Features of the psychology of a teenager - 16 years old

A sixteen-year-old teenager is the most difficult test for parents.

It was this age that defined the term "difficult" when applied to adolescents in general.
All the antagonistic contradictions and difficulties of adolescence pour out at this time like a cornucopia. Only have time to "spread straws" at the same time, so that those whom the parents consider still children, do not fill too many cones.
However, as many professionals who have gone through this difficult period of their lives at one time believe, the difficulty of this age is due, first of all, to the fact that it is difficult for a teenager himself to fit his new dimensions (and not only physical parameters) into the world around him.

It is incredibly difficult for sixteen-year-olds to come to terms with themselves in a new capacity: no longer a child, but also not quite an adult.

There are the following characteristic features of 16-year-olds:

At the level of self-awareness, their worldview is actively being formed, while a stable “concept of selfhood” has already been fully formed, as a result of which the assessments of the surrounding 16-year-olds are of little concern;

In terms of cognitive activity, at this age, professional interests begin to form, skills of managing other people appear, up to provocations;

There is a growing need for a close-knit team of people united by common interests; it is for this age that cases of mass demonstrations and actions against anything are characteristic;

The formation of sexuality and one's own views on the problems associated with these reaches its final stage;

The only positive for parents: adolescents at the age of 16 become more balanced emotionally, their actions are more consistent and not as impulsive as before.

So, the main problems and difficulties are listed. It remains only to decide how to overcome these problems with the least losses for both sides.

The simplest and most effective way to help in this situation is to keep a diary.

In this cherished notebook, a teenager often writes down everything that happens to him, and in the future he has the opportunity to analyze all this information, pushing it away from himself at some distance in time. Often this method helps you to see your own mistakes and not repeat them in the future.

The best gift for a 16 year old teenager is a beautifully designed diary, complemented by an elegant pen in the same style.

The adolescent becomes quite an adult.
At this age, many already have their first love, perhaps the first disappointments. For some adolescents, this age means the onset of sexual relations. But don't panic: not everyone is ready to take this step at the age of sixteen.

Nevertheless, parents should start talking about sex so that the child is aware of all the consequences. If dad or mom cannot start a conversation, then you can buy the appropriate literature and give it to your child.
A teenager must understand that this is a period when he is responsible for all his actions. By the way, in Cuba, this age is considered adulthood.

At this age, the psychology of a teenager is more extensive and multifaceted.

In addition to physical, sexual, hormonal changes, there are other features - the child begins to pay attention to philosophy.
His outlook on life changes markedly. And those questions that did not bother him before, now come to the fore.
During this period, a person can exaggerate their abilities, since everything looks simpler, more accessible and more rosy. This is the psychology of a teenager.

16 years is a huge layer, in which there is a lot of faith, desire, aspirations.

A person is at the peak of his emotional development.

Many parents find it very difficult to accept the need to "let go" of the teenager and they perceive this behavior of the teenager as rebellion and protest, although, in fact, their children are just growing up.

This is the age at which it is very important for a teenager to accept him as parents. At this stage, it is important to be able to listen to the teenager and trust his Choice ...

Listening is not lecturing, criticizing, threatening, or saying hurtful phrases. Adolescents learn by choice. Until the consequences of this choice threaten their health and life, do not interfere, but, on the contrary, show a positive interest in the life of a teenager, take an interest in her friends, but from the POSITIVE side.

For a conversation with a teenager to be effective, it is important for you, as a parent, to be able to differentiate your feelings and talk openly about them to the teenager. What I mean? For example, if your daughter came late, you can say: “I was very worried because I was afraid that something happened to you” or “I am worried and worried about you. Therefore, I was very worried when you came home later than that time. that you told me about. I thought you might be having some kind of problem and need help. "

Such judgmental expressions as: "Where have you been?", "Why is it so late?" will certainly cause anger and aggression in a teenager and are unlikely to lead to a constructive conversation.

A young man, and even more so a teenager, easily idealize the people around him and the relationship between them, but they are quickly disappointed in them as soon as they find incomplete compliance with a preconceived and overestimated ideal.

Such maximalism is a consequence of the desire for self-affirmation, it gives rise to the so-called black-and-white logic. Black and white logic, maximalism and little life experience lead young people to exaggerate the originality of their own experience. It seems to them that no one loved, suffered, fought like they did.

However, their parents, being at the mercy of the tastes and habits of their own youth, absolutizing and considering only their habits and tastes to be the only correct ones, do not set an example of a reasonable attitude to reality based on a sober assessment of the significance of events, raising questions about the width of trousers, the length of the hair to the rank of a problem. , dance style, style of music and songs.
These problems are as old as the world. Even Aristophanes in the comedy "Clouds" described the conflict between a reasonable, well-meaning father and a frivolous long-haired son.
In response to his father's request to sing something from the ancient authors - Simonides or Aeschylus - the son calls these poets outdated and stilted. When the son turns to modern art and reads a monologue from Euripides, the old man loses his temper, seeing in him bad taste and immorality

Adults are sometimes outraged or, at best, surprised by the desire of young men to dress and behave like everyone else, even to the detriment of their own attractiveness and material capabilities.
These actions show an increased importance for them of a sense of belonging to a certain group: educational, sports, etc. And in order to be completely “their own” in a group, you need to look like everyone else and share common hobbies.
The inner world of another person can be understood only on condition of attention and respect for him, accepting him as an independent worthy person with his views and his life experience.
This is what the most widespread and completely fair complaint of young men and women against their parents sounds like: "They don't listen to me!"

Haste, inability and unwillingness to listen to your own child, to delve into what is happening in a complex youthful world, inability to look at the problem from the perspective of a young person, smug confidence in the infallibility of your life experience - all this can create a psychological barrier between parents and children.
This barrier can be reinforced by both parents and children. Parents may have the idea that there is no value system for their child, which, of course, does not bring them closer.

Why is there such a frightening illusion?
When parents are unable to perceive their child, now the young man is already an independent person and there is no mutual understanding in the family, then the young man gives hypertrophied great importance your communication with peers.
In the case when the family of a young man and a group of peers that is significant for him, with which he communicates, are guided by various systems values, family values ​​are denied, which creates the impression that the young man does not have any values ​​at all.
This illusion is a consequence of the one-sidedness and narrow-mindedness of parents who for too long perceive their children as dependent and in need of petty care.

Parents erect a barrier between themselves and the child even when they abuse ethical requirements, suggesting that all other people, except him, are virtuous
Such teachings repel young people, who are especially sensitive to any discrepancy between word and deed.
The requirement to comply with moral norms is perceived without internal protest, if at the same time it is said that not all people are moral yet, but it is necessary to make efforts to improve one's own morality.
Do not be afraid to seriously discuss the negative aspects of life with growing children.
Maturity in a person comes when he realizes that life does not know rough drafts, that everything is done finally.

Notes to parents
Do not be afraid of adolescence. This is an inevitable stage in the life of every person. And if you want to soften this time, try to understand why the child is doing this and not otherwise.

The psychology of a teenager may seem strange and unpredictable to you, but it is not at all true. Only you are able, like no one else, to understand your child and help him overcome this period. It is perhaps even heavier for him than it is for you. After all, a teenager is just beginning to understand himself and those around him, and all the changes are difficult and incomprehensible for him.

But seriously, all of the above is necessary for parents precisely so that they, in turn, also begin to relate to the sometimes unpleasant moments in their relations with adolescents from the point of view of a pilot warned of all possible pitfalls and shoals, who can lead a family a boat through all the storms and troubles to the cherished safe haven of established and friendly relations.

Source MedVesti.

The psychology of adolescence has many characteristics. This is undoubtedly a difficult and important period for children and their parents. How to understand a child, be in a good relationship and support him?

We will try to help you find answers to these and other questions.

In most cases, adolescents of 16 years old are able to reason in an adult way, argue, arguing their point of view, build logical chains, predict the possible course of events, etc. He has a formed worldview and norms of behavior, but he is still looking for himself and is very naive.

The behavior of a sixteen-year-old teenager, his relationships with family and friends are closely related to how he spent the previous years of his life.

He can be calm and act like a full-fledged but inexperienced adult. Or rebel, leave home, get into dubious companies, etc. One of the main reasons for such actions is that the child did not find understanding and consolation in the family. Also, the reason may be the search for oneself.

Teenager and money

Finances are undoubtedly needed. However, it is not worth giving money at the first request. He may have a certain amount of pocket money, that's enough. So he will learn how to properly distribute money and know its price.

And to engage in the development of financial literacy, if you have not done this before, is a must. It is convenient and interesting to do this in practical courses in finance. Together with you, you can choose an internship or a part-time job that is interesting to him, and introduce your son or daughter to your work.

Having his earned money in his pocket, he will feel more confident and independent, he will see his own opportunities.

Strictness and control in education

One of the ideas of raising a person, the essence of which is that what older child, so

This is a gradual process of transformation of a child into a full-fledged independent person.

Now he already has many rights and responsibilities. He is not very controlled, he knows how to make decisions. There is a sense of responsibility that prepares the teenager well for adulthood.

5 tips on how to talk to your teen about puberty and sex.

It may be too late to talk about puberty at 16, but it is still worth discussing openly and in detail the issues of sex education, contraception, respect for your body, and learn about the student's opinion on these issues.

1. Argument and explain in detail your worldview, but do not impose.
2. Talk about STIs (Sexually Transmitted Infections). It is better if you not only tell about STIs, but also show illustrative examples.
3. Make it clear that you are ready to answer the questions.
4. Show Negative consequences rash actions.
5. Be accessible and open
6. Make it clear about your worldview. Otherwise, he can easily succumb to any pressure. Why not?

It will be good if you find a suitable book that reflects your opinion and explains everything well. Study it together or give it a self-reading and discuss later.

Frequent mistakes of parents in raising a boy and a girl

Strictness in raising a daughter

You should not keep her in strong severity - you need to talk, explain and be aware of life.

Do not push your friends away, no matter what gender they are - you need to listen and help make a choice

If you want to get to know your child's friends better, invite them to watch a movie together or have tea.

Do not cry TUZHMUZHIK or "Guys do not cry"
This is one of the ways to raise a cruel, insensitive and at the same time unhappy person. It is important for a boy to understand and be able to express his feelings. So he will only get stronger and better. He needs support, help and parental warmth no less than a girl.

If you have 2 children
Never take sides. You can discuss the mistakes later, but the children should solve the conflicts themselves. Protecting someone by saying, "He's less" or "She's a girl," etc., you will only increase the hatred of each other and the feeling of competition.

6 most common problems in 16.

• Self-determination. Find yourself. Choice of profession and future in general.
• Exams and teacher pressure.
• Pressure from family and friends.
• Love, possibly non-reciprocal
• Bullying or cyberbullying.
• Complexes. Self-doubt

How can you help a teenager?

Be there.

Advise, but don't lecture.

Pay attention to the best interests of the child. Help him reveal himself, see his strengths.

Listen, sympathize and allow me to speak out, if he needs it. Find his love language and use it often (it can be words, touch (hugs), time, gifts, help).

Love and show your love.

Teach your child to say no. Respect it

Help solve problems. If the child is overweight, then it cannot be hidden. Do not eat sweets together and after six, go in for sports, this will help him become slimmer, greatly strengthen your relationship with him. See your dietitian if needed.

Believe in him - it is very important for teenagers to feel in the unquestioning love and support of their parents.

The opinion of adolescents 16 years old on important issues

Tell us about your relationship with your parents and how happy you are.

“My father is someone with whom you can consult. He is my mentor. And mom is the one with whom it is fun and you can laugh. "I feel happy"

“I have a very good relationship with my parents. Mom is my friend, but I don't like the fact that sometimes she acts like a teenager. " "I feel happy."

“I’m not very good attitude with my parents, but I am grateful to my mother that she listens to me, tries to understand, supports (or tries, at least) and spends time with me. " "I feel kind of happy."

“Parents don't want to listen to me! Unfortunately, my opinion means nothing to them. Maybe they are right, but you know, when they prohibit something, I really want to do it, to prove that I am at least capable of something, I am worth something. I'm waiting for them to eat. " "I can't say I'm happy"

“The last time I saw my father was in seven years. And I hate him. I'm so afraid to be like him. Because of this, I also hate myself. I unwittingly offend my mother, although I love her. She always orders and very rarely praises me. And this is upsetting. Very often I think that I am the worst of all. That I am insignificant "

Tell us your opinion about mate and bad habits

“I don’t like to swear. And I rarely use mat in vocabulary. Often the checkmate is repulsive. I treat everyone with understanding. For me, alcoholics, drug addicts, these are people who, in an attempt to drown out the pain, became slaves. People chained by the chains of addiction. I don’t want to depend on anything ”

Give advice to your parents or all parents of teenagers

Love your children, sincerely. Listen to them.

We need your advice, but we need freedom.

“I would very much like my parents to perceive me as an adult, listen and take into account my opinion, and not treat me like a dog who is told to“ sit ”and he will sit down right away. Then I would most likely be more obedient. "

Parents, say nice words to your children and love them. Try to be more attentive. Forgive them. They love you

15 tips from psychologists for parents of sixteen year olds

1. Instruct instead of reading the notation. Try to listen and sincerely understand the child, and then give advice.
2. Set an example for yourself. You cannot demand from a teenager what you yourself do not do.
3. Show real examples from life. Sexual life, smoking, alcohol, drugs, etc. It is important to see the negative consequences, and the brighter the example is, the better it will be remembered. Let him come to the correct conclusion himself.
4. Let's take a chance for error.
   Warn about possible consequences, but the child must make the choice himself and it does not matter if it is about the choice of clothes or educational institution... He has to make mistakes and that's okay. Just be there and everything will be fine
5. Train self-reliance slowly. You should not do everything for the child, and then abruptly hang all the responsibility on him. Slowly and smoothly teach self-reliance. If you can't do this in your family, motivational courses are a good option.
6. Love and don't hide your feelings. Your child will feel more confident.
7. Support. Don't skimp on compliments
8. Listen and be genuinely interested, asking questions not like "how are you?" "How is your relationship with Sasha?" "What made you smile today?" etc. Share, communicate like a friend. Listen. If you do not want to communicate, then give time and try again.
9. Hug. If the child likes it, and if not, respect his boundaries.
   Don't insist on being honest, create a comfortable atmosphere.
10. Set boundaries with clear terms
    Wrong: "Don't come home late" Correct: "Be home no later than 11"
    If it didn't work out, find out the reason, and make it clear that this should not happen again
11. Take time for it. Go to a cafe, shop - where everyone will be happy. Watch a movie with discuss. If he feels bad, he does not want to talk to you, you can turn on the movie, buy different goodies and spend time together.
12. Do pleasant surprises sometimes.
    They should not be frequent, but enjoyable.
13. Help. Don't do the job for him. But be prepared to explain and help. At the same time, it is not always worth giving a way out right away. A wiser solution would be to ask more correct question that will lead your son or daughter to answer.
14. Have your time your boundaries, your feelings and your hobbies
    If you spend at least 1-3 hours a day on yourself and your hobbies, you can relax and be happier.
    The child will respect you more. A hobby will make you not only a parent but also an individual.
    This is creating boundaries. The habit of knocking on the door and asking permission to enter your or his room afterwards will make the child more understanding towards others and towards himself. After all, you show that everyone has a right to personal space.
    Talk about how you have your own business or need to rest, and after drinking tea, you will be happy to take time for him.
    When you set boundaries, it is important to respect them at the same time.
15. Talk about your feelings instead of blaming."Where were you!!!?" - "I was very worried about you"
    "How dare you ..." - "Your act upset me, disappointed me", etc.
    This will strengthen the relationship and instead of screaming, hysterics and misunderstanding, you will receive sympathy, although it may not immediately, and attempts to change the situation.

Assistance in the education of adolescents - courses at the K.O.T.

Very often, at the age of 16, children need additional support, confidence, they need to acquire additional skills that are important for life. Their psychology has many nuances.

And parents are not always able to help, sometimes outside help is required. In this case, it is a reliable way to resolve issues. Career guidance, communication and confidence, business and financial literacy- the choice is huge.

Our center has developed effective and interesting programs, led by specialists in working with adolescents. In addition, interesting acquaintances and new friends, support and help await the participants of the trainings.

Choose together in your child and he will thank you. Because it's not so easy at 16 to understand yourself, others and find your place in life.

The word "teenager" has long been associated in our society with rebellion, aggression and misunderstanding. At this age, any person is really going through a crisis. Everything changes - the body, the worldview, and the perception. What is it - the psychology of a teenager? What should be known to those around, and even the youngest creature? Let's figure it out together.

Reaching adolescence, young people begin to understand themselves and this world in a new way, their own behavior is already based on other motives. It is difficult for the people around him with a teenager and it is unbearably difficult for him with himself. During this period, he is not sure of anything and is diligently looking for his goal. The following psychological characteristics are characteristic of adolescence:

• Self-concept. The adolescent is actively developing ideas about himself. At first, these views are highly volatile. Over time, the perception of oneself becomes more organized and detailed.
• Self-esteem. During this period, self-esteem is quite critical. It is accompanied by excessive shyness and vulnerability.
• Family relationships. In communicating with my parents, conflicts flare up more and more often. Parents' words are meaningful for a teenager, but complex and contradictory. He tries in every possible way to separate his “I” from the previously accepted “We”.
• Relationship with peers. Communication with a circle of peers comes to the fore, these contacts take more than 50% of the total time of young people. It is important for them to be accepted, they strive to get into the desired circles, constantly compare themselves with friends and want to surpass them.
• Contacts with the opposite sex. In adolescence, an increased interest in the opposite sex is characteristic. The passed failures are hard to experience, accompanied by depression.

Physiology

The behavior of the adolescent is largely influenced by his physiological changes. The first changes are observed as early as 7-10 years old. The body begins to prepare for future intensive transformations. Extremities are actively growing, maturity of motor functions is formed, which over time begins to improve. The ability to concentrate increases, logic and memory develop, speech improves, and the sphere of emotions is formed. There is a final change of milk teeth to permanent ones.

The issue of puberty deserves special attention. For the first time, adolescents are faced with various physiological processes that begin to take place in their body. Sometimes, it is difficult for them to come to terms with a new self. There is a difficult period of adaptation, habituation and understanding. In girls, menstruation begins and the mammary glands are actively forming. It is necessary to wear a bra, which is so unusual and uncomfortable. The first acquaintance with personal hygiene products, which cause additional discomfort, occurs. Add to this the fears and concerns that someone will see or find out about the gasket. It becomes clear why the girls are so capricious and do not even want to leave the house. Boys begin to have nocturnal emissions - sperm emissions. There is also a deformation of the voice, which also causes its own embarrassment. In both sexes, acne is possible, which causes excessive anxiety about the appearance.

The importance of age

Since puberty (puberty) spans several years, we will take a closer look at each age year. The psychology of a 12-year-old teenager and the psychology of a 16-year-old teenager are very different.

• 12 years old. The period of the first significant internal and external changes. Parents of 12-year-olds should be more attentive and tolerant of all the nuances of their children's behavior. Begins close attention to their appearance, a capricious choice of clothes. Girls try to experiment with makeup. All these interests must be treated with understanding, listened to the child, if possible go to a meeting, tolerantly and gently explain the reasons for their disagreement. Also, be prepared for the child to become very sensitive to the opinions of others.
• 13 years old. The so-called teenage dawn. The hormonal background is actively changing, which affects the mood. There is an unrestrained desire to defend your opinion and your desires. It is worth supporting these aspirations for independence, which in the future will help to more smoothly transition into adulthood. Parents need to show wisdom and exclude pressure on the child. Also, it is not uncommon for 13 years to experience increased sexual desire. Don't be intimidated if your teen is actively interested in the topic of sex. Satisfy his interest, if possible.
• 14 years. In this period, adolescent psychology is characterized by the awareness of oneself as a person. It seems to adults that the child does everything on purpose in defiance, but this is not so. The teenager does not set himself the goal of angering the parent, he just himself does not understand what is really important to him. The main thing for him is to stand out and show that he is not like everyone else. Adults need to understand that the child does not do this on purpose, these are features of his age.
• 15 years. Communication with peers comes to the fore. The teenager is driven by a great desire to be accepted in his circle. There are many delicate topics and exciting questions about which a teenager cannot always talk with parents. If adults notice the changes taking place in time and respect the child's aspirations for contacts with peers, then problem moments in upbringing will be minimized. The teenager will listen to his parents and willingly compromise further.
• 16 years. The cherished path to adulthood. At this age, relationships with the opposite sex become the main ones. Many adolescents have first sexual experiences that are not always successful. This brings its own frustration and depression. Parents should show maximum understanding and support. By the age of 16, it is necessary to fully devote the child to the topic of sex, to make him understand how responsible it is and what consequences it can lead to. Along with this, the teenager begins to take an interest in philosophy. His worldview is changing markedly. 16 years is the peak of emotional development. A teenager has a lot of desires and faith, he is capable of a lot. All plans seem rosy and affordable.

Adolescent crisis

The psychology of a teenager is vast and multifaceted. There is a certain crisis of this age. Relationships with people around them are radically changing, increased requirements for oneself and adults appear, rebellion against the attitude towards him as to little child... Therefore, behavior becomes characterized by such traits as uncontrollability, rudeness, ignorance of the words of adults, isolation in oneself. The personality of a teenager is influenced by external and internal factors.

External factors- this is the continuing control of adults, guardianship, which seem excessive to the teenager. He wants to get rid of annoying worries and make decisions on his own. The child finds himself in a difficult situation - he really has become more adult, but his behavioral traits are still childhood. Therefore, it is difficult for adults to perceive a teenager as their equal. But parents should strive to change their attitude towards the grown-up child. This will help the creation of a friendly, trusting atmosphere. Make it clear to your son or daughter that you are always there when needed.

TO internal factors include changes in the physiology and psychology of the adolescent. An intensified desire for personal improvement appears, the child must assert himself and express himself. At the same time, the demands on oneself are growing, there are excessive dissatisfaction with oneself, accusations of one's own insolvency. It is difficult for a teenager to cope with internal stress, he is prone to conflicts and aggressive outbursts.

Along with this, behavioral changes are acutely manifested. The teenager wants to experience a lot, there are inclination to take risks. He is attracted by what was previously prohibited. It was during this period that the first attempts to smoke and drink alcohol take place. Also, the mental status changes and spiritual growth occurs. Loss of identity with oneself is not uncommon. Early self-conceptions are not the same as today's image. This inconsistency can lead to doubts, fears, and depressing thoughts.

Each of us went through our teenage years. For some it was smooth, for others it was not very good. In any case, the teenager must be treated very carefully and tolerantly. One has only to think about how hard it is for them to put up with all the changes that are taking place. Then comes the understanding of their sometimes inappropriate behavior.

Children of older adolescence find themselves in a situation of a new social position in society, which in turn becomes a new area of ​​psychological difficulties. Studying at this level is associated with the development of the specifics of the subjects of the senior secondary school, the deepening of knowledge in the subjects and specialization, and the choice of a future profession for the transition from school to a university or professional practical sphere. In adolescents, priorities change, communication with the opposite sex, the creation of micro-groups, which include boys and girls, become relevant. Preparing for college takes students away from being actively involved in class and school life.

Interpersonal relationships are of particular importance at this age. As you know, for normal life, you need a certain ratio of stimuli that cause positive emotions. In modern Russian schools, adolescents often experience a deficit of positive emotions.

The main biological content of older adolescence is puberty and, as a result, increased sexual desire, which is difficult for adolescents to cope with. This biological platform is the basis for emotional instability and a sharp increase in conflict behavior characteristic of this period.

During this period, the main task of adolescents is to cope with rapid and very significant bodily changes and adapt to a new body image. It is also necessary to get used to the general changes in sensation, expressed in increased genital sensitivity and responsiveness. During this period, adolescents spend a lot of time in front of a mirror, causing misunderstanding and irritation in their parents, but this is a normal phenomenon associated with the construction of an image of a new maturing body. In this regard, the teenager is shy, tries to change clothes only alone, in the company of his parents he is embarrassed if the parents joke about this topic. At the other extreme, some teenagers become exhibitionists, walking around in front of their parents half-dressed, sometimes completely naked.

There are two universal phenomena characteristic of this period: dancing and the telephone. Dancing is a channel for releasing the energy that an older teenager is filled with, in addition, it allows you to express all sexual impulses without realizing your fantasies. Parents are upset that children are dancing indecently, but the more a teenager realizes his impulses in dancing, the less likely he will implement them. If the younger teenagers do not dance in pairs, but in a group (which is very important, since it allows their bodies not to touch), then the older ones dance closely with their bodies. The older the teenagers become, the closer they dance. The same applies to the telephone. Telephone communication - perfect solution for a teenager: there is the possibility of intimate contact at a distance. The telephone enables the teenager to leave the house without actually leaving it. This annoys the parents, but gradually they reach a compromise with the children (agree to share the phone time, put a second phone, etc.). Dancing and the telephone are a means of compensation.

The main form of sexual activity in older adolescents is masturbation. Masturbation is a normal developmental manifestation at this age, the initial exploration of one's body. However, it is almost always accompanied by feelings of guilt and shame. Even explaining that it’s okay doesn’t help the teenager get rid of the idea of ​​self-harm. Many adolescents are embarrassed by acne on their face, because in their fantasy it is a consequence of their masturbatory activity. Interest in sexual intercourse in early and middle adolescence is purely physical. Emotionally and morally and ethically, adolescents are not ready for it. Even if, under the influence of circumstances or under the pressure of group norms, adolescents enter into sexual contact, for them it remains a purely mechanical act. The ability for social interaction in intercourse in adolescents develops only by the age of 18-20.

The psychological content of adolescence is - (according to E. Erickson) identity crisis. Identity is understood as the definition of oneself as a person, individuality. Its crisis comes after the disintegration of the child's “I”, when the child has not yet separated himself from his parents psychologically and socially. As a matter of fact, the search for identity has the most important, self-sufficient significance for this period. It is in the problems of this search that all the causes of violations of the behavior of adolescents during this period are concentrated. The factors of the surrounding world are of less importance. At this age, a person begins to ask questions: "Who am I?" and "What can I do?" A teenager begins to feel that certain changes are taking place in him, he ceases to feel like a child, he has a lot of questions to which he does not yet know the answers, he more and more wants to draw attention to himself, becomes very sensitive to the opinions and assessments of the people around him. ...

As a rule, a teenager identifies himself with the person who is the carrier of the most attractive behavior model for him. A person is looking for someone who could become his "mirror" through which he would check his actions. He chooses an idol for himself, and makes the rest of the adults dependent on their attitude to his choice. Most often, the "teenage ideal" is distinguished by outrageous behavior that refutes the moral norms of the "older" generation. The teenager makes an idol of this "fighter for justice." In this situation, parents suffer the most. Due to other attitudes formed in adolescence, which in middle age are already rigidly fixed in the mind, parents oppose the hobby for the idol, speak out negatively about him, protest against the manner of dressing "in the style of the ideal", etc., therefore, the teenager often puts forward the parents for the role of their "enemies".

The cognitive development of adolescents during this period also undergoes significant changes. The level of thinking rises, in particular, abstract-logical thinking is formed. Older adolescents sense their intellectual potential. These possibilities are associated with such phenomena as the search for mistakes in adults (they begin to trace everything logically), the search for rare interesting information, especially if it contradicts generally accepted points of view, and presentation of it to any of the adults. In general, this can be characterized as a test of previously developed decisions and the adoption of new ones aimed at occupying their own niche in the adult world.

Nevertheless, the thinking of older adolescents is characterized by certain features that leave a serious imprint not only on the intellectual, but also on the behavioral sphere.

First, they tend to take extreme versions of the assessment of facts and events - exaggeration or understatement.

Secondly, they strive for the globalization of thinking and draw decisive and final conclusions from incomplete, isolated information.

And, finally, thirdly, they base their conclusions on an extreme degree of maximalism, without distinguishing between nuances. For them, there is dichotomous black and white thinking. Maximalism is a prominent characteristic of older adolescence.

The teenager seeks and strives to take his place in the world of adults, to somehow designate it and achieve recognition of his rights to him. He often overcomes the strongest resistance of adults who (often unconsciously) do not want competitors to appear in their world. For a teenager, this is the first experience, because earlier, as a child, he was deprived of the right to such a choice. He begins to create his own world and does not want to be invaded without permission. An older teenager wants to prove his independence, that he is no longer a child. The search for personal autonomy and deep intimate relationships... A person seeks to recognize the right to existence of his own thoughts, feelings, ideas.

The interpersonal problems of adolescents are precisely based on the search for deep intimate relationships with another person, often completely devoid of sexual overtones. The contradictory nature of this situation lies in the fact that, “fighting” against adults, he singles out some of them, raises them on a pedestal and honors more than anyone else, unquestioningly doing everything that the “teacher” says. He needs a person who would explain to him his own changes and the world around him. An authoritative adult appears even in good relations with parents, since it is important for a teenager that he did not see, did not know him when he was little, they met only now. The roles of an authoritative adult and an idol rarely coincide, since they have different functions. An idol is an ideal, often unattainable, to which one must strive, to which unfulfilled and undifferentiated sexual needs are transferred, which acts as a role model. An authoritative adult performs an explanatory, encyclopedic function.

Many teenagers are terrified of being alone. Communication is very important for them, especially with peers, to be accepted into the peer group. Identifying oneself with peers is part of the search for identity and a way of emancipating from parents. This is a period of romantic love, which is based not only on sexual satisfaction, but also on the experience of an intimate, intimate relationship with another person of the opposite sex. Very often in teenage groups of older age there is a test of themselves in different situations and areas of activity. In these groups, adolescents have the opportunity to apply a certain “role moratorium” for society: for a long time not to be determined in their role status for the whole society, but to try various roles, mostly of a criminal nature (hooliganism, pranks, theft, etc.).

The main task of object relations is the final separation from the parents. The main components of this process are the rejection of parents as the main objects of love and their overthrow from the pedestal. The images of parents as ideal were formed in early childhood. At the time, a child's mind was self-centered and he viewed parents as wonderful only because they were central to his life. The teenager, while clinging to the childish image of loving omnipotent parents, is more and more inclined to view them as disappointing, inadequate, incomprehensible, unfaithful. This leads the adolescent to feel a sense of loss of inner support and combine feelings of emptiness with hunger for relationships.

To satisfy the need for relationships, fill the void and maintain self-esteem on the path to mental independence, the adolescent turns to peers. Peer groups provide support for his attempts to resolve internal conflicts associated with attachment to children's objects of love - parents, other adults. It can be relationships with distant fantasy figures: movie stars, athletes, favorites of show business, etc. These figures are very important, since you can play sexual relations with them. If this is a relationship with real people, then most often they have the character of adoration. In real life, teenagers begin to be friends with teachers, family friends. When a teenager realizes that a new adored figure begins to dominate him, then he can change the object of affection. Adults often do not understand this and are offended, but for a teenager, this is a necessary part of growing up.

Another adolescent trait is the ability to think abstractly. Philosophical reflections begin, questions about the meaning of life. This is also one of the signs of the struggle to become an independent person, separate from the parents. It is difficult for parents to “lose” their child, but we also literally tear apart a teenager with a contradiction: on the one hand - the desire to remain a child and the desire to separate and grow up - on the other. Therefore, periods of rebellion are replaced by periods of depression associated with the feeling of loss of parental love.

It is especially difficult for parents to recognize the adolescent's right to make his own choice. But it would be a mistake to provide complete freedom... Teens simultaneously strive for freedom and do not completely reject control. Indeed, an older adolescent does not yet have the ability to be in complete control. The concepts of "understanding a teenager" and "permissiveness" should not be confused. After all, adolescents do not yet have sufficient knowledge and skills to cope with the many complexities of adulthood. It is necessary to give space and gradually expand it, but it is important to keep the rules as well.

The normal teenager always undergoes personality changes. It seems to adults that there is an ideal teenager: hardworking, obedient, modest, but such a teenager does not cope with the tasks of finding himself as a person. In the future, he will likely have unresolved personality problems and conflicts.

In most cases, rebellious, conflictual adolescent behavior gradually adapts to the demands of adults. The completion of the process of complete separation from parents is evidenced by the acquisition by the young man of a more or less pronounced state of emotional stability, a sense of responsibility for his own destiny, as well as the transition from the position of “receiving, being nourished” to the position of “giving yourself”.

Adult complaints that parents were inadequate and unsympathetic to them as children reflect an incomplete attempt to de-idealize children's love objects and, therefore, the unfinished process of adolescent separation. If the individuation process is completed (naturally or with the help of psychotherapeutic intervention), a person usually begins to accept his parents as normal, quite acceptable. This is usually accompanied by understanding and empathy for their shortcomings and difficulties as well.

It often happens that the repressed feelings and unresolved conflicts of adolescence are the cause of the difficulties of the adult person. Returning to the consideration of child and adolescent conflicts, re-experiencing them in an atmosphere of emotional security with a social worker frees up significant internal resources of the individual, which can now be used to create a full-fledged social and emotional life.

The transformation of the entire system of communication between adolescents and society is becoming extremely important, largely predetermining their attacking conflict nature.

Relations between senior schoolchildren and teachers are becoming much more complex and differentiated. This is one of the reasons for the school maladjustment of adolescents. Like parents, a teacher has a number of functions in the child's mind: substitution of parents, authority in charge of punishments and rewards, an authoritative source of knowledge in a particular area, a senior comrade and friend. Junior schoolboy does not yet distinguish between these functions, perceiving the teacher as a whole and evaluating according to the same criteria as the parents. With age, the situation changes significantly. The teenager no longer sees in the teacher the embodiment of the father and mother, begins to present a number of requirements with the maximalism corresponding to him. So in the image of the “ideal teacher” his individual qualities come to the fore: the ability to understand, emotional response, cordiality. In second place are professional competence, the level of knowledge and the quality of teaching, on the third - the ability to fairly dispose of power. Naturally, not all teachers have a harmonious combination of these qualities, hence the pronounced differentiation of teachers and the very relations with them on the part of adolescents into “bad” and “good”, “evil” and “good”. All sorts of conflicts arise, often leading adolescents to a stubborn reluctance to attend school. On the other hand, there are frequent cases of attachment to a beloved teacher in the form of passion and reckless devotion, but there cannot be many such attachments; most adolescents have a close emotional connection with one, less often two, teachers.

As one of the common reasons for the school maladjustment of adolescents, it should be noted that there is a rather frequent discrepancy between students and teachers in the assessment of the same psychological situations. For example, one of the conducted sociological studies aimed to find out whether there is contact between teachers and students. The difference between teacher's and student's answers turned out to be huge: 73% of teachers and 18% of students said that there was contact; 6% of teachers and 47% of students reported partial contact; 3% of teachers and 28% of students - no contact.

Apparently, the gap in grades is due to the fact that teachers and students understand the word "contact" differently. By the word "contact" teachers mean a normal psychological climate that does not interfere with teamwork, while adolescents dream of emotional warmth and psychological intimacy, which are never widespread. And if the consciousness of students is illusory in the light of maximalism, because the requirements they put forward cannot be achieved, then the consciousness of adults is illusory in another respect: they overestimate the degree of their closeness to the educated, and thus the extent of their influence on them.

And yet, the main obstacles hindering mutual understanding between a student and a teacher are the formalization of role relationships, a naive bureaucratic "school" and "academic centrism", behind which lie a low level of teacher training, unwillingness, and sometimes fear, to see personalities in their students. It should be remembered that a personal approach is not just taking into account the individual characteristics of students, but a consistent, sincere attitude towards the student as a responsible and independent person. It would be appropriate to recall the ancient dictum of Xenophon, who in his "Memoirs of Socrates" said: "No one can learn anything from a person who does not like him."

The need to communicate with peers who cannot be replaced by parents arises in children quite early, and increases with age. The behavior of adolescents, by its very nature, is a collective-group one.

Communication with peers is a very important specific channel of information through which older adolescents learn many necessary things that are not communicated to them by adults. For example, a teenager receives the overwhelming majority of information on gender issues from peers.

In addition, adolescent communication is a specific type of interpersonal relationship. Group play and other types of joint activities develop the necessary prerequisites for social interaction, the ability to obey collective discipline and at the same time defend their rights, correlate personal interests with public ones.

And finally, this is a specific type of emotional contact. Awareness of group belonging, solidarity, comradely mutual assistance not only makes it easier for a teenager to autonomize from adults, but also gives an extremely important sense of emotional well-being and stability.

The psychology of communication in adolescence and adolescence is based on the contradictory interweaving of two needs: isolation and the need for belonging, inclusion in any group or community.

The feeling of loneliness associated with age-related difficulties in becoming a personality gives rise to an indefatigable thirst for communication and grouping with peers in adolescents, in whose society they find what adults refuse: emotional warmth, salvation from boredom and recognition of their own worth. Some psychologists are inclined to consider communication as the leading activity of adolescence and adolescence. The intense need for communication turns into an irresistible herd feeling: they cannot be outside their company not only for a day, but even for an hour. This need is especially strong in boys.

Throughout adolescence - 15 - 20 years - a person achieves a high level of intellectual development, mental experience is enriched, for the first time his individuality, his own inner world is significantly considered, a holistic self-image is formed, self-determination is carried out in professional and life plans, his own view is deliberately directed into the future, which indicates her transition to the stage of adulthood.

Diverse as an individual demographic, socio-psychological group, inherent language and norms of behavior, special values, decisiveness in the implementation of ideas, leisure, style, decisiveness, is a commemoration of the psychological, social development situation peculiar only to him.

In the period of adolescence, the personality reaches the line of relative maturity, during this period its first socialization, unrestrained development and growth of the organism are completed.

Self-determining and asserting themselves in their worldview, striving for individual uniqueness, girls and boys show a higher level of communication, educational activity in comparison with adolescence, in their vision of the future they agree on distant and near perspectives, often experiencing an identity crisis.

In adolescence, the specificity of mental development in most cases is associated with the specificity of the social situation of development, the basis of which is the setting by society for young people of a vital, urgent task - to accept, directly in this period, professional self-determination, while precisely in terms of a real choice.

During this age, a change in the hierarchy of needs is actively carried out, the process of complication, the formation of personality. Adolescence is of particular importance in solving problems of choice life path, self-realization and self-determination associated with the choice of a profession.

Cognitive changes

In the senior grades of the school, learning is associated with an impressive complication and changes in the content and structure of educational material, an increase in its volume, as a result, the level of requirements for students increases. They expect clarity, versatility, independence in solving cognitive tasks, flexibility, and productivity of cognitive activity.

Focusing on the future, setting the tasks of personal and professional self-determination is reflected in the entire process of mental development, including the development of cognitive processes. Educational and professional activity becomes the main one.

High school students, in comparison with adolescents, significantly increase their interest in learning and school, since learning accumulates, connected with the future, direct life meaning. In turn, there is a significant interest in various information sources - books, television, films. There is an increase in the need for individual acquisition of knowledge, a conscious attitude to learning and work is growing, cognitive interests are becoming broad, effective and sustainable. Personal selectivity and focus of interests is associated with life plans.

During this period, there is an increase in the quality of the memory of schoolchildren - the volume of memory increases, the methods of memorization change. Simultaneously with involuntary memorization, there is an extensive use of appropriate techniques for voluntary memorization of material. High school students acquire metacognitive skills - self-regulation and self-control, which influence the effectiveness of their cognitive strategies.

Cognitive development in adolescence is characterized by formal-operational, formal-logical thinking. This is theoretical, hypothetical-deductive, abstract thinking, which has a connection with certain conditions. environment, existing at the moment.

During adolescence, a significant new formation of the intellectual sphere is theoretical thinking, the process of its development. Senior and junior students are more often concerned with the question "why?" Mental activity is more independent and more active, there is a critical attitude towards the content of acquired knowledge, teachers. The idea of ​​interest in a subject has changed - adolescents value a passion for a subject, its descriptive and factual aspects, high school students are interested in the unexplored, ambiguous, anything that requires reasoning. The value of the non-standard form of presentation of the material, the erudition of the teacher.

Another characteristic of the intellectual sphere of this age is a pronounced zeal for the search for common principles and patterns that lie behind certain truths, a craving for generalizations. So, like high school students, no one gravitates towards "cosmic", global generalizations, does not like "big" theories. At the same time, in adolescence, there is a combination of a breadth of interests with a lack of a method and system in acquiring skills and knowledge - intellectual amateurism.

The third feature is a well-known youthful predisposition to exaggerate their own mental abilities and the strength of their intellect, independence and level of knowledge, a craving for fictional, ostentatious intellectuality. In almost every senior class there are a number of bored, indifferent schoolchildren - learning for them is primitive and routine, the material given by the teacher is axiomatic, boring, long known to everyone, unnecessary and has nothing to do with intelligence, real science. High school students love to ask teachers tricky questions, and when they receive an answer, they shrug their shoulders.

During adolescence, an increase in the indicator of individualization in abilities and interests is also noted, while the difference is often supplemented, compensated by negative behavioral reactions. Therefore, a high school teacher can easily single out a group of disorderly but capable students, a group of chronic C grade students, excellent intellectuals.

Intellectual development in this period is also the accumulation of skills and knowledge, a change in the structure and properties of intelligence, the formation of a special line of intellectual activity - a peculiarly individual system of psychological means used by a person, spontaneously or consciously, in order to better balance his own individuality with external, objective conditions activities.

The mastery of complex mental operations of synthesis and analysis, theoretical abstraction and generalization, communication and argumentation is improved. For girls and boys, regularity, independent creative activity, the setting of cause-and-effect relationships, criticality and stability of thinking are characteristic. There is a tendency towards an absolute and holistic assessment of various phenomena of reality, towards a generalized understanding of the world. J. Piaget believed that the logic of adolescence is a profound correlated system that differs from children's logic, it is the essence of adult logic and the source of elementary forms of scientific thinking.

There is an active development of special abilities, in most cases associated with the chosen professional field - pedagogical, technical, mathematical. Ultimately, in adolescence, cognitive structures acquire the most complex structure and individual originality.

Variations in cognitive structures serve as a condition for the formation of the ability to reflect, introspection. The actions, feelings, thoughts of young men and women are the subject of their mental analysis and consideration. Another significant side of introspection is associated with the ability to distinguish inconsistency between words, actions and thoughts, to use ideal circumstances and situations. There is an opportunity to create ideals - a person or morality, family, society, to try to implement them, to compare them with reality.

Often, without knowledge of the premises, on limited factual material, young men and women tend to theorize hypotheses put forward, to formulate extensive philosophical generalizations.

In the future, in youth, the intellectual sphere presupposes a higher and higher quality development associated with the formation of creative abilities, as well as the assimilation of information, the manifestation of mental initiative, the creation of something new - the ability to detect a problem, reformulate and pose a question, find original solutions.

Self-awareness is the process of becoming between the ages of 15 and 20

One of the significant psychological processes during adolescence is the formation of a stable image of "I", self-awareness.

For a long time, psychologists have been worried about why the development of self-awareness is carried out directly at a given age. Based on the results of numerous studies, they concluded that the following circumstances predispose this phenomenon.

1. Intellect continues to develop. The emergence of abstract logical thinking contributes to the manifestation of a keen desire for theorizing and abstraction. Young people talk and argue for hours on various topics, in fact, without knowing anything about them. They are very keen on this, since abstract possibility is a phenomenon without limitations, except for logical possibilities.
2. At the early stage of adolescence, the inner world is discovered. Young people immerse themselves in themselves, enjoy their own experiences, the view of the world is changing, new feelings, the sounds of music, the beauty of nature, the feeling of their own body are learned. Adolescence is sensitive to internal, psychological problems, therefore at a given age young people are interested not only in the eventful moment of the work, the external, but to a greater extent in the psychological aspect.
3. The image of the perceived person changes over time. Its acceptance is carried out from the standpoint of mental abilities, volitional qualities, outlook, attitude to work and other people, emotions. The ability to accurately and convincingly present material, analyze and explain human behavior is strengthened.
4. The manifestation of dramatic experiences and anxiety in connection with the discovery of the inner world. Simultaneously with the awareness of one's own uniqueness, dissimilarity with others, uniqueness, a feeling of loneliness or fear of loneliness arises. The "I" of young people is still unstable, indefinite, vague, therefore, there is an emergence of a feeling of inner anxiety and emptiness, from which, as well as from the feeling of loneliness, you need to get rid of. They fill this void through communication that is selective at a given age. However, despite the need for communication, the need for privacy remains, moreover, it is vital.
5. Adolescence is characterized by an exaggeration of one's own uniqueness, but this passes, with age a person becomes more developed, finds more differences between peers and himself. In turn, this leads to the formation of the need for psychological intimacy, which allows a person to open up, penetrate into the inner world of other people, thanks to which he comes to an awareness of his own dissimilarity to others, an understanding of unity with the people around him, and an understanding of his own inner world.
6. There is a feeling of stability over time. The development of time perspectives is due to mental development and a change in life perspective.

Of all the time dimensions for a child, the most important is "now" - he does not have a sense of the passage of time, all his significant experiences are carried out in the present, the past and future are vague for him. The perception of time in adolescence encompasses the past and the present, the future is perceived as a continuation of the present. During adolescence, the temporal perspective expands, both in depth, including the past and future, and in breadth, covering social and personal perspectives. The future is becoming the most significant dimension of time for young people.

Due to these temporary changes, the need to achieve goals increases, the orientation of consciousness towards external control is replaced by internal self-control. There is an awareness of the irreversibility, fluidity of time and one's own existence. The thought of the inevitability of death in some evokes a feeling of horror and fear, while in others the desire for daily activities and activities. It is believed that young people are better off not thinking about sad things. However, this is an erroneous opinion - it is the awareness of the inevitability of death that pushes a person to seriously think about the meaning of life.

Personal development includes the formation of a stable image of "I" - a universal idea of ​​oneself. Young people begin to realize their own qualities and a set of self-assessments, reflect on who they can become, what are their prospects and opportunities, what they have done and will be able to do in life.

Appearance, both for girls and boys, is important - growth, skin condition - the appearance of acne, acne is perceived acutely. Weight is a significant problem - often girls, less often boys, resort to different diets, which are strongly contraindicated in their youth, because they cause significant harm to the developing body. Actively going in for sports, young men build up their muscles, and girls, striving to have a graceful figure, "adjust" it to the standard of beauty, which is being strenuously imposed by the media and advertising.

The properties of a person as an individual are recognized and formed earlier than personal ones, therefore the ratio of the moral and psychological components of "I" and "bodily" components differs in youth. Young people compare the appearance and structure of their own bodies with the developmental features of their peers, worry about their own "inferiority", discovering their own shortcomings. In most cases, in adolescence, the standard of beauty is unrealistic and overestimated, therefore these experiences are often groundless.

With age, concern about one's own appearance disappears, a person gains more self-confidence. Moral and volitional qualities, relationships with others, and mental abilities acquire importance.

During adolescence, changes are made in the general perception of the "I" image, which is reflected in the following circumstances.

1. Over time, cognitive complexity, the separation of the elements of the “I” image, change.
2. Integral tendentiousness is activated, which determines the integrity of the “I” image, internal consistency.
3. Over time, the stability of the "I" image changes. In describing themselves, adults are more consistent than children, adolescents, and young men.
4. Changes are made in the clarity, concretization, and the degree of significance of the "I" image.

Mental processes associated with the definition of future professional activity

During adolescence, professional, personal self-determination is carried out. According to the concept of I.S. Kona, professional self-determination is subdivided into a number of stages.

1. Child Game. Trying on the playing role of a representative of various professions, the child “plays” any elements of behavior associated with them.
2. Teenage fantasy. A teenage child imagines himself in the role of a profession that interests him.
3. An indicative choice of profession. When considering specialties, young people are guided at first by their own interests - “I am interested in mathematics. I will be a teacher of mathematics ", then abilities -" I am good at mastering foreign language... I will become a translator ”, and then a system of values ​​-“ I want creative work ”.
4. Practical decision making. A specific choice of a specialty is carried out, which includes the following components: the choice of a certain profession and the determination of the level of qualifications of work, the duration and volume of training for it.

The choice of a profession is determined by social and psychological conditions. Social conditions include the educational level of parents - having a higher education increases the likelihood of children developing a desire to study at a higher educational institution.

Components of psychological readiness for self-determination:

• development at a significant level of psychological structures - the foundations of a civil and scientific worldview, theoretical thinking, developed reflection, self-awareness;
• the formation of needs that contribute to the contentful fulfillment of the individual - the need for work, communication, to take the internal position of a member of society, time perspectives, value orientations, moral attitudes;
• the emergence of prerequisites for individuality, which is facilitated by the awareness and development of their own interests, abilities and a critical attitude towards them.

Professional self-determination is extremely difficult and is due to several factors: age; the level of aspirations and the level of awareness.

Social aspects are essential for developmental psychology. For the most part, personal qualities are highly ambiguous and determined by social environmental circumstances. Thus, to characterize age, one must take into account both social and psychological data.

During adolescence, in the pattern of self-awareness, the process of reflection intensifies in a sharp form - the desire for self-knowledge of one's own personality, for assessing its abilities and capabilities - this condition is a required condition for self-realization. Own thoughts, aspirations and desires, experiences become the subject of attention and careful study. In adolescence, a strongly pronounced tendentiousness towards personal self-affirmation is formed - the desire to show one's own originality, dissimilarity from others, to stand out in some way from the general mass of elders and peers.

When choosing a specialty, the level of awareness of young people about themselves and their future profession is important. In most cases, young people are poorly informed about the labor market, the content, nature and conditions of work, professional, personal, business qualities that are required when working in any specialty - this leads to a negative impact on the correctness of the choice.

When choosing a profession, the level of personal aspirations is of great importance, which includes an assessment of abilities, objective capabilities - what a person can actually do.

Professional orientation is a part of social self-determination, as a consequence of this, the choice of a profession will be successful when young people combine social and moral choice with reflections on the nature of their “I” and the meaning of life.

The features of the cognitive sphere that are important when making decisions in the course of a professional career are relativism, decentrism, and the openness of the individual to change. And also, the ability to plan, lack of dogmatism and rigidity, a sense of the doer, secrecy of information, integration and differentiation, creativity, a sense of alternativeness. These individual qualities, in accordance with professional activity, are manifested in the following personal characteristics:

• the ability to analyze information from the professional sphere;
• the ability to analyze information about oneself, in the language of professional activity;
• the ability to build professional plans suitable for implementation.

An indispensable condition for professional planning for young people is the awareness and establishment of life values.

Thus, a professional project is a unity of affective and cognitive components, a unity of continuity and discontinuity in the course of personal development.

Conclusion

Youth is the stage of determining the path of life - studying at a university, creating a family, working in a chosen specialty, serving in the army - for young men. This age is characterized by introspection and reflection. The adolescent period is characterized by increased emotional excitability. Also, with age, volitional regulation increases, there is a clear manifestation of an improvement in the general emotional background, the need to systematize and a tendency to self-analysis, generalization of one's own knowledge about oneself.

The desire for self-affirmation is demonstrated, self-assessment of appearance occurs. Self-esteem is one of the most significant psychological characteristics of adolescence. Youth is a key stage in the formation of a worldview. World outlook search is a social orientation of a person, recognition of oneself as a part of social society, determination of one's own forthcoming social position and ways to achieve it.

When choosing a profession, the ability for purposeful, conscious behavior largely depends on the maturity of the individual. For professional self-determination, the social maturation of young people is conditioned by the situation of preparation for the choice of a profession and involvement in socially useful work. Age limits social maturation - conscious self-determination is impossible before a certain age. Consequently, the readiness for a conscious choice of a profession is determined by the individual and is formed in the course of personality development.

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