What If? A World of New Possibilities
As the body and social contest of the adolescent grows beyond the childhood frameworks, so does the mind. During young adolescence a new level of complexity emerges for young people. Similarly, as the growth of the body and emotional self are in response to cultural forces, the growth of the intellect is also impacted by external influences. The education system, to name the most powerful influence, directs young people towards developing a "mature, rational, objective perspective."
Conventional developmental theorists describe this journey as the beginning of "formal operations," or the ability to think abstractly and reflectively. In Western societies this model of thinking is valued highly, and understood as progress towards maturity. Some contemporary thinkers question this valuing. They see the significance of personal experience as a way of understanding the world. Young adolescents themselves are wondering about their own intellectual ability. They may see themselves as either "too stupid," or "too brainy" for their liking.
Adults need to be sensitive in acknowledging all the values placed on the intellect---from the culture, in families and from young adolescents themselves.
Youth leaders should assume a variety of intellectual development to be present in any group of young adolescents. Provide a variety of ways of learning and of participating to ensure everyone is included. There is an example of a program to encourage young adolescents in their questioning in the RESOURCES section (see Part V, A Time To Wonder?!).
In Western societies this model of thinking is valued highly, and understood as progress
towards maturity. (Though it is important to understand that the same value does not hold true for all cultures.)
Two Worlds at Once
Adolescents are, perhaps, most fortunate to live in two worlds at once: concrete experience, and abstract thinking. Their new cognitive capacity includes the ability to understand metaphors and concepts and also to consider the possibilities of "what might be true if.... " However, they are still very strongly affected by what they know through what they experience. To a significant degree, young adolescents believe what they see in front of them.
This stage in intellectual development is the source of the typical adolescent response: "I don't know." They are unable to fully reflect upon motivations for their actions---they really don't know. Young adolescents think behaviorally. They will tell us about their experience through their behavior. “I don't want to go to school," instead of "there is a problem at school that is bothering me."
Adolescents can be very critical of adults’ decisions. One especially frustrating behavior is the questioning of formerly accepted rules and beliefs. These questions are linked to the expansion of the adolescent perspective. Adolescents are a healthy sign of growth. They are able to realize that not everybody thinks the way that they do, or the way that their family does about important issues.
"That's not fair" is a common complaint in response to an adult's efforts to take into account individual differences and extenuating circumstances. Often adolescents do not understand exceptions to rules, unless of course they are their own exceptions. As they begin to think about how situations could be different and ask themselves "what if... " questions, they can formulate alternative rules, as well as situations in which the rules may not be acceptable.
Leaders need to understand the dynamic that is at work when this questioning occurs. Often the young adolescent needs to be informed of the broader picture that is present. To a significant degree, young adolescents believe what they see in front of them. Young adolescents think behaviorally. They will tell us about their experience through their behavior.
Because I Said So Doesn't Cut It
Adolescents are capable of understanding ideals, and of using logical thinking skills to analyze their own and others’ behavior in relation to those ideals. They can see and question inconsistencies between the ideal and the behavior they observe. They are capable of understanding the reasons for norms and raising objections to rules that do not appear to be logical. They need to know what the real reasons are behind "Because I said so." "Because I said so" is no longer an acceptable reason. Leaders with this age group should be able to acknowledge their own inconsistencies and live with it.
Everybody Is Watching: The Audience
Young people often appear quite absorbed by their experiences, their appearance, and their behavior. They constantly feel that they are the center of attention, surrounded by an ever present "imaginary audience" that notices and passes judgment on how they look and everything they do. Therefore, every hair has to be in place, every word has to come out right, and most important, they must look and act like their peers. Although this self-absorption is exasperating and amusing to adults who interact with young adolescents, it is a normal and natural reaction to the many changes of adolescence. Adults need to refrain from comment, and not promote more self-consciousness about being self-conscious! Let them choose when they want to be the center of attention.
The Plot
The "personal fable" is a story young adolescents tell themselves about themselves, a story they believe to be unique and true. The story centers on their supreme importance and the uniqueness of their experience and their feelings. The personal fable finds expression in such statements as "No one knows how I feel," "I can't talk to anybody," or "You don't understand." It is also an expression of loneliness. Although the personal fable is normal, it may result in dangerous risk-taking behavior by young adolescents who believe they are immune to the consequences of their actions and invulnerable to harm. Statements such as "I won't get pregnant," "I won't die in a car accident," "I am safe on the streets," and "I won't be tired if I stay up all night," are examples of what they say to themselves and to others.
Adults can be encouraged to listen for the fable. Don't argue when told you don't understand. Try "Maybe I don't, explain it again." At your discretion you may choose to impose limits on potentially dangerous behavior.
Young adolescents begin to break out of these forms of egocentrism as they grow and mature. Through mutual relationships with other adolescents and sharing innermost concerns and dreams, they begin to realize that other people experience life somewhat as they do. As they gain life experiences and observe the harm that befalls others because of dangerous behavior, they begin to realize that they are not immune to the consequences of their actions.
Project into the Future
As their perspective broadens, their own personal references also expand Adolescents are able to project themselves into the future. Young children see the future in terms of days; young adolescents are starting to see the future in terms of days; young adolescents are starting to see the future in terms of years, as well as days.
They can begin to relate their present interests, aspirations, and circumstances to vocational, social, and cultural roles they will fulfill in the future.
Opportunities for Commitments
Young adolescents’ worlds expand to reflect their emerging capabilities, desires and interests, and to include their peers, adults other than their parents, and their communities. They often become eager to make commitments to people, ideals and projects. Because they are changing so rapidly, many of their commitments will be short-term but nevertheless intense. They need opportunities for short-term commitments with visible exits.
Being reprimanded for failing to complete long-term commitments is inappropriate. Neither should it be interpreted as a lack of commitment.
