Author: Santosh
Kumar Biswa, Sr. Teacher, Damphu CS, Tsirang, Bhutan
Introduction
Adolescence is a
complex and dynamic stage of development marked by notable changes in one's
physical makeup, emotional state, and social environment. Adolescents may go
through a period of rapid physical, cognitive, and psychosocial growth, as well
as a variety of opportunities and difficulties that affect their sense of
identity, self-worth, and general well-being. (WHO, 2019). Individuals'
educational trajectories and outcomes can be profoundly impacted by their
personal experiences during adolescence, as academic achievement and social
relationships are crucial for promoting healthy youth development. Educators
and policymakers can build interventions and support systems that promote
positive outcomes for students by taking the experiences of adolescents during
this time into account (Eccles & Roeser, 2011). This essay discusses my
personal experience during adolescence and explores the educational
implications of these experiences.
My Personal Experience During
Adolescence
Puberty caused
substantial physical changes in me during my early adolescence, especially
between the ages of 12 and 14, which had a big negative influence on my
emotional health and sense of identity. The adjustments were probably difficult
and overwhelming, which is a typical experience for many teenagers. As I
started to desire greater independence, my connections with my family were
strained, and I started to place more value on my relationships with my peers.
I started to mature and get ready for the leap from childhood to adulthood as I
moved through middle adolescence, experiencing tremendous growth and change.
Making relationships with teachers and performing well in school gave me a
sense of direction and purpose in life. Even my relationships with family
members remained encouraging and nourishing, which undoubtedly contributed
greatly to the development of my resilience and sense of worth.
My late adolescence
was marked by a focus on making important life decisions, such as attending
college, pursuing a career, and starting a family. My primary goal was to enrol
in a reputable college and find a job so that I could help my poor parents. I
never experienced any problems because of my race, ethnicity, or gender. It is
a result of my interactions with my family and peers, which were mutually
supportive. Despite coming from a low-income home, my parents and siblings
provided me with loving interactions that allowed me to grow resilient and with
a positive sense of self-worth. It equipped me with the skills to look for
social acceptability and a sense of belonging, and my success was greatly
influenced by my academic accomplishments and relationships with my professors.
Thanks to my understanding, encouraging, and supporting instructors, I excelled
academically and graduated at the top of my class. They served as my life's
inspiration.
Theoretical Concepts and Reflection
My personal
experiences are consistent with several well-known theories and elements
related to adolescent development. During adolescence, puberty, identity
development, relationships with parents and peers, academic success, and
resilience are all important elements that affect how an individual develops.
They show how I tried to adjust to puberty's changes and my efforts to forge a
sense of identity (Erikson, 1970). My experience also demonstrates how
supportive relationships with family and peers helped me build my self-esteem
and resilience, which are crucial components of adolescent well-being, Kett
(2003) argued that the emergence of adolescence as a distinct stage was closely
tied to changes in family structure. Academic success and connections with
teachers are crucial components of students’ growth, and adolescents must learn
resilience to overcome the hurdles we face during this stage of development.
Individuals and caregivers can support teenagers throughout this crucial stage
of development by being aware of these theories and factors.
When I reflect on my
adolescence, I realize that many of the difficulties and learning opportunities
I encountered are still common among today's youth. The drive to build a sense
of identity and autonomy is a common topic across generations as a result of
the enormous physical and emotional changes that occur during adolescence.
(Mortimer & Larson, 2002). In this regard, Kett (2003) made a valid
argument when she said that we may better grasp the difficulties and
opportunities facing young people today by looking at how families have
adjusted to shifting social and economic conditions. The experiences of
adolescents in earlier generations and those of today's youth differ in some
ways, though. For instance, with the introduction of social media and the
internet, today's youth may face more difficulties relating to cyber bullying,
the development of their online identities, and the pressure to maintain a
specific image on social media. (Lenhart, 2015). Overall, the process of
growing up remains a universal component of human development, even though the
difficulties and experiences of adolescence may vary slightly across
generations.
Linking Experiences and Educational
Implications
By offering a
framework for analyzing and contextualizing individual experiences, connecting
personal experiences to theory helps improve our understanding of the
adolescent experience. For instance, my own adolescent experience emphasizes
the bodily changes, emotional conflicts, and identity development that
frequently take place during early adolescence. These experiences are in line
with Erikson's (1970) theory of psychosocial development, which contends that
at this time, adolescents must deal with the challenge of trying to balance
their identities and roles. My own experience brings to light several
well-known theories and factors related to the development of adolescents,
including puberty, identity development, parent-child connections, peer
relationships, academic success, and resilience. I can comprehend the
difficulties and discoveries that students undergo throughout this crucial
stage of development by looking at how these theories and elements connect to
my experiences. My personal experience also emphasizes the need for resiliency
and supportive relationships in overcoming adolescent issues, which can help in
the design of programs and supports that encourage good outcomes for young
people. This knowledge can guide the support and interventions provided to
teenagers as they navigate through this challenging and important time in their
lives.
This knowledge can
help assist the growth of adolescents in a learning environment. To establish a
supportive atmosphere for adolescents to deal with these changes, teachers and
educational counsellors can use this information to better understand the
difficulties and experiences that teenagers may be having. Also, educators can
create a nurturing environment for students by having a clear grasp of the
value of good connections with parents and teachers. The development of
interventions and programs to enhance adolescent development can also be informed
by connecting these experiences to theoretical frameworks. The notion of social
and emotional learning, for instance, can be used to build social and emotional
learning programs that support academic performance, emotional well-being, and
positive connections with peers and teachers. Interventions that encourage
healthy parent-child interactions, foster resilience in adolescents and boost
self-esteem can all be informed by attachment theory. To put it briefly,
applying this knowledge in a learning environment can assist teachers and
school counsellors in developing a nurturing and supportive atmosphere for
adolescents to deal with the opportunities and challenges of their
developmental path.
Conclusion
In conclusion,
adolescent life experiences can have a significant impact on an individual's
development and academic results (Hashmi, 2022). Adolescence is a crucial time
of transition that may be characterized by difficulties as well as chances for
personal development. Educators can help achieve successful outcomes for their
students by identifying the particular requirements of adolescents and
developing supportive learning environments. The experiences of adolescents can
be significantly shaped and their general well-being promoted by educators,
whether through individualized attention, peer support, or chances for
self-expression. We may try to create inclusive and supportive learning
environments that fulfil the needs of all students by understanding the
educational significance of personal experiences during adolescence.
References
Eccles,
J. S., & Roeser, R. W. (2011). Schools as developmental contexts during
adolescence. Journal of Research on Adolescence, 21(1), 225-241. https://static1.squarespace.com/static/5480b2d5e4b09257c9233e2d/t/56393299e4b0970a457f7fe0/1446589081207/eccles_roeser2011.pdf
Erikson,
E. H. (1970). Autobiographic notes on the identity crisis. Daedalus, 99
(4), 730-759.
https://www.jstor.org/stable/20023973
Hashmi, K. (2022).
Adolescence and Academic Well-being: Parents, Teachers, and Students’
Perceptions. Journal of Education and Educational Development. https://files.eric.ed.gov/fulltext/EJ1347671.pdf
Kett, J. (2003).
Reflections on the history of adolescence in America. The history of family,
8(3), pp. 355-373.
https://analepsis.files.wordpress.com/2011/01/kettreflections.pdf
Lenhart,
A. (2015). Teens, social media & technology overview 2015. Pew
Research Center.
https://www.pewresearch.org/internet/2015/04/09/teens-social-media-technology-2015/
Mortimer,
J. T., & Larson, R. W. (Eds.). (2002). The changing adolescent
experience: Societal trends and the transition to adulthood. Cambridge
University Press. https://catdir.loc.gov/catdir/samples/cam033/2002025928.pdf
World
Health Organization. (2019, November 26). Adolescent health.
https://www.who.int/health-topics/adolescent-health#tab=tab_1
No comments:
Post a Comment