Integration
The period of adolescence is the first time in which the individual naturally re-visits the earlier stages of the cycle. I this respect educators may find that all of the encouragements, the tasks and helpful behaviours of Being, Doing, Thinking, Identity & Power and Skills & Structure stages apply during the teenage years. In addition, though, the young person is acquiring the skills and building confidence in becoming an adult. This is a crucial phase in personal development because there is such a strong desire to re-visit and possibly revise the decisions of earlier years.
Much has been written on the significance of development in the first few years of childhood, but it is relatively recently that in the West, at least, adolescence is being seen as important in terms of neurological and emotional development. So, when thinking of working with adolescence using the model it is necessary to hold both the early stage material and the specific features of Integration.
For a more theoretical exploration of adolescent development from a TA perspective, see this article.
Job of the child
- To take steps towards independence
- To achieve a clearer emotional separation from family
- To emerge as a separate independent person with own identity and values
- To be competent and responsible for own needs, feelings and behaviours
- To integrate sexually into the earlier developmental tasks
Affirmations
- You can know who you are and practice skills for independence
- You can develop your own interests, relationships and causes
- You can grow in your femaleness or maleness and still need help at times
- You can learn to use old skills in new ways
- We look forward to knowing you as an adult
- We trust you to ask for support when you need it
Helpful Teacher/Carer Behaviours
- Affirm learner for doing developmental tasks
- Continue to offer appropriate support
- Accept learner’s feelings
- Confront unacceptable behaviour
- Be clear about centre’s position on drugs etc
- Encourage growing independence
- Expect thinking, problem solving and self-determination
- Confront destructive or self-defeating behaviour
- Celebrate emerging adulthood, personal identity etc.
- Negotiate rules and responsibilities
Hunger - Sex incidence
Killer message- Don't grow up