25
anger, restlessness, irritability, depression, or another diffuse and nameless feelings.
Anxiety differs from worry and fear in one major aspect: it is a generalized
emotional state rather than a specific one. Anxiety often develops from repeated and varies worries. The more often the adolescent worries and the more different worries
he has, the more likely it is that his worries will develop into a generalized state of anxiety.
21
Anxiety prevails when a person is at odds with himself. It can be defined in very general term as a persisting, distressful psychological state arising from an inner
conflict. The distress may be experienced as a feeling of vague uneasiness or foreboding, a feeling of being on the edge, or as any of a variety of other feelings,
such as fear, anger, restlessness, irritability, depression, or other diffuse and nameless feelings.
22
c. Social World
During early adolescence young people experience the tension of defining areas o autonomy and at the same time remaining tied to powerful reference groups,
especially family and peers. 1.
Family The adolescent’s relationships with his parents may be viewed as three act
drama. In the first act the young adolescent continues, as in earlier childhood, to need
21
Ibid. pp. 51-52.
22
Arthur T. Jersild 1965, op.cit. p. 207.
26
his parents; he is dependent on them; he is profoundly influence by them. He begins to become more keenly aware than he was before of his parents as persons.
Increasingly he is absorbed in the larger world outside the home. The second act of the drama might be called “The Struggle for
Emancipation.” To achieve stature as an adult the adolescent must outgrow his childhood dependency on his parents. Although the struggle for emancipation
sometimes is a relatively quiet campaign in which the adolescent steadily assumes more and more responsibility for himself, often the campaign is turbulent, full of
conflict and laden with anxiety both for the adolescent and for his parents. In the third act, if all has gone well, the struggle, as the young person takes
his place among adult peers. But, his parents influence extends into adult life. Many person who, in their teens, rebelled against their parents’ ideas and attitudes adopt
these same ideas and attitudes as their own when they enter their twenties.
23
And when the home climate is characterized by affection, respect, cooperation, and tolerance, the adolescent will develop a whole self-concept; his will
be reflected in good adjustments to life. When the home climate is marked by friction stemming from conflict and destructive competition, it will militate against the
development of a wholesome self-concept, especially if the adolescent is directly involved in the conflict.
24
23
Ibid. pp. 229-230.
24
Elizabeth B. Hurlock 1973, op.cit. p. 316.
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2. Peers
A young person’s relations with his own age group become increasingly important as he advances from infancy toward the adolescent years. During
adolescence a person’s dealings with his peers become even more significant. Prior to the adolescent period it is important to have friends, but it is not so important to be a
member of a definable group.
25
In adolescence, there is a gradual shift toward a preference for friends of the opposite sex. The shift begins around the middle of the high school period – at about
15 or 16 years of age for girls and a year later for boys. At all ages, however, the adolescent wants friend of both sexes.
26
Adolescence is not only a time of intense sociability but, for many, a time of loneliness. Adolescents live in solitary isolation when they cannot share their
concerns with others and when the only close companions they can find are those who dwell within in their own imagination.
When an adolescent finds a “real” friend he possesses something very precious. He is not only tasting the joys of companionship but he is also discovering
himself. To the extent that he is able, he brings out, for open display, doubts, resentments, and concern of many kinds.
27
25
Barbara M. Newman and Philip R. Newman, Development Through Life A Psychosocial Approach
, Chicago: THE DORSEY PRESS, 1984, p. 285.
26
Elizabeth B. Hurlock 1973, op.cit. p. 78.
27
Arthur T. Jersild 1965, op.cit. pp. 253, 255.
28
From the explanation above, the writer makes conclusion that adolescent’s psychology in making decision is affected from 2 main factors; from the inside
factors such as cognitive development, and emotional development of a adolescence’s and from the outside factors are adolescence’s family and peers.
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CHAPTER III RESEARCH FINDINGS AND ANALYSIS
A. Analysis of The Main Character
