Individuals in young adulthood today show vast characteristics from those in previous generations. In most cases they will marry later and may not start families or enter a permanent vocation until they are well into middle adulthood, or around their late twenties or early thirties; this is in part due to greater life expectancy and more accessible birth control, allowing young adults to experiment before settling down to permanency [ (Berger, 2010) ]. However, since many young adults during this time are pursuing higher education and are not vocationally or
In many Western, industrialized societies, people enjoy considerable geographical and social mobility. They are free to interact with a relatively large number of people on a daily basis. When it comes to the formation of relationships there is greater choice of potential partners and fewer restrictions on choice, and are generally expected to be able to choose their own partner. The primary basis for marriage is expected to be romantic love, parental consent is considered desirable, but by no means necessary. More traditional, non-Western cultures on the other hand offer less geographical and social mobility, so individuals have less choice in whom they interact with.
The impulsive stage is followed by the self-protective stage in which an individual understands that it is in their best interest to follow rules most of the time. In early adolescence, many move from the egocentric preoccupation with oneself to that of the group, marking the ego development to that of the conformist stage. The conformist stage is where the child conforms to what society has deemed normal and seeks a close friend with whom the child can identify in similarities. Loevinger’s theory states the adolescent may enter into a transitional stage of conscientious/conformist in which the person breaks from peer groups through an increasing awareness of self. The increasing awareness of self and one’s inner life leads to the
What is “adolescence”? How is the concept of adolescence similar and/or different across cultures? Adolescence is commonly seen as a transitional stage of mental as well as physical development that occurs between childhood and adulthood .It is usually symbolized through certain rites of passage or the general acceptance of a young person going through puberty .Other usual occurrences are some form of ritual involving separation ,transition and reincorporation .Though all cultures are unique there are still key parts of adolescence that occur regardless of culture .Adolescence is generally accepted as a necessary stage in any humans upbringing ,but when adolescence ends and adulthood begins is dependant on the given cultures beliefs and laws .A period where children can test their boundaries ,develop their own individuality ,rebel against what they see as oppression and become a more mature ,acceptable part of society .This maturity and transition is usually rewarded with some form of reward and entrustment of certain tasks such as driving a car, having sexual relations or voting. One of the most important parts of adolescence no matter what culture is being studied is the taking on and acceptance of responsibility .In modern day Australian culture as we reach our 18th birthday we are expected to become more mature and responsible ,after finishing school or TAFE either attend university or get a job and become a functional member of society .We are allowed to drink Alchohol and attend certain functions such as over 18 concerts and bars .This responsibility is usually preceded by the break after the end of the HSC and beginning of Adult life known as “Schoolies” .Schoolies is usually a week long affair where HSC graduate’s leave their home and immediate family to a distant destination to get extremely drunk and party all week long ,they usually bond with a
Too many teens in this day and age are trying to look, act, and in general, seem older. They are not required every day to make adult decisions, therefore do not understand the true meaning behind being considered an adult. Many teens are not faced with expenses like a mortgage or electric bill; as a matter of fact many do not even have a car payment or insurance to worry about. Therefore, how can a license be the rite of passage when enjoying the luxuries is all it comes with? For example, that must mean that a teen with their drivers license is more mature and more of an adult than that of a grandparent without theirs.
Middle adulthood is a time of transition; however, there is more than one viewpoint concerning personality development during middle adulthood (Bode et al., 2007, p. 42): these viewpoints are currently known, according to Feldman, as the normative-crises versus life events models. The traditional view of development, the normative-crisis model, focuses on a set of stages associated with “…age-related crises” (Feldman, 2011, p. 511), in contrast, the life events model view indicates that events in middle adulthood influences personality development (Feldman, 2011, p.511). Middle adults can develop proactive reactions to events (Bode et al., 2007, p.42). During middle adulthood, the time period from 40 to 65, there are slow declines in health; members in this group are, according to Feldman, more prone to diseases (2011). Feldman tells us: “(m)iddle adulthood is generally a healthy period, but people become more susceptible to … arthritis, diabetes, and hypertension, and they have a higher death rate than before.
Adolescence and Middle Adulthood The two stages I chose to review for importance are Adolescence (identity vs. role confusion) and Middle Adulthood (generativity vs. stagnation). As this seems to be the area which my current counseling is focused, and I admit I may be prejudiced for that reason, I see these as vital stages of development towards the practice of mental health counseling. Within many family units these two stages reside under the same roof. Erikson’s stages of psychosocial development define adolescence as a time when identity is the paramount goal, with a negative result being confusion for future adult role (Erford, 2010). Anxiety can play a major affect here as the individual dives into social relationships, engages in risky behavior, and has a strong drive to be accepted as a contributing member of society, in other words, what they have to say or do is important … so notice!
This change of thought among the various generations is seen through the attitudes, political views, and social awareness of individuals within each group. Family traditions as well as cultural values do not hold nearly as much importance as they have in past generations. Younger generations are concerned more about their personal commitments and their own life rather than belonging to a larger group. In today’s society it is clearly evident how younger generations consider only themselves rather than others. The difference between the thinking processes of different generations is illuminated through the response I received from an individual born in the 1940’s versus the response received from an individual born in the 1990’s when asked what their greatest memory is.
Education has traditionally been associated with young children and youth but the twenty first century has turned the tables on the concept of education by incorporating a revolutionary term called “ Adult learning” . It is a known fact that humans learn through out their life span but a conscious learning process is termed as education and when Adults involve themselves in the process of learning it is called training or Adult learning. The main features which define adult learning are -: 1. Adults learn best when they determine for themselves what ,how and when they should learn unlike a school defined curriculum designed by a board and compulsorily taught and tested by a system. 2.
Features of early adulthood - Psycho/social The late teens and early twenties is a time where young people face many challenges and feelings of uncertainty. It is when adolescence is left behind and adult responsibilities are assumed. However these routes to adult responsibilities are highly diverse in timing and order across individuals. During these years of extended exploration, young people prolong identity development as they explore alternatives in breadth and depth. These alternatives may be work, personal beliefs, values, love and those with the economic resources can explore alternatives in education.