The Significance of Individual Differences in Education

The significance of individual differences in education! The significance of individual differences in education has long been recognized. The extensive experimental work that has been undertaken, began by Galton and carried on up to the present time, has so increased our knowledge concerning individual differences and has so enhanced their significance to education that their existence and importance are now a matter of general acceptance.

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Now knowledge of these differences, their amount, interrelations, and causes, is very important and necessary in planning the education of a particular child. Exact knowledge of just what differences do exist between individuals and of the causes of these differences is important. Education is furthermore concerned with individual differences resulting from the differing degrees of maturity or growth, and those which previouseducation and training have caused. Education can only be made efficient with a minimum of effort, time, and expense by knowledge of which of the differences between people and the achievements of a given person are due to training, and which are due largely to the degree of maturity. Exact knowledge, not opinion, along all these lines is essential, if progress is to be made. Individual differences must be kept in mind by the teacher if the needs of the individual pupil are to be met. It should be remembered that physical and emotional differences must be met, as well as intellectual differences. The teacher must be familiar with many approaches to adjusting the learning situation to the individual needs of the pupil. Any program of instruction must take into consideration the important facts about differences in individuals and traits. There exists in any realm of activity a wide range in endowments of individuals. However, individuals cannot readily be classified into specific types since the various levels merge gradually and are not sharply differentiated. The evidence is clear that the degree to which the individual possesses different traits also varies. The wide range of capacities, abilities, needs, and

interests in any classroom necessitates a differentiated approach to instruction at all school levels and in all areas of learning. Until the differences among the pupils in a given class are recognized, instruction cannot be on a sound and systematic basis. A significant part of the dilemma in modern education has been brought about by a failure to admit differences by treating all the pupils alike. The traditional methods of group teaching have tended to over-emphasize the similarities and to ignore the difference. To ignore the fact that people differ in ability, intelligence, interest, social training, and strength, as well as in age and sex, would be a serious mistake. If training is to be shifted to the nature and needs of the individual, care must be taken to keep the function of the school flexible and adaptable. No child in school can realize his educational growth and development without a carefully planned and administered adjustment so wide individual differences that exist among pupils.

NEEDS AND PROBLEMS OF ADOLESCENCE

NEEDS AND PROBLEMS OF ADOLESCENCE
An individuals needs and problems influence his development to a great extent.Adolescence is a crucial period in the life of an individual with its characteristic needs and problems of adjustment. Every adolescent has certain needs, the satisfaction of which is essential to his continued physical and others aspects of development. A need is a tension within an organism which must be satisfied for the well being of the organism. When a need is satisfied the tension is released and the individual experiences satisfaction. There are certain basic needswhich are functioning in every individual. They are broadly classified into Physiological needsand Psychological needs.

Primary or Physiological Needs: The fulfillment of physiological needs are inevitable because they are concerned with the very existence of the individual. The need for oxygen, need for water and food, need for rest and sleep, need for sex gratification etc. are the important physiological needs. Secondary or Socio-Psychological Needs: Needs that are associated with sociocultural environment of an individual are called secondary needs. They are acquired through social learning and their satisfaction is necessary for the psychological well being of the individual. The important socio-psychological needs are as follows:

1. Needs for security :

The adolescent need emotional, social and economic

security in addition to physical security. The person who lacks the feeling of security may become maladjusted. The need for social security is associated with mans desire for gregariousness.

2. Need for Love :

Affection or love is one of the most basic psychological

needs of the adolescents. Adolescents have a strong desire to love and to be loved. The individual who is not loved will not deep proper attitudes and concepts concerning his own worth. Proper love will strengthen the individuals feeling of security.

3. Need for approval :

There is a carving for recognition in adolescents. His

ego gets satisfaction when he is recognized and approved. The adolescent desire that he should be a centre of attraction for the opposite sex and his abilities, intelligence and capacities should be recognized by others. The teachers should find out the field in which the pupil can shine very well and which help him to earn admiration from others.

4. Need for freedom and independence :

Adolescence is a time when the

individual is striving to wean himself away from the control of parents and elders. He want the right to give expression to his feelings, emotions and ideas. He feels annoyed and unpleasant when restriction is imposed on him.

5. Need for self-expression and achievement : Every adolescent has an inherent desire for the expression of his potentialities. He may have a poet, musician, painter etc. hidden within him and he want to get adequate opportunities for the expression of his potentialities. He experiences satisfaction when he succeeded in them and failure makes him depressed and disappointed. Hence the curriculum should be appropriate for every pupil so as to permit achievement for him.

Problems of Adolescents with special reference to Indian context

Any period of development is likely to be accompanied by many potential difficulties. Adolescence is a period of transition from childhood to adulthood that implies many development changes and associated problems. Some of the outstanding problems of Indian adolescence are the following:

Perplexity with regard to somatic variation: Every adolescent has more or less difficult task of adjusting to somatic variation which may occur in connection with puberty. The follow of blood during menstruation in girls and nocturnal emission in boys creates worries and give birth to so many fears and anxieties. Since ours is a conservative society, youngsters are less informed about the physical changes that are occurring during puberty. Lack of scientific information about sex hygiene and philosophy make them to satisfied with crude and perverted knowledge about sex related matters. It creates guilt feeling and so many complexes in the minds of the children which makes them introverted and secretive.

Problems related with intensification of sex-consciousness: The sudden awakening of sex instinct during adolescence results in intensification of sex consciousness. Adolescents are curious to know about sex related topics and are seeking answers to their innumerable doubts in sexual matters. In our country

most of the parents are illiterate and they do not have scientific knowledge of sex problems. Moreover, our social values are different from that of western countries, and hence parents hesitate to discuss sex problems with their children. So the adolescents resort socially unacceptable ways to quench their curiosity and to satisfy their sexual needs. There is also the misguiding of print and electronic media that finally results in sexual maladjustment in adolescents. [Reading of MA.. books, interest in branded films, influence of friends, etc.]

Adjustment difficulties with parents: Adolescents have a strong for freedom and independence. But often it is obstructed by parental oppositions. In Indian context, parental opposition may extend to such areas as choices of friends, choice of education, recreational interests, dress, life-style, our of going from and coming to the home, mode of behaviour etc. The conflict between parental norms of behaviour and peer group relationships often lead to friction in the relationship and adolescents find it difficult to adjust to the needs and demands of parents. Failure to adjust with the parents may result in revolting against parents and authority.

Childhood-Adulthood Conflict: In our society, the adolescent is considered as neither as a child nor as an adult. He has to depend his parents and elders for his physical and emotional needs. But at the same time he wants to hold independent views and opinions like an adult. He can very well manage his own affairs and resist any unnecessary interference from the part of elders. He begins to feel ashamed and embarrassed for the protection and care shown by the parents. He is often treated in an ambiguous manner by parents and teachers. Sometimes they expect him to behave as an adult and at other times, they treat him as a child. The poor adolescent is caught between the role of the child and the adult, which push him into confusion and tension.

Adjustment difficulties with school discipline : Most of the adolescents face a great problem in adjusting with school discipline. Some times schools expects too much from students who must submit to teachers who may be tyrannical sometimes. Schools should not implant habits of unquestioning obedience that inhibits the growth of young people towards true independence.

Adjustment difficulties with community: The adolescent is expected to find his place in a society marked by increasing social isolation and rapid technological changes. This changing world make it difficult to anticipate and plan for adolescent life. They have difficulty in adjusting their capacity to the demands of the community. At this critical phase most adolescents react by withdrawing into a non-demanding and non-working world of pleasure and satisfaction.

What is the Importance of Educational Psychology for Teachers?

JAY PRAKASH

A teacher acts as a philosopher and a guide to the students. He must know the growth and development of the child and his requirements at different levels. Educational psychology helps the teacher to study the ability, interests, intelligence, needs and adopt different techniques of teaching for effective communication. The utility of educational psychology for the teachers has been emphasized in both theory and practices of teaching and learning. The importance of educational psychology for a teacher can be divided into two aspects i.e.: (i) To study teaching and learning situations. (ii) Application of teaching and learning principles.

(I) To study teaching and learning situations

Educational psychology contributes a lot for increasing the teaching efficiency of the teacher in different areas mentioned below:(a) Individual difference A teacher has to deal carefully with a group of students in class roomsituation. As there, are wide variations in different abilities among the students. Therefore it is very essential to understand the individual difference of students regarding their ability, interests, attitudes & need at different levels of growth and development. (b) To know the classroom teaching-learning process A well developed theory of class room teaching and learning is helpful for transacting the content to the students effectively, which includes class-room climate and the teaching competence which are required for effective communication and presentation of content. A teacher must know the appropriate principles of teaching-learning, different approaches to teaching for better result of teaching-learning process. (c) Awareness of effective methods of teaching The method of teaching is based on the developmental characteristic of the students. For example History is taught effectively to small children with the help of story telling method because small children like stories. So the classroom teaching depends on the teachers knowledge about the interest of students and methods of teaching for the students of different age-groups. (d) Curriculum development

The course of study of particular degree or diploma is prepared by teachers. Knowledge of psychology is helpful in developing curricular of different levels of students in different subjects. The developmental characteristics and needs of the students are also taken into account in the formulation of curriculum. (e) To study mental health of students In the process of teaching & learning activities in the classroom, mental health of the teacher and the taught plays significant role. As the mental condition influence directly the achievement of students. The mental health of teacher and students must be normal or healthy. There are different causes of mental illness of the teacher and the taught. It should be known to the teachers to regulate teaching - learning process. (f) Guidance to the students A teacher has to play different roles in school as guide, philosopher, and leader. Guidance is a type of assistance to the students to solve their problems by themselves. The knowledge of psychology enables the teacher to provide necessary educational and vocational guidanceto the students of different age groups. (g) Measuring learning outcomes Teacher has to perform two important activities in classroom such as teaching and testing. The testing activities help in measuring learning outcomes of the students to judge their improvement and effectiveness of teachinglearning process.

(II) Application of teaching and learning principles.

(a) Objectives of Education Education is a purposive attempt to bring about desirable changes in the students behavior. The objectives of education are realized in terms of behavioral changes among the students. Teachers have to create the learning conditions to provide knowledge and experiences to the students for the changes of behavior. They have to relate teaching to learning by appropriate method of teaching. (b) Use of Audio-Visual aids in teaching The teacher can take the help of scientific devices. The Topic of presentation in the classroom can be made interesting by involving more students participation. Television is a more popular device as compared to radio, because television it provides both audio and visual experiences. Many difficult concepts can be made easy and interesting by the use of audio-visual teaching aids. The knowledge of psychology is necessary to plan and teaching aids appropriately. (c) Co-curricular activities Education is to have all-round development of the child. The curricular exercise develops only cognitive aspects of j the child. Therefore other activities like games, sports scouting, girls guiding, debates, cultural programmes are essential along with curricular activities for whole some development of the child. (d) Preparation of time table The Class-room teaching of various subjects is organized by perfectly arranged time table. Knowledge preparation of time-table needs thoroughly psychology. As the difficulty subjects like mathematics and science are placed in the first I periods and other subjects like history, geography are usually | taught in the last periods. (e) Democratic administration The school and class room administration should also be impartial and democratic. It should provide freedom of expression to the students to explore their innate power. The students problems are to be solved sympathetically through mutual discussion and understanding. The study of educational psychology is thus very useful for teachers for planning, organizing and evaluating the teaching learning activities in the class.

THE PSYCHOLOGY OF ADOLESCENCE AND ITS IMPLICATION FOR GUIDANCE AND COUNSELLING IN NIGERIAN SCHOOLS BY Prof. C. G. M. Bakare Head. Department of Guidance and Counselling . University of Ibadan, Nigeria. The modern technological world has been aptly characterized as the Age of anxiety. Such characterization arises from the fact that at every stage of human development from conception through birth, early childhood, late childhood, adolescence, adulthood, to old age and death the individual is subjected to a number of stresses and conflicts to which he must make continuous adjustments. But perhaps there is no stage of development at which these stresses and conflicts are more acute than at adolescence since, at this stage, physiological changes combine with psychological and societal factors to make that period a particularly critical one for the individual. The degree of success which the adolescence attains in coping with these problems will determine his effectiveness and overall satisfaction in life. The major objective of my paper is to describe these factosr that make for stress at the adolescent stage and to outline some suggestions which those in the helping professions such as career masters and mistresses, as well as other teachers and parents could adopt to help these children to cope with this difficult period of their development Physical Changes: At adolescence - a period ranging in most children from 11 18 years, but earlier in onset for girls than for boys a number of physical changes occur which can be a source of great embarrassment and perplexity to children. The rapid bodily growth known as the adolescent growth spurt causes a sudden increase in height and an elongation of the arms and the legs which now seem to be too long. They therefore look and feel clumsy and awkward, they easily bump into objects and people and they drop things often. All these changes induce self consciousness and easy embarrassment in them. The rapid growth is also often accompanied by restlessness due to energy that becomes readily available and which must be dissipated but which once dissipated is followed by sudden fatigue. Adolescents differ in the rates at which they grow. Some mature early while others mature late and these differences cause corresponding changes in the behaviour of these children. The early maturing boy, for instance, is big for his age, muscular, well built and well coordinated. He is therefore likely to be treated as an adult and his social experiences are likely to be those of an adult. He is also likely to be a good athlete, he may therefore enjoy great social prestige and popularity and these may give him poise, self assurance and generally good adjustment. The late maturing boy, on the other hand, is small for his age and he tends to be regarded and treated as a small child. He is not likely to be too successful at athletics and therefore he is not as popular as his early maturing colleagues. He may thus have feelings of inadequacy and inferiority and he may tend to withdraw and may then become isolated. Moreover, he may try to compensate for his inferiority feelings by bragging, arguing or aggressiveness. These characteristics might come to have adverse effects on both his academic performance and his social relationships. Perhaps more startling than the effects of increase in physical size and of differences in rates of maturing are the effects of attaining sexual maturity on the behaviour of the adolescent. Puberty, the time when sexual maturity is reached has a wide range in children 10 to 16 in girls and 12 to 18 in boys. It is marked in boys by growth in the

size of the testes and the penis, appearance of pubic and; facial hair, the breaking of the voice and the first ejaculation of semen. In girls, puberty is marked by the development of the vagina and uterus, enlargement of the breasts, growth of pubic hair and the first menstruation. These sexual changes are matched by sex linked changes, in body proportions. The girls shoulders become more rounded, the waist narrows and the hips broaden while the boys shoulders broaden and the hip narrows to give the typical feminine and masculine figures respectively. The sensitivity and interest in the opposite sex and an increase in sex drive is true for both boys and girls. This period is therefore prolific of intense love affairs which have profound effects on the academic performance and on the emotional welfare of these adolescents. The conflict between their sex drive and societal norms is especially intense and a way of resolving this conflict must be found by those who help these children in finding methods of adequate adjustment to lifes problems. Societal Expectations: Problems and conflicts arising from the attainment of physical and sexual maturity are not the only ones confronting adolescents. They have certain personality needs which determine their behavior. In trying to fulfill these needs, they may come into conflict with societal norms thus increasing their own problems. The four most urgent personality needs during adolescence are: 1. Need for status: Adolescents want to be important, to have a standing in their group, to be recognized and to be regarded as adults. They therefore tend to copy adults boys smoke cigarettes, girls wear bras and use lipsticks. When they cannot achieve such status among peers or in the esteem of their parents, they may become discipline problems. 2. Need for Independence: Adolescents also want to be free of parental control and to be self directing. 3. Need for Achievement: Adolescents want to be able to achieve something in life, to be successful and to become important. When they are faced with successive failures, they may become difficult and aggressive from frustration. Threats and punishment will, in such situations, only worsen matters. 4. Need for a Satisfying Philosophy of Life: The adolescent, equipped with his newly acquired ability to reason, actively questions most of the things around him and searches for the meaning of his existence. He is highly idealistic and he is sensitive to injustices, corruption, and misgovernment and to those who do not practice what they preach. Disgusted with the society around him, he may try to forget his own society like the hippy cult or he may resort to taking drugs or he may look for comfort by embracing new religions like many Nigerian adolescent students who are subscribing to the Apostolic Faith or the student Christian Movement. These adolescents need to be helped in their search for a meaningful philosophy of life. Implications for Counseling Before indicating some of the procedures that have been found useful in helping adolescents to cope with the problems described above, it is necessary to indicate some of the qualities desirable in those who are to provide such help. The helper himself must be approachable or adolescents may find it difficult to come to him with their problems. He must be able to listen, to have a ready ear for other peoples problems; he must be able to keep a secret, i.e. trustworthy; he must be quite knowledgeable especially, with regard to relevant information and in understanding the source of adolescents problems such as have been outlined above. He must also be aware of different methods of solving human problems and he must be tolerant enough to accept adolescents as they are without being too critical.

Concerning the problems arising from the physical changes occurring during the adolescents growth spurt, children should be educated as to the normality and the universality of these changes. They should be prepared in advance to expect these changes and they should be taught how to cope with them e.g., with the first menstruation. The excess energy causing restlessness should be diverted into games and other useful activity after which some time for abundant rest should be provided because of the easy fatigue in adolescents following any exerting activity. This easy fatigue should not be misconstrued, for instance, for laziness. The early matured should be helped to manage his powers at athletics as well as the attendant popularity so that these do not work to the detriment of his academic work. The late matured, on the other hand, must be given plenty of support and he should be reintegrated into the class if his tendency to boast and to be aggressive has started to isolate him from his mates. No effort should be spared in explaining to the adolescent that the physical changes that cause him embarrassment are normal and transitory. In relation to those problems attendant upon sexual maturity, the adolescent must be given sex education that is appropriate to the society in which he lives. The Nigerian tradition of making sex topics taboo is unhelpful to todays adolescents and both parents and teachers should provide these adolescents with adequate knowledge of themselves, their inner tendencies, and of societys requirements and the various alternatives open to them in resolving the ensuing conflict between these. During periods of intense love affairs or disappointments which characterize this stage, adolescents should be made aware of the possible outcomes of such friendships and given adequate support in the time of frustrated love something which is often very disruptive of their personal equilibrium. Those problems which arise from societal expectations of the adolescent as well as from his own deeper personality needs must be handled with careful understanding by the teacher and the parent. Adolescents must be given positions of responsibility and they should be made to feel that they are controlling their own lies by being allowed to plan and execute their own programmes. They need to have information about their abilities and their capabilities and about the world of work so that they can begin to make realistic occupational plans. They should be given work that is commensurate with their abilities so that the experience of success which follows could begin to generate a measure of self confidence in them. They should also be aided in their search for a meaningful philosophy of life by attempting to explain to them the reasons for the apparent contradictions in the behaviour of people around them. May be by doing this, they will become less idealistic in their own expectations of society. In conclusion, it must be remembered that whenever the adolescent exhibits undesirable behaviour, it is often because he has certain physical and personality needs that must be satisfied. Whether he is shy or aggressive, reckless or negatively idealistic, helpful or impudent, all depends on the needs which are active at the time of such behaviour and how he goes about satisfying them. Since his behaviour always has a motive, the important question to ask in dealing with the behaviour is What need of this particular adolescent is being met by this mode of behaviour? Once identified, the teacher or parent should then help the adolescent to satisfy the need in more socially acceptable ways.

Adolescence is a time of big social and emotional development for your child. It helps to know what to expect and how to support your child through the changes.

Social and emotional changes: what to expect Supporting social and emotional development Mental health and wellbeing Children with special needs

Social and emotional changes: what to expect

During adolescence, youll notice changes in the way your child interacts with family, friends and peers. Every childs social and emotional development is different. Your childs development is shaped by your childs unique combination of genes, brain development, environment, experiences with family and friends, and community and culture. Social and emotional changes show that your child is forming an independent identity and learning to be an adult. People spend their childhood learning to be like their parents, and their adolescence learning who they are and how they are different from their parents. Dr Miriam Kaufman, 2006 Social changes You might notice that your child is:

searching for identity. Young people are busy working out who they are and where they fit in the world. This search can be influenced by gender, peer group, cultural background and family expectations seeking more independence. This is likely to influence the decisions your child makes and the relationships your child has with family and friends seeking more responsibility, both at home and at school looking for new experiences. The nature of teenage brain development means that teenagers are likely to seek out new experiences and engage in more risk-taking behaviour. But they are still developing control over their impulses thinking more about right and wrong. Your teenager will start developing a stronger individual set of values and morals. Teenagers also learn that theyre responsible for their own actions, decisions and consequences. They question more things. Your words and actions shape your childs sense of right and wrong influenced more by friends, especially when it comes to behaviour, sense of self and self-esteem starting to develop and explore a sexual identity. Your child might start to have romantic relationships or go on dates. These are not necessarily intimate relationships, though. For some young people, intimate or sexual relationships dont occur until later on in life communicating in different ways. The internet, mobile phones and social media can significantly influence communication with peers and learning about the world.

Emotional changes You might notice that your child:

shows strong feelings and intense emotions at different times. Moods might seem unpredictable. Theseemotional ups and downs can lead to increased conflict. Your childs brain is still learning how to control and express emotions in a grown-up way is more sensitive to your emotions. Young people get better at reading and processing other peoples emotions as they get older. While theyre developing these skills, they can sometimes misread facial expressions or body language is more self-conscious, especially about physical appearance and changes. Teenage self-esteem is often affected by appearance or by how teenagers think they look. As they develop, children might compare their bodies with those of friends and peers goes through a bulletproof stage of thinking and acting. Your childs decision-making skills are still developing, and your child is still learning about the consequences of actions.

Many people think that adolescence is always a difficult time, and that all teenagers experience bad moods and exhibit challenging behaviour. In fact, some studies show that only 5-15% of teenagers go through extreme emotional turmoil, become rebellious or have major conflicts with their parents. Social and emotional changes are part of your childs journey to adulthood. You have a big role to play in helping your child develop grown -up emotions and social skills. Changes in relationships You might notice that your child:

wants to spend less time with family and more time with friends and peers has more arguments with you. Some conflict between parents and children during the teenage years is normal, as children seek more independence. It actually shows that your child is maturing. Conflict tends to peak in early adolescence. If you feel like youre arguing with your child all the time, it might help to know that this isnt likely to affect your relationship with your child in the longer term sees things differently from you. This isnt because your child wants to upset you. Its because your child is beginning to think more abstractly and to question different points of view. At the same time, some teenagers find it difficult to understand the effects of their behaviour and comments on other people. These skills will develop with time.

Your childs relationships with family and peers will undergo dramatic changes and shifts. Strong relationships with both family and friends are vital for healthy social and emotional development. Parents tend to influence a young persons long-term decisions, such as career choices, values and morals. Their friends are more likely to influence short-term choices, such as appearance and interests.

Supporting social and emotional development

Here are some ideas to help you support your childs social and emotional development.

Be a role model for forming and maintaining positive relationships with your friends, children, partner and colleagues. Your child will learn from observing relationships where there is respect, empathy and positive ways of resolving conflict. Get to know your childs friends, and make them welcome in your home. This will help you keep in touch with your childs social relationships. It also shows that you recognise how important your childs friends are to your childs sense of self. If youre concerned about your childs choice of friends, provide gentle and consistent guidance. Listen to your childs feelings. If your child wants to talk, stop and give your child your full attention. If youre in the middle of something, make a specific time when you can listen. Respect your childs feelings and try to understand your childs perspective, even if its not the same as yours. For example, It sounds like youre feeling left out because youre not going to the party on Thursday night. Be explicit and open about your feelings . In particular, tell your child how you feel when your child behaves in different ways. For example, I felt really happy when you invited me to your school performance. This helps your child learn to read and respond to emotions. It also models positive and constructive ways of relating to other people. Be a role model for positive ways of dealing with difficult emotions and moods. For example, there will be times when youre feeling cranky, tired and not like interacting with your teenager.

Instead of giving your child the silent treatment, you could say, Im tired and cross. I feel like I cant talk now without getting upset. Can we have this conversation after dinner?

Talk with your child about relationships, sex and sexuality . Look for teachable moments those everyday times when you can easily bring up these issues. This is often better than having a big talk. Find out what your child already knows. Correct any misinformation and give the real facts. Use the conversation as a chance to discuss appropriate sexual behaviour and values. And always let your child know youre available to talk about questions or concerns. Focus on the non-physical . Teenagers are often self-conscious and anxious about their bodies and appearance. So reinforce the positive aspects of your teenagers social and emotional development. For example, you could praise your teenager for being a good friend, or for having a wide variety of interests, or for trying hard at school and so on.

Its easy to get caught up in your childrens needs. Theres also the day-to-day business of getting children to the sporting and social activities that are important for their development. Even with all this going on, looking after yourself and making time for the things you enjoy can keep you feeling positive about parenting your teenage child. Staying connected with your teenage child can be an important part of supporting your childs social and emotional development. You can check out our Talking to Teens interactive guide to see how different approaches to staying connected can get different results.

Mental health and wellbeing

Research shows that teenagers are at increased risk of poor mental health, antisocial behaviour and risk-taking behaviour such as substance misuse. This might be because of stronger emotional responses in adolescence, changes in motivation, or difficulties balancing emotions and behaviour. These activities and behaviour can affect your childs health later in life and can have long-term effects. If you feel that your childs behaviour is more than just teenage moodiness, speak to your child about your concerns. Also consider talking to a health professional. You know your child best. If youre concerned about your childs social skills, emotions or wellbeing, speak with your GP, your childs school counsellor, or another health professional. If youre having trouble coping, call the parenting hotline in your state or territory.

Children with special needs

Its normal for parents to worry that their child with a disability wont make friends easily or be accepted into a peer group. It helps to remember that the rate of social and emotional development varies widely, both for typically developing children and children with disabilities. Children who miss a lot of school because of illness, or who have a visible physical disability, might find it harder to make and keep friendships. This doesnt mean that friendships wont happen. There might be other ways for your child to form friendships, such as joining community groups and online networks. Give your child lots of love and support at home. Boost confidence and self-esteem by focusing on your childs strengths and interests. Teenagers with attention deficit hyperactivity disorder (ADHD) might have difficulties monitoring and expressing emotions, or difficulties with peer and social relationships. This can impact on child-parent as well as peer relationships. You can learn more about supporting your child in our article on managing attention deficit hyperactivity disorder. Some teenagers with autism spectrum disorder (ASD) might have difficulties making and keeping friends, or have difficulties with social skills and emotions. You can find out more in our article on autism spectrum disorder and family relationships.

Adolescence -- the period lasting from approximately age 11 to 21 -- covers many social and emotional changes. This transition between childhood and adulthood leads to rapidly changing behaviors, identity disturbances and strong emotions. Although these characteristics can frustrate or confuse parents, they are developmentally normal and a natural part of an adolescents growth.

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Labile Emotions
Adolescents can shift moods rapidly, vacillating between happiness and distress and self-confidence and worry. Some of these mood changes stem from biological sources. Increased hormones and changes to the brain structure arise from normal physical growth. Also, complex social interactions such as conflicts with friends, school pressures and experimentation with romantic relationships can exacerbate the labile emotional state of adolescents.

Personal Identity
Adolescence is a time when teenagers begin to explore and assert their personal identities. During this developmental period, teenagers engage in a process of searching for where they fit in with peers and society at large. It is common for adolescents to have an unstable sense of self and try out new personal labels and associate with various peer groups. Additionally, adolescents might struggle to define their sexual and gender identity during the teenage years. While these unstable identity issues are a common part of early adolescence, they tend to stabilize between the ages of 19 and 21, according to the American Academy of Child and Adolescent s Facts for Families," as cited by the Early Head Start National Resource Center.

Peer Relationships
During adolescence, relationships with peers begin to take precedence over relationships with the family. Although family interactions are still important and essential for a teens development, adolescents often place a stronger emphasis on their friends perceptions and values. Likewise, during the adolescent years, teens might be strongly influenced by their peers beliefs and behaviors. Paired with adolescents' limited life experience and under-developed decision-making skills, teenagers are often vulnerable to negative peer pressure.

Independence and Testing Boundaries

Adolescents often test parents and teachers rules and boundaries. Although this rebellious behavior might seem oppositional to parents, in most cases, this behavior is driven by the adolescents need to develop autonomy, experience new activities and earn more independence, explains the American Psychological Association. Even though teenagers can benefit from testing boundaries during adolescence, they still require rules and boundaries if they are to avoid negative influences and achieve their potential.

Self-centered Attitudes
It is often difficult for adolescents to look at circumstances from other peoples perspectives. This is due, in part, to their still-developing brain structures. Thus, adolescents might come off as self-centered and focused on their own needs without considering how those needs affect others. This apparent lack of empathy is normal and typically resolves itself once a teen reaches the end of adolescence. However, a complete lack of empathy in adolescents could mean a more significant underlying mental health issue exists. If that's the case, consult a mental health worker.