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confirmation-rvs:appendix_a

Appendix A

FIVE PHASES OF ADOLESCENCE, (Ages 10 - 30)

Age 10 - 12

  • Phase
    • Biological Upheaval: onslaught of puberty motional Change
  • Psychological Profile
    • Physical body embarrassing.
    • Rebellious to home and parents.
    • Selfworth defined through competition.
    • “Rational-Technical level:” Know all the answers.
    • Perplexed emotionally.
  • Faith Profile
    • Moving from childish things orientation to personal self orientation. Faith development has to do with helping the individual form .a healthy self image. Faith, as in-personal conviction, is not yet internalized. “Formal teaching of religion very difficult.”

Age 12 - 15

  • Phase
    • Age of Negativism
  • Psychological Profile
    • Perennial boredom.
    • Hobbies often dropped.
    • Hostile towards close relations.
    • Fluctuating attitudes and moods; unpredictable.

Age 16 - 20

  • Phase
    • Romantic State
  • Psychological Profile
    • Discovery of non-tangible values: truth, beauty, love, justice, etc.
    • Align themselves with such ideals and often use them to react against the establishment, adults and organizations alike.
    • Introspective, reflective and often self-righteous.
  • Faith Profile
    • The possibility of a persona] faith experience.
    • A recognition of the individualism of others.
    • Often times formal religion is rejected, too structured.
    • Important to understand and be patient.

Age 20 - 30

  • Phase
    • Late Adolescence - Integration
  • Psychological Profile
    • The relationship between ideals and the establishment are con-fronhed.
    • Ideals are applied to life situations: job, marriage, etc.
  • Faith Profile
    • Religious maturation can address the dilema of formal religion and personal faith.
    • Religion and faith no longer just “black and white,” but gray too.
    • A willingness to accept the frailties of institutional religion.

(An adaptation of the work of Dr. Bernard Boelen by Tom Zanzip.)

In ministering to youth we might expect the following:

GRADE NINE:

  • Boys:
    • Begin to discover they are unique
    • Realize they can have values of their own
    • Tend to become more involved Abound in energy
    • Experience depths and heights in their efforts to accomplish their goals
    • React quickly to opposite views
    • Need Support
  • Girls:
    • Begin to discover they are unique
    • Realize they can have values of their own
    • Tend to become more involved Abound in energy
    • Experience depths and heights in their efforts to accomplish their goals
    • React quickly to opposite views
    • Need Support
    • Physically more developed
    • More sensitive
    • Greater interest in friendship and personal relationships

GRADE TEN:

  • Preoccupied with their own self image
  • Feel the loss of the stability and security of childhood
  • Appear self-confident 'though often deeply troubled interiorly
  • Experience great self doubt in decision making
  • Have a tendency toward apathy and moodiness Are easily bored, not willing to stick to task
  • Internal disorder reflected in external appearances
  • Receptive to topics dealing with self identity, practical morality, proper love of self and others. The world and life is viewed as a personal problem to be solved.

GRADE ELEVEN:

  • Feel more secure in terms of own personality, continue to test it
  • Begin to ask “Who am I?” and “What is life about?” in a more philosophical way rather than a personal way
  • Are more intellectually curious and critical
  • Ask broader questions of who we are, destiny of human race
  • Experience a time of romanticism, idealis~, a search for absolutes
  • Begin to ask authentic religious questions Time to test out, to experiment, to challenge and to criticize
  • Are psychologically a revolutionary, tolerate no imperfection

GRADE TWELVE:

  • Have a more clear though tentative self image
  • Are entering the peak period of their life in terms of energy, stamina and coordination
  • Are at the threshold of adulthood.
  • Basic question becomes: “What should I do with this self, with these talents and these physical capacities I possess?”
  • Concerned about personal future
  • Find cultural influences complicate life, tends to postpone the maturing process
  • Have capacity and natural inclination to begin tomake important decisions about their adult life
  • Experience anxiousness and frustration-role of student, dependent
  • Pulled toward the future and the anxiousness concerning it. This may not be noticeable on the surface
confirmation-rvs/appendix_a.txt · Last modified: 2010/01/01 22:33 by 127.0.0.1