PSHYCOLOGICAL CHARACTERISTICS OF ADOLESCENCE

INTRODUCTION:
The past quarter century has yielded tremendous advances in
our understanding of personality traits: individuals’ characteristic patterns of thinking, feeling,
and behaving (John, Naumann, & Soto, 2008). Key points of consensus have emerged regarding
how specific behavioral tendencies are organized into broader traits (personality structure), how
personality traits change over time (personality development), and how personality traits
influence important life outcomes. The vast majority of this research has focused on adulthood,
likely reflecting the traditional view of personality as a mature psychological phenomenon
(Caspi, Roberts, & Shiner, 2005). However, a growing body of research explicitly focuses on
personality traits in childhood and adolescence. What does this research tell us about youth
personality traits? In what ways are they similar to—and different from— adult traits?

This article throws light upon the major characteristics of

adolescence. The characteristics are: 1.A period of Rapid Physical/Biological Changes has
Psychological Repercussions Too 2. Appearance-Consciousness 3. Attraction towards the
Opposite Sex 4. Cognitive Development 5. Career-Consciousness 6. Emotional Conditions
7. Flight on Imagination 8. Hero Worship 9. Hobbies and Other Details.

Characteristic # 1. A period of Rapid Physical/Biological Changes, has Psychological

Repercussions Too:

The growth of the pelvis bone, the filling out of breast, growing in size
and sensitivity of genitalia, growing of pubic and axillary hair, deepening of voice, acne, and the
menarche are the main physical and biological developments in girls which make them confused
and apprehensive.

Characteristic # 2. Appearance-Consciousness:

During adolescence, both the girl and the boy, grow very much conscious about their
appearance. As physical changes are very rapidly taking place, affecting the appearance of the
adolescent, “how do I appear?” becomes his or her haunting concern. An adolescent would do all
that he or she can to develop and maintain an attractive look. One grows very particular
regarding one’s dress, hair-style and so on.

Characteristic # 3. Attraction Towards the Opposite Sex:

The pubic changes in the girl, and in the boy, make one feel a strong attraction towards the other.
The physical growth during the period of adolescence, makes one attractive for the opposite sex.
Nevertheless, it entails the problem of adaptability to peers of the same sex, and to those of the
opposite sex.

The curiosity regarding sex matters, and regarding that of the opposite sex, increases with age,
and if the elders only go on suppressing such feelings of an adolescent, it will not help in having
a wholesome understanding of the sexual matters and the repressed feelings may either explode
more devastatingly or may lead to other abnormalities.

Characteristic # 4. Cognitive Development:

Adolescence is the stage when a person attains maturity in physical development, in respect of
sexual behaviour, and also cognitively. From year eleven onward, Jean Piaget considers it to be
the stage of formal operations when the growing adolescent starts thinking logically and
persistently.

It is the adult stage of cognitive development, and is characterised by the following

features:

(i) Now, one can follow logical relationships that exist among those which/who belong to the
same class, and among the ones belonging to different classes. Until now the child could follow
the existing relationships that were there among different events, but now the adolescent has
developed the abilities to visualize the future possible relationships, and, by dint of that the
adolescent can design situations.
He can think of all the possible kinds of relationships that can exist among events that are likely
to occur in future. Though the future may confirm some of his hypotheses and reject the others,
his thinking always happens to be based on logic, and, is carried on persistently.

(ii) Now, he has the ability of combinatorial thinking—he can review all the choices
systematically, he can go through them sequentially if it is so needed, and can exhaust all of
them. The adolescent can use the entire system of formal logic in an intuitive way also, to obtain
the kind of information he wants.

Adolescence is also the period when one attains an advanced stage of the development of
imagination—it helps a lot in intuitive thinking.

(iii) It is during this period of life when one acquires some additional concrete constructs. For
example, he can understand the problem of equilibrium in which there are two different inverses
and which lead to the development of 4-groups. It is during the period of formal operations that
the child acquires the concept of the volume construction.

Now, he can follow the rule of equilibrium that operates in the kind of balance that exists
between density and quantity. Now, because of so much development in the cognitive field, the
adolescent becomes career-conscious.

Musing upon his future, he is in a better position to make a proper choice of subjects of studies
for a brighter career—of course, variety and complexity in the field of vocations, may require an
expert guidance, nevertheless, his career- consciousness is a big step, and is indicative of his
cognitive development.However, an adolescent is more likely to make a hasty decision as one,
generally happens to be rash during this period.

Characteristic # 5. Career-Consciousness:

A mention, by the way, has already been made that an adolescent starts thinking about his career
at this stage. Now, one happens to be mature enough to think of the importance of a good job in
life. Looking to his own parents and to others, he can very well realise the importance of a good
job for a respectable and comfortable life.
He also knows that a good job is must for attracting a good life- partner for marriage—
adolescence is also a period when mating starts. In many countries, the problem of
unemployment is very acute this fact makes our adolescents feel more concerned about their
career even when their studies are still not over.

Characteristic # 6. Emotional Conditions:

Wilkins writes that hyperthyroidism is more common in adolescence. Hyperthyroidism is caused

because of excessive secretion of thyroid gland. Hyperthyroidism is characterised by emotional
instability and excessive movements. Because of emotional instability, an adolescent has no
patience to think over the pros and cons of a step that he is going to take—though cognitively he
or she is developed enough to do it.

An adolescent boy or girl may take any rash or reckless step out of anger or frustration. An
adolescent lacks in emotional maturity.

The overall impact of these physical and biological changes is the development of an emotional
state which generally makes the adolescent short-tempered and rash; sometimes his repressed
emotions may result in an explosive outburst or a temper-tantrum. The adolescent is rich in
emotional energy but for want of proper channelization, it may prove disastrous.

Characteristic # 7. Flight on Imagination:

The adolescent often rises high and above the limitations of realities into the unbridled sky of
imagination, seeking the fulfillment of a lot many of his desires which stand no chances of being
fulfilled otherwise. Adolescence is also a period when imagination can help him in visualizing
likely consequences, and enable him think persistently.

Thus, imagination may either make the adolescent a day-dreamer, or an escapist losing himself
in the phantasmagoria, or in a world which is the creation of his own fancy, or may turn him into
a creative artist. To imagine of good things, of high ideals or targets, is essential for the
upliftment of a person, provided a touch with the hard realities of the world, is not lost.
Imagination is an asset with the personality of an adolescent, provided, a judicious scope is
provided for its development and creativity. An environment of fine arts, rich with the
performances of good artistes, can further stir and enrich the imagination of the adolescent, and
his overflowing energies can find a field for sublimation and creative rise of his feelings and
emotions.

An appeal to the imagination of an adolescent is easy to make through poetry or through any
form of art. He may, with the help of such a work, be turned into a great patriot or a true
cosmopolitan, a great social worker or so on.

Hence, great is the importance of environment for an adolescent. The more possessed of
imagination he is, the more will be his interest in poetry and other fine arts, of course, a
congenial environment will have to be provided.

Characteristic # 8. Hero Worship:

Some living character, maybe, some hero of the screen, a member of his peer-group, or someone
among the acquaintances, or of the family, may have caught the imagination of the adolescent,
and he starts emulating him keenly.

Elderly members of the family and teachers in school may be instrumental in the development of
the desired type of personalities by way of presenting great characters before the students. The
character may be someone living, or may be from the recent or past history or myth. In some
instances, even the teachers are emulated by their students. Presenting ideal characters for
emulation is a holy duty of the teachers.

In most of the cases, heroes are changed with age. The hero of the middle childhood may be
replaced be someone else with characteristics more appealing to an adolescent’s imagination.
One with some inclination towards arts is likely to emulate some artists of excellence. The
family background also affects the choice of a hero.

Characteristic # 9. Hobbies:
Adolescence is also a period when one is inclined to a number of hobbies, or at least to one or
the other of the hobbies. He may join some gym, or a club of table-tennis or lawn-tennis. Some
may like to compose poems or write stories. Music or dance may attract a few.

Others may opt to be cricketers or hockey-players. Girls, especially, may choose knitting,
sewing, embroidery work and so on, as their hobbies. Sex-identity, hero-worship and others, are
also the factors influencing the choice of a hobby.

Adolescence is a period where the growth and development are very rapid in all the fields—
physical, intellectual and emotional. Energies are brimming out, so hobbies can provide very
desirable channels to the adolescents to make use of their excessive energies—though, some of
their energies are made use of in the process of growth which is so rapid during this period.

The elders in the family, and teachers, and others who work voluntarily for the welfare of the
youth, should see to it that the adolescents choose some or the other hobby—channelize their
energies there, pursuing some creative work. If during this period, the growing youth are having
no work to indulge into, nothing that they can entertain themselves with, the situation may prove
very harmful.

They are likely to go astray, fall into a bad company, and spoil their career, turning themselves
into delinquents, and later into hardcore criminals. Contrary to this, hobbies of this time may turn
many into men of letters, artists of name, good athletes, or may enable them to shine in one or
the other creativity.

Schools, colleges and voluntary organisations should run hobby classes. They may be related to
photography, may be for computer-training, or be related to the latest devices of information
technology.

Characteristic # 10. Sex-Role Identity:

Girls have their identity in the choice of play, in the choice of their companions; and also in the
way they behave. A distinct identity of the sex may be marked in the selection of dresses and
other items to wear.
For example, an aggressive and boisterous boy may be liked at times but a girl is expected to be
quiet, and even bashful. Sex-role identity has always reference to the culture or to the sub-culture
to which the adolescent boy or girl belongs.

The question of self-esteem, is very much related to sex- role identity, but, some researches are
to the effect that among the ultramodern society, especially of the USA, “androgyny” is now
considered to be boosting self-esteem. A man who performs baby- minding and car-repairing
with equal dexterity, will be called “androgynous”.

Margaret Mead has reported that amongst the Tchambuli tribe, the women were more dominant,
and men were more emotional and concerned about their appearance; amongst the mundugamor,
females were equally ruthless as the males were found—the females are masculine in their tastes
and behaviour. But some later writers criticised her for being selective in presenting results.

Mead was found to have exaggerated the cultural factor, while, as in sex-role development, it is
the biological factor which is dominant. Archer and Lloyd have also shown the importance of
biological factors in the development of sex-roles.

Characteristic # 11. Impact of the Peer-Group is the Strongest:

During early childhood, parents, and more especially, the mother, enjoys the greatest influence
upon the child. The child values its acceptance by the parents to be the highest. The child’s
greatest reward is the praise for his behaviour by the parents, and the severest punishment is the
withdrawal of parental affection.

With the child’s entry into the nursery, his social circle expands. Now, he also cares for his
acceptance by the peer-group. He cannot tolerate isolation from a peer of his who happens to be
very close to him. For an adolescent, the peer-group grows more in importance, sometimes, more
than even the parents do.

He is influenced by his peers in matters of dress, hair-style, likings-dis-likings, hobbies,

recreations and so on. If the home environment is drab, his attachment to the group of his friends,
will be greater. And, if that group, or his friend or friends do not happen to be good, he too
would be spoilt.

The adolescent, as a child, has learnt that to get a respectable entry into the peer-group, he will
have to imitate those among them who are more active. Through imitating their remarks,
gestures and actions, he gets more and more integrated into the group. The newcomer adopts the
behaviour pattern of the one who is successful.

Up to the period of middle childhood, the groups happen to be informal, but during adolescence,
boys and girls join such organisations and clubs which are governed by certain rules. Now,
observance of certain rules gets importance. In higher structured organisations, certain rituals are
also observed.

Some join Boys Scout, the girls go to the Girls Guide; then there is NCC, and a number of other
groups related to different games in the school. Some have their friendship developed in a club—
a hobby or a literary one, that they join. Sex-role identity becomes more conspicuous now. A boy
of eleven would feel embarrassed if he is surrounded by a group of girls.

The tastes and items of the game become different for different genders. Whether a boy or a girl,
each one feels secure in one’s own sex identifications. Relationships with peers, teach each of
them to work co-operatively; and to earn competence-knowledge and skills for integration into
the group.

Interests, attitudes and skills ought to be identifying with that of the group, especially, organised
with a due consideration for a particular gender.

Bonny measured popularity in the social group through socio-gram. He found that the most
popular were those who had the qualities of leadership, enthusiasm and active and aggressive
participation in the activities of the group. Now, these positive qualities have more chances of
being thriving if the same have been encouraged in the family environment.
When peers, parents and teachers are in agreement regarding the appropriateness of certain
values and actions, few problems arise for the adolescent. Otherwise, he or she will have to bear
a situation of great tension or strain, and ambivalence would be the result.

And, adolescence is the period when he or she gives more importance to the values rewarded by
the peer-group rather than the values that his or her parents have been rewarding. For acceptance
by the peer group, the behavior-patterns of the peers are adopted.

Now, one can interact better with one’s age-mates who are of the same sex. The adolescent
learns how to behave for dominance, and, when hostility needs to be shown, and how it should
be shown. Because of the development of formal operational skill, he or she can have
discussions regarding his or her problems—conflicts or complex feelings.

And, when an adolescent finds that some of his or her peer is having the same sort of conflict or
problem with his or her parent, it provides some relief in the tension. The discovery that other
too is angry with his father or is concerned about sexuality, relieves one from a sense of guilt.

The peer-group also helps in developing self-concept. One can realise one’s strengths and
limitations on the basis of when the peer-group acceptance is accorded to one, or, when one is
rejected by the group.

Whitlery and Hallock write:

“…….. It is fair to say that the crucial arena for self-esteem is the arena of one’s age-mates.”

As the adolescent seeks independence from his parents, he spends more time with peers, and turn
to them for identity and social support; he is shifting from a period of “parent-orientation” to
“peer-orientation”.

Hargreaves has documented the importance of the values of the peer groups; to abide by the
same, the adolescents may even transgress the patterns of behaviour which their parents were at
great pains to inculcate in them.
Studying the mentality of the adolescents in the USA, Coleman has concluded alike. Studying
anxieties about friendships with peers JC Coleman reported that anxiety of being rejected by the
friends, increased between 11 to 13 years, and then to 15 years; by 17 it starts declining. Such an
anxiety was found to be stronger in girls.

Notwithstanding, in matters of education and career, the adolescents would like to consult their
parents rather than to their peers. But a good number of students start taking to drugs as a result
of peer-orientation.

The nature of social relationships with peers is not the same as with parents. Parental relationship
happens to be one of “unilateral authority”; what parents strive to teach is a “constructed set of
knowledge and attitudes”.

Relationship with friends, on the other hand, happens to be that of “mutually reciprocal” nature;
here, it is possible to have divergent views regarding an issue, and more freedom is there to air
one’s views, and have discussions on the same.

Hunter prepared a questionnaire to study the reactions of adolescents in case of disagreement

with father, mother or a friend. He administered the questionnaire on 180 adolescents in the age
group 12 to 20 years.

Through the responses that were got, again it was confirmed that parents are more unilateral, and
friends are more mutual. Democratic parents can develop better relationships with their
adolescent children along with giving them greater independence and confidence.

Conclusions: Taking Stock and Looking Ahead

The evidence reviewed above—both our own work and related research—supports four key
conclusions about youth personality. First, youth and adult traits are similar in important ways
(e.g., in their hierarchical organization and cumulative continuity). These similarities show that
youth and adult traits have much in common, such that many concepts from the adult personality
literature can be extended to childhood and adolescence. Second, youth and adult traits also
differ in important ways (e.g., in their foundational level and mean-level age trends). These
differences show that youth traits are not merely child-sized versions of adult traits; in addition
to the aspects that they share with adult traits, youth traits also have distinctive aspects that
should be studied from a developmental perspective. Third, youth personality traits matter. They
concurrently and prospectively predict a variety of important biological, social, and health
outcomes. Finally, much work remains to be done. Recent studies have only begun to
demonstrate the potential of youth personality research. Future work will particularly benefit
from collaboration across personality, developmental, clinical, social, and other areas of
psychology. We encourage and look forward to it.