Adolescent Problems

170 Pages·2004·1.463 MB·English

by  Doula Nicolson, Harry Ayers

ADOLESCENT
PROBLEMS
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Antidote
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How to Gain Pupils’Respect and Thrive as a Teacher
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How to Stop Bullying … Towards a Non-Violent School
A Guide for Teachers and Support Staff
George Varnava
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An A to Z Practical Guide to Emotional and Behavioural Difficulties
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Changing Behaviour
Teaching Children with Emotional and Behavioural Difficulties in Primary and
Secondary Classrooms(2nd edition)
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Individual Counselling Theory and Practice
A Reference Guide
Doula Nicolson and Harry Ayers
1-85346-373-6
ADOLESCENT
PROBLEMS
A Practical Guide for Parents,
Teachers and Counsellors
DOULA NICOLSON AND HARRY AYERS
Revised Edition
David Fulton Publishers Ltd
The Chiswick Centre,414 Chiswick High Road,London W45TF
David Fulton Publishers is a division of Granada Learning.
First published in Great Britain by David Fulton Publishers 1997
Second edition 2004
10 9 8 7 6 5 4 3 2 1
Note: The right of Doula Nicolson and Harry Ayers to be identified as the authors of this work has been
asserted by them in accordance with the Copyright,Designs and Patents Act 1988.
Copyright © Doula Nicolson and Harry Ayers 1997 and 2004
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library.
ISBN 1–84312–140–9
All rights reserved. No part of this publication may be reproduced,stored in a retrieval system or trans-
mitted,in any form,or by any means,electronic,mechanical,photocopying,recording or otherwise,
without the prior permission of the publishers.
Typeset by RefineCatch Ltd.,Bungay,Suffolk
Printed in Great Britain by Thanet Press
Contents
Chapter 1 Adolescent Problems 1
The Concept of Adolescence 2
Chapter 2 Theories of Adolescent Development 4
Erikson 4
Kohlberg 7
Loevinger 8
Bandura 10
Bronfenbrenner 14
Blos 15
Kegan 17
Chapter 3 Theoretical Approaches to Adolescent Problems 19
Biological Approach 19
Behavioural Approach 20
Cognitive-Behavioural Approach 24
Solution-Focused Brief Therapy (SFBT) Approach 29
Person-Centred (Rogerian) Approach 32
Psychodynamic Approach 33
Ecosystemic Approach 38
Chapter 4 Practice 41
Behavioural Difficulties 41
Emotional Difficulties 49
Learning Problems 55
Academic Problems 57
Adolescent Relationship Problems 59
v
s Self-esteem Problems 63
t
n
e
nt Adolescent Sexual Relationships 65
o
C
Mental Health Problems 70
Anti-social Behaviour (Delinquency and Other Forms) 80
Chapter 5 Detailed Topics 83
Adolescent Aggressive Behaviour 83
Attention-Deficit Hyperactivity Disorder (ADHD) 88
Adolescent Depression 90
Suicide and attempted suicide 94
Self-harm 97
Eating Disorders 100
Substance Abuse and Dependence 105
Juvenile Delinquency 113
Families and Adolescence 115
Chapter 6 Case Studies 119
Depressed 18-Year-Old Student 119
Managing a Sexual Relationship 122
Substance Abuse 126
Eating Disorder 129
Self-harm 133
Student Counselling Interview Sheets 137
Glossary 144
Useful Addresses 151
References and Further Reading 160
vi
CHAPTER 1
Adolescent problems
This introductory book is intended to be a concise, structured, readable and
eclectic reference guide to theory and practice with respect to adolescent
emotional and behavioural problems. It should prove most useful for teachers,
parents and all those who deal with and study adolescent problems,and also for
adolescents themselves.
This guide includes theories of adolescent development,theoretical and practi-
cal approaches to adolescent problems, detailed sections on common adoles-
cent problems, counselling interview sheets and addresses and phone
numbers of organisationsthat can help with adolescent problems.
The main approaches included in the guide are behavioural, cognitive, social
learning, psychodynamic, person-centred and ecosystemic, chosen because
they are quite frequently used by practitioners.
The biological approach is also mentioned but not in any detail as this approach
involves drug therapy which is the province of physicians and psychiatrists. It is
worth stating that emotional and behavioural problems can result from physical
conditions and the side-effects of drugs. Where this is suspected, it is advisable
to consult a GP. It can also be the case that emotional and behavioural problems
are symptomatic of a psychiatric disorder or the onset of such a disorder, and
again,it is advisable to consult a GP.
Certain issues and controversies that fall outside the remit of this book do arise
from time to time and need to be considered. For example:
● the influence of heredity and the environmenton emotional and
behavioural problems,i.e. how far there is a biological and genetic basis for
such problems;
● whether a problem should be seen as categorical,i.e. a distinct,discrete
category or dimensional,i.e. as lying along a continuum;
● how far these problems are the results of traits or statesor an interaction
between the two,e.g. temperament and situations;
1
s ● the validity and the reliability of the assessmentof emotional and
m
ble behavioural problems and the prevalence of such problems;
o
r
p ● the influence of culture and ethnicityon how problems are perceived and
t
n
e assessed;
c
s
ole ● the relative effectiveness of the different approacheswith respect to such
d
A problems.
The concept of adolescence
Adolescence is a transitional stage between childhood and adulthood. It is a
period of biological, social, emotional and cognitive development which, if not
negotiated satisfactorily, can lead to emotional and behavioural problems in
adult life. It is customarily defined as beginning at approximately 10 to 13
years of age and ending between 18 and 22years of age. It is usually subdivided
into early and late adolescence.
Particular psychological and psychiatric problems can have their onset in adoles-
cence or become more prevalent or noticeable during adolescence, e.g. phobias,
anxiety, depression, suicide and attempted suicide, attention-deficit disorders,
anorexia and bulimia,conduct disorders,schizophrenia and substance abuse.
Adolescence is also a time when adolescents strive to create their own personal
identities and sense of autonomy which may at times lead to major or minor,
temporary or permanent disagreements with their parents, carers or teachers.
Most adolescents negotiate this phase satisfactorily and enjoy positive relation-
ships with their parents and other adults.
Adolescence can be viewed from different developmental perspectives. It can be
seen as being influenced by a variety of factors: genetic, temperamental and
environmental. Puberty begins during adolescence, a period of hormonal and
bodily changes which in turn are associated with psychological changes.
Adolescents can become preoccupied with bodily image and physical attractive-
ness, particularly in relation to their peers or in relation to media models or
ideals. They may be early or late maturers and as one or the other may experi-
ence particular problems, e.g. fears and doubts about what is normal develop-
ment for their age. Additionally, they may engage in risky behaviour and be
catapulted into early adulthood.
Cognitively, adolescence is a time when, in Piagetian terms, adolescents should
reach the formal operational stage which means that they should be able to
reason logically and abstractly, consider hypothetical possibilities and engage in
problem-solving activities. They should also be able to engage in meta-cognition,
i.e. reflecting on their own cognitive processes. There is also a tendency to
compare themselves with their peers and to what they perceive as ideal stan-
dards; this may lead them to become self-conscious and this can adversely affect
their self-esteem,particularly with regard to their own perceived lack of physical
attractiveness. Low self-esteem may contribute to particular problems,e.g. loneli-
ness, depression, suicide, anorexia and conduct disorders. They may try out
2