Introduction
While carrying out his activities, an Australian educator often encounters adolescents who have experienced abuse. For the successful implementation of their activities, they must clearly know the methods and methods of solving their tasks, as well as the factors and causes of violence in families. People treat the problem of violence in different ways: some consider violence an integral part of life, and others treat it negatively because they believe that everything can be solved peacefully.
People are trying to deny the existence of violence against adolescents. Nevertheless, data on the number of affected adolescents in Australia indicate a deterioration in the situation in this area. Therefore, employees of educational institutions should make every effort to solve the problem of violence in families, paying special attention to adolescents who are faced with this.
Major Developmental Context: Family
Violence and abuse of adolescents in the family is one of the acute challenges in modern psychology. The consequences of violence cause severe psychological trauma and have a negative impact on the personality of a teenager. The growing number of teenagers in Australia who have been subjected to violence, the difficulties of identifying its causes and signs, as well as the impact of the consequences of violence on the development of a teenager’s personality constantly require the attention of researchers.
The study of the psychological characteristics of adolescents who have experienced violence, the development of methods for diagnosing the consequences of traumatic experiences, and psych-corrective rehabilitation programs for these children are in demand in the educational practice of Australia at the present time. Trauma acquired from the suffered violence affects all levels of development through one’s adolescence, emotional and cognitive spheres, and behavior. Adolescents who have suffered violence have a lot of somatic complaints, and persistent personality changes are observed in them.
The violence experienced in childhood leads to long-term consequences and can become one of the causes of crime and reproduction of child abuse in society. Adolescents who have suffered such a pronounced mental trauma as abuse in the family, in most cases, are characterized by the presence of all the symptoms of PTSD. They have an obsessive reproduction of a traumatic situation, increased physiological excitability, and impaired functioning. Therefore, this challenge is an acute problem for teenagers themselves and teachers interacting with them.
Theoretical Approach: Role of Preservice Teachers
A serious task that Piaget has set and gradually solved is a comprehensive interdisciplinary study of intelligence. The scientist considered the intelligence of adolescents as a complex system of several components at once: biological, epistemological, psychological, logical and sociological (Piaget, 1997). Piaget believed that genetic methods in psychology and psychological studies of the development of cognitive processes in adolescent development can provide answers to important questions of the theory of cognition (Piaget, 1972). Piaget considered intelligence as one of the ways to adapt to the environment (Piaget, 1997). Therefore, teachers, contributing to the mental development of adolescents, contribute to the adaptation of adolescents to a conflicted family environment and have the opportunity to realize their learning needs.
Vygotsky believed that the peculiarities of the course and duration of adolescence vary markedly depending on the level of family development. According to Vygotsky’s (1978) views, adolescence is the most unstable and changeable period. It is absent in critical unfavorable conditions and tends to decrease somewhat in a situation of domestic violence (Vygotsky, 2013). The task of the teacher at the same time is to give the teenager the opportunity to engage in self–knowledge during this important period for the formation of personality, which is difficult in conditions of domestic violence, forcing the teenager to skip the stage of self-knowledge and move to the stage of full care for themselves and others.
According to Erikson, the foundation for a prosperous youth and the achievement of an integrated identity is laid in childhood. However, beyond what teenagers learn from their childhood, the development of personal identity is strongly influenced by the social groups with which they identify themselves (Erikson, 1994). At the same time, identification with a family in which domestic violence occurs has a negative effect on the formation of a teenager’s personality (Erikson, 1968). In this case, the role of the teacher is to offer a role model that promotes the orientation of the student to acquire learning needs.
Relevance to My Adolescent Development Story
I agree with the approach that Piaget suggested, and I think it is relevant to my adolescent development story. All living organisms feel the need to create a comfortable environment for themselves. Piaget (1972) brought the desire for balance to the upper stage, not only cognitive but development as a whole. His theory that developing intelligence would help cope with domestic violence worked in my case. Indeed, by studying more actively, I was able to prevent situations of violence more often, coming up with ways to avoid it and identify its precursors.
Vygotsky’s position regarding the role of the teacher as a safe space for self-knowledge is also close to my situation. I could not recognize myself as a person at home since all my resources were directed to fighting danger. I had to grow up early, focusing on everyday and financial problems. The fact that teachers at school gave me the opportunity to think about who I am and what I want to do helped me a lot. This really allowed me to satisfy my learning needs because, due to the time for self-determination, I identified myself with the motivation to study.
Erikson’s position is also very close to me and I see my history in his theses. I didn’t understand why I needed to study because I had a feeling of hopelessness from the fact that I would never be able to change the situation and change the situation with domestic violence. Due to the fact that I identified myself as a part of a dysfunctional family, I did not show proper interest in studying. Then, thanks to the role models offered by the teachers, I had hope that I could fix the situation.
Conclusion
In conclusion, it can be said that abuse of adolescents and neglect of their interests can have various types and forms. It is impossible to fully understand the cause of domestic violence and, most importantly, to help the teenager, considering them outside the diversity of relationships and connections they have with their family and the reality surrounding them in general. However, it necessarily affects their motivation to study, opportunities for self-determination, and difficulties in adapting to the learning environment. The tasks of teachers are to help students in these areas, which are crucial not only in meeting learning needs but also in the formation of personality.
References
Erikson, E. H. (1994). Identity and the life cycle. W. W. Norton & Company.
Erikson, E. H. (1968). Identity youth and crisis. Generic.
Piaget, J. (1997). The moral judgment of the child. Free Press.
Piaget, J. (1972). The psychology of the child. Basic Books.
Vygotsky, L. S. (2013). Play and its role in the mental development of the child. Web.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.