Adolescence is a Latin word which translates to “growing up”. It is therefore the transitional stage of physical and mental human development. This generally occurs between puberty and the legal age of adulthood, which runs from the age of 13 to 19.
Historically, puberty has been associated with teenagers and the onset of adolescent development, which ordinarily is the transition period from the age of innocence to the age of intuitive and intrinsic knowledge. But the start of puberty has, to a very large extent, witnessed increased pre-adolescent evolution, particularly in the female sex.
Consequently, the adolescent phase, in recent times, has had occasional extension beyond the teenage years, thus creating a sharp contrast with previous adolescent development processes, especially in males.
Indeed, to properly situate the issues and processes that take place during the transition phase from the age of innocence to the era of cognitive understanding and knowledge development, it is imperative to highlight the obvious indicators of progress from the stage of adolescence towards adulthood.
Interestingly, it is characterised by a number of cognitive, emotional, physical and attitudinal changes which could cause conflict in negative or positive character and or personality development. Simply put, with the hormonal fields which ebb and flow before and after the menarche, blending increasing knowledge development with parallel snap in information penetration and assimilation, including the orgy of misinformation inundated by peer group influence, the adolescent mind is perhaps, the most vulnerable and volatile parch of the human development process.
At this stage of transition, the adolescent emerges from the family-oriented, dependent figure with the tranquil, tabular rasa mind of childhood. The genuine sense of innocence of that phase naturally enters the era of knowledge, which is laced with frustration, competitiveness, and the trauma of adult life. A successful emergence of this unique aura demands the nurturing of that piquant period of maturity, which blends biologically, emotionally and socially to form the perfect adult.
To fuse this anatomy into a complete human being capable of understanding the intricate interplays which determine the direction towards order, peace, and development may not be easily appreciated until the various forces which play active roles in this process are acknowledged. The social institutions which wittingly and or unwittingly configure the perfect adolescent being are the family, church, school, peer group, work environment, and perhaps, the government.
First, let me take the formative role of the family, for instance. The friendly home environment and morally sound parents are necessary factors which ultimately inculcate positive behaviours and attitudes in the adolescent. It is not in doubt that adolescents who have parents with acceptable moral values, more often than not, end up developing near-perfect behaviours, values that are generally permissible, and robust cognitive and resilient knowledge base, which help to propel development across the board.
Besides, the parents take advantage of their intimacy to impart certain skills and knowledge into their adolescent children by giving them exemplary life-sustaining characters and qualities that would endear them positively to others. In the same manner, they teach their wards necessary and basic rudiments of life which should help build an adult whose contribution to national development would be a reference point for others.
Conversely, harsh, insecure, violent and or volatile home environment coupled with lack of positive values, humane behaviours and moral bankruptcy in parents largely promote adolescents with mostly negative risk factors. These include repulsive lifestyles such as early smoking, drinking, fighting and or violent habits, unprotected sex, and disrespect for elders and human lives generally leading to stealing, armed robbery, and other social vices.
These formative character impulses are naturally embedded and carried along in the development process. However, the church and school environment also play moderating roles in translating these influences into sustainable manifest human behaviours. The church, for example, helps to encourage swift and positive changes that could assist in remoulding the character and inner reasoning of the adolescents, if such negative values are discovered early enough. But this becomes difficult to manage if the parents are animists or atheists and, therefore, abhor nominal Christian values.
Interestingly, the school institution and peer groups also influence the adolescent’s upbringing greatly. This is because these intervening factors play sustained roles during the transitional phase of the adolescent to adulthood, and may continue to influence choices and decisions made for the rest of his or her life. The school, on its part, play critical role at the formative stage and promotes life-changing values, whether positive or negative in the adolescent.
On the other hand, the peer group elements, who could be intimate friends, share things in common with each other: they read together, eat together, go out together to class and any other place they may choose to go, and do many things together that their parents and teachers may not be privy to. The only moderating force at this stage is their instinct, which could positively or negatively mould their reasoning, actions or inactions.
It is perhaps necessary to point out that apart from the family, two key institutions which naturally should play moderating, reformatory and reintegrating roles in this melodrama are the work environment or labour institutions and governments at all levels. Indeed, it is noteworthy that the family bears the first brunt of the negative impact of the deviant adolescent-turned-adult. This is because the first enemy who feels the aggression is the immediate family before the entire nation.
I think, therefore, that the family must begin the job of mending the already bad case of a vagrant adolescent by intensifying the administration of corrective measures to encourage positive re-orientation, attitudinal and behavioural change. The family can as well co-opt the power of the church in ensuring the inculcation of positive moral and social values that collectively would help drive the course of society towards sustainable development.
In the same vein, private corporate institutions, non-governmental organisations, civil society groups, rights activists, public institutions, government agencies, departments and ministries can also play intervening roles in remoulding the character of the lost sheep, and reintegrating them into productive engines of growth for the nation. Methinks that if this clear synergy is achieved, the league of social miscreants and disgruntled elements who whittle down the impact of the ordered minds in securing social, economic and political development of Nigeria would be greatly reduced, if not clearly eliminated.
Tamunodiepiriye wrote from Port Harcourt.