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P.M.YAKOBSON

YOUTH

Youth is a rather long period in a person's life (from 15 to 22 years). The years of schooling are called early adolescence. This age is from 15-16 to 18 years.

Early adolescence brings a lot of new things to the emotional life of the student compared to the years of adolescence. To a large extent, those internal conflicts that were associated with the contradictions of adolescence disappear, but their own problems appear, caused by serious changes in personality, changes in requests, interests, aspirations, horizons, expectations of a young man or girl. And all this leaves its mark on the features of the emotional life of a schoolchild of this age.

The period of early youth is characterized by the fact that at this time a well-known break in the biological development of a person is completed - puberty. In girls, puberty ended long before the beginning of this period, in boys - a little later. This is already a past stage for all of them; adaptation to the new physiological state that characterizes the vital activity of the organism has arisen. True, there are times when we

we meet at this age with the still unfinished, protracted process of puberty, and the behavioral traits characteristic of a teenager appear in older schoolchildren. But these cases are rare.

In the years of early youth, the physical flowering of the body begins. The growth of the body in height slows down from year to year, but in young men the shoulders become wider, the chest becomes more powerful, the muscular system becomes stronger, the heart, blood vessels, and respiratory apparatus work better. In the youthful body, a stable balance appeared in the activity of the endocrine system. The lanky appearance that was characteristic of many teenagers disappears in appearance, and the angularity of movements also disappears.

Improvement of the nervous apparatus, higher nervous activity as a whole leads to more accurate, more adequate reactions to various influences of reality. This is manifested in the good development of the young man's motor skills, in more perfect coordination of movements, in their dexterity.

The emerging endurance of the body leads to the fact that in the years of early youth high sports achievements in swimming, tennis, figure skating, etc. become possible. We can say that before us is a period of successful biological development of the body (there are fewer diseases, diseases are easily overcome).

Serious changes are taking place in the mental development of young men and women: the activity of their thinking, memory, attention, the area of ​​their interests, volitional aspirations, feelings and emotions are changing.

In adolescent schoolchildren, thinking becomes more systematic and critical. High school students demand proof and substantiation of the statements they hear from teachers, those around them and those close to them. They like to argue, they are often carried away by witty expressions, beautiful phrases, an original form of expression.

During these years, the improvement of the memory of schoolchildren also takes place. This applies not only to the fact that the amount of memory is increasing in general, but also to the fact that the methods of memorization are changing to a significant extent. Along with the activity of involuntary memorization, older schoolchildren are widely using rational methods of voluntary memorization of material. All this contributes to the fact that during these years there is a significant increase in the knowledge and skills of students. They successfully solve many complex issues that arise in the study of exact disciplines: mathematics, physics, chemistry. This applies both to the theoretical understanding of the material, and to solving complex problems and performing laboratory tasks.

The increased level of mental activity, the development of methods of reflection and reasoning, the growth of the ability to generalize

are also manifested in the fact that older students have a deeper understanding of socio-historical phenomena and natural-science issues.

All these moments that characterize the development of an older student - the improvement of his motor skills, the development of his thinking, his general intellectual growth - create the prerequisites for mastering rather complex skills and abilities at this age.<...>

Under normal conditions, a bad mood is rarely deeply rooted at this age, since faith in the opening possibilities of life does not leave young men and women.

General emotional well-being at this age becomes more even than that of adolescents; as a rule, there are no sharp affective outbursts, which often occurred in adolescents; there is also no hasty judgment about people, their qualities and traits, such unreasonably formed predilections that are characteristic of a teenager.

But at the same time, one should not imagine that during the years of youth development proceeds calmly, that during this period there are no internal conflicts and conflicting experiences. The fact that a young man experiences a great surge of vitality and a desire to apply his energy with insufficient life experience and not always clearly aware of specific life goals for the near future sometimes leads to internal discontent and to throwing from one goal to another. I want to know, experience, experience a lot, I need to check a lot and I want to prove myself.

All this is expressed in transitions from the planned plan of self-education to manifestations of poorly regulated behavior, in transitions from serious, purposeful activities to thoughtless pastime.<...>

The possibility of such internal transitions, an unexpected "rebellion" against the accepted norms of behavior, rules of communication, the desire to become in opposition to the accepted one, distrust of people's judgments are not excluded at this age. This circumstance must be taken into account by the educator when he encounters an unusual, unexpected emotional reaction of a young man to certain facts and events.

And a teenager thinks about his future, imagines who he will be, dreams of an exciting activity that he will do. But for boys and girls, all these tasks are becoming more realistic: both because they will soon stop studying at school (and the teenager will still be studying) and they need to decide now on their concrete steps for the near future, and because they significantly become more aware of the requirements for this or that vocation and their own positive and negative qualities. And at the same time, young men and women are more clearly aware of the goals of life, the meaning of it,

which they would like to contribute to their activities, to the struggle for their future.

Therefore, along with the fact that in adolescence the question of the future profession is already considered from a different perspective and this is a problem that gives rise to a clearly expressed emotional attitude, there is a desire to understand more general aspects of the future life, namely, to think about the goals of life, about which can be the object of aspiration, the application of the ebullient forces of youth. A young man's future perspective arises against the background of those social interests, demands and aspirations that at this age acquire greater breadth and intensity.

Serious shifts in physical and spiritual development that occur during adolescence lead to increased interest in oneself and one's personality. In turn, this leads to the fact that in adolescence there is often an inaccurate, exaggerated idea of ​​​​oneself and one's place among others and peers. The assertion of oneself among others leads to the fact that in the young man's motives a significant place is occupied by the desire for "self-showing", for "self-exhibiting", which in some cases is involuntary.

Such an emotionally colored desire to somehow stand out among peers takes on a variety of forms. These can be purely external forms of behavior - some features of manners, tone of speech, chosen expressions, way of addressing, features of clothing, hairstyles, etc. And it can be a desire to distinguish oneself in some properties of character, traits of mind, favorite addictions, attitudes towards others, etc.

The desire to somehow stand out, to show one's "originality" can in a number of cases take immature forms, turn into originality in manners, in expressed opinions.<...>

But next to this, often superficial form of behavior, there is already a serious interest in one's own personality, in one's own merits and demerits. Sometimes this leads the student to a captious examination of what he is good at, what he is bad at, turns into a genuine analysis of his "weaknesses". And this leads not only to an experience, often deep, of one's shortcomings, but also to the desire to improve some of one's qualities, to remake oneself, to engage in self-education.<...>

The developed ability to control oneself is also manifested in adolescence in a better command of the expression of one's feelings and moods. This also applies to the appearance of a richer and more accurate palette of intonations, a greater number of shades in facial expression and body movements. Watching boys and girls in theater circles with expressive reading, singing romances, reading poetry, you clearly see the difference between them and teenagers.

Owning their feelings, boys and girls are able and mask them.

The difference between masking feelings and hiding them lies in the fact that hiding involves only restraining (more or less successful) the external manifestations of feelings, and masking involves replacing the natural expression of one feeling with another, often opposite in content. Thus, the manifestation of irony about some fact or work of art can mask the emotion that has taken place; so, a stormy animation, fun can mask embarrassment.

A characteristic point is that often entire groups of schoolchildren develop their own way of expressing their emotional attitude to various facts of life. A kind of jargon appears: words, specific expressions. If, on the one hand, this is a search for an "original style" of behavior (although it is by no means original), then, on the other hand, this is for some boys and girls that protective mask that allows them to more easily hide their intimate world of feelings. from uninvited and curious eyes.

Boys and girls are thinner, more precisely, better than teenagers, they capture the shades of experiences, they know how to "read feelings"; they also understand "unconventional" forms of expressing feelings. All this creates the basis for the emergence of a better emotional susceptibility. The changes that take place in the emotional life of boys and girls primarily relate to this side of their emotional sphere.

A big one appears emotional susceptibility to a number of phenomena of reality, many actions and deeds of people passed by, for example, a junior schoolboy, begin to evoke a distinct emotional response. Thus, the nature of the relationships between people in the family, at home, at work, when they perform social tasks, begins to become an object of feelings, not only because the young man understands their meaning better than the younger schoolboy or teenager, but also because these facts themselves worry about him.

Increased emotional receptivity goes hand in hand with growth ability to empathize.

A huge area of ​​human experiences, which is not perceived by the younger schoolchild and is not perceived enough by a teenager, can become an object of empathy for a boy and a girl. Here are lyrical feelings associated with love and the perception of nature, romantic feelings caused by the unusual changes in the fate of the heroes of the works, deep ideological and political feelings that arise when thinking about the fate of individual peoples or all of humanity, and much, much more. A huge sphere of beauty, captured in

various works of art of different genres and revealing the dynamics of changes in people's lives, in their feelings and aspirations, it also becomes an object of empathy. At the same time, certain themes, certain genres of art and the way artists interpret them are the objects of the most acute emotional response. A lyrical song, a romance, lyrical poems in a number of cases open up for a young man and a girl the whole interesting and complex world of poetry and music.

As the capacity for empathy increases, the perception of other people's feelings also changes. A "cordial" understanding appears, the ability to subtly respond to the "movements of the soul" of another person, especially a peer. The growth of "cordial" understanding leads to the fact that social ties with other people can acquire new features, new forms, and thus, in turn, enrich the emotional experience of a young schoolboy. Here, in this area of ​​the emotional sphere, the foundations of maturity are formed, a personality is formed that will manifest itself precisely in the area of ​​​​such feelings.

Interest in the inner world of another person, the desire to get a response to their requests, vague aspirations, to their experiences is most often expressed in a keen interest in literature.

Yakobson P.M. Psychology of feelings and motivation. -
M., 1988.-S. 145-170.