Introduction to Adolescent’s Intrapersonal and Interpersonal

1. Introduction to Adolescent’s Intrapersonal and Interpersonal Dr. Nooraida Yakob 24 September 2012

2. Introduction • INTRAPERSONAL • INTERPERSONAL • Adolescent

3. Adolescent/teenager • When an individual begins and ends as a teenager?

4. Adolescent/teenager • Steinberg (1999) categorized teenagers into 3 level • Early teens (11 – 14 tahun) • Mid-teens(15 – 18 tahun) • Late teens(18 – 21 tahun)

5. Adolescence • Adolescence is derived from a Latin word‘to grow into adulthood’ • Adolescence is the development from a childhood to an adulthood.

6. ADOLESCENCE • Three Aspects of Change in Adolescent • Biology change  • Cognitive changes • Social change

7. BIOLOGY CHANGE • The important element is puberty • Changes in body shape. • Boys ????? • Girls ????? • Awareness of sexism is increasing.

8. BIOLOGY CHANGE • Begins when hormones enter the blood vessels due to a respond from the hypothalamus of the brain. • When the levels of growth hormone really gets into your body, it will boost the growth of children. • It is sign that you are at the beginning of  puberty.

9. THE IMPACT OF BIOLOGY CHANGE • Influence the development of adolescent psychology and social relations. • Affect  the adolescents’ self-image. • Always comparing himself/herself with peers

10. THE IMPACT OF BIOLOGY CHANGE • According to Stanley Hall (1904): • An individual’s development is determined by the instincts (such as biological energies and genetic factors), not by the environment. • He said that teenagers as in the "storm and stress' stage as a results from the changes that occur during the puberty. • Puberty is a time when their emotions become unstable and threatened. • It was believed as a result of pressure and biology changes in order to be a matured person

11. COGNITIVE CHANGE • Refer to their thinking. • Memory and problem solving is a cognitive process • Afford to more sophisticated in thinking • Think about a hypothetical situation, able to think about abstract concepts such as friendship, democracy and philosophy.

12. COGNITIVE CHANGE • Based on Piaget's cognitive theory perspective, the development of cognitive intelligence has reached the maximum level • At this stage, they had reached the level of formal operational • They can think abstractly, can make a decision and hypotheses through observation • At this time they could think of something that will or may occur, something abstract.

13. COGNITIVE CHANGE They are obedient, compliant and be wary of opinions and beliefs • Start thinking about themselves and their role in society • Began to make plans based on the opinions and position adjusted by the requirements of the community • However, they rarely practiced (Burbulus and Lin 1998)

14. SOCIAL CHANGE • How do the society differentiate them  (adolescents and children ...) • They had been given permission to obtain a license, get married and vote. • Social relations are no longer restricted to family and school friends, but has extensive outdoor activities.

15. CONTEXT OF ADOLESCENTS’ CHANGES • All teens experience a fundamental change, BUT the effects of such changes is not the same for each youth. • What are the factor of these changes ?

16. CONTEXT OF ADOLESCENTS’ CHANGES • The effect is not the same for every teens because it depends on the environmental factors of the teens. • Psychological developments during adolescence is a product of three basic changes and the context/ environment of the teen itself • What are the contexts???

17. Contexts/environment Family Peers Work environment and leisure time school

18. FAMILY- Parents • Played a major role in shaping the future of the family. • The most important aspect is discipline. • Some parents did not show good example to their children. As A result, their children will be following the foot steps with their parents’ attitude and actions. • Some parents are not aligned or understand their children’s feeling, the children will feel insecure and try to find a way out of this problem. • As a result,  children will not listen to their family and spent much time with peers to share problems and eliminate boredom.

19. Keluarga –Ibu bapa • Factors : • Income • Low-income parents, the parents cannot afford school fees. • They use this reason to avoid their parents, they feel ashamed to go to school and they deviate or loitering in shopping complexes. • High-income parents usually let their children without attention or smother their children with luxury • Therefore, according to James Becker : •  the imbalance of  discipline will cause the children who do not able to create a good self-control.

20. PEERS • Friends act as their second parents  • The influence of peers are able to shape teens’ behavior, attitudes and values​​, especially to those who are dropped out from schools and have family’s problem. • Having certain assumptions that certain rules and laws at home or school as something trivial/unimportant  and need not be complied with.

21. PEERS • Began to form his own group that will provide specific rules and consist of certain members. • Each member must follow the rules and sometimes, they will compete to each others-existence competition. • Like to try something new and start the incidence of disciplinary problems, such bully, fighting and so on. • Use common sense to act .... (Rational thought)

22. SCHOOL • As their second house. • Educators / teachers become their parents while in school. • Teacher's work more challenging in an era of globalization. • It should be a role model to students. • Failure to educate will lead to the discipline problems among their students

23. SCHOOL • Conflicts arise if the student is not satisfied with the schools’/class rules  • Conflicts of the soul, inner rebellion and dissatisfaction in their lives. • As a result, they have mental stress.

24. Environment • The  electronic media - the biggest factor in this era • Teens are easy imitate by the various scenes and negative behavior  • They have high curiosity - try to do what ever they see • The globalization era – all information are ”at the fingertips”

25. INTRAPERSONAL • Communication with yourself- self-talk – to identify attitudes, emotions and thoughts. • Aspects within yourself.

26. INTRAPERSONAL • Realistic, positive self-talk can have a reassuring effect on your level of self-worth/confidence and on your interactions with others. • Conversely, repeating negative messages about yourself - lack of skill and ability can keep you from trying and achieving

27. Sports Psychologist – Karlene Sugarman • “Positive self-talk will help your performance, Negative self-talk will make matters worse”. • Positive self-talk helps you to develop secure attitudes toward your performance and validates your capabilities.  Without hard work won’t succeed.

28. Assignment • Draw who are you.

29. INTERPERSONAL • Your relationships with others. • According to Sullivan : The development of Interpersonal Theory Social Development Psychological Development

30. The development of Interpersonal Theory • Early adolescents (11-14 years)Needs warmth and acceptance of same sex partners.Middle adolescents (15-18 years)Needs intimacy with opposite sex partners.End adolescents (18 - adult)Consolidation in the adult community needs.

31. INTERPERSONAL RELATIONSHIPS

32. In Order To Have A Good Interpersonal Relationships • Don’t criticize, condemn, or complain about people. • There’s no faster way create resentment/anger toward you than to criticize or complain about a person. • Instead of telling people they’re doing something wrong, consider asking them questions to try to find out why they do what they do. • Offer them an alternative in a way that comes across as trying to help • Appreciate people. • If you’re normal, you’re probably very quick to notice things you don’t like about people. • Whenever you see someone, imagine them wearing a flashing sign on their chest that says APPRECIATE ME, PLEASE! • If you start appreciating the good things others are doing, they are much more likely to give you more good things to appreciate. • Just make sure your appreciation is genuine.

33. In Order To Have A Good Interpersonal Relationships • Be genuinely interested in others. • You’ll make more friends by being interested in others than you ever will by trying to get people to be interested in you.  • Smile. • Smiles are infectious. • They make others feel warm inside and warmer toward you. • Force yourself to do it if you have to because it will ultimately make you feel better too. Please smile!

34. In Order To Have A Good Interpersonal Relationships • Be a good listener. • This goes back to the principle of focusing on the other person. • Listen more than you speak and encourage others to talk about themselves and you’ll quickly develop good interpersonal relations with them. • Make others feel important. • If someone is important to you, tell them so! • This goes for any type of interpersonal relationship including your spouse, kids, employees, coworkers, your friends, family — anyone! People like to feel important. • Give them what they want and they will love you for it. • Again, it’s important that you do this with sincerity.

35. In Order To Have A Good Interpersonal Relationships • Avoid arguing, and understand that you really aren’t always right. • When two people argue, neither one is really listening to the other. • You’ll be better off to try and remain calm and listen to the other person’s thoughts. • Then take some time to consider them. Maybe you’re not right! • And if you are right, telling someone else will only make them resentful. • Be tactful/diplomatic in your approach and consider the other person’s feelings. • Try asking yourself how you would feel in their situation.

36. In Order To Have A Good Interpersonal Relationships • If you’re wrong, admit it. • You can really harm your interpersonal relations if you refuse to admit when you’re wrong. • It’s frustrating for others and it damages their trust in you. • If you’re wrong, or you made a mistake, admit it. • Save your anger. • If you approach someone in anger, their defenses immediately go up and your discussion will go nowhere. • If you have a problem with someone that needs to be sorted out, approach that person calmly. • Ask them if you can sit down with them to work on an amicable solution for both of you. • Everyone thinks more clearly when they’re calm.

37. In Order To Have A Good Interpersonal Relationships • Suggest, don’t tell. • Interpersonal relations are strained when you tell someone how to do something or how to think. • People like to come up with their own beliefs or opinions of how to do things. • Instead, try offering suggestions. • Suggestions leave people more open to considering your idea rather than stubbornly defending their position.