Thinking through hypotheses (i.e. possibilities)

Predictability

Formalization

introspection

In adolescence (junior high school), image logic tends to mature and abstract logical thinking begins to dominate. Logical thinking requires the direct support of perceptual experience and is an experiential type.

In early youth (high school), image thinking is fully mature, and abstract logical thinking has also entered a mature stage. Abstract logical thinking belongs to the theoretical type, that is, thinking that conducts reasoning, judgment, and argumentation in theory.

Adolescent thinking is transitional. Starting from the second year of junior high school, abstract logical thinking is transformed from the empirical level to the theoretical level. By the second year of high school, the transformation is initially completed. The second year of junior high school is the critical period for transformation, and the second year of high school is the maturity period.

The plasticity of adolescent thinking is greatly reduced.

Creativity: Strong thirst for knowledge and exploration spirit, less conservative

Criticality: Do not easily accept other people's opinions; take one's own thoughts and opinions seriously; emerge the budding attitude towards life.

One-sidedness: extreme and extreme thoughts, unable to comprehensively and dialectically analyze and solve problems

Superficiality: Often troubled by external characteristics and difficult to penetrate into the connotation of things. Such as: star chasing phenomenon

Strong "introspective" and "analytical" color

Excessive concern and obsession with one's own thoughts. Although they can distinguish their own thoughts from those of others, they cannot clearly distinguish between their own focus of concern and the focus of relationships with others. (imaginary audience)

Adolescence: ① The most prominent manifestation is that the awareness of self-understanding is getting stronger and stronger, entering the stage of subjective self; ② Adolescence is the second leap period in the development of self-awareness; ③ The manifestation of heightened self-awareness: often using a lot of mind for introspection , leading to personality imbalance and subjective paranoia in adolescence

Early youth: ① The development of independent intentions in self-awareness; ② The differentiation of self-awareness components; ③ Strong concern for the growth of one's own personality; ④ The maturity of self-evaluation; ⑤ Strong self-esteem; ⑥ The high development of moral consciousness

Basic Features

Meaning: one's experience of one's own existence

Characteristics of adolescent self-concept: more abstract, more integrated and organized, and more differentiated self-concept structure

Influencing factors: physiological factors (body appearance), cognitive level, parents’ self-concept tendency (influence in the same direction), success or failure experience

The ability of self-evaluation only begins to mature in early youth, and it is easy to have a tendency to overestimate self-esteem (arrogance, inability to listen to other people's opinions). The development of self-evaluation ability will promote individual self-transformation and improvement (realization of self-ideal)

Meaning: In the process of seeking self-development, individuals identify themselves and deal with some major issues related to self-development.

Erikson pointed out that adolescence is a critical period for the formation of identity, experiencing the conflict between identity and identity confusion, and thus growing into unique adults who play an important role in social life.

Marcia proposed four ways for individuals to resolve identity crises based on the degree of adolescent exploration/crisis and investment.

Intense, violent (stormy) and gentle and delicate (textual decoration, that is, the ability to properly control certain emotions) coexist

Emotional variability and stubbornness coexist

Introversion (concealment) and expressivity (trace of performance) coexist

Troubles suddenly increase

Loneliness: Hollingworth’s “psychological weaning period”

depress

Anxiety: Difficulties and Exams

Rebellion period: The first period - 2-4 years old The second period - adolescence The two periods of rebellion overlap with the two leap periods of self-awareness

Reasons: heightened self-awareness, excessive excitability of the nervous system (more sensitive to stimuli), emergence of independent consciousness, subjective paranoia in adolescents

Performance: Tough attitude, rude behavior; indifference, cold confrontation; transference of resistance (complete denial of others)

Dodge's social information processing model believes that an individual's response to frustration, anger, and provocation does not depend on social cues in the situation, but depends on the individual's processing and interpretation of social cues.

Patterson's high-pressure family environment theory believes that highly antisocial adolescents often experience high-pressure family environments (low self-esteem and antisocial personality)

Moral judgment in adolescence is dominated by the second and third stages

In early youth, the third stage and moral judgment gradually dominate, and the fourth stage of moral judgment appears.

The development trend changes from the preconventional level to the conventional reasoning level.

Problems: Polarization, bad moral character, illegal crimes, going astray, anti-social behavior, etc.

Causes: ① Precocious physical maturity and delayed social maturity, leading to conflicting psychological conflicts; ② Contradictory, extreme, and one-sided thinking in adolescence leading to suspicion, resistance, rebelliousness, stubbornness, and extremes; ③ Bipolar emotions in adolescence Sex leads to weak self-control; ④ Paranoid personality.

The second grade of junior high school is a critical period for the moral development of teenagers

Reduction in gang interactions

Friendships are increasingly important in teenagers’ lives

Relationships with friends of the opposite sex

Relationship with parents - psychological weaning

relationship with teachers