Adults and Status

Status 
In Adult age, status becomes very important and even more important in wellness. At this stage the man or woman wishes to be looked up to by youth for advice and asked by the aged for help. Rules and procedures in the organization make status differences quite visible by making it clear who gives the orders and wields influence. Allied with status is self-esteem. Whether one will attempt to persuade others depends in part on his estimate of his own competence. The higher one's status, the more control he or she has over what happens on the job. More status means more opportunity to participate in decisions.
Studies show a general tendency to overestimate one's own job and to underestimate the job of others. This often brings about confusion. The waitress may see herself as having more status than the short-order cook when she tells him what orders to fill. Not only does he resent taking orders from a female whom he regards as having lower status than his own, but he sees himself not as a cook but as a chef.
Status confusion also arises because a person with high status in one situation may be low in the pecking order somewhere else. Th superintendent of a small-town branch office who is "Mr. Big" may find himself virtually without status when rotated to a staff head· quarters position. The bookkeeper in the small operation mny los status when advanced to the position of one of many compute programmers, even though the latter job pays better.
People react differently to status symbols. One person who gets job title change without additional authority, responsibility, and compensation may feel no status enhancement whatsoever. In fact he may resent being so treated. Another person may prefer a title change which makes his job sound more important; he may even wish not to have additional authority and responsibility.

The Negatives and the Positives of Adult Ages

The Negative and the Positive
In terms of problems' the middle-aged person worries over the de­linquencies of youth, the insecurities of old age, and the devasta­tions of disease and war.It matters a lot in wellness. He or she is concerned with the decay of democracy, with holding down his job, and with balancing budgets. One of the costs to the middle-aged person in terms of energy is exacted by his or her community responsibilities, in which one can contribute much in the way of skills and wisdom. However, for many people who have reached their limits on the job, community activities provide, for lateral growth, which partly satisfies the drive to attain success.
Caught in the period between being "still young" and "already old," the middle-ager shoulders psychological burdens which are often kept hidden. To talk too openly about them would possibly lower the person's status, even if he or she could get anyone to listen.
Guilt feelings of failure are typical of the middle-ager. We feel we have not advanced far enough in our job or profession. We are concerned that we have not made adequate economic provision for our family in the event that something happens to us. The middle­aged person feels that the doors of opportunity are closing fast. He or she is concerned about status when noting the high divorce rate among peers. In much the same way that the adolescent magnifies his problems, so does the person in middle age.
But there is a positive side to middle age. Certain hazards of life have passed; for example, there is more tenure on the job for those who planned ahead. These people are also in positions of dignity and power. They have more knowledge, skill, and wisdom than they had in youth. Anxieties have decreased. Now one can get more satisfaction from the "simple life." Marital companionship may be closer than ever if the couple can survive the biological and psychological changes that take place during middle age.

How to Improve Self Concept in Adult Age

Self Concept in Adult Age 
For some two decades the young adult has become used to himself or herself. The male knows much about his assets and weaknesses, and has learned to play various occupational roles accordingly. The fe­male has learned to play even more roles. But gradually, following the middle-age revolt, roles begin to change, and so does self concept. To replace the roles of parent, social affiliations widen; citizenship activities expand; homemaking and hobbies are in tensified. However, the person who has played few roles is less likely to expand interests. It is particularly important for adjustment that one be able to shift emotional attachments as well as ego involvements. As one psycholo­gist put it, "The individual must withdraw emotional capital from one role and in vest it in another one."
Revision in self concept comes gradually. Changes relate more to physical than to intellectual abilities. Because the individual feels that there is a cultural demand to "stay young," the man junges himself in terms of appearance, dress, and youthful activities. Women who find earlier roles ending, whose husbands (if successful) are emphasizing work and community activities, and whose children no longer need care often express feelings of uselessness. Boredom is sometimes added to. the "three B's" of bridge. bonbons, and bourbon. The poorly adjusted woman has the exaggerated idea that she is losing her sex appeal and that her husband may turn to other women. The unmarried career woman also undergoes change. Realizing that her career (particularly in glamour fields) is in danger from competition with younger women brings on stress. The realization that her chances of marriage are dwindling enhances the problem.
Because men continue to work, they feel the effects of role change less than women. Competition at work disturbs the man who never felt himself too successful even in youth. Some men in their forties or fifties have symptoms similar to those of the female ml'n· opause. They complain of anxiety, depression, irritability, and fa­tigue. They are conscious of having to cut down on their intake of food and drink, and at a time when finanCially they can best afford som luxury. Some adopt the attitude that if you ure over flt'ty you ar entitled to indulge yourself.

Adults and Changes In Interests

Changes In Interests 
The shift in the direction of cultural pursuits is characteristic of both men and Women in middle age. There is a tendency to turn from interests that deplete the energy reserves to reading, art, and music, from participative roles to observer roles.
Well-adjusted middle-aged men and women become generally more conservative. The less.fortunate are conscious of the lack of money. The man who has been comfortably well off in earlier years is less concerned about making money than when he was younger­assuming, of course, that there are no marked demands on him by children and relatives. The middle-aged woman, however, finds money of more concern, because it means security to her. In middle age there is a change in attitude toward the use of money. Studies show that middle-agel's consider extravagance more serious than do college students.
Some of the frictions between youth and parents relate to reactions to interests. One reason why solutions are hard to come by centers on communication of feelings. A comparison of college students with middle-aged business and professional men revealed that the older group responded more quickly to emotion-provoking stimuli. The older men were less calm and easygoing than the younger, but they were more reserved in expressing their feelings. Younger men had more frequent periods of excitement, restlessness, and "blueness" than did the middle-agers.

Changing Role Patterns of Adolescents

Changing Role Patterns 
Many persons "practice" for retirement by giving up work and start­ing again, and by trying out various life-style arrangements. Some people go for full disengagement from work while others prefer a more gradual approach. Some people find that taking a long trip right after formal retirement is one way of e::lsing out of old routines. Breaks in life-styles can give one new directions. Studies show that even women who have never worked outside of the home find part-time jobs in retail stores or similar places a satisfactory way to "make the break."
As they approach old age, most people restrict their social roles, reducing the number and variety of their contacts. Old friends are ost; new friends do not quite take their place. Said one successful eventy-year-old retiree: "I soon found that I had to come in balance with the new roles I had.to play, based mainly on a very low level of involvement." From many writings about the problems of retirement one central thought emerges: Formal disengagement' from work means abandoning life's central roles; this results in a reduced social life. For those with a past history of being able to adjust well, there is little or no crisis or loss of morale, following retirement. Role change in retirefllent relates to one's own personality, life experience, habits, health, and energy status. There is, after all an art of retirement.

Youth, Middle age and Beyond

Youth, Middle age and Beyond
Adjustments of youth are effective and noticeable. Psychologically, youth is a period involving some agonizing indecisiveness in career planning. Youth is aware of change and welcomes it. It is the peak time for Wellness. On the job, youth must look for opportunities where anticipations can be realized and enthusiasms rewarded; where dissatisfaction with one job may be remedied by taking another; where physical strength and vitality to some degree make up for the lack of training and experience. Typi­cally the college sophomore attempts to sort out the emotional prob­lems from those that are intellectual.
Change - characterizes our society, with its positives and its negatives. The choice of ao vocation is not an event that happens suddenly, but rather is a process extending over a period of time. In youth, development is a compromise process in which the self concept is a product of the interaction of Inherited aptitudes, neural and endocrine makeup, and the opportunity to play various roles.
Middle age is a "crisis" stage for both male and female. For men it is a revolt centering on lost dreams and feelings of guilt, a period of taking stock of where they stand, a period of second adolescence . where one revolts both against one's spouse and against one's job. In terms of a statistical criterion, male revolt is normal.
Middle-age problems in the female center on both physiological and psychological changes; role change enhances the problems of muscular cramps, dizzy spells, and "hot flashes" Middle age in the female, as in the male, is characterized by periods of anxiety and depression, where status becomes very Important. The self concept in middle age develops gradually from negative revolt to positive reali­ties.
Many people who pass the middle-age test find their most psychologically rewarding' years ahead. Others age without growing up. Middle age is a time to reevaluate the criteria of success and failure.
Beyond middle age one finds the positive as well as the negative; some compensations for losses accompany aging. With a decrease in muscular strength and psychomotor performance often comes an increase in social perception and wisdom. Preretirement brings on changing pattern of life-style marked by individual differences. Prep­aration for retirerr:cnt involves prethinking and preplanning related to three basic factors: personality, life-styles, and previous habits of coping with change. It is important to prepare for retirement psycho­logically as well as physically and economically. Personal questions center on doing things at a slower pace and planning for more leisur time and a change in life-style where there is less social interaction.
Problems in formal retirement range widely: from boredom to bucking attitudes against age; from loss of relatives and friends to loss of influence and independence. The problem of self concept relates closely to personality, changing role patterns, and a realistic evaluation of individual potentiality. At the positive level we can remind ourselves that at any age we can and should take stock of ou assets as well as our liabilities.

How to Control Your Emotions?

Emotional Control 
Achieving emotional control and wellness during adult.scence can be most beneficial to adjustment in adult life. App]ying the problems, process helps us to see the cause-effect relations in behavior. Thi turn, enables the person to gain better control in expressing emotion An individual who maintains an appearance of calmness in the of anger- or fear-producing situations has taken the first step toy real calmness. Also, we can control an emotion by becoming adjusted to the stimulus that produces it. Since emotion is a nonadjm reaction, procedures that give a person more adjustive power over or her environment will lessen emotional reactions. Though emo inhibits clear thinking, it is also true that clear thinking inhibits emotion to some extent.
Many studies support the conclusion that counseling can help the adolescent objectify and think through his problems. Though guidance may not itself solve the problem it encourages problem­ solving behavior. Sharing problems makes the adolescent more aware that he or she is not alone with his or her problems. Learning that many emotional problems are "normal" aids understanding. Guided group discussions are most beneficial in this respect.

6 Factors to Improvise Adolescent's Social Behavior

Many researches, ranging from studies of industrial work groups to those of retirement communities, emphasize the importance of pro­viding opportunities for social interaction for wellness. Although ,most disturbing emotional problems of the adolescent come through social contact, no other individual needs people more.
Changes In Social Behavior 
Changes in social behavior and attitudes are related more to sexual maturation than to chronological age. It is to be expected that when boys reach sexual maturity, they will break away from the old gang and begin to enter into activities with girls. They show more interest in personal appearance and in competivve sports in which they can "look good."
In early adolescence social experimentation centers on organiz­ing activities, selecting leaders, and creating on a small scale a society modeled after that of adults. Lounging around and talking occupy much time. In late adolescence three social worlds become important: family, school, and friendship groups. For some, a fourth world may come into being: the work group. In attitudes, by the time the adolescent reaches college, there is a trend toward liberalism as the individual acquires more information and becomes less provincial in his thinking. For some students such broadening experiences may be emotionally disturbing as well as stimulating.
Conformity 
In terms of conforming to group norms the adolescent goes the much-maligned organization man one better. He or she conforms not nly to group 'dress and group behavior 'but also to group opinions Although the adolescent is becoming liberal and somewhat idealistic certain social attitudes, he or she is more conservative where age ates are concerned. They want to be different and to conform at the same time. This leads to the formation of "in groups" that are different from the outsiders. The gang wars in many of our large cities mhine the desire for togetherness with frustration and hatreds.
Whereas one adolescent may find a certain a..mount of security and ego satisfaction in a school situation, another ycuth, usually under­privileged by middle-class description, finds gangs. Frustrated people often identify readily with violence. In the gang, the adolescent can both be different and conform to gang conduct at the same time. It is important to remember, however, that numbers of adolescents are individualistic in many ways, despite their conforming behavior.
The desire to receive approval of the group sometimes leads the adolescent into trouble. With time, self-confidence increases and the urge for approval changes toward seeking recognition for effort expended. Until he feels accomplishment, reinforced by the recogni­tion of others, the older male adolescent may switch his attention­getting behavior from off-color jokes and clownishness to expressing radical points of view. It must be recognized that acceptance takes time. The female adolescent is a little more reserved in her social expression.
Social Perceptipns 
Most children are lacking not only in social insight but also in self-insight. Hence, social perception is first noticed during adoles­cence. The perception of the status of others develops during the high school years; the perception of one's own status comes later. Fresh­men college counselors report that one of the most bothersome problems at this age is, "Who am I?"
Perception of the class status to which one belongs is often confusing. The adolescent is part of a family that is a member of a socially ranked group. He or she is influenced both by social position and by pressures from this group and must often play socially approved roles not of his or her own choosing. The idealistic attitudes of adolescents predispose them to disappointment, disillusionment, and even cynicism.
The adolescent's self-evaluation is gradually determined by the perception of his or her relative position in two different kinds of groups. First, where does one stand in some peer group to which one belongs? Second, how would the person rate himself in a group to which he does not ~elong but wants to join? For example, the premedical student may evaluate his intelligence by comparing him­self with his fellow college sfudents. Here he has more evidence on which to base his judgment than when he compares himself with "great doctors," a group to which he aspires to belong. And what about the female who also aspires to be a physician? Where will she find her identification?
Adolescents have a tendency to perceive themselves in com­parison with the "ideal." Girls who try to rate their own physical attractiveness may feel badly when they use the movie star as a model. Boys often feel inferior when they fail to compete with adults. Gradually the adolescent . learns to perceive himself or herself iil relation to many social groups. Older college students are found to be more cynical that younger ones. This may be, in part, because there is sometimes a thin line between cynicism and wisdom.
Social Groupings 
The group affiliations of late childhood gradually break up during the preadolescent period. The need for belonging to a group becomes more important during adolescence. The close parent-child relationship, which served as a source of security for the child, becomes strained during the transition to adolescence. The possibilities of groupings are many: kinships, friends, neighbors, classmates, and special-interest peer groups of various sorts.
Groups may be charted in three ways. First, groups are charac­.erized by rules of behavior accepted by a majority of the group. This group norm spells out the attitudes and actions expected of members. Second, in voluntary groups cohesiveness is important. Here one sees :he group's policing power over its members. The greater the cohe­siveness of a group, the greater is the amount of conformity to its norms. A nonvoluntary group (for example, an Army reserve unit), i.e., one which persons are forced to join, may have absolute power. Third, control over members involves a monitoring system, under which deviant behavior may be punished.
There are three characteristic::, of group membership: (l) the rank status in the group; (2) the degree to which the new member values membership in the group, membership being valued more highly when it is difficult to get into the group; (3) the influence of the perceived legitimacy of the group norm, Le., the impa~nhat norm will have upon a new member.
There are marked individual ditferences as to how people fit (or fail to fit) in a group.Many of the problems of the social behavior of adolescents can be understood by seeing where each person fits into a group. Peer group clusters have been studied extensively. In many respects investigation of groupings reveals the nature of adolescent social needs.
Peer Groups 
The peer group, sometimes referred to as a clique if the members are closely knit, is usually a small, informal, and somewhat exclusive affiliation of individuals in a face-to-face group. It has been defined as a "social group approximately equal in age and status to one's own category, such as a group of college sophomores." It has a common set of values but no formal rules. Members of a clique satisfy their feelings for belongingness in ways that make them think and act alike. Sometimes loneliness helps force the individual to conform to the behavior of his group.
A special peer group or clique, a term long used by sociologists, mayor may not be associated with a geographic location. Cliques are, however, made up of individuals who are brought together daily in some practical way (e.g., car pools). Adolescents usually fall into school cliques, recreational cliques, and institutional cliques (e.g., Scouts, chp,:,ch groups). Cliques begin to form around the fourteenth year of age. Initially consisting exclusively of boys or girls, they develop later into mixed groups, with the sexes being equally represented.
The typical adolescent crowd is composed of several cliques that join together in some "gathering." Activities involving both sexes have more organizational complications than those organized on a single-sex basis. For example, cross-clique dating sometimes requires approval by members of the cliques to which the boy and girl belong. Girls cliques are more closely knit than are boys', with more resistance
to change. This makes it difficult for a new person coming into the school or neighborhood to gain acceptance.
Adolescent peer groups come into existence informally, with indi\'iduals simply getting together to do things. Congeniality based on interests or special aptitudes provides a basis for peer group formation. Studies show that cliques hold together well because their selection system makes sure that the individual will "fit." One re­searcher found that being together consumes 64 to 99 percent of young adolescents' leisure time.
Typically the adolescent peer group tries to avoid supervision of its activities by adults, engaging in such pastimes as gossiping, dancing. elating, going places. watching television, and eating. In­fluence of the peer group structure on adolescent attitudes and behavior is enormous for both good and bad.
On the positive side the clique offers its members:

• Opportunity for satisfying the need for belonging. 
• Opportunity for release of emotional tensions in a friendly climate. 
• Opportunity for development of social skills. 
• Opportunity for reinforcement of one's own personal importance. 
• A status power structure providing prestige in the eyes of his or her peers. 
• Incentive to behave in mature ways. 
• A source of protection in striving for independence. 
• Trial-and-error experiences in developing humal1 relations skills. 

On the negative side the clique:

• Restricts development of individuality of its members. 
• Tends to encourage hostility of members of "out groups." 
• Creates competition of "keeping up with the Joneses," or "down with the mob." 
• Creates conflict of allegiance between parental authority and clique mores. 
• Amplifies the development of class segregation. 
• Sometimes disrupts organizational harmony of school or campus. 

Minority Problems 
Recent research on black children and adolescents and on other minority groups is opening up new understandings of early motivation and academic success. Three negative things have come to light. :rrst, minority group members in general have low expectancies for success, except where some special talent may be evidenced at an arly age. This low expectancy relates especially to ademie success. Second, minority children, when compared to bite children, find fewer academically successful racial models to follow. This is in marked contrast to professional sports wh2re ath· letes offer many outstanding models. Third, young minority persons often develop a syndrome of hopelessness as they see their handicaps increase and chances of achievement bog down.
On the positive side, some minority members find high­achievement motivation once they make a distinction between lack of success due to discrimination and that due to person8.1 inadequacy. One theory holds that when discrimination is a root Cluse of lack of motivation, group efforts to remove discrimination increase motiva­tion more than emphasis on self-betterment. The same social values and cultural motivators that are stimulating in the life-styles of one individual can actually be obstacles to another person. This is es­pecially true if the values are not related to his or her cultural norm.
In writing on the changing educational climate related to the identity trauma of blacks, Doris Mosby makes several points. First, the national stereotype of the black is changing toward a more positive image. Second, the pride of blackness as a state of mind is being reinforced in the home. Ancient heritages and physical traits are being judged by new and different standards of merit. Third, the home is beginning to confront, challenge, and condemn the previous black cultural image.

Psychy of Conformity in Adolescents

Conformity and Youth
In terms of conforming to group norms the adolescent goes the much-maligned organization man one better. He or she conforms not nly to group 'dress and group behavior 'but also to group opinions Although the adolescent is becoming liberal and somewhat idealistic certain social attitudes, he or she is more conservative where age ates are concerned. They want to be different and to conform at the same time. This leads to the formation of "in groups" that are different from the outsiders. The gang wars in many of our large cities mhine the desire for togetherness with frustration and hatreds.
Whereas one adolescent may find a certain a..mount of security and ego satisfaction in a school situation, another youth, usually under­privileged by middle-class description, finds gangs. Frustrated people often identify readily with violence. In the gang, the adolescent can both be different and conform to gang conduct at the same time. It is important to remember, however, that numbers of adolescents are individualistic in many ways, despite their conforming behavior.
The desire to receive approval of the group sometimes leads the adolescent into trouble. With time, self-confidence increases and the urge for approval changes toward seeking recognition for effort expended. Until he feels accomplishment, reinforced by the recogni­tion of others, the older male adolescent may switch his attention­getting behavior from off-color jokes and clownishness to expressing radical points of view. It must be recognized that acceptance takes time. The female adolescent is a little more reserved in her social expression.

Changes In Social Behavior - Adolescents

Changes In Social Behavior 
Changes in social behavior and attitudes are related more to sexual maturation than to chronological age. It is to be expected that when boys reach sexual maturity, they will break away from the old gang and begin to enter into activities with girls. They show more interest in personal appearance and in competiLive sports in which they can "look good."
In early adolescence social experimentation centers on organiz­ing activities, selecting leaders, and creating on a small scale a society modeled after that of adults. Lounging around and talking occupy much time. In late adolescence three social worlds become impl!rtant: family, school, and friendship groups. For some, a fourth world may come into being: the work group. In attitudes, by the time the adolescent reaches college, there is a trend toward liberalism as the individual acquires more information and becomes less provincial in his thinking. For some students such broadening experiences may be emotionally disturbing as well as stimulating.

Social Perceptipns of Adolescents

Social Perceptions 
Most children are lacking not only in social insight but also in self-insight. Hence, social perception is first noticed during adoles­cence. The perception of the status of others develops during the high school years; the perception of one's own status comes later. Fresh­men college counselors report that one of the most bothersome problems at this age is, "Who am I?"
Perception of the class status to which one belongs is often confusing. The adolescent is part of a family that is a member of a socially ranked group. He or she is influenced both by social position and by pressures from this group and must often play socially approved roles not of his or her own choosing. The idealistic attitudes of adolescents predispose them to disappointment, disillusionment, and even cynicism.
The adolescent's self-evaluation is gradually determined by the perception of his or her relative position in two different kinds of groups. First, where does one stand in some peer group to which one belongs? Second, how would the person rate himself in a group to which he does not ~elong but wants to join? For example, the premedical student may evaluate his intelligence by comparing him­self with his fellow college sfudents. Here he has more evidence on which to base his judgment than when he compares himself with "great doctors," a group to which he aspires to belong. And what about the female who also aspires to be a physician? Where will she find her identification?
Adolescents have a tendency to perceive themselves in com­parison with the "ideal." Girls who try to rate their own physical
attracti'leness may feel badly when they use the movie star as a model. Boys often feel inferior when they fail to compete with adults. Gradually the adolescent . learns to perceive himself or herself iil relation to many social groups. Older college students are found to be more cynical that younger ones. This may be, in part, because there is sometimes a thin line between cynicism and wisdom.

The Effect of Social Groupings on Adults

Social Groupings 
The group affiliations of late childhood gradually break up during the preadolescent period. The need for belonging to a group becomes more important during adolescence. The close parent-child relationship, which served as a source of security for the child, becomes strained during the transition to adolescence. The possibilities of groupings are many: kinships, friends, neighbors, classmates, and special-interest peer groups of various sorts.
Groups may be charted in three ways. First, groups are charac­.erized by rules of behavior accepted by a majority of the group. This group norm spells out the attitudes and actions expected of members. Second, in voluntary groups cohesiveness is important. Here one sees :he group's policing power over its members. The greater the cohe­siveness of a group, the greater is the amount of conformity to its norms. A nonvoluntary group (for example, an Army reserve unit), i.e., one which persons are forced to join, may have absolute power. Third, control over members involves a monitoring system, under which deviant behavior may be punished.
There are three characteristic::, of group membership: (l) the rank status in the group; (2) the degree to which the new member values membership in the group, membership being valued more highly when it is difficult to get into the group; (3) the influence of the perceived legitimacy of the group norm, Le., the impa~nhat norm will have upon a new member.
There are marked individual ditferences as to how people fit (or fail to fit) in a group.Many of the problems of the social behavior of adolescents can be understood by seeing where each person fits into a group. Peer group clusters have been studied extensively. In many respects investigation of groupings reveals the nature of adolescent social needs.

Peer Groups - The Closely Knit Relationships

Peer Groups 
The peer group, sometimes referred to as a clique if the members are closely knit, is usually a small, informal, and somewhat exclusive affiliation of individuals in a face-to-face group. It has been defined as a "social group approximately equal in age and status to one's own category, such as a group of college sophomores." It has a common set of values but no formal rules. Members of a clique satisfy their feelings for belongingness in ways that make them think and act alike. Sometimes loneliness helps force the individual to conform to the behavior of his group.
A special peer group or clique, a term long used by sociologists, mayor may not be associated with a geographic location. Cliques are, however, made up of individuals who are brought together daily in some practical way (e.g., car pools). Adolescents usually fall into school cliques, recreational cliques, and institutional cliques (e.g., Scouts, chp,:,ch groups). Cliques begin to form around the fourteenth year of age. Initially consisting exclusively of boys or girls, they develop later into mixed groups, with the sexes being equally repre· sentell,
The typical adolescent crowd is composed of several cliques that join together in some "gathering." Activities involving both sexes have more organizational complications than those organized on a single-sex basis. For example, cross-clique dating sometimes requires approval by members of the cliques to which the boy and girl belong. Girls cliques are more closely knit than are boys', with more resistance
to change. This makes it difficult for a new person coming into the school or neighborhood to gain acceptance.
Adolescent peer groups come into existence informally, with indi\'iduals simply getting together to do things. Congeniality based on interests or special aptitudes provides a basis for peer group formation. Studies show that cliques hold together well because their selection system makes sure that the individual will "fit." One re­searcher found that being together consumes 64 to 99 percent of young adolescents' leisure time.
Typically the adolescent peer group tries to avoid supervision of its activities by adults, engaging in such pastimes as gossiping, dancing. elating, going places. watching television, and eating. In­fluence of the peer group structure on adolescent attitudes and behavior is enormous for both good and bad.
On the positive side the clique offers its members:

• Opportunity for satisfying the need for belonging. 
• Opportunity for release of emotional tensions in a friendly climate. 
• Opportunity for development of social skills. 
• Opportunity for reinforcement of one's own personal importance. 
• A status power structure providing prestige in the eyes of his or her peers. 
• Incentive to behave in mature ways. 
• A source of protection in striving for independence. 
• Trial-and-error experiences in developing humal1 relations skills. 

On the negative side the clique:

• Restricts development of individuality of its members. 
• Tends to encourage hostility of members of "out groups." 
• Creates competition of "keeping up with the Joneses," or "down with the mob." 
• Creates conflict of allegiance between parental authority and clique mores. 
• Amplifies the development of class segregation. 
• Sometimes disrupts organizational harmony of school or campus. 

What is the Psychology of Minority Problems?

Psychology of Minority Problems
Recent research on black children and adolescents and on other minority groups is opening up new understandings of early motivation and academic success. Three negative things have come to light. :rrst, minority group members in general have low expectancies for success, except where some special talent may be evidenced at an arly age. This low expectancy relates especially to ademie success. Second, minority children, when compared to bite children, find fewer academically successful racial models to follow. This is in marked contrast to professional sports wh2re ath· letes offer many outstanding models. Third, young minority persons often develop a syndrome of hopelessness as they see their handicaps increase and chances of achievement bog down.
On the positive side, some minority members find high­achievement motivation once they make a distinction between lack of success due to discrimination and that due to person's inadequacy. One theory holds that when discrimination is a root Cluse of lack of motivation, group efforts to remove discrimination increase motiva­tion more than emphasis on self-betterment. The same social values and cultural motivators that are stimulating in the life-styles of one individual can actually be obstacles to another person. This is es­pecially true if the values are not related to his or her cultural norm.
In writing on the changing educational climate related to the identity trauma of blacks, Doris Mosby makes several points. First, the national stereotype of the black is changing toward a more positive image. Second, the pride of blackness as a state of mind is being reinforced in the home. Ancient heritages and physical traits are being judged by new and different standards of merit. Third, the home is beginning to confront, challenge, and condemn the previous black cultural image.

What should be Adult's Attitudes and Interests

Attitudes and Interests
One of the oldest continuous research programs in psychology has been the study of male and female interests. The research begun by Strong in the 1920s, and expanded by a number of scientists, em­phaSizes the importance of early interests and experiences in career development. Although interests change for many reasons, vocational decision m?king is nevertheless influenced by adolescent interests. Measures of the interests of high school and college students show that some one-third change between 15.5 and 16.5 years of age, one-third between 16.5 and 18.5 years, and one-third between 18.5 and 25 years.
Although interests are influenced by sex, age, physical develop­ment, and the climate of opportunity, it is useful to take an overall look at adolescent interest patterns, particularly since interests are so highly individual.
Sex Differences In Interests 
In recreational activities girls show interest in less vigorous en­deavors. Boys prefer competitive activity requiring psychomotor skill. They go in for organized sports. These sex differences lessen in late adolescence.
Girls are more verbal than boys. They spend more time on the cellephone (though this observation will probably be doubted by some parents) and express themselves more in writing. Girls often keep a ;ecord of their social and emotional life in a diary; boys rarely do so. By the senior year of high school conversations among boys center on
all games, dates, television, records, and money. Girls give more attention to books, dates, and parties. One study of the college bull 5ession found that men discussed an average of 3.4 topics as :ompared with 5.7 for women. Men tend to dwell longer on one topic than do women. College women talk most about dates, clothes, food, and dancing. Men talk about sex, about topics directly or indirectly related to careers and about sports.
The author, who has studied career decision making in over one ousand college seniors of both sexes, concludes that women are concerned primarily about the dual role they must plan on of raising a ily and making a living. This is part of our increasing concern ut the roles of women in our culture. Men are concerned primarily ut two factors: knowing when all the alternatives have been covered for decision making, and knowing how best to relate abilities d interests to job climate and opportunities.
If it is any comfort to the reader who is finding difficulty in .ating his or her abilities, interests, personality, and goals in a actical way, let us note tbat the problem is widespread. Our estigations show that over half the seniors we have studied are not sure what they really want to do. Vocational interests change fre­ently during adolescence. This may be good. It helps the person are possibilities in something of a laboratory situation before having to make final choices. For those who would pressure the escent (possibly for the better) to think about his or her career, one should be mindful that it is easier to try to exert influence than it is to make judgments and decisions.
There is some evidence to support the position that girls are uraged from showing intellectual interests in our society, although this attitude seems to be changing slowly. In spite of our easing need for the better utilization of women's brainpower, our culture discourages women from more than casual interest in science, mathematics, and those activities involving decision-making esses. The male role centers on a vocational career, expressed by interest in money and success. The role of the female centers on domestic activities and marriage as a career. While girls have an inteest money as a means to an end, boys have a broader and more experience with money during childhood, which is amplified in managing financial affairs ill adolescence. One research study concludes that as girls grow up, they discover that women are not supposed to excel intellectually. By the twelfth grade their growing concept of the "woman's role" prevents them from competing with men. Social pressures by her peers help mold the girl studer·t into the stereotype of feminine charm-to be feminine she must shudder at a column of figures. For the young girl in our culture the marriage-go-­round is a primary goal, although tempered somewhat by the newer attitudes generated by women's liberation movements.
The Struggle for Woman's Identity 
In 1963 when equal pay for women was made law in the United States, reactions ranged widely, highlighting the role conflict of women. This conflict began to be expressed in the early 1970s as "women's liberation." The stereotypes of male and female roles in our society began to be questioned. In the area of abilities we became m0re conscious that our society. was not using the vast amount of talent that women could contribute. We became increasingly aware that women were not being given an equal chance with men in jobs and in pay. Although women are now going into many "men's" jobs, the proportions are still small, and statistics indicate that most female college graduates who work still go into traditional women's jobs­teacher, nurse, dental assistant, lab technician, library work, and the like. More opportunities are opening up for better utilization of female talents, but progress is slow. Legislative debate continued for two decades before equal pay for women became law in 1963, and controversy rages still.
Social pressures, in the form of conflict between the home and the job, restrict both the single and the married woman. Some of the conflict centers on individual identity. Says psychologist Erik Erikson "Young women often ask whether they can have an identity before they know whom they will marry, and for whom they will make a home. Muth of a young woman's identity is already defined in he: kind of attractiveness and in the selectivity of her search for the ma;:l (or men) by whom she wishes to be sought." Another on-the-scene observer writes: "I don't know what immutable differences exis between men and women apart from differences in their genitals perhaps there are some other unchangeable differences; probab there are a number of irrelevant differences. But it is clear that un social expectations for men and women are equal, until we provide equal respect for both men and women, our answers to this questi will simply reflect our prejudices." Strains and inconsistencies a! built into some of the expected roles of the woman in our culture, it often reaches uncomfortable proportions by adolescence and early youth. It even plays a part in the molding of mterests, and in the nays males and females get together,

What are the Four Dimensions of Self?

Four Dimensions of Self
The following statements were made by four adolescents.
"I'm just an average, healthy American girl-I have many interests-I am smart, but I could do better in my schoolwork if I studied a little harder."
"My parents think I'm too slow even when I'm going as fast as I can. They think I'm too irresponsible-I guess they would like to trade me in for somebody like my cousin."
"Other people think I'm a stupid jerk-some think I'm bright and some think I'm dull-I'm fairly quiet and a little shy."
"I would like to be a person that can look back through the years and feel satisfied with everything I have done."
We no doubt a.!l get involved with three basic questions: "Who am I?" "Where am I going?" "What will it cost me to get there?" And we probably have difficulty in coming up with precise answers to these questions. Let us take a look at four dimensions of the self as viewed by adolescents. The college student may wish to extend the thinking here to apply to his or her own problems.
The Basic Self Concept 
This is the concept proper which is the individual's perception of his or her abilities and status. It is the perception of the roles to be played in the outside world. This concept is influenced by one's physical self, personal appearance, dress, and grooming; by abilities and disposi­tion, values, beliefs, and aspirations.
The rapid changes that take place during adolescence in height, weight, body build, facial appearance, and voice bring about changes in the adolescent's body image. Such matters as not having clothes like the other youngsters and not having a home where one can entertain friends without feeling embarrassed decrease one's concep­tion of his or her own importance. They bring on feelings of social incompetence. They make more difficult the problem of appraising true ability and worth.
The self concept is enhanced when there is intellectual ability to meet problems. The slow reader, for example, may find difficulty in learning, thus causing negative self concepts to operate in learning situations. Even for the person with intellectual abilities and good learning habits, the self-Concept still has its ups and downs.
The Transitory Perception of Self 
The adolescent's self-image may at one time be compulsive, compen­satory, and unrealistic and at other times insightful and practical. One's self-perception at any given point in time may be determined by some "inner-directed" mood or by some "other-directed" influence. Many adolescents do not recognize the source of their self-perceptions or their transitory nature. They are optimistic or pessimistic, elated or depressed, satisfied or dissatisfied in an all-or-nothing way. They are sometimes able to switch rapidly from one extreme to the other. Since there is some tendency for the adolescent to focus more on problems than on accomplishments, the transitory perception of self is largely negative.
The Social Self 
"To see yourself as others see you" mayor may not be valid. At one time, when in an optimistic mood, the adolescent perceives that other people see him in a good light. When depressed, he perceives that others depreciate him. When others think him stupid, or socially inept, there is a tendency for him to amplify his feelings of insecurity: "How could anyone like me?" More positive views on the part of others may enhance his perception of his social self somewhat, but they playa lesser role when he is down. "There are more ways to get feedback from a loused-up socia! situation than from doing things right." This perceptive college freshman may have something in this statement!
The Ideal Self 
The concept of the ideal self, the kind of person the adolescent hopes to be, involves questions of standards and comparisons. It involves relating levels of aspiration to levels of ability. It also involves opportunities for self-realization.
When the ideal self is set at an unrealistic level, frustration is increased. When it is set below one's level of ability, motivation may become lacking. The adolescent's level of aspiration tends to go up with success and down with failure. This up-down movement is more exaggerated than that usually found in adults. The ideal self of the adult has evolved slowly through experience. Lacking such expe­rience, the adolescent depends a great deal on identification with 'omeone else as the ideal-an older brother or sister, a parent, or a eacher. This ideal person may stimulate either emulation or resent­ment, sometimes both.
The concept of self is molded by reward and punishment, praise and blame, and by the feelings of accomplishment that come with solving a problem. During preadolescence, parents and peers both fluence the self concept. This situation changes gradually until the ung person's self-evaluation is determined by what age mates ink. Later, peer groups and other organizations provide a climate of
.fiuence. Finally the adolescent discovers that the self must be etermined individually. He or she has to learn the hard way that achieving identity is a long, difficult process. One learns that such entity comes through thinking, feeling, and decision making. It rives on social interaction. And in the end, the question "Who am " still remains.

The Basic Self Concept

The Basic Self Concept 
This is the concept proper which is the individual's perception of his or her abilities and status. It is the perception of the roles to be played in the outside world. This concept is influenced by one's physical self, personal appearance, dress, and grooming; by abilities and disposi­tion, values, beliefs, and aspirations.
The rapid changes that take place during adolescence in height, weight, body build, facial appearance, and voice bring about changes in the adolescent's body image. Such matters as not having clothes like the other youngsters and not having a home where one can entertain friends without feeling embarrassed decrease one's concep­tion of his or her own importance. They bring on feelings of social incompetence. They make more difficult the problem of appraising true ability and worth.
The self concept is enhanced when there is intellectual ability to meet problems. The slow reader, for example, may find difficulty in learning, thus causing negative self concepts to operate in learning situations. Even for the person with intellectual abilities and good learning habits, the self-Concept still has its ups and downs.

The Transitory Perception and Social Self

The Transitory Perception of Self 
The adolescent's self-image may at one time be compulsive, compen­satory, and unrealistic and at other times insightful and practical. One's self-perception at any given point in time may be determined by some "inner-directed" mood or by some "other-directed" influence. Many adolescents do not recognize the source of their self-perceptions or their transitory nature. They are optimistic or pessimistic, elated or depressed, satisfied or dissatisfied in an all-or-nothing way. They are sometimes able to switch rapidly from one extreme to the other. Since there is some tendency for the adolescent to focus more on problems than on accomplishments, the transitory perception of self is largely negative.
The Social Self 
"To see yourself as others see you" mayor may not be valid. At one time, when in an optimistic mood, the adolescent perceives that other people see him in a good light. When depressed, he perceives that others depreciate him. When others think him stupid, or socially inept, there is a tendency for him to amplify his feelings of insecurity: "How could anyone like me?" More positive views on the part of others may enhance his perception of his social self somewhat, but they playa lesser role when he is down. "There are more ways to get feedback from a loused-up socia! situation than from doing things right." This perceptive college freshman may have something in this statement!

Do you have these Positive Sides of Adolescence?

So much of the development of the adolescent is a sequence of meetting new problems before old ones are solved that it is easy to view this period of growth negatively. But the positive side involves learn­ing to react appropriately to stress, which is a normal part of living.
One investigator did a series of experiments with laboratory rats. He kept one group immobilized for extensive periods of time and found that they struggled desperately to get free. They needed to engage in all the activities that normally provided their ftiuired quota of stress. When deprived of these problem situations (some of which were quite stressful), they became ill in their efforts to main­tain health. Another group of rats, with the same hereditary back­ground (litter mates), which were allowed to engage in stressful situations, lived longer, healthier lives.
From his many studies of stress on human beings as well as animals, this researcher concludes that the individual has to learn to react to stress. He points out that when the individual chooses goals, he or she should not attempt primarily to avoid stress, which is a natural part of life, but rather should watch his or her own stress level. Knowing this level comes through experience. Human beings, like animals deprived of a wide variety of stress situations, do nut learn how to take care of themselves.
Facing too many problems too rapidly in an unfavorable en­vironment may be unhealthy. With exceptions, of course, adolescence is a stage of development in our culture in which to discover oneself and gain independence in a semisympathetic environment. Adoles­cence provides a setting in which at each age groulp the individual problems have much in common. One may think positively of adoles­cence as a laboratory for experiences, for learning by trial and error, and for developing good problem-solving habits at the thinking level.

Changing Patterns in Dating - Attraction and Blind Dates

Changing Patterns 
Male and female of any generation have, of course, always gotten together for basically the same reasons-companionship, mating, sex, and sometimes just to keep from being alone. But while the. reasons have not changed significantly over the years, the patterns have. In some circles "gatherings" halve supplanted the formalities associated with "dating," where boy calls girl, and for sound. logical reasons Such reasons range from more freedom of exploration by both sexes t less dependence on tradition: "I'm going over to--. Come along."
The concept of dating, regardless of the current in-words used to describe it, still includes "paired association of members of th opposite sex without references to the intent to marry." It is. in effect an exploratory or scarch process with a variety of motives. Even the settings far getting together have changed. Gane are the rumble seat days af the thirties and the lave-in arrangements of the sixties. Settings and getting tagether taday center an two. things. First, pairing off is mare spantaneaus. Secand, there is less separatian af rale behaviors by couples; duties, for example, are no. langer automat­ically labeled "masculine" ar "feminine." And the in-wards come and go. very rapidly. "Graaving" gave way to. "digging." Tamarraw's in-wards are difficult to. predict. Words, of course, reinforce aur ways of feeling, thinking, and behaving, and we sametimes come back to. canventional words far purpases af cammunicatian. Bath "dating" and "caurtship" seem to. fall in this categary. Dating, far its many and varied reasans, contrasts with the concept of courtship, which in­valves abligations to carry thraugh to marriage.
Dating as a farm af social behavier has been viewed by cynic, critic, premoter, and researcher. Some centent that dating is a barrier to happiness in marriage and that en dates the girl must learn to. pratect herself against the boy's sexual advances. Others believe that it is a form of social behavior largely daminated by a quest for thrills, sametimes through deceit in the pretense of love and devatian. And still athers say that it is a built-in trap to promote marriage. Many have wandered what alternatives might take the place af this wide­spread custam.
The advantages af dating have been equally tauted. Dating is partly educatianal, helping us learn to. adjust to members af the appasite sex and gain poise and ease in social situatians. It helps us learn to. cantrol behavior, evaluate persanality types, and build up cancepts of right and wrong. Dating is a means af mixing and having a good time sacially, while defining the roles af the sexes.
Attraction 
After some purely trial-and-error pracedure, seme dauble dating, some pairing aff frem a gathering, ar some computerized search, people really come together through same mutual attraction. From a variety of studies of "liking" and "disliking" come some useful generalizations. First, there is a tendency for people who like each other to mingle in graups, thus providing pairing-off opportunities. Second, empathy plays an important role as we come to share the other persan's feelings. Third, the greater the similarity of attitudes, the greater will be the attraction. Fourth, people tend to assaciate with others whom they perceive as similar to. themselves, though when persons are secure about being liked, they are willing to associate with others who are dissimilar. Fifth, the highly defensive persan tends to. be attracted to someone like himself, although he may say' just the opposite. Sixth, the nondefensive persan is mare outgoing and adventurous, and hence has the opportunity to become a member of several groups. Seventh, agreement in thinking is a factor in staying together, when offset with a small amount of in-fighting. Studits show that happy couples "think alike" more often than do unhappy couples. Studies of divorced people also show that when physical attractive­ness was the primary reason for marriage. the give-and-take of reciprocation was lacking. Eighth, attractiveness relates to reinforce­ment. We tend to like persons who give us rewards at the right time. Ninth, popularity among college students relates to the psychological climate. Tenth, attraction relates to similarity of interests over a fairly wide range.
Blind Dates and the Computer 
Just another evening wasted; I'll never go out on another blind date." Yes, you l' probably have said the same thing on some occasion. Several mixer-weary students concluded that college students do know what kind of people they enjoy dating. They also agreed chat blind dates are fine up to a point, but that there must be a better way tha:: the usual trial-and-error system. Why not use a computer? This was the beginning of Operation Match.
Operation Match began with the construction of questionnaires, which were sent to many college students. The data were analyzed statistically .. During the first year some 200,000 college students across the country were matched, with a follow-up sample of 8,000 of them in a validation study. Through refinement of the questionnaire and programming, much of the gamble can be taken out of the blind date by using the computer for matching couples on the basis of their preferences.
The student is asked to fill out a vital statistics and personality inventory on an answer 'sheet which comes with "the test." Tilus. placed in the computer memory file are vital statistics of sex, race, religion, age, and interests. Also included are responses to questions about attitudes and how one reacts to specific situations. Data pro­grammed into the computer include general and specific informatIOn about one's academic record, social standing, and even political affiliation. Physical appearance is added to the picture, as are self­evaluations of such qualities as "talkativeness" and "emotional re­sponses." Not only does the male, for example. describe himself, but he records on an answer sheet what he wants his date to be like; Each client is sent a list of possible dates from which he or she can choose. The matching is based on responses to items which have been found to be valid for "good matching."
Reactions of students have been generally favorable to com­puterized date matching: "It got me out of a rut." "I met some other adventuresome people." But sometimes the wrong number may get
punched in. In a system of "I" for male and "2" for female, there have been reports of the mistake of "1-1" matching! Conclude the origina­tors of Operation Match: "If you live in an area with several thousand college students, the number of possible matches for dating is several million. Yon yourself have a choice of several thousand dates, and be modest-that's too many to check out." In another study, of sex differences in dating aspirations and satisfaction with computer­selected partners, it was found that women have higher aspirations for a dating partner than do mer. Women register a high degree of satisfaction less frequently than men following the first date.
Computer matching has spread widely and beyond college popu­lations. "Getting together" has brought technology in to help, but the psychological problems involved have changed little.