Adolescent Development Quotes

Critics who treat 'adult' as a term of approval, instead of as a merely descriptive term, cannot be adult themselves. To be concerned about being grown up, to admire the grown up because it is grown up, to blush at the suspicion of being childish; these things are the marks of childhood and adolescence. And in childhood and adolescence they are, in moderation, healthy symptoms. Young things ought to want to grow. But to carry on into middle life or even into early manhood this concern about being adult is a mark of really arrested development. When I was ten, I read fairy tales in secret and would have been ashamed if I had been found doing so. Now that I am fifty I read them openly. When I became a man I put away childish things, including the fear of childishness and the desire to be very grown up.

Life is a process during which one initially gets less and less dependent, independent, and then more and more dependent.

There is so much woman in many a girl and too much boy in many a man.

Teenagers want to read - if we let them.

A crude way to put the whole thing is that our presence culture is, both develeopmentally and historically, adolescent. And since adolescence is acknowledged to be the single most stressful and frightening period of human development – the stage when adulthood we claim to crave begins to present itself as a real and narrowing system of responsibilities and limitation (taxes, death) and when we yearn inside for a return to the same childish oblivion we pretend to scorn – it’s not difficult to see why we as a culture are so susceptible to art and entertainment whose primary function is escape, i. e. fantasy, adrenaline, spectacle, romance, etc.

Some sleepers have intelligent faces even in sleep, while other faces, even intelligent ones, become very stupid in sleep and therefore ridiculous. I don't know what makes that happen; I only want to say that a laughing man, like a sleeping one, most often knows nothing about his face. A great many people don't know how to laugh at all. However, there's nothing to know here: it's a gift, and it can't be fabricated. It can only be fabricated by re-educating oneself, developing oneself for the better, and overcoming the bad instincts of one's character; then the laughter of such a person might quite possibly change for the better. A man can give himself away completely by his laughter, so that you suddenly learn all of his innermost secrets. Even indisputably intelligent laughter is sometimes repulsive. Laughter calls first of all for sincerity, and where does one find sincerity? Laughter calls for lack of spite, but people most often laugh spitefully. Sincere and unspiteful laughter is mirth. A man's mirth is a feature that gives away the whole man, from head to foot. Someone's character won't be cracked for a long time, then the man bursts out laughing somehow quite sincerely, and his whole character suddenly opens up as if on the flat of your hand. Only a man of the loftiest and happiest development knows how to be mirthful infectiously, that is, irresistibly and goodheartedly. I'm not speaking of his mental development, but of his character, of the whole man. And so, if you want to discern a man and know his soul, you must look, not at how he keeps silent, or how he speaks, or how he weeps, or even how he is stirred by the noblest ideas, but you had better look at him when he laughs. If a man has a good laugh, it means he's a good man. Note at the same time all the nuances: for instance, a man's laughter must in no case seem stupid to you, however merry and simplehearted it may be. The moment you notice the slightest trace of stupidity in someone's laughter, it undoubtedly means that the man is of limited intelligence, though he may do nothing but pour out ideas. Or if his laughter isn't stupid, but the man himself, when he laughs, for some reason suddenly seems ridiculous to you, even just slightly—know, then, that the man has no real sense of dignity, not fully in any case. Or finally, if his laughter is infectious, but for some reason still seems banal to you, know, then, that the man's nature is on the banal side as well, and all the noble and lofty that you noticed in him before is either deliberately affected or unconsciously borrowed, and later on the man is certain to change for the worse, to take up what's 'useful' and throw his noble ideas away without regret, as the errors and infatuations of youth.

Teachers dread nothing so much as unusual characteristics in precocious boys during the initial stages of their adolescence. A certain streak of genius makes an ominous impression on them, for there exists a deep gulf between genius and the teaching profession. Anyone with a touch of genius seems to his teachers a freak from the very first. As far as teachers are concerned, they define young geniuses as those who are bad, disrespectful, smoke at fourteen, fall in love at fifteen, can be found at sixteen hanging out in bars, read forbidden books, write scandalous essays, occasionally stare down a teacher in class, are marked in the attendance book as rebels, and are budding candidates for room-arrest. A schoolmaster will prefer to have a couple of dumbheads in his class than a single genius, and if you regard it objectively, he is of course right. His task is not to produce extravagant intellects but good Latinists, arithmeticians and sober decent folk. The question of who suffers more acutely at the other's hands - the teacher at the boy's, or vice versa - who is more of a tyrant, more of a tormentor, and who profanes parts of the other's soul, student or teacher, is something you cannot examine without remembering your own youth in anger and shame. yet that's not what concerns us here. We have the consolation that among true geniuses the wounds almost always heal. As their personalities develop, they create their art in spite of school. Once dead, and enveloped by the comfortable nimbus of remoteness, they are paraded by the schoolmasters before other generations of students as showpieces and noble examples. Thus the struggle between rule and spirit repeats itself year after year from school to school. The authorities go to infinite pains to nip the few profound or more valuable intellects in the bud. And time and again the ones who are detested by their teachers are frequently punished, the runaways and those expelled, are the ones who afterwards add to society's treasure. But some - and who knows how many? - waste away quiet obstinacy and finally go under.

Egalitarian and relativistic sentiments find steady support among ever new generations of adolescents. Owing to their still incomplete mental development, juveniles, especially of the male variety, are always susceptible to both ideas.

He had in those days imagined himself capable of extraordinary heroisms and endurances which would make the girl he loved forget the awkward hands and the spotty chin of adolescence. Everything had seemed possible. One could laugh at daydreams, but so long as you had the capacity to daydream there was a chance that you might develop some of the qualities of which you dreamed. It was like the religious discipline: words however emptily repeated can in time form a habit, a kind of unnoticed sediment at the bottom of the mind, until one day to your own surprise you find yourself acting on the belief you thought you didn't believe in.

Many strong girls have similar stories: They were socially isolated and lonely in adolescence. Smart girls are often the girls most rejected by peers. Their strength is a threat and they are punished for being different. Girls who are unattractive or who don't worry about their appearance are scorned. This isolation is often a blessing because it allows girls to develop a strong sense of self. Girls who are isolated emerge from adolescence more independent and self-sufficient than girls who have been accepted by others. Strong girls may protect themselves by being quiet and guarded so that their rebellion is known by only a few trusted others. They may be cranky and irascible and keep critics at a distance so that only people who love them know what they are up to. They may have the knack of shrugging off the opinions of others or they may use humor to deflect the hostility that comes their way.

A book isn’t rigorous if students aren’t reading it.

Speaking figuratively, the study of theology often produces overgrown youths whose internal organs have not correspondingly developed. This is a characteristic of adolescence. There is actually something like theological puberty.

I spent a considerable amount of time when I was, o, adolescent, wondering why I was different, whether there were other people like me. Why, when everyone else was fascinated by their developing sexual nature, I couldn't give a damn. I've never been attracted to men. Or women. Or anything else. It's difficult to explain, but while I have an apparently normal female body, I don't have any sexual urge or appetite.

I’m a bad case of arrested development, stuck in early adolescence, more screwed-up-twisted-up-tangled-up than a couple earthworms makin’ babies.

And because you have not yet developed feelings toward yourself (other than negative feelings about your body), you see yourself only as a reflection of what other people think of you

Men of our generation often disappear once they’ve got a woman to say ‘I love you’ back to them, because it’s almost like they’ve completed a game. Because they’re the first boys who grew up glued to their PlayStations and Game Boys, they weren’t conditioned to develop any sense of honour and duty in adolescence the way our fathers were. PlayStations replaced parenting. They were taught to look for fun, complete the fun, then get to the next level, switch players or try a new game. They need maximum stimulation all the time. ‘I love you’ is the relationship equivalent of Level 17 of Tomb Raider 2 for a lot of millennial men.

The most important part of the human brain—the place where actions are weighed, situations judged, and decisions made—is right behind the forehead, in the frontal lobes. This is the last part of the brain to develop, and that is why you need to be your teens’ frontal lobes until their brains are fully wired and hooked up and ready to go on their own.

We were bonded in our mutual hatred of our bodies, though my hatred was adolescent and hers was infinitely more developed, partly a trick of her newly sober brain, which found in food a substitute for the narcotics that had kept her lean. By the time she killed herself, she would still be eleven pounds shy of her goal.

A crude way to put the whole thing is that our present culture is, both developmentally and historically, adolescent. And since adolescence is acknowledged to be the single most stressful and frightening period of human development--the stage when the adulthood we claim to crave begins to present itself as a real and narrowing system of responsibilities and limitations (taxes, death) and when we yearn inside for a return to the same childish oblivion we pretend to scorn--it’s not difficult to see why we as a culture are so susceptible to art and entertainment whose primary function is escape, i. e. fantasy, adrenaline, spectacle, romance, etc.

That’s why we need to pay attention when an adolescent spends hours playing violent video games while his window of opportunity to develop healthy relationships is open wide.

A hallmark of female adolescence is the realization that you are being commodified. You then are developing a sense of self within a cultural framework that values you primarily as an object.

After a few days of rain, the seedlings will push through the soil and unfold their tiny leaves. Two weeks later, if the rain is still good, we then carefully apply the first round of fertilizer, because each seedling requires love and attention like any living thing if it's going to grow up strong.

researchers at the University of Minnesota have shown that the ability to successfully switch attention among multiple tasks is still developing through the teenage years. So it may not come as a surprise to learn that of the nearly six thousand adolescents who die every year in automobile accidents, 87 percent die because of distracted driving.

Early bloomers enjoy many advantages in affluent societies. But one huge disadvantage they face is that by dint of their youth and accomplishments, they give themselves credit for their success, more than the rest of us do. That's understandable: adolescents and young adults tend to be self-centered... The problem arises when early bloomers have a setback: either they put all the blame on themselves and fall into self-condemnation and paralysis, or they blame everyone else. Late bloomers tend to be more circumspect: they are able to see their own role in the adversity they face, without succumbing to self-condemnation or blame shifting.

I don't like kissing." "I suppose it is a matter of taste."[...]"I wondered, did anyone ever," shrug, "you know, hurt you so you don't like kissing? love?" "Nope."[...] "I thought maybe someone had been bad to you in the past, and that was why you don't like people touching or holding you." "Ah damn it to hell," she bangs the lamp down on the desk and the flame jumps wildly. "I said no. I haven't been raped or jilted or abused in any fashion. There is nothing in my background to explain the way I am." She steadies her voice, taking the impatience out of it. "I'm the odd one out, the peculiarity in my family, because they are all normal and demonstrative physically. But ever since I can remember, I've disliked close contact...charge contact, emotional contact, as well as any overtly sexual contact. I veer away from it, because it always feels like the other person is draining something out of me. I know that's irrational, but that's the way I feel." She touches the lamp and the flaring light stills. "I spent a considerable amount of time when I was, o, adolescent, wondering why I was different, whether there were other people like me. Why, when everyone else was facinated by their developing sexual nature, I couldn't give a damn. I've never been attracted to men. Or women. Or anything else. It's difficult to explain, and nobody has ever believed it when I have tried to explain, but while I have an apparently normal female body, I don't have any sexual urge or appetite. I think I am a neuter.

People undergo several sequential steps in maturing from infancy including childhood, adolescences, young adulthood, middle age, and old age. Each stage presents distinct challenges that require a person to amend how they think and act. The motive for seeking significant change in a person’s manner of perceiving the world and behaving vary. Alteration of person’s mindset can commence with a growing sense of awareness that a person is dissatisfied with an aspect of his or her life, which cause a person consciously to consider amending their lifestyle.

My sixth grade sex education class quickly came to mind, and I wondered why masturbation was discussed when addressing the adolescent male, but not mentioned once in the 'normal' sexual development of the adolescent female. Go figure. Boys got masturbation. We got our period!" - Harley LeBeau, The Boots My Mother Gave Me

As sexual power is learned by adolescent boys through the social experience of their sex drive, so do girls learn that the locus of sexual power is male. Given the importance placed on the male sex drive in the socialization of girls as well as boys, early adolescence is probably the first significant phase of male identification in a girl's life and development. ... As a young girl becomes aware of her own increasing sexual feelings ... she turns away from her heretofore primary relationships with girlfriends. As they become secondary to her, recede in importance in her life, her own identity also assumes a secondary role and she grows into male identification.

Sincere and unspiteful laughter is mirth, but where is there any mirth in our time, and do people know how to be mirthful?... A man's mirth is a feature that gives away the whole man, from head to foot. Someone's character won't be cracked for a long time then the man bursts out laughing somehow quite sincerely, and his whole character suddenly opens up as if on the flat of your hand. Only a man of the loftiest and happiest development knows how to be mirthful infectiously, that is, irresistibly and goodheartedly. I'm not speaking of his mental development, but of his character, of the whole man. And so, if you want to discern a man and know his soul, you must look, not at how he keeps silent, or how he speaks, or how we weeps, or even how he is stirred by the noblest ideas, but you had better look at him when he laughs. If a man has a good laugh, it means he's a good man.

During childhood, it’s about trying to help develop who your kid’s going to be. During adolescence, it’s about responding to who your kid wants to be.

The most critical issue for teens is that THC disrupts the development of neural pathways.

A reading appetite is quirky, singular, and essential

Anomalies manifest themselves on the border between chaos and order, so to speak, and have a threatening and promising aspect. The promising aspect dominates, when the contact is voluntary, when the exploring agent is up-to-date – when the individual has explored all previous anomalies, released the “information” they contained, and built a strong personality and steady “world” from that information. The threatening aspect dominates, when the contact is involuntary, when the exploring agent is not up-to-date – when the individual has run away from evidence of his previous errors, failed to extract the information “lurking behind” his mistakes, weakened his personality, and destabilised his “world.” The phenomenon of interest – that precursor to exploratory behaviour – signals the presence of a potentially “beneficial” anomaly. Interest manifests itself where an assimilable but novel phenomenon exists: where something new “hides,” in a partially comprehensible form. Devout adherence to the dictates of interest – assuming a suitably disciplined character – therefore insures stabilisation and renewal of personality and world. Interest is a spirit beckoning from the unknown – a spirit calling from outside the “walls” of society. Pursuit of individual interest means hearkening to this spirit’s call – means journeying outside the protective walls of childhood dependence and adolescent group identification; means also return to and rejuvenation of society. This means that pursuit of individual interest – development of true individuality – is equivalent to identification with the hero. Such identification renders the world bearable, despite its tragedies – and reduces unnecessary suffering, which most effectively destroys, to an absolute minimum. This is the message that everyone wants to hear. Risk your security. Face the unknown. Quit lying to yourself, and do what your heart truly tells you to do. You will be better for it, and so will the world.

People who live with ADHD are at high risk of addiction, especially adolescents, because of their poorly functioning frontal lobes. Years ago, when the illness was less well understood, doctors and parents were reluctant to give these vulnerable children addictive drugs such as Ritalin and amphetamine. It sounded reasonable: don’t give addictive substances to people at risk for addiction. But rigorous testing showed unambiguously that adolescents who were treated with stimulant drugs were less likely to develop addictions. In fact, those who started the drug at the youngest age and took the highest doses were the least likely to develop problems with illicit drugs. Here’s why: if you strengthen the dopamine control circuit, it’s a lot easier to make wise decisions. On the other hand, if effective treatment is withheld, the weakness of the control circuit is not corrected. The desire circuit acts unopposed, increasing the likelihood of high-risk, pleasure-seeking behavior.

In preparing litigation on behalf of the children we were representing, it was clear that these shocking and senseless crimes couldn't be evaluated honestly without understanding the lives these children had been forced to endure. And in banning the death penalty for juveniles, the Supreme Court had paid great attention to the emerging body of medical research about adolescent development and brain science and its relevance to juvenile crime and culpability. Contemporary neurological, psychological, and sociological evidence has established that children are impaired by immature judgment, an underdeveloped capacity for self-regulation and responsibility, vulnerability to negative influences and outside pressures, and a lack of control over their own impulses and their environment.

I also often ask my guests about what they consider to be their invisible weaknesses and shortcomings. I do this because these are the characteristics that define us no less than our strengths. What we feel sets us apart from other people is often the thing that shapes us as individuals. This may be especially true of writers and actors, many of whom first started to develop their observational skills as a result of being sidelined from typical childhood or adolescent activities because of an infirmity or a feeling of not fitting in. Or so I’ve come to believe from talking to so many writers and actors over the years.

Her body had developed early and she was in the midst of a year characterized by relentless sexual harassment at school, and the shocking change of her body’s meaning in the world—a confounding degradation publicized as a promotion.

The development of cognition, motivation, and self-regulation does not end with adolescence; indeed, personality traits do not reach their maximum stability until the third or fourth decade of life. This suggests that life history strategies are partially open to revision for a large portion of the life course -possibly depending on factors such as success in mating and reproduction, major environmental fluctuations, or unexpected changes in health, wealth or status.

the “work” of adolescence—the testing of boundaries, the passion to explore what is unknown and exciting—can set the stage for the development of core character traits that will enable adolescents to go on to lead great lives of adventure and purpose.

Honoring the important and necessary changes in the adolescent mind and brain rather than disrespecting them is crucial for both teens and their parents. When we embrace these needed changes, when we offer teens the support and guidance they need instead of just throwing up our hands and thinking we’re dealing with an “immature brain that simply needs to grow up,” or “raging hormones in need of taming,” we enable adolescents to develop vital new capacities that they can use to lead happier and healthier lives.

Adulthood is the realization that sometimes an abstract principle is right and good for its own sake, that even if it hurts you today, even if it hurts others, being honest is still the right thing to do. In the same way that the adolescent realizes there’s more to the world than the child’s pleasure or pain, the adult realizes that there’s more to the world than the adolescent’s constant bargaining for validation, approval, and satisfaction. Becoming an adult is therefore developing the ability to do what is right for the simple reason that it is right.

Thus we arrive at the problem of the relation of religion to the negation of sexual desire. Sexual debility results in a lowering of self-confidence. In one case it is compensated by the brutalization of sexuality, to maintain sexual repression, in the other by rigid character traits. The compulsion to control one's sexuality, to maintain sexual repression, leads to the development of pathologic, emotionally tinged notions of honor and duty, bravery and self-control. But the pathology and emotionality of these psychic attitudes are strongly at variance with the reality of one's personal behavior. The man who attains genital satisfaction, is honorable, responsible, brave, and controlled, without making much of a fuss about it. These attitudes are an organic part of his personality. The man whose genitals are weakened, whose sexual structure is full of contradictions, must continually remind himself to control his sexuality, to preserve his sexual dignity, to be brave in the face of temptation, etc. The struggle to resist the temptation to masturbate is a struggle that is experienced by every adolescent and every child, without exception. All the elements of the reactionary man's structure are developed in this struggle. It is in the lower middle classes that this structure is reinforced most strongly and embedded most deeply. Every form of mysticism derives it's most active energy and, in part, also it's content from this compulsory suppression of sexuality.

Growth of the Body and the Brain. The physical growth of the human body increases in a roughly linear manner from birth through adolescence. In contrast, the brain’s physical growth follows a different pattern. The most rapid rate of growth takes place in utero, and from birth to age four the brain grows explosively. The brain of the four-year-old is 90 percent adult size! A majority of the physical growth of the brain’s key neural networks takes place during this time. It is a time of great malleability and vulnerability as experiences are actively shaping the organizing brain. This is a time of great opportunity for the developing child: safe, predictable, nurturing and repetitive experiences can help express a full range of genetic potentials. Unfortunately, however, it is also when the organizing brain is most vulnerable to the destructive impact of threat, neglect and trauma.

My clients spend their childhoods and in particular their adolescences putting their healthy development on hold, coached and managed by parents who are so fearful and anxious about helping their children succeed that there is simply no room for their children, my clients, to begin to know themselves.

But that’s just it: he needs room to develop. Kids need responsibility more than they deserve it. For most adolescents, and even for younger kids, waiting until they are mature enough to get all their homework done and to turn it in on time before giving up the enforcer role means you’ve waited too long.

Unfortunately, this natural connection between growth and enjoyment tends to disappear with time. Perhaps because “learning” becomes an external imposition when schooling starts, the excitement of mastering new skills gradually wears out. It becomes all too easy to settle down within the narrow boundaries of the self developed in adolescence.

The major impairments of ADD — the distractibility, the hyperactivity and the poor impulse control — reflect, each in its particular way, a lack of self-regulation. Self-regulation implies that someone can direct attention where she chooses, can control impulses and can be consciously mindful and in charge of what her body is doing. Like time literacy, self-regulation is also a distinct task of development in human life, achieved gradually from young childhood through adolescence and adulthood. We are born with no capacity whatsoever to self-regulate emotion or action. For self-regulation to be possible, specific brain centers have to develop and grow connections with other important nerve centers, and chemical pathways need to be established. Attention deficit disorder is a prime illustration of how the adult continues to struggle with the unsolved problems of childhood. She is held back precisely where the child did not develop, hampered in those areas where the infant or toddler got stuck during the course of development.

Inside every child is an ‘emotional tank’ waiting to be filled with love. When a child really feels loved, he will develop normally, but when the love tank is empty, the child will misbehave. Much of the misbehavior of children is motivated by the cravings of an empty ‘love tank.’” I was listening to Dr. Ross Campbell, a psychiatrist who specialized in the treatment of children and adolescents.

A third emotional source of the defense forces is the sadistic conception of sexuality that the children of all patriarchal cultural circles acquire in early childhood. Since every inhibition of genital gratification intensifies the sadistic impulse, the entire sexual structure becomes sadistic. Since, moreover, genital claims are replaced by anal claims, the reactionary sexual slogan that a woman is degraded by sexual intercourse strikes a chord in the adolescent structure. In short, it is owing to the already existing perversity in the adolescent structure that the slogan can be effective. It is from his own personal experience that the adolescent has developed a sadistic conception of sexual intercourse. Thus, here too we find a confirmation of the fact that man's compulsive moralistic defense forces constitute the basis of political reaction's power.

Of course, all animals have different things to learn while traversing the arc that takes them from sexually immature, vulnerable child to reproductively capable, developed adult. In our case, those include advanced language skills and critical thinking. But there’s one feature that defines adolescence in species from condors to capuchin monkeys to college freshmen. It’s a time when they learn by taking risks and sometimes making mistakes.

I liked the metaphor the first time I heard it: “Inside every child is an ‘emotional tank’ waiting to be filled with love. When a child really feels loved, he will develop normally, but when the love tank is empty, the child will misbehave. Much of the misbehavior of children is motivated by the cravings of an empty ‘love tank.’” I was listening to Dr. Ross Campbell, a psychiatrist who specialized in the treatment of children and adolescents.

The process is very natural. It starts when we are children; helpless but aware of things, enjoying what is around us. Then we reach adolescence; still helpless but trying to at least appear independent. When we outgrow that stage we become adults; self-sufficient individuals able and mature enough to help others as we have learned to help ourselves. But the adult is not the highest state of development. The end of the cycle is that of the independent, clear-minded, all-seeing child. That is the level known as wisdom. When the Tao te ching and other wise books say things like "return to the beginning", "become a child again", that's what they're referring to. Why do the enlightened seem filled with light and happiness like childen. Why do they sometimes even look and talk like children? Because they are. The wise are children who know. Their minds have been emptied of the countless minute somethings of small learning and filled with the wisdom of the great nothing. the way of the universe

It would be pleasant to believe that the age of pessimism is now coming to a close, and that its end is marked by the same author who marked its beginning: Aldous Huxley. After thirty years of trying to find salvation in mysticism, and assimilating the Wisdom of the East, Huxley published in 1962 a new constructive utopia, The Island. In this beautiful book he created a grand synthesis between the science of the West and the Wisdom of the East, with the same exceptional intellectual power which he displayed in his Brave New World. (His gaminerie is also unimpaired; his close union of eschatology and scatology will not be to everybody's tastes.) But though his Utopia is constructive, it is not optimistic; in the end his island Utopia is destroyed by the sort of adolescent gangster nationalism which he knows so well, and describes only too convincingly. This, in a nutshell, is the history of thought about the future since Victorian days. To sum up the situation, the sceptics and the pessimists have taken man into account as a whole; the optimists only as a producer and consumer of goods. The means of destruction have developed pari passu with the technology of production, while creative imagination has not kept pace with either. The creative imagination I am talking of works on two levels. The first is the level of social engineering, the second is the level of vision. In my view both have lagged behind technology, especially in the highly advanced Western countries, and both constitute dangers.

Our research suggests that the combination of hardwired neurological factors and a bad childhood and adolescence contributes most often to an antisocial personality. It is possible that without one or the other influence, the violence-prone predator never emerges, as suggested by our informal control group of law-abiding siblings like David and Mikal. But this is not a laboratory experiment where we can play it out two ways. At this point in the development of both neuropsychology and criminology, the best we can offer is theories.

Because men's idea of masculinity can rarely be realized at work they have developed a masculine style for their leisure and social activities that consists of excessive signs of masculinity in an exaggerated and compensatory display. The same gap between the ideological ideal and social experience also explains the sexism and aggressiveness of much adolescent male style, for, like lower-class men, young boys are also denied the social means to exercise the power that our ideology tells them is the prerequisite of their masculinity.

The patriarchal authoritarian sexual order that resulted from the revolutionary processes of latter-day matriarchy (economic independence of the chief's family from the maternal gens, a growing exchange of goods between the tribes, development of the means of production, etc.) becomes the primary basis of authoritarian ideology by depriving the women, children, and adolescents of their sexual freedom, making a commodity of sex and placing sexual interests in the service of economic subjugation. From now on, sexuality is indeed distorted; it becomes diabolical and demonic and has to be curbed. In terms of patriarchal demands, the innocent sensuousness of matriarchy appears as the lascivious unchaining of dark powers. The Dionysian becomes "sinful yearning," which patriarchal culture can conceive of only as something chaotic and "dirty." Surrounded by and imbued with human sexual structures that have become distorted and lascivious, patriarchal man is shackled for the first time in an ideology in which sexual and dirty, sexual and vulgar or demonic, became inseparable associations.

By the time we’re twenty-five years of age, the brain transformations of childhood and adolescence are finally over. The tectonic shifts in our identity and personality have ended, and our brain appears to now be fully developed. You might think that who we are as adults is now fixed in place, immoveable. But it’s not: in adulthood our brains continue to change. Something that can be shaped – and can hold that shape – is what we describe as plastic. And so it is with the brain, even in adulthood: experience changes it, and it retains the change.

Again as during fetal development, synapses that underlie cognitive and other abilities stick around if they’re used but wither if they’re not. The systematic elimination of unused synapses, and thus unused circuits, presumably results in greater efficiency for the neural networks that are stimulated—the networks that support, in other words, behaviors in which the adolescent is actively engaged. Just as early childhood seems to be a time of exquisite sensitivity to the environment (remember the babies who dedicate auditory circuits only to the sounds of their native language, eliminating those for phonemes that they do not hear), so may adolescence. The teen years are, then, a second chance to consolidate circuits that are used and prune back those that are not—to hard-wire an ability to hit a curve ball, juggle numbers mentally, or turn musical notation into finger movements almost unconsciously. Says Giedd, “Teens have the power to determine their own brain development, to determine which connections survive and which don’t, [by] whether they do art, or music, or sports, or videogames.

The more I looked around, the more I listened to the music, watched television and movies, and examined sexist advertising, the more convinced I became that, as a society, we were on the wrong path with our daughters. American culture was poisonous to teenage girls. The messages girls received about sex, beauty and their place in the world truncated their development and left many of them traumatized. With the onset of puberty, girls were crashing into a junk culture that was just too hard for them to understand and master. Many became overwhelmed, depressed and angry.

Can there be true equality in the classroom and the boardroom if there isn’t in the bedroom? Back in 1995 the National Commission on Adolescent Sexual Health declared healthy sexual development a basic human right. Teen intimacy, it said, ought to be “consensual, non-exploitative, honest, pleasurable, and protected against unintended pregnancy and STDs.” How is it, over two decades later, that we are so shamefully short of that goal? Sara McClelland, a professor of psychology at the University of Michigan, writes about sexuality as a matter of “intimate justice,” touching on fundamental issues of gender inequality, economic disparity, violence, bodily integrity, physical and mental health, self-efficacy, and power dynamics in our most personal relationships. She asks us to consider: Who has the right to engage in sexual behavior? Who has the right to enjoy it? Who is the primary beneficiary of the experience? Who feels deserving? How does each partner define “good enough?” Those are thorny questions when looking at female sexuality at any age, but particularly when considering girls’ early, formative experience. Nonetheless, I was determined to ask them.

In practice, most teens spent a few years transitioning to adulthood living away from home as apprentices. In the Middle Ages, some spent those years training to be a knight, as did, I will note, my D&D-playing nerd friends seven hundred years later. But the difference was that my friends and I weren’t spending all our time with adults. Until the twentieth century, teens lived very much in the adult world as they trained and worked. They didn’t have the opportunity to develop their own unique identity and culture. By the twentieth century, they did. Adolescence was born, and D&D quickly followed.

Rather, our minds simply amplify (or minimize) our problems to fit the degree of stress we expect to experience. Material progress and security do not necessarily relax us or make it easier to hope for the future. On the contrary, it appears that perhaps by removing healthy adversity and challenge, people struggle even more. They become more selfish and more childish. They fail to develop and mature out of adolescence. They remain further removed from any virtue. They see mountains where there are molehills. And they scream at each other as though the world were one endless stream of spilled milk.

Our society’s almost doctrinal emphasis upon deductive reasoning, convergent thinking and selective retention perversely excludes divergent thinking, approximation and, importantly, guessing. If we are truly to understand the adolescent mind and develop effective ways to minimize the effects of risk-taking behaviour, we really need to understand these processes and engage with them. There is no logic involved with drug-taking and gambling. Adults can learn, too; understanding these mechanisms will also allow us to encourage creativity and value the spontaneity so characteristic of the adolescent mind.

Of greatest concern is the growing body of evidence linking regular marijuana use to an increased risk of developing severe psychiatric illnesses, especially during adolescence. In 2017, just over 37 percent of twelfth graders used it at least once during the year, and 5.9 percent used it every day—a huge jump over 1992, when only 1.9 percent were daily users. The more regularly a teen uses marijuana and the higher the potency, the greater his or her risk of becoming schizophrenic. Heavy users are also more likely than others to be depressed; and, what’s worse, marijuana use during depression reduces the rate of recovery.

The first of these is what we may call a polarization of sexual differences (V.6), i.e., the elaboration of a particular ratio of masculinity and femininity in line with identity development. Some of our patients suffer more lastingly and malignantly from a state not uncommon in a milder and transient form in all adolescence: the young person does not feel himself clearly to be a member of one sex or the other, which may make him the easy victim of the pressure emanating, for example, from homosexual cliques, for to some persons it is more bearable to be typed as something, anything, than to endure drawn-out bisexual confusion

A number of scholars, many of them seeking to explain the appeal of the monstrous in pop culture, have seen the monster primarily as part of an inner horror show, the personal nightmares of the ego torn between a reptilian id and the moralistic superego. This interpretation understands the monster as a metaphor of human development, the demons that guard the gates of adulthood and emotional maturity. Monsters, according to this view, are primarily inner monsters. Our desire for them emerges from our desire to embrace our own darkness. This approach often makes the self, especially the adolescent self, the locus of understanding the horrific.

In retrospect, I suppose it might be difficult to develop early as a girl. Guys talking to your chest rather than your face is one thing. Then you’re also surrounded by a bunch of girls with pre- adolescent bodies who wrongly think that no breasts and no ass are a good thing. Plus, if you own your sexuality at all as a teen girl you’re a slut with a capital S. God, I’m glad those days are over. Not like adulthood is void of sexist platitudes, it’s just easier to talk about. In high school, though, if you call someone out on their shit you get bullied. It’s really a horrible time in life. Honestly, I don’t even know why there is an entire genre of books dedicated to it.

Coopersmith’s study with adolescent boys indicates that children develop self-trust, adventuresomeness and the ability to deal with adversity if they are treated with respect and are provided with well-defined standards of values, demands for competence and guidance toward solutions of problems. The development of individual self-reliance is fostered by a well-structured, demanding environment, rather than by largely unlimited permissiveness and freedom to explore in an unfocused way. The research of both Stanley Coopersmith and Morris Rosenberg has led them to believe that pupils with high self-esteem perceive themselves as successful. They are relatively free of anxiety and psychosomatic symptoms, and can realistically assess their abilities. They are confident that their efforts will meet with success, while being fully aware of their limitations. Persons with high self-esteem are outgoing and socially successful and expect to be well received. They accept others and others tend to accept them. On the other hand, according to Coopersmith and Rosenberg, pupils with low self-esteem are easily discouraged and sometimes depressed. They feel isolated, unloved and unlovable. They seem incapable of expressing themselves or defending their inadequacies. They are so preoccupied with their self-consciousness and anxiety that their capacity for self-fulfillment can be easily destroyed.4

When Does Social Anxiety Appear? Social anxiety can develop at any age. Many people remember feeling afraid during social situations as early as kindergarten. Others don’t develop symptoms until they are adults. However, social anxiety most commonly appears in adolescence, between the ages of 15 and 20. When you think about the changes that are taking place in your life at this time, this fact makes a lot of sense. As a teenager, you are expected to act more like an adult than a child. You are beginning to take on adult responsibilities and see yourself as a part of society. Meeting the expectations of others and making a good impression are very important. As a result, you may worry about what others think of you and be afraid of acting incorrectly.

Critics who treat ‘adult’ as a term of approval, instead of as a merely descriptive term, cannot be adult themselves. To be concerned about being grown up, to admire the grown up because it is grown up, to blush at the suspicion of being childish; these things are the marks of childhood and adolescence. And in childhood and adolescence they are, in moderation, healthy symptoms. Young things ought to want to grow. But to carry on into middle life or even into early manhood this concern about being adult is a mark of really arrested development. When I was ten, I read fairy tales in secret and would have been ashamed if I had been found doing so. Now that I am fifty I read them openly. When I became a man I put away childish things, including the fear of childishness and the desire to be very grown up.

It's all that's left,' Leon said in a suddenly weak voice. 'It's what is left of civilization. You take raw material and you transform it. That is civilization. Physical love is all raw meat. That's why everyone's so preoccupied with it now. I have been told by a colleague ten years older than myself--as if it were possible for anybody to be ten years older than I am--that salvation comes from staring at the pubic region of strangers, and freedom, from inducing in myself, by the use of a chemical, the kind of ecstatic lunacy in which I spent most of my adolescence, a condition I attribute solely to the strength of my body at that time and the conviction I had then that I would see socialism in the United States during my lifetime. Now that my bones are weak, my brain is stronger. I don't expect . . . anything. But I cannot bear the grotesque, lying piety of my own unhinged contemporaries. One man, a literary star'--and here he broke off, laughed once, choked and shook his head--'oh, yes, a star, told me he only regretted the pill had not yet been developed in his own youth. All those girls who might have been his! In this age of generalized cock, is this the whole revelation toward which my life has been directed? I would, in any case, prefer to contemplate the organ of a horse. It is handsomer, larger and more comic than anything my fellow man has to show. It is the age of baby shit, darling. Don't kid yourself. My privacy has been violated--what I've admired and thought about all my life has been debased. Poor bodies . . . poor evil-smiling gross flesh. Perhaps we're going downhill, all of us.' He reached out and pressed her shoulder. 'Do you understand me?' he asked.

One of the reasons that repetition is so important lies in your teenager’s brain development. One of the frontal lobes’ executive functions includes something called prospective memory, which is the ability to hold in your mind the intention to perform a certain action at a future time—for instance, remembering to return a phone call when you get home from work. Researchers have found not only that prospective memory is very much associated with the frontal lobes but also that it continues to develop and become more efficient specifically between the ages of six and ten, and then again in the twenties. Between the ages of ten and fourteen, however, studies reveal no significant improvement. It’s as if that part of the brain—the ability to remember to do something—is simply not keeping up with the rest of a teenager’s growth and development. The parietal lobes,

G. Stanley Hall, a creature of his times, believed strongly that adolescence was determined – a fixed feature of human development that could be explained and accounted for in scientific fashion. To make his case, he relied on Haeckel's faulty recapitulation idea, Lombroso's faulty phrenology-inspired theories of crime, a plethora of anecdotes and one-sided interpretations of data. Given the issues, theories, standards and data-handling methods of his day, he did a superb job. But when you take away the shoddy theories, put the anecdotes in their place, and look for alternate explanations of the data, the bronze statue tumbles hard. I have no doubt that many of the street teens of Hall's time were suffering or insufferable, but it's a serious mistake to develop a timeless, universal theory of human nature around the peculiarities of the people of one's own time and place.

Once they’re admitted, we instill our students with hope, and we promise them challenging academics, close student-teacher relationships, and a nurturing and supportive environment—and we mean it. Further, with their admission, we extend a seemingly equitable opportunity for a diploma, itself an implied “passport to a better life.” This is the parents’ and students’ aspiration, and it’s the aspiration for which we, as overseers of these schools, have pledged our support and have dedicated our careers. However, when our young students actually enroll, against our best intentions but driven by our own fears, we overschedule, overwork, and sometimes overwhelm them. We set them up for frustration and failure when we expect them to think and act like adults long before they have actually developed those capacities. We reward high achievement over effort, and most of all, we overfocus on the college process almost from the moment they arrive.

Youth development is an interdisciplinary field that draws broadly on different social sciences to understand children and adolescents (Larson, 2000). It embraces an explicit developmental stance: Children and adolescents are not miniature adults, and they need to be understood on their own terms. Youth development also emphasizes the multiple contexts in which development occurs. Particularly influential as an organizing framework has been Bronfenbrenner’s (1977, 1979, 1986) ecological approach, which articulates different contexts in terms of their immediacy to the behaving individual. So, the microsystem refers to ecologies with which the individual directly interacts: family, peers, school, and neighborhood. The mesosystem is Bronfenbrenner’s term for relationships between and among various microsystems. The exosystem is made up of larger ecologies that indirectly affect development and behavior, like the legal system, the social welfare system, and mass media. Finally, the macrosystem consists of broad ideological and institutional patterns that collectively define a culture. There is the risk of losing the individual amid all these systems, but the developmental perspective reminds us that different children are not interchangeable puppets. Each young person brings his or her own characteristics to life, and these interact with the different ecologies to produce behavior. Youth development

No one would choose this sort of painful adolescence, but the fact is that the solitude of Woz’s teens, and the single-minded focus on what would turn out to be a lifelong passion, is typical for highly creative people. According to the psychologist Mihaly Csikszentmihalyi, who between 1990 and 1995 studied the lives of ninety-one exceptionally creative people in the arts, sciences, business, and government, many of his subjects were on the social margins during adolescence, partly because “intense curiosity or focused interest seems odd to their peers.” Teens who are too gregarious to spend time alone often fail to cultivate their talents “because practicing music or studying math requires a solitude they dread.” Madeleine L’Engle, the author of the classic young adult novel A Wrinkle in Time and more than sixty other books, says that she would never have developed into such a bold thinker had she not spent so much of her childhood alone with books and ideas. As a young boy, Charles Darwin made friends easily but preferred to spend his time taking long, solitary nature walks. (As an adult he was no different. “My dear Mr. Babbage,” he wrote to the famous mathematician who had invited him to a dinner party, “I am very much obliged to you for sending me cards for your parties, but I am afraid of accepting them, for I should meet some people there, to whom I have sworn by all the saints in Heaven, I never go out.”)

As we mature we progressively narrow the scope and variety of our lives. Of all the interests we might pursue, we settle on a few. Of all the people with whom we might associate, we select a small number. We become caught in a web of fixed relationships. We develop set ways of doing things. "As the years go by we view our familiar surroundings with less and less freshness of perception. We no longer look with a wakeful, perceiving eye at the faces of people we see every day, nor at any other features of our everyday world. "It is not unusual to find that the major changes in life-a marriage, a move to a new city, a change of jobs, or a national emergency-break the patterns of our lives and reveal to us quite suddenly how much we had been imprisoned by the comfortable web we had woven around ourselves. "One of the reasons why mature people are apt to learn less than young people is that they are willing to risk less. Learning is a risky business, and they do not like failure. In infancy, when the child is learning at a truly phenomenal rate-a rate he or she will never again achieve-he or she is also experiencing a shattering number of failures. Watch him or her. See the innumerable things he or she tries and fails. And see how little the failures discourage him or her. "With each year that passes he or she will be less blithe about failure. By adolescence the willingness of young people to risk failure has diminished greatly. And all too often parents push them further along that road by instilling fear, by punishing failure, or by making success seem too precious.

Although in childhood the girl-child may have discovered her clitoris as a source of pleasure, she will enter adolescence convinced that the vagina is her only sexual organ. The vagina becomes the focus of sexual pleasure in a world that reduces sensuality to genital intercourse defined by the needs and desires of men. As a result, the girl-child’s erotic potential will be confined to an activity that requires a partner. An activity that guarantees physical satisfaction for the man. An activity that in and of itself does not guarantee her satisfaction. The very same parents who are “grossed out” by the masturbation of their pre-teen daughters breathe a sigh of relief when those same daughters move away from the clitoris and turn toward the vagina. Groomed to sexually service men, she will forget about her body’s capacity for sensual delight and satisfaction. Her original love of her body, curiosity about its sensations, and exploration of its nooks and crannies is twisted out of shape and labeled unacceptable. The price tags successfully reversed; she becomes dependent on others to meet her erotic needs. Many of our daughters stop touching themselves by adolescence and at the same time lose the affectionate touch of their parents. As they mature and grow out of the "cute stage," adults become uncomfortable with their developing bodies and most touching abruptly stops. The girl-child tries to make sense of this withdrawal of affection. She becomes convinced that something is wrong with her body—that her growing breasts and pubic hair, and the genital sensations she is experiencing make her untouchable to her parents. For some, the incestuous behavior of a parent or relative compounds this growing discomfort.

There were years when I went to the movies almost every day, sometimes even twice a day, and they were the years between 1936 and the war, around the time of my adolescence. Those were years in which cinema was my world. It’s been said many times before that cinema is a form of escape, it’s a stock phrase intended to be a condemnation, and cinema certainly served that purpose for me back then. It satisfied a need for disorientation, for shifting my attention to another place, and I believe it’s a need that corresponds to a primary function of integration in the world, an essential phase in any kind of development. Of course there are other more substantial and personal ways of creating a different space for yourself: cinema was the easiest method and it was within reach, but it was also the one that instantly carried me farthest away. I went to the cinema in the afternoon, secretly fleeing from home, or using study with a classmate as an excuse, because my parents left me very little freedom during the months when school was in session. The urge to hide inside the cinema as soon as it opened at two in the afternoon was the proof of true passion. Attending the first screening had a number of advantages: the half-empty theater, it was like I had it all to myself, would allow me to stretch out in the middle of the third row with my legs on the back of the seat in front of me; the hope of returning home without anyone finding out about my escape, in order to receive permission to go out once again later on (and maybe see another film); a light daze for the rest of the afternoon, detrimental to studying but advantageous for daydreaming. And in addition to these explanations that were unmentionable for various reasons, there was another more serious one: entering right when it opened guaranteed the rare privilege of seeing the movie from the beginning and not from a random moment toward the middle or the end, because that was what usually happened when I got to the cinema later in the afternoon or toward the evening.

The preconventional level of moral reasoning, which develops during our first nine years of life, considers rules as fixed and absolute. In the first of its two stages (the stage of obedience and punishment), we determine whether actions are right or wrong by whether or not they lead to a punishment. In the second stage (the stage of individualism and exchange), right and wrong are determined by what brings rewards. The desires and needs of others are important, but only in a reciprocal sense—“You scratch my back and I’ll scratch yours.” Morality at this level is governed by consequence.   The second level of moral reasoning starts in adolescence, and continues into early adulthood. It sees us starting to consider the intention behind behavior, rather than just the consequences. Its first stage, often called the “good boy—nice girl” stage, is when we begin classifying moral behavior as to whether it will help or please. Being seen as good becomes the goal. In the second stage (the law and order stage), we start to equate “being good” with respecting authority and obeying the law, believing that this protects and sustains society.   The third level of moral development is when we move beyond simple conformity, but Kohlberg suggested that only around 10–15 percent of us ever reach this level. In its first stage (the social contract and individual rights stage), we still respect authority, but there is a growing recognition that individual rights can supersede laws that are destructive or restrictive. We come to realize that human life is more sacred than just following rules. The sixth and final stage (the stage of universal ethical principles) is when our own conscience becomes the ultimate judge, and we commit ourselves to equal rights and respect for all. We may even resort to civil disobedience in the name of universal principles, such as justice.   Kohlberg’s six-stage theory was considered radical, because it stated that morality is not imposed on children (as psychoanalysts said), nor is it about avoiding bad feelings (as the behaviorists had thought). Kohlberg believed children developed a moral code and awareness of respect, empathy, and love through interaction with others.

Adolescence is a period of life when the brain is malleable, and it represents a good opportunity for learning and social development. However, according to UNICEF, 40 percent of the world’s teenagers have no access to secondary-school education. The percentage of teenage girls who lack this access is much higher, yet there is strong evidence that the education of girls in developing countries has many significant benefits for family health, population growth rates, child mortality rates, and HIV rates, as well as for women’s self-esteem and quality of life. Adolescence represents a time of brain development when teaching and training should be particularly beneficial. I worry about the lost opportunity of denying the world’s teenagers access to education.

Michaela’s hyperschooling—also referred to as “the full-time job of schooling”8—seems not only developmentally inappropriate, but also completely out of sync with what Michaela wants and with what is best for her now, as a twelve-year-old child.

When children deepen their ability to know themselves, consider the feelings of others, and take action toward repairing a situation, they build and strengthen connections within the frontal lobe, which allows them to better know themselves and get along with others as they move into adolescence and adulthood.

The Kapha Season Kapha season is like springtime for your body. For the first twenty years, your body builds bones and tissues, and the circadian rhythm fluctuates wildly at times, trying to find a balance. Babies aren’t born with a set sleep schedule, but they develop one quickly during the first months of life. Gradually, the body settles into a system in which the hormones, blood pressure, bowels, and other systems function on a diurnal schedule. Anyone with teenagers knows that they give up their regular sleep habits and become night owls. They are impossible to pry out of bed in the morning and sleep until noon on weekends. In fact, some researchers suggest that the real end of adolescence can be marked by the time when young adults give up trying to stay up so late. Teenagers’ eating schedules, too, become erratic as they crave energy while their bodies are growing and maturing. When they get out of balance, teens can struggle in school and get inflammatory conditions, such as acne. They can adopt dietary habits that will be harder to shake as they become adults, which can lead to weight gain and depression in adulthood. This is a crucial time to introduce kids to healthy eating, a good night’s sleep, and plenty of exercise. Their growing bodies demand a lot of fuel, and their muscles need to move in order to develop properly. I often see patients who are still in their teen years struggling with school, friendships, and finding a sense of purpose. Though it may sound surprising, I can often trace these problems back to an unhealthy schedule, including late nights of doing homework (or texting while pretending to do homework), and eating unhealthy foods late in the day. Another culprit is little or no exercise, and a lack of natural light. Kids need natural light during these critical growing years.

We can deduce that it will be much more important to teach adolescents and young people in general to accept suffering as they accept happiness, because only then can they fully experience both, and develop their human capacities in their totality. On a purely theoretical level, we can say that the internet allows us to express feelings that society tends to inhibit or repress, because it is precisely this reason that leads more and more adolescents to search the Internet for conversations. But this hypothesis can have a double meaning, and as such, on a real and physical level, it should be said that, if adolescents seek the Internet to express feelings that society inhibits, it will not be there either that they solve the problem. On the contrary, the feelings that make them feel inhibited are completely atrophied by the excessive use of the Internet and stagnant when used in general. It is possible that the way in which society tends to develop creates problems in human emotional development, but the use of the Internet will certainly aggravate the situation.

Years after birth, even well into adolescence, the human brain is still forming the circuits that will determine how we react to stress, how we think, even how we see and hear. The fact that (even) adults are able to learn and that learning reflects changes in synapses tells us that the brain retains some of its early dynamism and malleability throughout life. The adult has the ability not only to repair damaged regions but also to grow new neurons. Even the adult brain is surprisingly plastic. Thus the power of willful activity to shape the brain remains the working principle not only of early brain development, but also of brain function as an ongoing, living process.

While it is beneficial for a child to feel bad when anticipating a loss of connection with those who are devoted to him and his well-being and development, it is crucially important for parents to understand that it is unwise to ever exploit this conscience. We must never intentionally make a child feel bad, guilty, or ashamed in order to get him to be good. Abusing the attachment conscience evokes deep insecurities in the child and may induce him to shut it right down for fear of being hurt. The consequences are not worth any short-term gains in behavioral goals. If we find ourselves shocked by the behavioral changes that come in the wake of peer orientation, it is because what is acceptable to peers is vastly different from what is acceptable to parents. Likewise, what alienates peers is a far cry from what alienates parents. The attachment conscience is serving a new master. When a child tries to find favor with peers instead of parents, the motivation to be good for the parents drops significantly. If the values of the peers differ from those of the parents, the child's behavior will also change accordingly. This change in behavior reveals that the values of the parents had never been truly internalized, genuinely made the child's own. They functioned mostly as instruments of finding favor. Children do not internalize values — make them their own — until adolescence. Thus the changes in a peer-oriented child's behavior do not mean that his values have changed, only that the direction of his attachment instinct has altered course. Parental values such as studying, working toward a goal, the pursuit of excellence, respect for society, the realization of potential, the development of talent, the pursuit of a passion, the appreciation of culture are often replaced with peer values that are much more immediate and short term. Appearance, entertainment, peer loyalty, spending time together, fitting into the subculture, and getting along with each other will be prized above education and the realization of personal potential. Parents often find themselves arguing about values, not realizing that for their peer-oriented children values are nothing more than the standards that they, the children, must meet in order to gain the acceptance of the peer group. So it happens that we lose our influence just at the time in our children's lives when it is most appropriate and necessary for us to articulate our values to them and to encourage the internalization of what we believe in. The nurturing of values takes time and discourse. Peer orientation robs parents of that opportunity. In this way peer orientation arrests moral development.

Adam: Adam was a young man whose anxiety turned into a monster. Where Shelly had a very mild case of social anxiety, Adam’s case could only be called severe. Over a period of several years, his underlying social fears developed into a full-blown school phobia. A quiet, unassuming person, Adam had never stood out in the classroom. Through elementary school and on into high school, he neither excelled nor failed his subjects. By no means a discipline problem, the “shy” Adam kept to himself and seldom talked in class, whether to answer a teacher’s question or chat with his buddies. In fact, he really had no friends, and the only peers he socialized with were his cousins, whom he saw at weekly family gatherings. Though he watched the other kids working together on projects or playing sports together, Adam never approached them to join in. Maybe they wouldn’t let him, he thought. Maybe he wasn’t good enough. Being rejected was not a chance he was willing to take. Adam never tried hard in school either. If he didn’t understand something, he kept quiet, fearful that raising his hand would bring ridicule. When he did poorly on an exam or paper, it only confirmed to him what he was sure was true: He didn’t measure up. He became so apprehensive about his tests that he began to feel physically ill at the thought of each approaching reminder of his inadequacy. Even though he had studied hard for a math test, for example, he could barely bring himself to get out of bed on the morning it was to take place. His parents, who thought of their child as a reserved but obedient boy who would eventually grow out of this awkward adolescent stage, did not pressure him. Adam was defensive and withdrawn, overwrought by the looming possibility that he would fail. For the two class periods preceding the math test, Adam’s mind was awash with geometry theorems, and his stomach churning. As waves of nausea washed over him, he began to salivate and swallowed hard. His eyes burned and he closed them, wishing he could block the test from his mind. When his head started to feel heavy and he became short of breath, he asked for a hall pass and headed for the bathroom. Alone, he let his anxiety overtake him as he stared into the mirror, letting the cool water flow from the faucet and onto his sweaty palms. He would feel better, he thought, if he could just throw up. But even when he forced his finger down his throat, there was no relief. His dry heaves made him feel even weaker. He slumped to the cold tile and began to cry. Adam never went back to math class that day; instead, he got a pass from the nurse and went straight home. Of course, the pressure Adam was feeling was not just related to the math test. The roots of his anxiety went much deeper. Still, the physical symptoms of anxiety became so debilitating that he eventually quit going to school altogether. Naturally, his parents were extremely concerned but also uncertain what to do. It took almost a year before Adam was sufficiently in control of his symptoms to return to school.

I feel strange...I really don't know what I am. In mind I'm almost a woman, in body a young woman. I am almost a woman, but what am I now? I'm no child. I am mature. I know much; I'm somewhere in between. I'm confused--that's what I am. One day I'll long for a baby in my arms or a man's strong arms to hold me...the next, for freedom, respect.

How we diminished her and in turn ourselves. Turned parts of her body into heavy burdens to carry. Watching. Tittering (we no longer laughed, from then on it was tittering). Commenting. Losing our composure. Falling in love, developing obsessions, and growing resentful when our shallow affections were ignored.

Children displaced from their families, unconnected to their teachers, and not yet mature enough to relate to one another as separate beings, automatically regroup to satisfy their instinctive drive for attachment. The culture of the group is either invented or borrowed from the peer culture at large. It does not take children very long to know what tribe they belong to, what the rules are, whom they can talk to, and whom they must keep at a distance. Despite our attempts to teach our children respect for individual differences and to instill in them a sense of belonging to a cohesive civilization, we are fragmenting at an alarming rate into tribal chaos. Our very own children are leading the way. The time we as parents and educators spend trying to teach our children social tolerance, acceptance, and etiquette would be much better invested in cultivating a connection with them. Children nurtured in traditional hierarchies of attachment are not nearly as susceptible to the spontaneous forces of tribalization. The social values we wish to inculcate can be transmitted only across existing lines of attachment. The culture created by peer orientation does not mix well with other cultures. Because peer orientation exists unto itself, so does the culture it creates. It operates much more like a cult than a culture. Immature beings who embrace the culture generated by peer orientation become cut off from people of other cultures. Peer-oriented youth actually glory in excluding traditional values and historical connections. People from differing cultures that have been transmitted vertically retain the capacity to relate to one another respectfully, even if in practice that capacity is often overwhelmed by the historical or political conflicts in which human beings become caught up. Beneath the particular cultural expressions they can mutually recognize the universality of human values and cherish the richness of diversity. Peer-oriented kids are, however, inclined to hang out with one another exclusively. They set themselves apart from those not like them. As our peer-oriented children reach adolescence, many parents find themselves feeling as if their very own children are barely recognizable with their tribal music, clothing, language, rituals, and body decorations. “Tattooing and piercing, once shocking, are now merely generational signposts in a culture that constantly redraws the line between acceptable and disallowed behavior,” a Canadian journalist pointed out in 2003. Many of our children are growing up bereft of the universal culture that produced the timeless creations of humankind: The Bhagavad Gita; the writings of Rumi and Dante, Shakespeare and Cervantes and Faulkner, or of the best and most innovative of living authors; the music of Beethoven and Mahler; or even the great translations of the Bible. They know only what is current and popular, appreciate only what they can share with their peers. True universality in the positive sense of mutual respect, curiosity, and shared human values does not require a globalized culture created by peer-orientation. It requires psychological maturity — a maturity that cannot result from didactic education, only from healthy development. Only adults can help children grow up in this way. And only in healthy relationships with adult mentors — parents, teachers, elders, artistic, musical and intellectual creators — can children receive their birthright, the universal and age-honored cultural legacy of humankind. Only in such relationships can they fully develop their own capacities for free and individual and fresh cultural expression.

Walking through the halls of my son's high school during lunch hour recently, I was struck by how similar it felt to being in the halls and lunchrooms of the juvenile prisons in which I used to work. The posturing, the gestures, the tone, the words, and the interaction among peers I witnessed in this teenage throng all bespoke an eerie invulnerability. These kids seemed incapable of being hurt. Their demeanor bespoke a confidence, even bravado that seemed unassailable but shallow at the same time. The ultimate ethic in the peer culture is “cool” — the complete absence of emotional openness. The most esteemed among the peer group affect a disconcertingly unruffled appearance, exhibit little or no fear, seem to be immune to shame, and are given to muttering things like “doesn't matter,” “don't care,” and “whatever.” The reality is quite different. Humans are the most vulnerable — from the Latin vulnerare, to wound — of all creatures. We are not only vulnerable physically, but psychologically as well. What, then, accounts for the discrepancy? How can young humans who are in fact so vulnerable appear so opposite? Is their toughness, their “cool” demeanor, an act or is it for real? Is it a mask that can be doffed when they get to safety or is it the true face of peer orientation? When I first encountered this subculture of adolescent invulnerability, I assumed it was an act. The human psyche can develop powerful defenses against a conscious sense of vulnerability, defenses that become ingrained in the emotional circuitry of the brain. I preferred to think that these children, if given the chance, would remove their armor and reveal their softer, more genuinely human side. Occasionally this expectation proved correct, but more often than not I discovered the invulnerability of adolescents was no act, no pretense. Many of these children did not have hurt feelings, they felt no pain. That is not to say that they were incapable of being wounded, but as far as their consciously experienced feelings were concerned, there was no mask to take off. Children able to experience emotions of sadness, fear, loss, and rejection will often hide such feelings from their peers to avoid exposing themselves to ridicule and attack. Invulnerability is a camouflage they adopt to blend in with the crowd but will quickly remove in the company of those with whom they have the safety to be their true selves. These are not the kids I am most concerned about, although I certainly do have a concern about the impact an atmosphere of invulnerability will have on their learning and development. In such an environment genuine curiosity cannot thrive, questions cannot be freely asked, naive enthusiasm for learning cannot be expressed. Risks are not taken in such an environment, nor can passion for life and creativity find their outlets. The kids most deeply affected and at greatest risk for psychological harm are the ones who aspire to be tough and invulnerable, not just in school but in general. These children cannot don and doff the armor as needed. Defense is not something they do, it is who they are. This emotional hardening is most obvious in delinquents and gang members and street kids, but is also a significant dynamic in the common everyday variety of peer orientation that exists in the typical American home.

Damn, a mirror can be a lethal weapon, and self-knowledge a poisoned pill. I had been a self-centered and egotistical jock with all the trappings of stunted male adolescence. Back then, I had yet to develop the empathy for others that marks the passage into manhood.

...some adolescent survivors describe feeling special, powerful, and sometimes entitled. This is especially true of those for whom excessive attention was part of the abuse relationship by virtue any power they held over the abuser or members of the family - especially their mothers in some cases of father-daughter incest - and of any affection or sexual pleasure they experienced. All of these feelings can coexist with self-loathing and shame or might alternate with them. Some victims experience this power as personally affirming, resulting in feelings of grandiosity, whereas others believe themselves to be malignantly powerful and defective. As children, these victims may have developed the belief that they could willfully manipulate others and "make or break" the family or their peer group (or the broader community setting) with their terrible powers or the secrets they hold. In adolescence these largely implicit ideas no longer manifest mainly or only as the egocentrism associated with early childhood. A more pervasive form of narcissistic entitlement and power and an apparently callous indifference to and contempt for others can lead to conduct disturbances and the victimization of others. Many individuals with apparent sociopathic tendencies and conduct disorders were victimized as children. Such individuals at some point had the capacity for respect, empathy, and genuine social responsibility that was lost and corrupted in the struggle to survive, to make sense of, and to remove themselves from the receiving end of victimization. Identification with the perpetrator and the victimization of others is specifically included as a core feature of complex PTSD.

By one estimate, approximately 20 billion synapses are pruned every day between childhood and early adolescence. It’s survival of the busiest. Like a cable TV subscription canceled because nobody’s watching, synaptic connections that aren’t used weaken and vanish. Here is where the power of genes falls off rapidly: genes may lead neurons to make their initial, tentative connections and control the order in which different regions of the brain (and thus physical and mental capacities) come on line, but it’s the environmental inputs acting on the plasticity of the young nervous system that truly determine the circuits that will power the brain. Thus, from the earliest stages of development, laying down brain circuits is an active rather than a passive process, directed by the interaction between experience and the environment. The basic principle is this: genetic signals play a large role in the initial structuring of the brain. The ultimate shape of the brain, however, is the outcome of an ongoing active process that occurs where lived experience meets both the inner and the outer environment.

Nothing was written in stone. Neither the mother’s personality, nor the infant’s neurological anomalies at birth, nor its IQ, nor its temperament—including its activity level and reactivity to stress—predicted whether a child would develop serious behavioral problems in adolescence.20 The key issue, rather, was the nature of the parent-child relationship: how parents felt about and interacted with their kids. As with Suomi’s monkeys, the combination of vulnerable infants and inflexible caregivers made for clingy, uptight kids. Insensitive, pushy, and intrusive behavior on the part of the parents at six months predicted hyperactivity and attention problems in kindergarten and beyond.21

When parents learn how to demonstrate through their words an inner feeling of acceptance toward a child, they are in possession of a tool that can produce some startling effects. They can be influential in his learning to accept and like himself and to acquire a sense of his own worth. They can greatly facilitate his developing and actualizing the potential with which he was genetically endowed. They can accelerate his movement away from dependence and toward independence and self-direction. They can help him learn to solve for himself the problems that life inevitably brings, and they can give him the strength to deal constructively with the usual disappointments and pain of childhood and adolescence.

For example, imagine your child comes home in tears after a rough day. You ask what’s wrong, but they can’t, or won’t, articulate. Of course, you want to make them feel better, but you don’t know what to do. Rather than shouldering the burden of having to uncover this mystery and then figuring out what might actually make it better, you could say, “I’m sorry you are having a tough time. Why don’t you look at your list and choose one thing to do for the next twenty minutes?” (Note: if you’re feeling generous, you could even offer to make a snack while they’re looking at their list.) “Come find me when you’re done and I’ll be here to talk.” The key to this approach is to offer support, while at the same time conveying confidence that your child can figure out how to feel better. This will help them develop a belief that they aren’t actually helpless, even though they feel overwhelmed. Want to empower your tween even more? Ask them to help you create a Try This First list of your own. This is a nice way to subtly reveal your humanity to your child and give them an opportunity to think of someone’s needs outside of their own (a practice all adolescents benefit from, whenever possible). Your kid’s involvement helping with your list also encourages their buy-in for when you need time in the future for your own self-care.

From that moment when, at the sight of his beloved brother dying, Levin had looked at the questions of life and death for the first time through those new convictions, as he called them, which imperceptibly, during the period from twenty to thirty-four years of age, had come to replace his childhood and adolescent beliefs, he had been horrified, not so much at death as at life without the slightest knowledge of whence it came, wherefore, why, and what it was. The organism, its decay, the indestructibility of matter, the law of the conservation of energy, development, were the words that had replaced his former faith. These words and the concepts connected with them were very well suited to intellectual purposes, but they gave nothing for life, and Levin suddenly felt himself in the position of a person who has traded his warm fur coat for muslin clothing and, caught in the cold for the first time, is convinced beyond question, not by reasoning but with his whole being, that he is as good as naked and must inevitably die a painful death. From that moment on, though not accounting for it to himself and continuing to live as before, Levin never ceased to feel that fear at his ignorance. Moreover, he felt vaguely that what he called his convictions were not only ignorance but were a way of thinking that made the knowledge he needed impossible.

The segregation of the girls would have served to localize the psychic infection, and the girls themselves, exposed to the wayward streak of poetry in Mather's composition, would almost certainly have found their fantasies deflected to the more normal preoccupations of adolescence. They would, in short, like a large proportion of the female members of his congregation at at given time, have fallen in love with him. Infatuation is not any guarantee against hysteria; quite the contrary. But in this case such a development might have diverted the antics of the girls to less malignant forms.