Formation In The Adolescents age Online Tutoring

Educational Scenario: Identity Formation in Adolescents

Adolescence is one of the most confusing phases in a child’s life – it is s phase marked by the beginning of puberty and start of young adulthood (Klimstra & Doeselaar, 2017). Many changes occur during this time, which the child finds overwhelming and sometimes even difficult to handle. Adolescents undergo physical, emotional and cognitive changes all at the same time – their bodies grow fast, they reach puberty, their sexual organs become fully functional (menarche in girls and with sperm ejaculation in boys), they become extremely self-conscious and a process of identity development sets in (Özdemir, Utkualp & Palloş, 2016).

Erikson (1950, 1968) explained adolescent identity formation as a process of accepting the newfound changes in the body, while also achieving social continuity in order to escape confusion of roles in social functions. Therefore, the girl who used to run around the school playground with her mates before reaching puberty is now quite quiet and composed during lunchtimes. Ella does not run around anymore with boys and girls of her age, lest her physical changes become obvious. Being extremely conscious of herself and her bodily changes (including menarche), combined with the fact that she still has to wear her old dress to school exposing her legs more than she wants, her natural defence is less movement and covering her body with a coat all the time. She has withdrawn into a shell, upon reaching adolescence, while struggling to find a place for her new self in the society. However, Thomas’ response upon reaching adolescence is quite the opposite. Unlike Ella, he doesn’t withdraw; instead, he becomes more assertive in figuring out his new identity. He reconciles with his physical and mental changes by deciding to get noticed more. He achieves being popular among his peers, his small frame notwithstanding, by turning himself “a loudmouth and a joker”. This is his identity formation, his “way to compensate” for growing differently in adolescence. Therefore, it is typical for 10-12 year olds to have experiences as Ella and Thomas, and each child forms his/her own identity in her own ways as adolescent identity formation and development trends vary from one individual to another (Luyckx, et al., 2013).

Klimstra & Doeselaar (2017) mentioned that identity formation in adolescence not only impacts psychosocial functioning, but also affects academic performance. There are many studies that have found a positive correlation between teacher-student relationship and the child’s behaviour and academics (Suldo, et al., 2009; Ellonen, Kaariainen, & Autio, 2008; LaRusso, Romer, & Selman, 2008). Therefore, it is definitely important for teachers in primary education to recognise the challenges associated with identity formation in Year 5 or Year 6 children. However, as Sutcliffe (1996) observed, teachers are mostly unaware that they can significantly impact identity formation in adolescents. Teachers need to recognise and make provisions for the various challenges that an adolescent can face in the classroom as he/she hits puberty. The teacher must provide a sense of belonging, bonding and respect to these students so that the adolescent students can reach out to the teacher anytime and share their personal problems (Wyrick, 2011). This provision of security, or a secure attachment, is crucial for healthy identity formation of an adolescent (Eccles & Roeser, 2009). In the absence of which, students tend to resort to risky social behaviours like smoking, drinking, stealing, picking up fights, taking drugs, etc. (Rudasill, et. al., 2010).

Therefore, the caregivers (both teachers and parents) of Ella and Thomas need to be sensitive towards them and understand their delicate internal conflicts. Both Ella and Thomas undergo conflicts with the ‘self’ in their own ways – while Ella demonstrates an attitude of shame, Thomas demonstrates borderline arrogance. Without help from their caregivers, they cannot overcome these conflicts and develop positive identities. At home, Ella’s and Thomas’ parents need to engage with them regularly and consistently in positive experiences like visiting a library or watching a TV show together so as to make them feel loved and cared for. Parental support should also extend to attending the children’s school programs, being present when required, having open, informal chat sessions with them, etc. (Wyrick, 2011). In school, teachers should not interpret Ella’s reduced participation or Thomas’ enhanced participation as a misbehaviour. They should connect and talk to them to build a relation of trust, whereby Ella and Thomas can confide in them. Additionally, psychologists can also help Ella and Thomas overcome their conflicts.