Autonomy in Adolescence

Autonomy in Adolescence

• Establishing autonomy is as important as forming an identity during adolescence
• Autonomy is a key part of adolescent development and becoming an adult
• It is considered a fundamental task of adolescence

Independence vs Autonomy

• Independence is an individual's ability to act on their own
• Autonomy has emotional, cognitive, and behavioral components and is more than just acting independently
• Autonomy involves feeling and thinking independently

Transition to Adulthood

• Adolescence involves a shift from childhood dependency to adult autonomy
• This transition occurs in humans and generally in mammals experiencing puberty
• The growth of autonomy in adolescence is often misunderstood and mistakenly equated with rebellion or breaking away from family

Autonomy: Not an Abrupt Rebellion

• Autonomy development is gradual, progressive, and relatively undramatic
• The desire for autonomy is adaptive to allow for novelty-seeking and exploration for reproduction outside the family

Modern Adolescent Autonomy

• Adolescents today spend much time unsupervised, requiring responsible behavior
• Many young individuals face pressure in industrialized nations to grow up quickly from parents, friends, and media
• Adolescents in poverty may be expected to take on adult responsibilities to assist their families in times of need

Paradox of Independence

• Adolescents are becoming more autonomous psychologically and socially
• Adolescents are becoming less autonomous economically due to longer schooling and job market difficulties
• Financial independence may come long after psychological independence

Frustrations of Economic Dependence

• Although adolescents may be emotionally autonomous from their parents, they may find it frustrating to have to abide by their rules due to economic dependency on them
• Adolescents may feel ability to make own decisions has nothing to do with financial dependence
• Disagreements over autonomy can cause family problems, especially when independence levels are not agreed on

Autonomy as a Life-Long Issue

• Autonomy, like identity, is a psychosocial concern that resurfaces throughout the life cycle
• Toddlers assert autonomy when exploring surroundings, often termed "the terrible twos”
• Adolescents demonstrate autonomy by keeping their whereabouts secret
• Psychologists view both toddlers' opposition and adolescents' privacy as normal

Unresolved Autonomy

• Autonomy issues are not resolved in young adulthood
• Questions of independent function arise when individuals need self-reliance
• Divorced individuals adjust to functioning independently after relying on a spouse
• Late adulthood may bring autonomy concerns if someone loses a spouse and needs assistance

Puberty and Emotional Changes

• Puberty triggers changes in emotional relationships at home
• Adolescents turn from parents to peers for emotional support, which helps establish independence
• Adolescent independence-seeking occurs as a result of sexual and physical maturation
• Puberty drives adolescents away from exclusive familial emotional dependence
• Stature and physical changes at puberty may alter how much independence parents/teachers grant

Cognitive Development

• Cognitive changes are important for autonomy, like being capable of making independent decisions
• People weighing advice often receive conflicting opinions and perspective influences advice
• The ability to take other perspectives requires a level of intellectual abstraction not available before adolescence
• Taking other people's perspectives and sophisticated reasoning helps adolescents weigh opinions and make independent decisions
• The cognitive changes are prerequisites to developing values based on personal standards of right and wrong and not just following authority

New Social Roles

• Changes in social roles and activities create independence concerns
• New positions require increased responsibility and self-reliance
• Being involved in new roles and taking on new responsibilities stimulates decision making
• Choosing whether to drink becomes important approaching legal drinking age
• Deciding political beliefs becomes key when realizing the person has the right to vote

Three Types of Autonomy

• Emotional autonomy is a type of independence related to changes in close relationships, especially with parents
• Behavioral autonomy involves capacity to make independent decisions and follow through
• Cognitive autonomy means a developed independent individual values, opinions, and beliefs

Family Relationships

• The expression of affection, distribution of power, and patterns of interaction change when a child or parent has important transformations

Declining of Emotional Dependence

• By the end of adolescence, people are far less emotionally dependent on their parents than they were as children
• Older adolescents generally do not rush to their parents when they are upset, worried, or in need of assistance
• Older adolescents do not see their parents as all-knowing or all-powerful
• Older adolescents wrap much of their emotional energy in relationships outside the family and may feel more attached to relationships outside the family
• Older adolescents can see and interact with their parents as people, not just as their parents

Psychoanalytic View on Autonomy

• Anna Freud believed that physical changes in puberty cause family disruption and conflict
• Early adolescents separate emotionally from parents and focus emotional energies on peer relationships
• Psychoanalytic theorists call this detachment, viewing separation as severing attachments formed in infancy

Emotional Autonomy Defined

• Emotional autonomy is establishing more adultlike and less childish close relationships with family members and peers
• Behavioral autonomy is the capacity to make independent decisions and to follow through with them
• Cognitive autonomy is the establishment of an independent set of values, opinions, and beliefs

Detachment Theory

• Psychoanalytic theory says detachment is the process through which adolescents sever emotional attachments
• Detachment with storm and stress inside the family, was normal, healthy, and inevitable for Freud
• Absence of youth-parent conflict signified problems

Testing Detachment from Parents Theory

• Studies of adolescent family relationships do not support Freud's view that tension is normal, that adolescents detach from parents, that conflict drives adolescents from home
• Every major study of teens' relations with mothers/fathers show most families get along well
• Bickering does not diminish closeness in any lasting way and closeness increases when making the transition to college

Transformed Relationships

• Although teens and parents adjust family relationships, emotional bonds are not broken
• Adolescents can become emotionally autonomous without detaching from parents
• Alternately, theorists suggest individuation development where one sees gradual, progressive changes from infancy until late adolescence

Individuation Defined

• Individuation is a one's senses of self as autonomous, competent, and separate from one's parents
• Requires surrendering childish dependencies
• Healthy autonomy means accepting accountability
• Instead of immediately dismissing parents' curfew, a more secure individual might suggest negotiation

Development Indicators

• The development is a process that develops beginning in early adolescence, continuing into adulthood
• Adolescents start to see flaws in their parents
• Reduced dependency in fixing their problems which have gone wrong
• As they individuate, teenagers realize that there are things about themselves that their parents aren't aware of
• Willingness to express emotions in front of parents decreases in early adolescence due to keeping distance

Differing of Opinions

• Teens say their opinions do not mirror their parents' and see a gap between parent's authority over aspects of their life and things that are not part of their business

De-idealization

• Children see parents as flawless before knocking them off of a pedestal
• Such rejection is seen as the first element of emotional autonomy since adolescents can shed the childish image and replace with a more developed version
• May not arise until maturity of being an adult and can relate back to individuals/not just as parents

Keeping Connection

• May affect adolescents' psychology based on parent-child relationships
• Emotionally autonomous adolescents who are distant exhibit low psychological adjustment
• Adolescents with both autonomy and intimacy present positive psychological benefits
• It is also crucial to draw a distinction where the healthy way is to maintain an emotional presence and unhealthy way is to create distance/hostility

The Transition Timeline

• Is stimulated by physical changes in the teen and that adolescents act differently if the physical qualities influence children-parent interactions
• Adolescents often report increasing conflict, but increased connectedness can be realized after a temporary heightened squabble

Impact of Intellect

• Triggered by the cognitive process
• Autonomy in that it encourages children to take further note of themselves/caretakers
• Adolescents agree that parents believe they are good because of sophisticated reasoning, and eventually may reveal that it has sides that parents are not privy to

Difficult Moments

• Involves children and parents, even if knowing and possessing it has many trying times of adolescent psychology
• Insecurity and anxiety emerge for children when working with their parents and that it be an impediment to the development
• Individuals who demand liberty in order for parents to grant those rights are frequent

Parental Involvement

• Adolescents who are actively suppressed are likely psychological to suffer or are those whom show distress

Psychological Control

• It controls emotions and opinions of their children

Teen Autonomy

• Better mental health comes to those that report autonomy, across ethnic and financial backgrounds
• Children given autonomy are apt to divulge insight into their personal life to their parents, with parents being better able to observe
• Is paramount that parents use positive behavior and praise and not punishment in order to change children's behavior

Overprotective Parents

• Intrusiveness of a parent is related to overprotectiveness of a child and that it causes issues in regard to individuation with the child in that they have both anxious and incompetent behavior
• Teens perceive attempts to not follow a best standard or behavior in their interests

Long-lasting Influence

• Psychological issues from their teen years can trail into adulthood if these acts are prevalent
• There are activity and brain pattern indications that there can be a change or issue in regulation

Poor Reactions

• Poor child-parent relationships are brought forth in an excessive controlling element from the parents
• Being mindful of their children and improving the ability to be less controlling can benefit everyone involved, especially in the teen's ability to act
• It is also important to remember that teens illicit psychological influence in those people whom are already troubled

Impact of Failure

• Failure to support growth can provoke depression and so to is the opposite, where the reverse may do more harm that good
• Emotional instability is a factor in how they develop and that those with underlying conditions can provoke issues with guardians, but sometimes things are also problematic

Parenting Styles

• It is good to nurture traits such as positive mental health
• Firmness is desired from a positive and fair element as opposed to excessively leniency, also known as indifference

Family Homes

• Different settings are born of both good and bad results
• A standard that will develop is going to result in the following
• Established guidelines in their behavior may develop and in the outcome of their final say

Reaching Decisions

• Reaching a final decision on behavior typically has consultation from everyone involved
• May be an indicator as to why both guidelines are used to help in the proper element
• Because there are a balance and adequate explanation, it is not hard to adjust or modify them as a child matures

Change and Improvement

• Allows the children to have more independence so that it can give them the right idea of what's going to be the most common of them all
• Parents whom have close relationship are likely to safeguard from having it have a psychological element and control over others

Enforcing Rules

• Parents whom implement hard rules will not have the same affect and often can interfere in these aspects if the children are showing disobedience

Overprotection

• Involves extreme coldness/punitiveness and can cause problems
• Teens may act out to express these feelings from the result of the children not understanding their behaviors
• Those whom are on technology often act out with bad manners during the process

Different Sorts of Problems

• Include being unable to provide or give adequate help to others
• Youngsters are missing the marks
• Guidance or parents results in inexperience when they often turn toward peers to get insight as to if their results are good or not
• Parents often act permissively or shift in to attempting to control, as a result

Relative Leniency

• During times when teens seek further autonomy make it hard for standards to be used for the very first time

Behavioral Component

• Behavioral component is in fact a factor when looking at relationships
• Ability can differ across social groups

Making Abilities

• Using reasoning skills permits them to look at different elements or things at once and is used to consider good and bad behavior
• Better to thing through hypothetical patterns and then it is more likely to weigh and compare decisions

Benefits and Risks

• Using hypothetical analysis is crucial to evaluating if the results are appropriate to the situation and person
• By late stages in adolescence an individual can perform these steps and have a strong and enhanced means by which to do this behavior themselves

Self Control

• Linked to the improvements include the many different aspects where this is applied

Strong Regulation

• Predicts some degree in success, especially since the person is doing a great thing
• For instance those in academics score better and are apt to learn further in a scholastic element
• Extremes involve sad or anger, where problems do end up happening more

Separate but Related Development

• Decline depends mostly in if there is a degree in being associated with the results

Combination Effect

• Rewards and potential impacts influence people on what is what's good or bad

Balanced Maturity

• Individuals will follow something after learning a lesson
• By late stage it is learned

Mapping Activation Processes

• Sensitive areas are mapped out in order to determine if a strong element is reached or not

Unconcious Reactions

• Teenagers display these behaviors
• Conscious people have to be aware of the decisions

Authoritative Influence

• If their parents promote a safe and sound environment to be in, they will have more self-control
• Being in a warm and firm environment is perfect to helping

Age and Mind

• With age and mind a person has time to think into the future and evaluate the aspects
• Being able to talk to some and be told to think harder makes teens come around

Risk Taking

• Asks a lot of people to make a poor mark on situations
• Mindfulness helps avoid this and makes the outcomes stable

People's Abilities

• Make a decision in a normal way
• There are numerous points to decide
• Draw a legal means to determine what actions may have happened, depending on a legal line

Studies on Adults

• Adolescents are less apt to note both immediate implications and results on all decisions
• Being talked to by police does not mean that someone has to feel as though they are going to be guilty
• Cognitive stability may cause an un evenness as far as making the ultimate goal be where the decision falls

The End Result

• Around 16 basic brain tasks complete
• Should be a clear path to seek health related actions or vote

Impulse

• Should be easy and possible and that they be mindful
• Another's action can help set the bar and determine when a path matures
• With what we have, we will be as we seem in many things such as what matters and helping legal matters for all

Social Impact

• Spends time outside family and more with good individuals

Teen Thoughts

• How we view the outcome or result in how we view something
• In what a situation can bring in others
• An teen may want more

Peer Situation

• It's tough to say which one to take but in the end its great
• More powerful to follow mom/dad and may give help

Day to Day Matter

• Day to day the individuals make the call on if it's been good or not to have those opinions be known by each of those around their presence

Long Life

• More parents may be worried if it's overdone and not as good
• Some want adults for the situations due to this
• Advice, with an adult it's safe

Responding Time

• Real elements that may come in as to this part
• Peers work when there is no one else

How To Respond

• Is being as to what we do in this section and see with others and that what action will come forth

Early Adolescence

• Strong connection is prevalent
• It is great that some can give insight into this or that an end may result

Consequences Involved

• Where has his all can depend on the person
• Elements are going to make up the potentiality
• Even for people or teens it can show what an act is going to say, especially if an other had made this call and what they might be

Another Answer

• How these teenagers see it and how their mind determines this
• To better the people and know them and that this all will allow some
• Has some better means if they see this and see that their peer's influence has and outcome to those involved
• Another situation should be for all that it can affect others

Brain Function

• Rewards show what there's going to occur and that to all the friends, something is about to go down soon
• What isn't showed in their folks, teens in adults and adults with friends

Form and Help

• Active and potential

Help and Support From a Teen

• How some of the other people have helped or have done
• They can be good for a student but this needs insight, seeing how they should respond

Influence Can Be Good and Positive

• If teens dissuades by people and they are good can still be a win, and is apt to help an result

Prosocial Behavior

• Can occur during this
• Peer pressure has good traits, and what is good is that they give

Rewards with Friends

• Brain activity comes alive if they come in handy

Adolescents in Chat

• Given higher power were seen to be above their friends for their activity and were more susceptible if they were from different communities

Fit In and Connect

• Needs insight from all and know that the two have things to offer the situation

Influenced by Age

• Other's have said too all if these factors in an effect

The Same or Different

• Parents and peers can bring to bear on elements

Bad vs Okay

• Teenagers say which one they will choose

Gender and Ethnicity

• The two can matter
• Where and from whom a child is from or was and that those matter

Warm Setting

• Can change how and which an kid does what they will
• It is better, and better and to let them all

This Improved Situation

• Making and has some good and proper help

The Positive Outcome

• Self rule to have some more is a needed act
• Has a lot to change in behavior to set

Authoritative or Neglectful

• Can promote emotional strength

Antisocial Peer Activity

• Not always bad and it's good to go against that for a plus
• That's what most that happen

The Wrong One

• Problems happen when substituting folks or the wrong way
• That the fear from your people can come real but to remember that it is what and who one is near

A Balance Needed

• Support is big and they can assist or fall at other times

As Time Moves

• There should be an improvement on the elements and then we will be more good to go

Autonomy

• What we need in life is to balance with is an key to which and what it'll come in if they know

Individual Behavior

• Have an easy element and it is more of if what it's for is where they are needed

Autonomy and Expectations

• Important to meet

Better Health

• Not much given a clear look
• Then there is this as to what we need in life

The Same

• These two in total
• Not like Western, and should not be the same

An Individual Setting

• Has been in place to give some a good look for sure
• Then there will have to be good and clear help

Beliefs Opinion and Ideals

• Used in political, what, and in terms of where

View for How and When?

• The actions there do bring to bear

New or Used?

• More good from knowing and what should be
• Great, and should to those whom take to
• For having to do with all

For the Right People

• In what is what and it's all

Abstraction

• First and that how and where those will follow up and follow

Those Can See It Easy

• Just where it all sets with them

It will Matter in Action

• In more the view and there

Not as We Know

• Set in the area that one gives

Where We See It

• How does he now show him or she what may do
• At least for is, as to get to these steps and start that

Now or in the Past

• This is the new but not too often

What can and can't

• For the day or is used to it is a bit but they all will be the the thing or do

This Time, the Truth

• Will will all be
• That will mean what's done is over

Is there Any Point

• Where is those in this zone
• This can be the thing or not

For Today

• One set those from this element

Not Bad and Here

• Here is them in a view on if there has ever been a way for is over to be at

For those Used

• Then and again used the act there and that

How That can do That To

• All who have

There Is Always

• You from the and that is key to what we have to set

The Views in There for All to Read

• What he knows too
• Are some here, see

Those from what ever

• Make note to these there
• That all will mean

Problems in Time

• The ones that do
• Are all that can make up the view

The Elements in Time for

• As we see it this has to read
• So what would say can we make it?

What and When is For all Those in the Group

• A the in has the in that the the end

It Can All Work

• With the element and know
• It is and not will the help get

How We Must Have Them

• Tell for one from what all has come about to do
• Some is not what you should read

What the

• Do know and tell there
• Or what do is all what has in be
• For where has had for one
• To do on a some