशवास्था (Infancy)

                                          2. एक वर्ष से 12 वर्ष तक                           बाल्यावस्था (Childhood)

                                           (i) 1 से 6 वर्ष तक                                    प्रारम्भिक बाल्यावस्था

                                           (ii) 6 से 10 वर्ष तक                                 मध्य बाल्यावस्था

                                           (iii)10 से 12 वर्ष तक                               उत्तर-बाल्यकाल

                                          3.12 से 21 वर्ष तक                                   किशोरावस्था (Adolescence)

                                           (i) 12 से 14 वर्ष तक                                 पूर्व किशोरावस्था

                                           (ii) 14 से 16 वर्ष तक                                 मध्य बाल्यावस्था

                                           (iii) 16 से 21 वर्ष तक                                उत्तर- बाल्यकाल

3. हरलॉक (Hurlock) के अनुसार 

                                 1. गर्भाधान से लेकर जन्म तक                          गर्भावस्था (Pre-natal Stage)

                                 2. जन्म से 12 दिन तक                                      प्रारम्भिक शैशवास्था (Infancy)

                                 3. 14 दिन से 2 वर्ष तक                                      उत्तर शैशवावस्था (Babyhood)

                                 4. 2 वर्ष से 11 वर्ष तक                                        बाल्यावस्था (Childhood)

                                 5. 11 वर्ष से 21 वर्ष तक                                      किशोरावस्था (Adolescence) 

                                 (i) 11 वर्ष से 13 वर्ष तक                                      पूर्व किशोरावस्था (Pre- Adolescence)

                                 (ii)13 से 17 वर्ष तक                                            प्रारम्भिक किशोरावस्था                                                                                                                                     (Early  Adolescence)

                                  (iii) 17 से 21 वर्ष तक                                     उत्तर किशोरावस्था (Late Adolescence)

 

बाल विकास की अवस्थाओं के उपर्युक्त विभाजन में हरलॉक (Hurlock) द्वारा किया गया विभाजन बाल मनोविज्ञान की दृष्टि से अधिक उपयुक्त है क्योंकि इसमें गर्भाधान conception) से लेकर परिपक्वता आने तक की अवस्थाओं का समावेश किया है। अन्य विद्वानो ने गर्भावस्था को अपने विभाजन में सम्मिलित नहीं किया है। अब हम बाल विकास की नवस्थाओं की संक्षेप में जानकारी प्राप्त करने की लिए हरलॉक द्वारा प्रस्तुत की हुई अवस्थाओं पर प्रकाश डालेंगे ー

1. गर्भावस्था - यह अवस्था गर्भाधान से जन्म तक रहती है। इस अवस्था की अवधि 9 मास या 280 दिन है। यह बाल विकास की सबसे तीव्र गति की अवस्था है। अण्ड कोष्ठ (Egg cell) तथा शुक्र कोष्ठ (Sperm cell) के समन्वय से जो कोष्ठ विभाजन की प्रक्रिया (Mitosis) होती है उसके बीजाणु क्रमशः विकसित होते-होते 9 महीने तक 3 किलोग्राम वजन और 20 इंच लम्बे शिशु का रूप ग्रहण कर लेते हैं। गर्भावस्था में मुख्य रूप से बालक का शारीरिक विकास हो ही जाता है।

2. प्रारम्भिक शैशवावस्था— यह अवस्था जन्म से लेकर 14 दिन तक को अवस्था है। इसको प्रायः नवजात अवस्था कहा जाता है। यह विकास में एक पठार या विश्रामावस्था है जिससे विकास की गति रुक जाती है क्योंकि इस अवस्था मे शिशु नवीन वातावरण से सामंजस्य स्थापित करता है। इसके द्वारा ही वह आत्मनिर्भर बनता है।

3. उत्तर शैशवावस्था- इस अवस्था की अवधि जन्म के 14 दिन के बाद से 2 वर्ष तक की है। इस अवस्था में शिशु अपनी प्रत्येक आवश्यकता की पूर्ति के लिए दूसरों पर निर्भर होता है। धीरे-धीरे वह अपनी मांसपेशियों पर नियन्त्रण करना सीखने लगता है जिससे वह खाने-पाने, उठने-बैठने, चलने-फिरने, बोलने-खेलने आदि की क्रियाएँ स्वतन्त्रतापूर्वक कर सकें |

4. बाल्यावस्था- यह अवस्था 2 वर्ष से लेकर 11 वर्ष तक चलती है। इस अवस्था में बालक वातावरण से सामजस्य करने लगता है और उस पर नियन्त्रण करने लगता है। जब वह वातावरण में किसी प्रकार की कठिनाई अनुभव करता है तो वह अपनी वाणी को सहायता लेता है और वातावरण से सम्बन्धित विभिन्न प्रकार प्रकार के प्रश्न पूछता है। इस प्रकार उसमें जिज्ञासा की प्रवृत्ति बहुत तीव्र होती है। 6 वर्ष की आयु होने पर उसमें सामाजिकता की भावना का विकास होने लगता है और वह मित्र मण्डली बनाकर खेलना पसन्द करता है|

5. किशोरावस्था— यह अवस्था 11 वर्ष से लेकर 21 वर्ष तक की होती है। हरलॉक ने इस अवस्था को निम्नलिखित तीन उप-अवस्थाओं में विभाजित किया है ㅡ

(i) पूर्व किशोरावस्था- यह अवस्था प्राय: दो वर्ष तक की अर्थात् 11 वर्ष से 13 वर्ष तक रहती है। इस अवस्था में बालक तथा बालिकाओं के यौन अंगो की तीव्र विकास होता है किन्तु उनका संवेगात्मक एवं सामाजिक नियन्त्रण जो अब तक विकसित हुआ था शिथिल होने लगता है। फलस्वरूप कई बातों पर उनका नकारात्मक दृष्टिकोण रहता है। इसलिए इस अवस्था को बुहलर ने सकारात्मक अवस्था कहा है।

(ii) प्रारम्भिक किशोरावस्था— यह अवस्था 13 से 17 वर्ष तक ही है। इसमें बालक तथा बालिकाओं का पूर्ण शारीरिक एवं मानसिक विकास हो जाता है। इन अवस्था में बालक प्रायः हाईस्कूल कक्षाओं में पढ़ता है।

(iii) उत्तर किशोरावस्था - यह अवस्था 17 से 21 वर्ष तक की होती है। शारीरिक तथा मानसिक विकास पूर्ण हो चुकने के कारण अब किशोर तथा किशोरी पूर्ण वयस्क हो जाते है। इस अवस्था में वे समाज में अपना महत्वपूर्ण स्थान बनाना चाहते हैं। अतः वे माता-पिता एवं अन्य लोगों तथा रीति-रिवाजों से स्वतन्त्र होने की तीव्र इच्छा करने लगते हैं। वे अपना जीवन विपरीत यौन के व्यक्तियों के साथ बिताने के लिए तीव्र आकांक्षा करने लगते हैं। इस अवस्था के बाद वे प्रौढ़ावस्था में पदार्पण करते हैं।

4. जोन्स के अनुसार

उपर्युक्त वर्णित अवस्थाओं का सुविधाजनक अध्ययन करने के लिए डॉ० अरनेस्ट जोन्स द्वारा किया गया विकास की अवस्थाओं का विभाजन अधिक उपयुक्त है। उनके अनुसार व्यक्ति का विकास निम्नलिखित चार सुस्पष्ट अवस्थाओं में होता है —

                                    1. शैशवास्था (Infancy)                              जन्म से 3 वर्ष तक

                                    2. बाल्यावस्था                                            6 से 12 वर्ष तक

                                    3. किशोरावस्था (Adolescence)                 12 से 18 वर्ष तक

                                    4. प्रौढ़ावस्था (Adulthood)                          18 वर्ष के बाद।

बाल विकास के सिद्धान्त

बाल विकास के प्रमुख सिद्धान्त निम्नलिखित हैं

1. समविकास का सिद्धान्त – आधुनिक मनोवैज्ञानिकों द्वारा क्रमिक विकास के सिद्धान्त का पक्ष नहीं किया गया है। इनके मतानुसार बालकों की सभी मानसिक क्रियाओं का विकास एक साथ होता है क्योंकि बालक में सभी मानसिक क्रियाएँ निहित रहती हैं। यह एक अलग बात है कि उनका विकास किसी विशेष परिस्थिति में होता है कि नहीं।

2. क्रमिक विकास का सिद्धान्त प्राचीन मनौवैज्ञानिकों का यह मानना रहा है कि बालक की मानसिक क्रियाओं का विकास क्रमिक रूप से हुआ है। सर्वप्रथम एक मानसिक क्रिया का विकास होता है और उसके पूर्ण होने पर दूसरी मानसिक क्रिया का विकास आरम्भ होता है। उदाहरण के लिए, प्रत्यक्षीकरण का विकास पहले होता है और उसके पूर्ण होने पर स्मृति का विकास होता है।

अभिवृद्धि तथा विकास का महत्व

शिक्षा में अभिवृद्धि तथा विकास के महत्व को निम्न प्रकार स्पष्ट किया जा सकता है--- शिक्षा का प्रमुख उद्देश्य विद्यार्थी का चहुमुखी विकास कराना होता है। चहुमुखी विकास का तात्पर्य एक बालक के सर्वांगीण अथवा मानसिक, सामाजिक एवं चारित्रिक विकास से लगाया जाता है। किसी भी बालक का चहुमुखी विकास करने के लिए शिक्षक को उसकी अवस्था को विशेषताओं को ध्यान में रखना आवश्यक है। इसका प्रमुख कारण यह है कि विकास की प्रत्येक अवस्था में मानसिक संवेगात्मक विकास के आवेग भिन्न-भिन्न होते हैं। इन अवस्थाओं में मानसिक स्थिति विभिन्न संघर्षों एवं तनाव से सम्बद्ध होती है तथा शारीरिक विकास भी भिन्न-भिन्न होता है।

इस प्रकार शिक्षा के उद्देश्य की पूर्ति बालक के विकास के रूप में फल देती है। बालक के विकास का दायित्व घर में अभिभावक एवं विद्यालय में अध्यापक के कन्धों पर होता है।

एक बालक का चहुमुखी विकास तभी सम्भव है जब घर में अभिभावक व विद्यालय में अध्यापक उसकी मानसिक, सामाजिक एवं संवेगात्मक समस्याओं का समाधान करें। इन समस्याओं के समाधान करने के लिए अध्यापक को उन तत्वों का ज्ञान होना आवश्यक है जो बालक के सामाजिक, मानसिक संवेगात्मक विकास पर प्रभाव डालते हैं। इन तत्वों के ज्ञान होने पर हो इन कारकों को नियन्त्रण में रखा जा सकता है एवं शिक्षा के उद्देश्यों के अनुसार उनका मार्ग दर्शन किया जा सकता है।

Developmental Tasks and Need of Guidance and Counseling in Adolescence { Part 5 }

 

Developmental Tasks of Adolescents

The concept of developmental task was developed by an American Psychologist, Robert Havinghurst on the basis of his extensive researches and proposed a list of development tasks right from infancy to old age. He defined "a developmental task is a task which arises at or about a certain period in the life of the individual, successful achievement of which leads to happiness and success with later tasks while failure leads to unhappiness in the individual, disapproval by the society and difficulty with later tasks". Thus it can be said that in each stage of development there are certain tasks or activities, skills, understanding and attitudes that must be met before a person can move on to a higher level of development.

The developmental tasks of adolescence are given below:

I. Achieving new and more mature relationships with age-mates of both sexes

When a child enters adolescence, the society expects that he should be able to establish healthy relationship with the members of both the sexes. But generally, we do not permit free mixing of adolescent boys and girls in our society. Therefore it can be suggested that one should not always think negatively rather an adolescent should be allowed to communicate freely the quality of social life and occupational choice with his/her peer group for better social dealings.

II. Achieving a masculine or feminine role

During this transitional period, adolescents should be provided guidance and counselling as regards to their sex role in the society which they are going to perform as man or woman.

III. Accepting one's physique and using the body effectively

During adolescence, physical and physiological changes occur at a very rapid speed. Thus he/she must be guided properly so that they can make proper use of their physical strength for the benefits of the society.

IV. Achieving emotional Independence of parents and other adults

Sometimes it is noticed that parents treat their adolescent son and daughter as child and behave accordingly. But due to mature development, adolescents rebel against the rigid attitude of parents. So, it is suggested that they may be guided properly and parents should understand their problems and difficulties sympathetically.

V. Preparing for family and marriage life

During this period an adolescent needs proper education regarding the preparation for family and marriage life otherwise successful achievement of life may be hindered.

VI. Preparation for an economic career

During adolescence organization and planning of future life can be strengthened in such a way that one can enter a career of his/her own choice and can justify it. Thus guidance must be provided in the educational institution so that development of courage and confidence can be strengthened among the adolescents.

VII. Acquiring a set of values and an ethical system as a guide to behaviour

What should be the values and ethical system (religion) that one will eventually adopt in life depends upon the society and the system where he/she lives in. Therefore, varieties of values and beliefs of the society must be put forth before the adolescent to facilitate to draw conclusions according to the demands of the society.

VII. Desire to achieve socially responsible behaviour

The main objective of this task is to include the development of social ideology which allows the adolescent to be a responsible participant in the development and progress of his/her community and country. Therefore it is said that to be a responsible adult and a responsible citizen demands that one takes into account of the values of society in one's personal behaviour.

・ Role of the Teacher and Educational Importance of the Adolescence Period

(1) Adolescents worry a great deal about the physiological changes that occur in them. Thus honest replies to their queries could help to eliminate much of the fear and anxiety that the adolescent experiences.

(2) It is a known fact that teenaged boys and girls are growing into adult men and women. Therefore, school library and work rooms must be adequately equipped in order to cater to the needs of the adolescent.

(3) Adolescence is a critical period. They feel happy if they are asked to help or to give their ideas and resent adult attempts to impose views on them. Hence parents should discuss the matter with them and leave them free to accept or reject the view.

(4) Adolescents demand independence. Hence the teacher must provide opportunities for self-study and freedom to select their and hobbies in their day-to-day life. 

(5) Teachers must be patient and tactful in all their dealings with adolescents. Sincerity and a friendly attitude help the adolescent from destructive tendencies in them.

(6) Teachers should not adopt double standards while dealing with adolescents. They should set a good example of good conduct and display his/her own emotional stability. 

(7) The teacher should make a thorough understanding of the general characteristics of the period of adolescence, its stress and strains, urges, charges and problems so that proper information about sex and vocational guidance can be provided.

(8) If the parents and teachers expect respect and trust from the adolescent they must first give it on the basis of clear and correct information to them.

(9) Teacher should redirect the energies of the adolescents into fruitful channels through games, sports and other creative recreational activities. Even some programme of moral and religious teaching should be organised in the school.

(10) Adolescents try to establish link with their peer groups to maintain social relationship. Hence the adolescent can be given scope in this direction by allowing them to participate and take leadership in different activities organised in the school.

(11) Since the adolescent is attaining intellectual maturity the school curriculum must be varied to meet his intellectual curiosity. Hence suitable books on adventures, travels and biography must be provided to them so that good reading habits and noble ideas can be developed in them.

(12) Parent-teacher associations should be strengthened and joint effc. ts should be made to understand the problems of an adolescent and necessary remedies should be provided.

Guidance and Counselling of Adolescents 

・  Meaning and Definition of Guidance

By guidance is commonly meant to tell another person the correct method of doing something; such as parental guidance to children on how to do a task. But in the field of psychology, this term has its own technical meaning. By guidance in psychology means to make a man aware of his ability and capability to solve his problem and thus to prepare him to solve his problem himself.

 In the words of Honarins:

Guiding means helping John to see through himself in order that he may see himself through. 

We can define it more clearly in the following way :

Guidance is that process by which a person is acquainted with his ability and capability related to his problem by a specialist and is assisted in solving that problem by his ability and capability himself and to adjust with himself, others and his circumstances in proper manner.

・  Meaning and Definition of Counselling

In guidance a person is acquainted with his psychophysical ability and capability in order to enable him to solve his problem and in counseling, the counsellor assists an individual to use his ability and capability. Thus, counselling is held after guidance. Another distinction between the two is that guidance can be given individually as well as collectively, but counselling is always individual. At present, counselling is given after guidance, so now these two terms are used together as guidance and counselling.

・  Need of Guidance and Counselling to Adolescents 

Though guidance and counselling are needed by everybody, yet it is especially needed by adolescents. During adolescence, adolescents undergo rapid physical, mental, emotional and social changes, due to which many problems are confronted by them, and if these problems are not resolved immediately, they may create many mental illnesses and their conduct may become otherwise. This is the stage of formation and deformation. So guidance is much needed during this stage. are possibilities of adolescents treading a bad path in the absence o proper guidance. We have already talked at different places of giving proper nutrition, sports and exercise facilities, participation in literary and cultural activities, sex education, and treating them respectfully and meeting their needs so as to satisfy them. But all this cannot solve all their problems properly, they still require proper guidance and counselling.

The problems before adolescents pertaining to their education are some of them do not like to study, some of them are not interested in studying a particular subject, and some of them face a specific problem in understanding a particular subject, etc. This is the stage when they complete their general education and enter the field of specific education. Now the problem before them is whether to take admission in art. science, commerce or vocational stream, and to select which subjects, activities and vocations in that stream. Guidance is needed for the solution of all these problems.

The third gravest problem before adolescents is about their profession. In the vocational stream, problems relating to the selection of vocation are specific. Each adolescent wants to select such a vocation which is considered to be prestigious in the society and which has good earning Guidance helps them to select a suitable vocation according to their psychophysical ability and capability. Thus, adolescents are in utmost need of guidance and counselling. Guidance and Counselling of Adolescents

The field of guidance and counselling of adolescents can be divided into three parts general, educational and vocational. We shall discuss in brief the scope and working system of these three types of guidance and counselling.

1. General Guidance and Counselling: In the field of general guidance and counselling are included the problems of adolescents related to their physical health, sex, mental health, emotional condition, adjustment, selection of values, etc. These problems are individual, so the guidance provided for resolution of these problems is called individual guidance also. The following steps are followed in providing this type of guidance and counselling:

(i) Understanding the Problem: At first the guide understands the particular problem of the adolescent and determines how far he has to assist him in solving of the problem.

(ii) Understanding the Causes of the Problem: After having given a certain form to the problem, he finds out the causes of the problem. For this, he makes use of interview, data collection and psychological tests etc. as may be needed.

(iii) Understanding the Potentialities and Abilities: Having understood the causes of the problem, the guide finds out the psychophysical potentialities and abilities of the adolescent. For it, he makes use of intelligence test, aptitude test and interest test.

(iv) Guidance: Now the guide ask the adolescent to solve his problem with this help of his psychophysical potentiality and ability; the adolescent follows this advice to solve the problem himself.

(v) Counselling: Counselling is provided after guidance if the particular adolescent is assisted in solving his problem.

(vi) Follow Up Programme : This is the final step of guidance. On this step, the guide ascertains how far has the adolescent solved the problem on the basis of the guidance and counselling. If he has not solved his problem properly, then its causes are analyzed and the whole process is repeated again.

2. Educational Guidance and Counselling: In the field of educational guidance and counselling, problems related to education are included, such as disinterest in studies, difficulty in understanding a subject, selection of a particular stream for further studies, selection of subjects in a particular stream, etc. The steps of educational guidance and counselling are the same which are those of general guidance, but there is a difference in their form. Educational guidance is given individually and collectively, both. Counselling can be given only individually, so it is given individually.

(i) Understanding the Educational Problem: At first the guide understands the particular problem of the adolescent or adolescent-group and provides him/it a definite form and decides its scope.

(ii) Understanding the Causes of the Problem: When educational guidance is given before the problem has not manifested itself, then there is no need to find out its causes, but when solution is given after the problem has arisen, then its causes are found out. A guide uses interview method, data collection method and psychological tests to find out the causes, as may be needed.

(iii) Understanding the Potentialities and Abilities : Before giving any type of guidance, it is necessary to understand the psychophysical potentialities and abilities of the adolescent or adolescent-group. Guidance is given on that basis. For it, a guide uses psychological tests intelligence test, interest test and aptitude test, etc. 

(iv) Guidance: The solution to the problem is told depending form of the problem and psychophysical potentialities and abilities of the adolescent or adolescent-group. This task is performed by the guide very carefully.

(v) Counselling: After guidance, the adolescents are assisted individually. The counsellor assists an individual to do his work himself needed.

(vi) Follow Up Programme: After guidance, a guide sees how much an adolescent is taking advantage of the guidance. Re-guidance is arranged on the basis of this evaluation of needed.

3. Vocational Guidance and Counselling: The scope of vocational guidance includes the problems of adolescents relating to their vocation. The first problem of adolescents pertaining to vocation is - selection of a vocation for study and training. Having selected a vocation, the problems pertaining to its study and training are faced. These problems are of different types-difficulty in understanding the theoretical aspect, difficulty in practical training, difficulty in the training institution, anxiety relating to future placement, etc. This guidance is also given individually and collectively both and is given before a problem arises or after it has manifested itself. The steps of guidance are the same, but their form is a little different:

(i) Understanding the Problem: At first the guide understands the particular problem of the adolescent or adolescent-group as pertaining to the vocation, and then ascertains its form and determines its scope.

(ii) Understanding the Causes of the Problem: When vocational = guidance is given before the problem has arisen, then only its fundamental factors are considered, and when a solution is given after the problem has manifested itself, then its causes are found out. A guide uses observation method, interview method, data collection method, =psychological tests, etc. in order to find out the causes. Intelligence tests. aptitude tests, interest tests, attitude tests are important psychological tests, and the most important among them are the aptitude tests.

(iii) Understanding the Potentialities and Abilities: Whether guidance is given before the problem has arisen or after it, it is given on the basis of psychophysical potentialities and abilities of the adolescent or adolescent-group, so they are measured first. For it, a guide makes use of psychological tests intelligence tests, aptitude tests, interest tests =of and attitude tests.

(iv) Guidance: The solution to the problem is told to the adolescent or adolescent-group depending on the form of the problem and their psychophysical potentialities and abilities. This task can be performed only by specialists.

(v) Counselling: A counsellor assists the adolescent or an individual in order to eliminate any difficulties arising in the way of problem-solving. This assistance is given individually.

Need and Problems of Adolescence { Part 4 }

Need and Problems of Adolescence

Adolescence is a period of rapid changes. The peculiar and unusual changes that take place during this stage create problems for the adolescent boys and girls. Similarly the need of adolescents are really different from earlier stages of life cycle. If the need of adolescents are not properly gratified the adolescent becomes a problem youth. The basic need and problems of the adolescent boys and girls are as follows.

(A) Need of Adolescence

(1) Sex need:

The maturing of the sex glands is the most important single development of the adolescent years. The sexual instinct which was dormant takes a strong turn and develops into hetro sexuality (attachment towards the opposite sex). Development and sudden functioning of the sex organs create worries, anxieties and tension among the adolescent boys and girls. Members of both sexes display a variety of attitudes towards the changes in their bodily functions, and these attitudes influence their personalities, their school work, interest and their general adjustment to life. Thus to channelise the sex desire of an adolescent youth in a right track, varieties of programmes like creative activities, athletics, moral and sex education can be introduced in the school.

(ii) Security Need:

The adolescent is on the boundary line of childhood and adulthood. So he is typically a person who needs security. guidance and protection like a child and independent views, maturity of opinion and self support like an adult. This need can be fulfilled if the adolescent is given an opportunity of studying the biography of greatmen like Gandhi, Tagore, Vivekananda, Kabir, Nanak, Dayananda, Laxmibai and Sarojini Naidu, etc.

(iii) Gregarious Need:

It is a fact that instincts of the adolescents assumes greater strength and importance at this stage. The adolescents have the enormous power and desire to do many activities to sublimate the animal instincts, which may be desirable or undesirable. Without this sublimation, his intellectual, social, moral and intellectual aspects of the personality cannot be properly trained. Thus adolescents should be provided opportunity to satisfy their basic need through group formation as scouting, NCC, Social service, and community activities otherwise they may indulge themselves into the activities of pick-pocketing, truancy and robbery which are unsocial activities to satisfy their gregarious feelings.

(iv) Adventurous Need:

The feeling of adventure is maximum during adolescence. In the absence of proper direction it takes the form of aimless wandering and unsocial activities. In order to satisfy the anxiety of adolescents excursions, picnic and educational tours, etc., should be organised. Thus providing an opportunity to the adolescents during this period can fulfil their physical needs vis-a-vis adventurous qualities.

(v) Social Need:

An adolescent, in almost all the activities, wants recognition in the form of a praise or a reward or a prize for social approval. He is ambitious of achieving success and getting public recognition. Thus during this stage an adolescent youth requires a good deal of sympathy. If their success or achievement is not recognised at home or in the school they begin to lose interest in such activities and may turn into violent and unrealistic ways.

(vi) Self-awareness Need:

 It is a age of self-decoration. Both boys and girls pay more attention towards their dress, make-up, manner of talking, walking, eating, etc., and desires that he/she should be a center of attraction for the opposite sex and recognised by the peer group and elders. So, if their need of self-awareness is not looked into then the adolescents become either aggressive or withdrawn type depending upon the circumstances.

(vii) Need for Status:

Although adolescence is a stage of transition and period of rapid change yet their behaviour and thinking are not accepted by the society easily. If their need for status is not met satisfactorily in the family or in the school it may lead to confusion, ambiguity and disappointment in them. Thus their status in the society must be understood by parents and teachers and accordingly opportunity for participating in all decision making programmes in home, school and the community should be provided.

(viii) Need for Independence:

Adolescents youth need economic and emotional independence. They do not like to depend upon their parents regarding money matter and no longer want to be treated as a child. They want to be self sufficient but they are inexperienced and incapable of taking responsibility for their security and comforts which leads to confusion, anxiety and frustration in them.

(ix) Need for Recreation Activities:

Adolescents are interested to spend their recreation time in useful ways. If their need for recreation is not utilised in proper order then their study is hampered. Thus parents and teachers should guide them properly to utilise their recreation time in a fruitful manner.

(x) Vocational Need:

The strong desire of adolescents is to achieve self sufficiency and make himself/herself quite independent like an adult member of the society. They prefer to earn himself/ herself independently and follow a suitable vocation. Thus during this stage proper care should be taken while educating them as well as an idea about selection of the various vocations as occupation must be informed.

(B) Problems of Adolescents

Adolescence is a period of rapid changes in all demensions of development.

When the needs of adolescents are not satisfied problems occur in behavioural characteristics.

Thus problems of adolescents are either due to himself/herself or due to the conditions of the society in which he/she lives. Lay Cock and other psychologists grouped the problems of adolescent as under:

(1) Problems of adjustment due to changing physical growth and physiological development.

(ii) Becoming emancipated from family and free from emotional dependence on parents. 

(iii) Accepting own characteristics of sex-role and making adjustment to the opposite sex.

(iv) Finding and ensuring on a suitable vocation. give

(v) Developing a sound philosophy of life which will meaning and purpose to life.

(vi) Adjustment to personal, social, health and home life relationship. 

(vii) Adjustment difficulties with parents and the community. 

(vii) Adjustment difficulties in relation to finance. employment, marriage life and future educational and vocational adjustment.

In addition to the above, the problems frequently reported by the adolescents are given in details:

I. Problem of Sex

The period of adolescence is known as a period of stress and strain. It is the most difficult and the awkward period. The period marks the re-awakening of repressed sex-impulse. Thus to help an adolescent sex-education may be introduced in the syllabus as a compulsory subject.

II. Problems related to Education

During the period of adolescence the specific problems related to education are dislike for study, fear of failure, restlessness in class, low grade in the examination, fear of speaking in the class, too much work, dislike for school, partial behaviour of teachers and groupism on the basis of caste, creed and religion. This situation frustrate the mental state of the adolescents.

III. Problems of adjustment at Home

It is a fact that Indian parents have not changed their traditional attitude towards their adolescent sons and daughters. Sometimes parents in majority of the cases are responsible for the problems like imposing restriction on their freedom misunderstanding between parents and adolescents at home, treating adolescent as a small child and not providing facilities when he is in need, etc., are the causes of adjustment problems of adolescents.

IV. Problems related to emotion

The abnormal functioning of the nervous system and the endocrine glands are mainly responsible for emotional problem. Adolescents have both the extreme emotions, i.e.. positive and negative. What is required is to help him/her in emotional control. His/her various needs must be satisfied and guided properly.

V. Adjustment difficulties with school and the community 

A rigid discipline, an over-crowded school, an unhealthy atmosphere, and lack of activities in the school, etc., may create problems of adjustment. Adolescents like to go out, mix with friends and to do some social service but the society has some restrictions. Thus an adolescent must be dealt with sympathy and engaged in work according to their ability in the school.

VI. Problems of Economic Independence

It has been reported by a number of studies that the adolescent does not like to depend upon their parents regarding money matter. He/She prefers to earn for himself/ herself and follow a suitable vocation. But due to inadequate experiences and incapable of taking responsibilities for their security and comforts they feel frustration. Thus proper guidance may be given to adolescents by the parents and teacher.

VII. Problems of Vocational Adjustment

Adolescents are very much concerned about their future vocation. The problems lie with the selection of a vocational preference and preparation for it. Thus proper care should be taken in the school that while educating him/her an idea about the availability of different vocations and its selection procedure, etc., must be informed.

IX. Problems of choosing right philosophy of life

Adolescence is a period of wider social contacts, increased mental ability and understanding, and excessive physiological development which create problems and bother adolescents too much. Which philosophy of life they have to follow is difficult and complex on their part to decide. Thus, opportunity must be provided to the adolescent to take a decision to govern their future life in a positive manner.