confirmation-rvs:appendix_a
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Table of Contents
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.1176084861.txt.gz · Last modified: 2010/01/01 22:30 (external edit)