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.