NCJ Number
58780
Date Published
1978
Length
38 pages
Annotation
THE ROOTS AND CONSEQUENCES OF PROLONGED ADOLESCENCE ARE DISCUSSED, AND SUGGESTIONS FOR PROVIDING YOUTHS WITH GROWTH-PRODUCING EXPERIENCES IN THE COMMUNITY ARE OFFERED.
Abstract
SCHOOLS DEVELOPED DURING AN ERA IN WHICH ADOLESCENTS WERE AN ECONOMIC ASSET IN THE HOME, ON THE FARM, AND IN THE COMMUNITY. THE NATURAL PROCESS OF GROWING UP PROVIDED ABUNDANT OPPORTUNITIES FOR WORK, PRODUCTIVITY, RESPONSIBILITY, BEING WITH ADULTS, AND DISCOVERING ONE'S TALENTS. SCHOOLS COMPLEMENTED THIS ACTIVITY-RICH LIFE WITH AN OPPORTUNITY TO DEVELOP COGNITIVE SKILLS THAT COULD NOT BE LEARNED IN THE COMMUNITY. AS THE UNITED STATES MOVED FROM A RURAL, LABOR-INTENSIVE SOCIETY TO A SUBURBAN, CAPITAL-INTENSIVE SOCIETY, THE ACTIVITY-RICH LIFE OF ADOLESCENTS DISAPPEARED. AS YOUTHS BECAME ECONOMIC LIABILITIES, THE SOCIETAL RESPONSE WAS TO LENGTHEN THE PERIOD OF FORMAL SCHOOLING. HOWEVER, THE BASIC STRUCTURE OF THE SCHOOL--ABSTRACT LESSONS, COURSES, COGNITIVE DEVELOPMENT--REMAINED THE SAME. THE RESULT HAS BEEN THE CREATION OF PROLONGED ADOLESCENCE AND A HOST OF CONTROL PROBLEMS FOR SCHOOLS ATTENDED BY YOUTHS WHOSE LIVES ARE DEVOID OF THE EXPERIENCES THEY NEED TO BECOME SELF-CONFIDENT, SOCIALLY AWARE, INDEPENDENT, AND PRODUCTIVE. IT SHOULD BE RECOGNIZED THAT SCHOOLING IS NOT A SATISFACTORY SOLUTION IN THE DEVELOPMENT OF ALL ADOLESCENTS. NOR IS SIMPLY ALLOWING STUDENTS TO DROP OUT. THE CHALLENGE TO SOCIETY IS TO RESTRUCTURE ITS INSTITUTIONS SO THAT ADOLESCENTS HAVE MEANINGFUL TASKS, RELATIONSHIPS WITH ADULTS, AND OPPORTUNITIES TO BE CREATIVE, PRODUCTIVE, AND USEFUL. IF SOCIETY FAILS TO MEET THE CHALLENGE, IT MUST BE PREPARED TO FACE THE CONSEQUENCES OF ADOLESCENT FRUSTRATION. STRATEGIES FOR PROVIDING YOUTHS WITH GROWTH-PRODUCING EXPERIENCES AND 12 EXAMPLES OF SUCH EXPERIENCES (E.G., SABBATICALS FOR HIGH SCHOOL STUDENTS) ARE CITED, TOGETHER WITH ASSOCIATED PRACTICAL PROBLEMS. A LIST OF REFERENCES IS PROVIDED. (AUTHOR ABSTRACT MODIFIED--LKM)