kit is concerned with expands self-awareness at a time with when people have few means of discovering themselves; because it is
against sham; and because it fulfills the needs of young people better than does adult culture.
Ausubel has listed seven basics functions the peer group serves during adolescence.
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In some what modified form, in view of research which has appeared since Ausubel wrote, these functions are as follow:
a. A replacement of family
b. A stabilizing influence
c. A source of self-esteem
d. A source for behavioral standards
e. There is security in numbers
f. Opportunities for practice by doing
g. Opportunities for modeling
6. Personality Development
Personality develops as the adolescents actively deal with five specific development tasks. And according to Hill and Steinberg, there
are five developmental tasks face the students of today as follow: a.
Adjustment to physical changes experienced in adolescence and the new feelings associated with sexual maturity.
b. Transformation in the relationship with parents.
c. Development of effective relationship with peers of the same and
opposite sex. d.
Preparation for a vocation. e.
Development of a sense of identity.
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D. P. Ausubel, Theory and Problems of Adolescent Development New York: Grune and Stratton, 1954, p. 95.
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J. P. Hill and L. D. Steinberg, Social Cognition and social Relations in early Adolescence International Journal of Behavioral Development, 1978, pp. 1 – 36, 1.
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7. The Adolescent at School
The high school has powerful influences in shaping or forming adolescents’ concepts of who they are and who they will be. This kind
of feeling occurs in persons’ life in their transition from childhood to adulthood. The youth who is successful in high school, their future
remains open but if they fail and leave school, their doors to future have been closed.
According to Arthur, the high school is in a more strategic position than the home to influence the lives of adolescents. The school has
more access to and can exercise more authority over the peer group. Also, high school teachers and counselors are freer than
parents to view adolescents other than their own children objectively. Teachers are not as emotionally involved with the
adolescent as are his parents. If he or she confides an aspiration, or has a problem, or confesses a weakness, the high school teacher
has less reason than the parent to feel personally responsible for the adolescent’s state of mind.
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What adolescents bring to their high school experience will have an important influence on what they get from it. With the exception of
those few whose lives have been blighted almost beyond repair, each adolescent student is still teachable and malleable, each is still in a
condition to be inspired, or restored, or impaired.
8. Theories of Adolescent Development
