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SECTION A Iind Semester

Acknowledgements
On the successful completion of this report on adolescence, we have realized that though we call it our report, ideally there are a lot of people whose names should rather be on the cover page. We are, in particular, thankful to our English teacher, Mrs.Beena, who has held our hands and guided us in every step of our report-writing. We are also indebted to our respective parents, who have had to put up with many demands, and not to mention, moody children when the deadlines were approaching. Their gestures in letting us use their computers and laptops each time we were in need of these. We also owe our sincere thanks to our library faculty who have helped us locate books relevant to our topic of research. And finally, our heartfelt gratitude to the English lab technicians, who have let us use the computers and the projectors as and when we needed them, and without whom this report would have remained a dream only.

REPORT ON: Adolescence

SUBMITTED BY: Abhishek.R Ankita Ajith Arpita Nandi Anees Sandeep Yugandhar SUBMITTED TO: BLENU4CSE08005 BLENU4CSE08012 BLENU4EEE08004 BLENU4ECE08006 BLENU4CSE08008 BLENU4ECE08001

Mrs. BEENA T NAIR

Lecturer, Department of English Amrita School of Engineering, Bangalore. SUBMITTED ON:

5th March 2009

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INFORMATIVE ABSTRACT: The report demystifies

adolescence and analyses the problems encountered by them. It includes a study on their erratic behaviour and the reasons behind it, also some tips to parents on how to handle them.

Table of contents

I. II. III.

Title page Acknowledgement Descriptive abstract 1. INTRODUCTION: What is adolescence? 1.1 Cultural context 2. PSYCHOLOGY of teenagers 3. PUBERTY 3.1 What exactly is puberty? 3.2 Onset of puberty 3.3 Physical changes in boys

1 2 3 7 7 8 10 10 11 12 12 12 12 13 13 13
4

3.3.1 Testicular size, function, and fertility 3.3.2 Pubic hair 3.3.3 Body and facial hair 3.3.4 Voice change 3.3.5 Male musculature and body shape 3.3.6 Body odor and acne

3.4 Physical changes in females

13

3.4.1 Breast development 3.4.2 Pubic hair 3.4.3 Vagina, uterus, ovaries 3.4.4 Menstruation and fertility 3.4.5 Body shape, fat distribution, and body composition 3.4.6 Body odor and acne 3.5 Variations 3.5.1 Timing of onset 3.5.2 Genetic influence 3.5.3 Nutritional influence 3.5.4 Physical activity and exercise 3.5.5 Physical illness 3.5.6 Mental illness 3.5.7 Stress and social factors 3.6 Change Can Feel Kind of Strange: 3.7 Conclusion of puberty 4. PEER PRESSURE: 4.1 What Is Peer Pressure? 4.2 How does peer pressure affect Behavior? 4.3 Why is peer pressure so powerful? 4.4 Coping with Peer Pressure? 5. DRUGABUSE 6. SMOKING:

13 14 14 14

15 15 15 15 16 16 16 17 17 17 17 18 18 19 19 21 22 24 25

6.1 Some parenting tips: 7. TEENAGE PREGNANCY: 7.1 Symptoms of pregnancy 7.2 Teen pregnancy: Diagnosis 7.3 Teen pregnancy: Cause factors 7.4 Prevention and care 8. RELATIONSHIPS: 8.1 The Parent-Teen Relationship: How Parents Can Make the Most of It? 8.2 Family Relationships 8.3 Handling anger 8.4 Dos and donts of parenting 8.5 Positive parenting 8.6 Pupil-teacher relationships 9. Legal issues faced by teenagers 10. Conclusion IV. Bibliography

26 27 29 29 30 31 33 33 34 34 36 38 38 39 42 43

INTRODUCTION
1. WHAT IS ADOLESCENCE?
Adolescence is a transitional stage of physical and mental human development that occurs between childhood and adulthood. This transition involves biological, social, and psychological changes, though the biological or physiological ones are the easiest to measure objectively. Historically, puberty has been heavily associated with teenagers and the onset of adolescent development. In recent years, however, the start of puberty has seen an increase in preadolescence and extension beyond the teenage years making adolescence less simple to discern. The end of adolescence and the beginning of adulthood varies by country as well as by function, as even within a single country there will be different ages at which an individual is considered mature enough to be entrusted with particular tasks, such as driving a vehicle, having sexual relations, serving in the armed forces, voting, or marrying. Also, adolescence is usually accompanied by an increased independence allowed by the parents or legal guardians and less supervision, contrary to the preadolescence stage.

1.1 The Cultural Context

Teens get bad press. All too often publicity about teenagers highlights the ones in trouble: the runaways and the lawbreakers. You rarely hear about the hospital volunteers and the camp counsellors. Teens have no status, no recognized place in our society. We no longer need them to do essential chores like milking cows or chopping wood jobs that gave them a sense of usefulness and worth. 7

Young people used to grow up quickly. Now we require them to be dependent and regimented until they acquire the education they need to find jobs in a technologyoriented society. Social isolation is another problem. The trend toward smaller families, increased mobility and the high divorce rate often mean there are no relatives close by to help teens and their parents get over the rough spots. When friction develops between parent and teenager, there may be no one to turn to for help and advice, no one who can step in and defuse the situation. Teens still cope, as we did, with major physical changes, emotional ups and downs, unfamiliar sexual stages, peer pressure, a changing identity, important life decisions and the resulting loneliness and anxiety. The world is changing rapidly and differs in many ways from the one we grew up in. Teens today face a more complex and impersonal society. Alcohol and drugs are more easily available. Today's teens also have to worry about AIDS, violence and uncertain job prospects. The pressures on today's teens are intense. Young people have become a major target group for advertisers and media hucksters, who constantly urge them to grow up quickly and have it all now!

2. Psychology of teenagers

Adolescent psychology is associated with notable changes in mood sometimes known as mood swings. Cognitive, emotional and attitudinal changes which are characteristic of adolescence, often take place during this period, and this can be a cause of conflict on one hand and positive personality development on the other. Because the adolescents are experiencing various strong cognitive and physical changes, for the first time in their lives they may start to view their 8

friends, their peer group, as more important and influential than their parents/guardians. Because of peer pressure, they may sometimes indulge in activities not deemed socially acceptable, although this may be more of a social phenomenon than a psychological one.[21] This overlap is addressed within the study of psychosociology. The home is an important aspect of adolescent psychology: home environment and family have a substantial impact on the developing minds of teenagers, and these developments may reach a climax during adolescence. For example, abusive parents may lead a child to "poke fun" at other classmates when he/she is seven years old or so, but during adolescence, it may become progressively worse, for example, the child may now be using drugs or becoming intolerably violent among other classmates. If the concepts and theory behind right or wrong were not established early on in a child's life, the lack of this knowledge may impair a teenager's ability to make beneficial decisions as well as allowing his/her impulses to control his/her decisions. In the search for a unique social identity for themselves, adolescents are frequently confused about what is 'right' and what is 'wrong.' G. Stanley Hall denoted this period as one of "Storm and Stress" and, according to him, conflict at this developmental stage is normal and not unusual. Margaret Mead, on the other hand, attributed the behavior of adolescents to their culture and upbringing.[22] However, Piaget, attributed this stage in development with greatly increased cognitive abilities; at this stage of life the individual's thoughts start taking more of an abstract form and the egocentric thoughts decrease, hence the individual is able to think and reason in a wider perspective. Positive psychology is sometimes brought up when addressing adolescent psychology as well. This approach towards adolescents refers to providing them with motivation to become socially acceptable and notable individuals, since many adolescents find themselves bored, indecisive and/or unmotivated. Adolescents may be subject to peer pressure within their adolescent time span, consisting of the need to have sex, consume alcoholic beverages, use drugs, 9

defy their parental figures, or commit any activity in which the person who is subjected to may not deem appropriate, among other things. Peer pressure is a common experience between adolescents and may result briefly or on a larger scale. It should also be noted that adolescence is the stage of a psychological breakthrough in a person's life when the cognitive development is rapid and the thoughts, ideas and concepts developed at this period of life greatly influence the individual's future life, playing a major role in character and personality formation. Struggles with adolescent identity and depression usually set in when an adolescent experiences a loss. The most important loss in their lives is the changing relationship between the adolescent and their parents. Adolescents may also experience strife in their relationships with friends. This may be because of things their friends do, such as smoking, that they feel if they don't do, they'll lose their friendship. Teen depression can be extremely intense at times because of physical and hormonal changes but emotional instability is part of being a teenager. Their changing mind, body and relationships often present themselves as stressful and that change, they assume, is something to be feared. Views of family relationships during adolescence are changing. The old view of family relationships during adolescence put an emphasis on conflict and disengagement and thought storm and stress was normal and even inevitable. However, the new view puts emphasis on transformation or relationships and maintenance of connectedness.

3. PUBERTY
3.1 WHAT EXACTLY IS PUBERTY???
Puberty refers to the process of physical changes by which a child's body becomes an adult body capable of reproduction. Puberty is initiated by hormone signals from the 10

brain to the gonads (the ovaries and testes). In response, the gonads produce a variety of hormones that stimulate the growth, function, or transformation of brain, bones, muscle, skin, and reproductive organs. Growth accelerates in the first half of puberty and stops at the completion of puberty. During puberty, major differences of size, shape, composition, and function develop in many body structures and systems. The most obvious of these are referred to as secondary sex characteristics. In a strict sense, the term puberty refers to the bodily changes of sexual maturation rather than the psychosocial and cultural aspects of adolescent development. Adolescence is the period of psychological and social transition between childhood and adulthood. Adolescence largely overlaps the period of puberty, and it refers as much to the psychosocial and cultural characteristics of development during the teen years as to the physical changes of puberty. Two of the most significant differences between puberty in girls and puberty in boys are the age at which it begins, and the major sex steroids involved. The hormone that dominates female development is estrogen. It promotes the growth of breasts and uterus; it is also the principal hormone driving the pubertal growth spurt and epiphyseal maturation and closure.Estradiol levels rise earlier and reach higher levels in women than in men. In males, testosterone, an androgen, is the principal sex steroid. The male growth spurt begins later, accelerates more slowly, and lasts longer. Although boys are 2 cm shorter than girls before puberty begins, adult men are on average about 13 cm taller than women.

3.2 Onset of puberty

Onset is associated with high GnRH pulsing, which precedes the rise in sex hormones, LH and FSH. Exogenous GnRH pulses cause the onset of puberty. Brain tumors which increase GnRH output may also lead to premature puberty. Puberty begins consistently at around 47 kg for girls and 55 kg for boys. However, the onset of puberty might also be caused by genetics.

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3.3 Physical changes in males

3.3.1 Testicular size, function, and fertility

In boys, testicular enlargement is the first physical manifestation of puberty Testes in prepubertal boys change little in size from about 1 year of age to the onset of puberty. Testicular size continues to increase throughout puberty, reaching maximal adult size about 6 years later. The testes have two primary functions: to produce hormones and to produce sperm. The Leydig cells produce testosterone, which in turn produces most of the changes of male sexual maturation. Potential fertility is reached at about 13 years old in boys, but full fertility will not be gained until 14-16 years of age.

3.3.2 Pubic hair

Pubic hair often appears on a boy shortly after the genitalia begin to grow. The first appearance of pubic hair is termed pubarche and the pubic hairs are usually first visible at the dorsal (abdominal) base of the penis. The first few hairs are described as stage 2. Stage 3 is usually reached within another 612 months, when the hairs are too many to count. By stage 4, the pubic hairs densely fill the "pubic triangle." Stage 5 refers to spread of pubic hair to the thighs and upward towards the navel as part of the developing abdominal hair.

3.3.3 Body and facial hair

Following the appearance of pubic hair, other areas of skin which respond to androgens develop heavier hair (androgenic hair) in roughly the following sequence: underarm (axillary) hair, perianal hair, upper lip hair, sideburn hair, periareolar hair, and the rest of the beard area. Arm, leg, chest, abdominal, and back hair become heavier more gradually.

3.3.4 Voice change

Under the influence of androgens, the voice box, or larynx, grows in both genders. 12

This growth is far more prominent in boys, causing the male voice to drop and deepen, sometimes abruptly but rarely "over night," about one octave, because the longer and thicker vocal folds have a lower fundamental frequency. Occasionally, voice change is accompanied by unsteadiness of vocalization in the early stages of untrained voices. Most of the voice change happens during stage 3-4 of male puberty around the time of peak growth. Full adult pitch is attained at an average age of about 15 years. However, it usually precedes the development of significant facial hair by several months to years.

3.3.5 Male musculature and body shape

By the end of puberty, adult men have heavier bones and nearly twice as much skeletal muscle. Some of the bone growth is disproportionately greater, resulting in noticeably different male and female skeletal shapes. The average adult male has about 150% of the lean body mass of an average female, and about 50% of the body fat.This muscle develops mainly during the later stages of puberty, and muscle growth can continue even after a male is biologically adult.

3.3.6 Body odor and acne

Rising levels of androgens can change the fatty acid composition of perspiration, resulting in a more "adult" body odor. Another androgen effect is increased secretion of oil from the skin and the resultant variable amounts of acne. Acne typically fully diminishes at the end of puberty. Acne may also cause scarring.

3.4 Physical changes in females

3.4.1 Breast development

The first physical sign of puberty in females is usually a firm, tender lump under the center of the areola(e) of one or both breasts, occurring on average at about 10.5 years of age at stage 2 of breast development. Within six to 12 months, the swelling has clearly begun in both sides, softened, and can be felt and seen extending beyond the edges of the areole. This is stage 3 of breast development. By another 12 months 13

(stage 4), the breasts are approaching mature size and shape, with areolae and papillae forming a secondary mound. In most young women, this mound disappears into the contour of the mature breast (stage 5), although there is so much variation in sizes and shapes of adult breasts that stages 4 and 5 are not always separately identifiable.

3.4.2 Pubic hair

Pubic hair is often the second unequivocal change of puberty noticed, usually within a few months of thelarche. It is referred to as pubarche and the pubic hairs are usually visible first along the labia. The first few hairs are described as Tanner stage 2.Stage 3 is usually reached within another 6-12 months, when the hairs are too numerous to count and appear on the pubic mound as well. By stage 4, the pubic hairs densely fill the "pubic triangle." Stage 5 refers to spread of pubic hair to the thighs and sometimes as abdominal hair upward towards the navel.

3.4.3 Vagina, uterus, ovaries

The mucosal surface of the vagina also changes in response to increasing levels of estrogen, becoming thicker and a duller pink in color .Whitish secretions are a normal effect of estrogen as well. In the next 2 years, the uterus and ovaries increase in size, and follicles in the ovaries reach larger sizes.

3.4.4 Menstruation and fertility

The first menstrual bleeding is referred to as menarche, and typically occurs about 2 years after thelarche.The average age of menarche in American girls is about 11.75 years. Menses (menstrual periods) are not always regular and monthly in the first 2 years after menarche. Ovulation is necessary for fertility, but may or may not accompany the earliest menses. In postmenarchal girls, about 80% of the cycles were anovulatory in the first year after menarche (about 13 years), 50% in the third (about 15 years) and 10% in the sixth year (about 18 years).However, initiation of ovulation after menarche is not inevitable, and a high proportion of girls with continued irregularity several years from menarche will continue to have prolonged irregularity and anovulation, and are at higher risk for reduced fertility. The word nubility is used commonly in the social sciences to designate achievement of fertility. 14

3.4.5 Body shape, fat distribution, and body composition

During this period, also in response to rising levels of estrogen, the lower half of the pelvis and thus hips widen (providing a larger birth canal).Fat tissue increases in the typical female distribution of breasts, hips, buttocks, thighs, upper arms, and pubis. Progressive differences in fat distribution as well as sex differences in local skeletal growth contribute to the typical female body shape by the end of puberty. At age 10 years, the average girl has 6% more body fat than the average boy, but by the end of puberty the average difference is nearly 50%.

3.4.6 Body odor and acne

Rising levels of androgens can change the fatty acid composition of perspiration, resulting in a more "adult" body odor. This often precedes thelarche and pubarche by 1 or more years. Also, there is increase in sebum (oil) secretion, which increases the susceptibility to acne, a characteristic affliction of puberty greatly variable in its severity.

3.5 Variations

3.5.1 Timing of onset

The age at which puberty begins can vary widely between individuals and between populations. Age of puberty is affected by both genetic factors and by environmental factors such as nutritional state or social circumstances.

3.5.2 Genetic influence

Various studies have found direct genetic effects to account for at least 46% of the variation of timing of puberty in well-nourished populations. The genetic association of timing is strongest between mothers and daughters. The specific genes affecting timing are not defined yet.Among the candidates is an androgen receptor gene.

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3.5.3 Nutritional influence

Nutritional factors are the strongest and most obvious environmental factors affecting timing of puberty. Girls are especially sensitive to nutritional regulation because they must contribute all of the nutritional support to a growing fetus. Surplus calories (beyond growth and activity requirements) are reflected in the amount of body fat, which signals to the brain the availability of resources for initiation of puberty and fertility.

For most of the last few centuries, nutritional differences accounted for majority of variation of pubertal timing in different populations, and even among social classes in the same population. Recent worldwide increased consumption of animal protein, other changes in nutrition, and increases in childhood obesity have resulted in falling ages of puberty, mainly in those populations with the higher previous ages.

Although available dietary energy is the most important dietary influence on timing of puberty, quality of the diet plays a role as well. Lower protein intakes and higher dietary fiber intakes, as occur with typical vegetarian diets, are associated with later onset and slower progression of female puberty.

Studies have shown that calcium deficiency is a cause of late puberty, irregular and painful cramping during menstruation with excessive blood loss, and lowered immune response to infections in young girls.

3.5.4 Physical activity and exercise

The average level of daily physical activity has also been shown to affect timing of puberty, especially female. A high level of exercise, whether for athletic or body image purposes, or for daily subsistence, reduces energy calories available for reproduction and slows puberty. The exercise effect is often amplified by a lower body fat mass and cholesterol.

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3.5.5 Physical illness

Many chronic diseases can delay puberty in both boys and girls. Those that involve chronic inflammation or interfere with nutrition have the strongest effect. In the western world, inflammatory bowel disease and tuberculosis have been notorious for such an effect in the last century, while in areas of the underdeveloped world, chronic parasite infections are widespread.

3.5.6 Mental illness

Mental illnesses and psychological disorders are common during puberty. The brain undergoes significant development which can contribute to mood disorders such as clinical depression, bipolar disorder, dysthymia and schizophrenia. Girls aged between 15 and 19 make up most of anorexia nervosa cases.

3.5.7 Stress and social factors

The most important part of a child's psychosocial environment is the family, and most of the social influence research has investigated features of family structure and function in relation to earlier or later female puberty. Menarche may occur a few months earlier in girls in high-stress households.

3.6 Change Can Feel Kind of Strange:

Just as those hormones change the way your body looks on the outside, they also create changes on the inside. During puberty, you might feel confused or have strong emotions that you've never had before. You might feel overly sensitive or become upset easily. Some kids lose their tempers more often and get angry with their friends or families. You also may feel anxious about how your changing body looks. Sometimes it can be hard to deal with all these new emotions. It's important to know that while your body is adjusting to the new hormones, so is your mind. Try to remember that people usually aren't trying to hurt your feelings or upset you on 17

purpose.

You might also have sexual feelings that you've never felt before. And you will probably have lots of questions about these new, confusing feelings about sex.It's easy to feel embarrassed or nervous when talking about sex. It's important to get your questions answered, but you need to be sure you have all the right information. Some kids can talk to their parents about sex and get all their questions answered. But if you feel funny talking to your parents about sex, there are many other people you can talk to, like your doctor, a school nurse, a teacher, a school counselor, or some other adult you feel comfortable talking with.

3.7 Conclusion of puberty

In a general sense, the conclusion of puberty is reproductive maturity. Criteria for defining the conclusion may differ for different purposes: attainment of the ability to reproduce, achievement of maximal adult height, maximal gonadal size, or adult sex hormone levels. Maximal adult height is achieved at an average age of ~ 15 years for an average girl and ~ 18 years for a average boys. Potential fertility (sometimes termed nubility) usually precedes completion of growth by 1-2 years in girls and 3-4 years in boys. Stage 5 typically represents maximal gonadal growth and attainment of adult hormone levels.

4. PEER PRESSURE:
Your peers are the people with whom you identify and spend time. In children and teens, they are usually, but not always, of the same age group. In adults, peers may be determined less by age and more by shared interests or professions. Peer pressure occurs when an individual experience implied or expressed persuasion to adopt similar values, beliefs, and goals, or to participate in the same activities as those in the peer group.

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4.1 What Is Peer Pressure?

Peer pressure exists for all ages. Three-year-old Robert insists that his mother take him to the store right away and buy him the latest fad toy because his friends have it. When she doesnt, he has a temper tantrum. Nine-year-old Sarah wears a new shirt to school once, then refuses to wear it again because her friends made fun if it. Jeff, at sixteen, works out three hours a day to have a perfect body. When one of his friends at the gym offers him some anabolic steroids, he accepts, sacrificing his health for his image. Meanwhile, Jeffs forty-year-old father just took out a loan he couldnt afford to buy a new BMW because most of his neighbors drive luxury cars, and he didnt want them to think he couldnt afford one too. No one is immune from peer pressure.

The level of peer influence generally increases as children grow.Pre-teens and teenagers face many issues related to conformity and peer pressure. They are pulled between the desire to be seen as individuals of unique value and the desire to belong to a group where they feel secure and accepted. The result is that often teens reject family or general society values, while feeling pressure to conform rigidly to the values of their peer group. An example of this phenomenon is seen when young people join gangs. In joining the gang they are rejecting the communitys way of dressing and behaving. Yet to belong to the gang, they must conform to the gangs own style of dress, behavior, and speech.

4.2 How Does Peer Pressure Affect Behavior?

Peer pressure by itself is neither positive nor negative. For example, both high and low academic achievements are closely linked to peer influences. Several studies confirm research findings that the values of the peer group with whom the high school student spends the most time are a stronger factor in the students level of academic success than the values, attitudes, and support provided by the family. Compared to others who started high school with the same grades, students whose families were 19

not especially supportive, but who spent time with an academically oriented peer group, got better grades. Those students whose families stressed academics, but who spent time with peers whose orientation was not toward academic excellence, performed less well.

Regardless of the parenting style, peer pressure also influences the degree to which children conform to expected gender roles. For example, up until about grade six, girls performance as well in science and math as boys, but during adolescence girls test scores and level of expressed interest in these subjects declines. The tendency is to abandon competition with boys in favor of placing more emphasis on relationships and on physical appearance.

Physical appearance is extremely important to teenagers. Young people are all too well aware that the group may reject them simply because they look different or dress differently. Jeff, who wanted to have the perfect male body, is no more immune to peer pressure than a girl who develops anorexia or another eating disorder in an effort to have the perfect female body.

Peer pressure can be either expressed or implied. In expressed peer pressure, a boy may be challenged by the group to prove your manhood by having sex or performing a risky stunt such as roof riding. Girls may be told that if they want to be part of groups they must do something illegal such as shoplift. Studies show that both girls and boy are inclined to take risks they do not want to take because they believe the risky behavior will increase their standing in the eyes of their peers and assure their acceptance in the group.

Implied peer pressure is more subtle and can be harder to combat. For example, a group of girls may make fun of the way another girl is dressed, pressuring members of their group to dress only in one acceptable style. Often young people who look, dress, or act differently, or who have significant interests that differ from those of their age group become outcasts because of the pressure groups place on their members not to associate with anyone unlike themselves. This can lead the rejected person to feel 20

desperate and depressed.

4.3 Why is peer pressure so powerful?

Peer groups have so much influence, especially with adolescents, because, no matter how inappropriate it seems to adults, belonging to a group really does give something significant to the young person. Peer groups provide a place where children feel accepted, where they can feel good about themselves, and where their self-esteem is enhanced. Some psychologists also point out that life become simpler when we conform to expectations. Young people tend to gravitate toward other young people with the same problems and in the same situations as themselves and where they feel they will be understood and accepted. There is a very, very strong need to satisfy that thirst for unity and for acceptance. The feeling of belonging is a very powerful force that can outweigh ties to church, school, family, or community. In addition to the feeling of belonging and not being alone or socially isolated, some characteristics that peer groups offer which make them attractive and that families may lack are: i. ii. iii. sex, etc A strong belief structure; A clear system of rules; and Communication and discussion about taboo subjects such as drugs,

4.4 Coping with Peer Pressure?

To maintain emotional health, people need to achieve a balance that lets them make decisions based on a combination of values internalized from the family, values derived from thinking independently, and values derived from friends and other role models. Providing clear but fair and flexible value systems, modeling positive patterns of behavior, and encouraging formation of peer groups that engage in positive academic, athletic, artistic, and social activities are ways that families and 21

schools can make peer pressure a positive force.

Helping children cope with peer pressure begins in preschool. Parents who convey a strong, clear (not necessarily rigid) value structure and open avenues of communication about many topics early in life as children are first being exposed to the group pressures in preschool set a pattern for future positive influences. Parents who are hesitant to discourage their childrens independence and individuality often send vague messages or no message at all to the child about their perspective on issues, leaving the child to make decisions based on the opinions of his peers. Voicing parental opinion provides guidance, which children can choose to accept or reject in future situations. In turn, the knowledge that the child is open to being guided on important matters gives parents a sense of confidence when the child succumbs to the numerous small, inconsequential peer pressures concerning interests, toys, or styles of dress throughout grade school. Many programs exist to help students resist peer pressure. One of the best known is the DARE (Drug Abuse Resistance Education) program used in elementary schools to teach children to resist the pressures to use drugs and alcohol. This, and similar programs, offer strategies for coping with unwanted pressure to become involved in activities that are risky, illegal, or self-destructive.

Some of the techniques of resisting peer pressure include:

Observe people and the groups with whom they socialize. Observe what they

do and the consequences of their actions. When someone tries to argue everyones doing it, you can prove otherwise. Make positive choices about which you spend time with, instead of joining a group just because it is there. Avoid situations that present problems - parties where no adults will be

present, being alone with a boyfriend or girlfriend who might pressure you to become sexually involved, situations where you will have to prove yourself to be accepted as part of the group.

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Evaluate the risk. Are you being ask to do something that is trivial, like

wearing a piece of clothing you wouldnt normally choose, or are you being asked to do something that might have permanent health or legal consequences like using drugs or drinking and driving? Communicate: Say No forcefully and with eye contact. If you do not believe

yourself, no one else will either. You do not need to apologize for your individuality. Find an ally, someone who feels the same way you do, who will support your decision to say no. Anticipate what your friends will say or do and decide beforehand how you

will react. If you know that when you go to the mall your friends will shoplift, decide how you will handle the situation before you go or make an excuse to stay home. If you are in a situation where there is conflict, walk away. No one can make

you do something you do not want to. If you find yourself anticipating conflict too often, seriously think about finding a new friend or set of friends. Start off gradually, spending less and less time with the people who are pressuring you. Know yourself. Know what moods might make you more susceptible to

negative peer influence. Know what activities make you feel good about yourself. Know why you are doing whatever you do everyday. Be aware of your actions. Make active choices rather than floating along with the crowd. Get involved in positive activities such as sports, volunteering, peer tutoring,

or youth clubs. Look for people who share your interests outside of your immediate school friends. Having several different groups of people who accept you give you choices and social outlets rather than making you dependent on one group of friends. Two primary areas where schools can discourage negative peer pressure and encourage formation of positive peer groups are in peer leader programs and in collaborative learning practices. Most schools train student peer leaders to participate in counseling, support groups, drug or violence prevention programs, or peer mentoring and tutoring programs. For these programs, students retrained in understanding and empathizing with others, goal setting, problem identification, decision-making, and communication skills in order to lead, coach, and support other students. Peer leader programs implicitly combat peer pressure as students act as positive role models for other teens.

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5. DRUGABUSE
Substance abuse, also referred to as drug addiction, has been described as the continuous use of a harmful or potentially harmful substance for the purposes of sensory or mood alteration that overtime may reinforce its permanent consumption .One of the factors most often associated with predicting ones risk of future drug addiction is age. From childhood to young adulthood, people tend to be most susceptible to experimentation with drug use, however as we grow older, continued drug use begins to reflect future addiction. Yet even mild drug use can disrupt a young persons life by negatively influencing their ability to relate with others maintain a sober composure over long periods of time, and it results in temporary memory loss depending on the type of drug and the length of use. Sex is also a strong predictor of ones vulnerability to abusing substances in the future, and according to the World Health organization, males are more likely to use and abuse drugs than female, yet the gap between the two sexes is narrowing every year. Other risk factors include our attitudes, impulsive behavior, and an affinity for risky behavior. Treatment of substance abuse and addictions is no longer isolated to hospital rooms and medical clinics, more and more cultures globally are opting in to communitybased solutions for addressing this issue. Why community treatment of drug abuse? Well despite the philosophical classification of drug use as a personal harm, substance abuse is very much a social problem that affects all those involved directly or indirectly. Community approaches to treating substance abuse and abusers vary globally and even locally but some common strategies are: Mindfulness training, career internships, community gatherings or interventions, and even community prayer and meditation events. Confronting drug abuse is more than just becoming sober, it is also about helping yourself or someone you know regain a sense of freedom and control over their lives 24

6. SMOKING:
Smoking is one of the most difficult addictions to break. Scientists estimate that cigarettes are more addictive than cocaine, heroin, or alcohol. According to the World Health Organization, smoking kills more people than any disease in the world. With all this information readily available, why do people continue to smoke?

Most people who smoke do so because they cant stop. Nicotine is a highly addictive substance that makes people feel energized and alert. Smokers get a rush after a cigarette, and giving up produces withdrawal symptoms that include difficulty sleeping and cravings. Seventy percent of people who quit smoking eventually start again. . Smoking also produces psychological dependency. Many people smoke because it helps them relax and cope with difficult situations, or because it gives them confidence. Others smoke when they feel bored. Smoking produces a feeling of satisfaction thats difficult to give up. Finally, people who smoke are usually in denial they know that smoking is bad, but they convince themselves its simply not as terrible as they make it sound.

Smoking is a social activity as well. Many people who smoke do so as a way to start conversations and interact at parties or in crowded places. This is known as social smoking, and it usually involves alcohol as a complement.

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Many teenagers start smoking due to peer pressure. They may also smoke to feel more mature or as a form of rebellion against parental authority. It has been proved that children are also more likely to smoke if their parents do.

6.1 Some parenting tips:

If you suspect that your child is drinking, smoking or is experimenting with drug use, then you should discuss it with your pediatrician for further treatment. While their are many urine, blood and even hair tests that can detect if your child is involved in drug use, it is best to do these tests with your childs consent. If you secretly test your child, then if the test is positive you will have to confront your child with this information. This can lead to more problems, since you may lose his trust because you tested him secretly. If the test is negative, then it just tells you that he hasnt used anything recently. This may give you a false sense of security, since he may still be regularly involved in drug use. You should talk with your child if you think he is drinking, smoking or is experimenting with drug use. Or you can set up an appointment with a medical professional with experience in dealing with adolescents with this problem. This professional can be your Pediatrician, a psychologist, counselor or someone else that your child can build a relationship with to talk about his problems. If you are a smoker, QUIT. I cannot imagine a more powerful message than sitting down with your son or daughter and telling them that you realize what an unhealthy and dangerous habit your smoking has become and that your love for them is so deep that you are willing to take whatever steps necessary to stop. You already know that they are worried about you and the unhealthy effects of your smoking. Besides setting a good example for your kids, you will also relieve them of some of the concerns they already have for you and your health. The second step requires more effort and consideration. If parental support and love for ones children is perceived to be more important than that of friends, they will seek parental favor over that of their peers. In effect you can, by the power of parental 26

love, transcend the negative influences of their peer groups. This can only be successful if you are prepared to make large investments of time and to set a higher priority for the emotional needs of your children than for yourself. Following a few of these suggestions is a start: 1. Have one meal each day together as a family. 2. Set aside one night per week for family-only activities. 3. Adjust your play with your children as they age. 4. Be there, wherever there isat a school play, a sporting event, a musical performance, etc. 5. If you are married, honor your commitment to your spouse. If you are a single parent or noncustodial parent, work out a plan that allows for regular and loving participation in the life of your child. 6. Resist the temptation to reduce your involvement in your childs life during adolescence. 7. Do not leave teens in groups in unsupervised settings. As a parent, call ahead to see if there is anything you can do to help with a gathering and ask if there will

7. TEENAGE PREGNANCY:
Peer pressure peaks during adolescence, but it never entirely disappears. Even adults feel pressure to conform in order to belong to a group whether it is in the workplace, neighborhood, or in the extended family. Finding a rational balance between accepting group beliefs and thinking for oneself is a challenge for everyone. Many people who feel as if this area of their lives is out of balance benefit from seeking professional counseling to help them find a level of belonging and acceptance that is more comfortable. Teenage pregnancy: Nipping it in the bud

The pregnant teen mother and the child born are likely to suffer health, social, emotional and economic problems. It is high time 27

teenagers are educated on their sexual behaviour, feels Dr. Duru Shah, one of Indias top gynaecologists and infertility experts.

Child marriages are still prevalent today in India the results of which are girls becoming mothers in their teens. In addition to that, the recent spate of incidents of rape on minors and the rising levels of promiscuity among teenagers are also a cause of great concern as they lead to teenage pregnancies. Also known as adolescent pregnancy, teenage pregnancy is one that occurs from puberty to the age of 19. Puberty is the stage of adolescence when a girl can sexually reproduce, however a young woman can become pregnant even before her first menstrual cycle. This is because ovulation, the release of an egg from the ovary, may occur before the first period. In the absence of adequate contraception the egg can become fertilized. And this is quite common in teenagers, as most of them do not use any birth control measures like condoms when they have sexual intercourse. Our own study conducted on 400 college students of Mumbai showed that most of the sexually active girls start worrying about contraceptives only after 6 months of sexual activity. For a woman including a teenager to conceive it is not necessary that actual penetration takes place. This is because sperm can travel upwards from its presence in the area of the external genital area and result in pregnancy. It is therefore very important for teenagers to have proper knowledge and understanding of their body and its functions before they become sexually active. Responsible sexual behaviour prevents pregnancy. Whether the pregnancy is due to marriage or sex between unmarried teenagers there are nevertheless some issues concerning the higher rates of nutritional and obstetric problems associated with adolescent pregnancy. Also, the ignorance and immaturity can result in higher morbidity and mortality among mothers and babies.

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7.1 Symptoms of pregnancy

The symptoms of a teenage pregnancy are not different from a normal pregnancy. They include: * Missed period * Fatigue * Nausea/vomiting * Breast enlargement and breast tenderness * Irregular vaginal spotting or bleeding * Stomach cramping * Increased drowsiness and moodiness In spite of experiencing these symptoms many teenagers do not tell anyone and as such often go unnoticed by friends and family. Unfortunately, the teenager with irregular periods may not even realize that she is pregnant until well into the fifth month of pregnancy when she starts feeling the babys movements.

7.2 Teen pregnancy: Diagnosis

Any teenage girl who experiences irregular or absent periods or any of the symptoms is advised to undergo a pregnancy test. The doctor should do this even if she does not admit to have had sexual intercourse. An early diagnosis of pregnancy helps the teenager to adjust emotionally and physically. Also, early prenatal care is essential. Usually, pregnancy is associated with weight gain but if nausea and vomiting are significant there could be weight loss. Further, pelvic examination by a gynaecologist may reveal bluish or purple coloration of vaginal walls, bluish or purple coloration and softening of the cervix, and softening and enlargement of the uterus. Finally, an ultrasound may be done to confirm the presence and current status of the pregnancy.

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7.3 Teen pregnancy: Cause factors

The ultimate cause of teenage pregnancy is unprotected intercourse. A sexually active teenager who does not use contraception has a 90% chance of becoming pregnant within one year. Potential behaviour patterns for a teenage girl becoming pregnant include: * early dating behaviour * high-risk behaviours (smoking, alcohol and substance abuse) * lack of a support group or few friends * Unhealthy environment at home * stress and depression * delinquency / criminal behaviour * living in a community where early childbearing is common and viewed as the norm rather than as a cause for concern * exposure to domestic or sexual violence * and most important, financial constraints Health and social effects of teen pregnancy in India Single motherhood is associated with the causes mentioned earlier and it can be overwhelming when an infant is born prematurely. The financial, emotional, and medical needs of the infant may be too difficult for a teenage mother and/or her extended family to deal with. It is further complicated with societys attitude towards teenage unwed mothers. They experience isolation, guilt accompanied by stress and depression, low self esteem resulting in lack of interest in studies, limited job prospects and lack of a support group or few friends to name just a few. Health wise teenage mothers have a much higher risk for anaemia, pregnancy-induced hypertension, lower genital tract infections (which may lead to premature labour and delivery), caesarean section because of pre-maturity, large baby within a small pelvis, foetal distress and sudden infant death syndrome. The major complications in young mothers are thought to be high blood pressure, iron deficiency, anaemia, disproportion and birth of low weight babies.

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Similarly, infants born to such teenage mothers are at higher risk of complications of pre-maturity, low weight, accidental trauma and poisoning, minor acute infections, lack of immunization or vaccinations and developmental delays. In the non-pregnant state, there is quite a high possibility of getting sexually transmitted diseases (STDs), chronic pelvic pain, cervical cancer, human immunodeficiency virus (HIV) infection and acquired immunodeficiency syndrome (AIDS).

7.4 Prevention and care

Pregnancy at a very young age especially an unwanted one leads to severe emotional and mental trauma for the girl. Hence, the first and foremost lines of defence are programs that are effective in delaying attempts at sexual intercourse. Parents, schools and healthcare professionals can have open, honest, and educational talks with teenagers and preteens. They can also provide advice about how to prevent teenage pregnancies.

In this context it is apt to mention the Growing Up program. Initiated through the Federation of Obstetric & Gynecological Societies of India (FOGSI) in partnership with Johnson & Johnson the program educates schoolgirls on menstruation, its myths and hygiene, the anatomy and functioning of the reproductive system, the value of good nutrition and exercise, problems of drug, alcohol and tobacco abuse, and sexual abuse. Over 12 lakh girls in more than 50 cities all over the country have been addressed in the last 5 years. Since unprotected sex is the main cause of teenage pregnancies, contraceptive counselling is highly important in order to prevent them, especially repeat ones. 31

Clinics, private medical offices, or NGOs can play a major role in providing counselling. Birth control pills, the most popular form of contraception for teenagers, should be taken regularly or as advised else teenagers risk pregnancy. On the other hand, barrier methods such as condoms, diaphragms, and foam have high failure rates among teenagers. This is due to sporadic and improper use. To avoid pregnancy in the event of unprotected sexual intercourse, teenagers should be made aware of emergency contraception. Though all these help teenage girls avoid getting pregnant even after having sex, the best way however is to educate them on the importance of abstinence and /or having safe sex. On the lines of Growing Up program, FOGSI initiated a program for women in the age group of 20-25 years in 2004. The Postgraduate College program titled Lets Talk started in association with Organon educates women about the various forms of contraception. Unfortunately most of our young girls have never given much importance to contraception and only think about it after they have had an unwanted pregnancy. It is high time that women take it upon themselves to make their choice of contraception because it is they who suffer from the consequences of an unwanted pregnancy.

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8. RELATIONSHIPS:

8.1 The Parent-Teen Relationship: How Parents Can Make the Most of It?
"Enjoy them now, they'll soon be teenagers!" Warnings like this from friends and relatives, together with media images of adolescents as irresponsible, rebellious troublemakers, can lead parents to expect trouble as their children enter puberty. It is a rare parent who does not approach a child's adolescence without some misgivings. But family life does not have to be a battleground during the teenage years. Parents and teens can live together, more or less harmoniously, if parents know what to expect and are willing to make some adjustments in the way they think and act. The purpose of these fact sheets is to help parents cope more effectively during their children's adolescence. Although this information is intended mainly for parents of teenagers, it is general enough to be useful to parents of younger children as well. The first fact sheet discussed the way teenagers develop and what parents can do to help them through this time in their life. This second fact sheet focuses on strategies parents can use to deal with typical teenage behaviour.

8.2 Family Relationships

Teens are out of balance at the same time as their parents are struggling with their own mid-life pressures. While teens are dismayed by each new pimple, parents may be agonizing over each new wrinkle. While teens are thinking in terms of the time ahead and the opportunities it will bring, parents are beginning to think in terms of time remaining and the opportunities that are diminishing. While teens are gradually acquiring more personal power, parents are often beginning to confront their own limitations. Giving up power over their children may be difficult. Good parents aim at working themselves out of their job, but the difficult part is knowing how and when to let go. 33

Parents are not the only ones struggling with mixed feelings. As teenagers try to establish their identity, they have to adjust to the loss of childhood security and accept increasing responsibility. As our children work toward independence and self-control, our attitude to their struggle is crucial to their success. Parents and teenagers will both do much better if parents can keep a sense of perspective. When parents and teens are getting along, family life can be wonderful. Teens really are enjoyable and energizing. Their wit and high spirits make them fun to be around. But when parents and teens are at odds, the teenage propensity for sullen silence and rejection can confuse and frustrate their parents. Life with teenagers is an emotional rollercoaster; certainly an adult marriage with so many ups and downs would be considered unstable. Luckily, for parents and adolescents this "on-again, off-again" relationship is normal and nothing to worry about in the long run. Make the most of the good times with your teens. Think about your children's likeable qualities even when they're temporarily exhibiting their unlikable ones. It is important for parents to see the instability in the relationship for what it is a necessary part of the teen's development in separating from his or her parents.

8.3 Handling Anger

Growing up is difficult sometimes and anger plays a key part in the process of separating from parents. Teens resent being dependent, but they're afraid of having to take care of themselves. They are annoyed at being treated like an adult one minute and a child the next, but they often behave inconsistently themselves. And then they bristle when you point this out to them. Understanding your teenager's anger will help you respond to it more constructively. In a society that often appears to condone violence as a way of solving problems, we need to help our teens control their anger and express it safely especially their anger at parents. Remember that anger is a normal emotion and those other feelings like 34

helplessness, hurt, frustration, confusion and guilt are often expressed as anger. Ask yourself: "How cans a teenager in our home express anger in acceptable ways? Do we provide our teenager with any safety valve to blow off steam?" We must make it clear to our teens that yelling, cursing, hitting and other forms of aggression are unacceptable. There are non-violent ways to work off anger: stomping off to one's room, pounding a pillow, twisting a towel, crying, talking it out, writing in a diary or doing some form of physical exercise. In helping teens to deal with their anger, the example we set is crucial. Like younger children, teens take their cues from us. It is therefore important that we be aware of our own behavior, so that we don't become part of the problem. Teens often like to bait their parents and mothers and fathers who overreact can be drawn into a destructive pattern of pointless arguments. The last thing an out-of-control teen needs is an out-of-control parent. Mothers and fathers need to ask themselves "How do I behave when I'm angry at my teen? Would I want my teen to imitate me?" Parents can work off anger using the techniques suggested above too. When you feel your temperature rising over something your child has said or done, consciously force yourself to back off. Take time out. Give yourself a chance to cool off and relax a little before confronting the issue. It will help you keep things in perspective. The way you talk is important. In the heat of argument, if you can't help "sounding off" about your teen's behaviour, do it without attacking his or her personality. A practical approach is to start your sentences with the word 'I' followed by a statement of your feelings. "I don't like it when you use that kind of language" or "I'm really upset when you take your anger out on me." This way you will avoid laying blame. In other words, speak as you would be spoken to. The way you listen is important too in draining off your teen's anger. It can be passive listening silence is sometimes golden. A more useful way to listen is by trying to understand what feelings lie behind your teen's actions or words. Your response should start with the word you, as in "You sound like you're pretty frustrated," or "You look like you're really fed up." We all know how important it is to feel heard 35

and understood, especially when we are upset. Remember that you should listen twice as much as you talk.

8.4 The 'Dos' and 'Donts of Parent-Teen Communication

Don't argue with the way your teen sees things. Instead, state your own case and speak from that. "I have a different opinion," "This is what I believe," and "This is the way I see it." Don't talk down to your teenager. There's nothing more irritating than a condescending tone. Don't lecture or preach. Again, this only provokes hostility. Besides, the average teenager goes "deaf" after hearing about five sentences. Don't set limits you can't enforce. Do focus on the behaviour, not the person. Do think ahead to what you will say and how you will say it. Do keep your messages clear and concise. .Successful teen-parent negotiation depends on three things: 1. Involving your teen in the process when you make rules, set limits or reach decisions. 2. Keeping as calm and rational as possible even when emotions run high. It is especially important to control your anger. 3. Using the following specific problem-solving method, which helps keep negotiations focused on the issue. Problem solving has several steps: identifying the issue for negotiation, brainstorming solutions, evaluating and narrowing down the alternatives until you get a solution that you both can live with, making an agreement and evaluating the outcome.

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In matters of discipline, it is helpful to see inappropriate or unacceptable behaviour as a mistake in judgment or choice that carries consequences for your teen. If your teen behaves badly, make your feelings known immediately. Expressing sadness or disappointment about your teen's unacceptable behaviour is more constructive than expressing anger. The former leaves the problem where it belongs with your teen while the latter shifts the focus to you. The next step would be to negotiate with the teen the appropriate consequences for the misbehaviour so that the teen can make amends and be motivated to do better in the future. By asserting themselves, parents project by word and action the message "I love you too much to stand by and see you do something hurtful. When you show me by your behaviour that you can handle things better, I'll back off." While resolving the immediate issue at hand is important, it's even more crucial for parents to take a long-range view. Their job is to help teens develop the ability to make good decisions for themselves. Young people not only lack experience, but also often have little foresight. Parents should teach their teens to think like chess players: before they make a move, they should try to anticipate the consequences. "What will happen to me if I make this next decision or choice?" At the same time, parents should be asking themselves "What can I do in this situation to help my teen be more responsible?"

8.5 Positive Parenting

Growing up is often discouraging. Telling your teenagers "I love you" is less important than showing in tangible ways that you care. One of the best ways is by 37

helping your teenagers believe in themselves. And teens will only believe in themselves if they know we have confidence in them. Try to recognize their efforts and the good things they do, and reassure them, at every possible opportunity, that they have the qualities we want for them. Give them the message "I don't always understand what is going on with you but I'm on your side and I have faith that you will sort things out and land on your feet." One of the most important factors to be taken into consideration whilst your child is in full-time education is the relationship they have with their teachers; indeed the relationship your child has with any adult within the confines of a school environment. It is something that we as parents take for granted; the notion that our children can interact with adults with the same ease as they do with us as their parents. This does not always represent a true reflection of how the relationships between children and their teachers are and it is only right and proper that as parents we try to establish if your children are interacting with their teachers in a manner befitting of all concerned. Whilst we would like to think that our children can communicate with their teachers and peers in the same was as they do with us it is not always the case and this can be because of shyness a withdrawn character or simply because they do not like their teachers.

8.6 The Importance of a Good Pupil-Teacher Relationship

It would be impossible for any teacher to say that every pupil they have ever taught has liked them but it is possible to do certain things as a teacher that will at least enable the children under their care to receive the standard of education required without having issues of personality. The relationship between your child and their teachers should be one built on a mutual understanding and we as parents can help our children to understand that the teachers are for the benefit of their education and in matter of fact their future. Indeed teachers are also trained not only how to teach their particular subject but also how to deal with

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children but for the most part the teacher must have a personality or character, which is conducive to teaching children. We all like to think that our children are above misbehaving but it has to be said that it does happen and therefore the teachers must be trained on how to react to this misbehaviour, how to deal with it and how not to allow it to overshadow the teaching of others.

9. Legal issues, rights and privileges

Internationally, those over a certain age are legally considered to have reached the age of majority and are regarded as adults and are held to be responsible for their actions. People below this age are considered minors or children. A person below the age of majority may gain adult rights through legal emancipation. Those who are under the age of consent, or legal responsibility, may be considered too young to be held accountable for criminal action. This is called doli incapax or the defense of infancy. The age of criminal responsibility varies from 7 in India to 18 in Belgium. After reaching the initial age, there may be levels of responsibility dictated by age and type of offense, and crimes committed by minors may be tried in a juvenile court. The legal working age in Western countries is usually 14 to 16, depending on the number of hours and type of employment. In the United Kingdom and Canada, for example, young people between 14 and 16 can work at certain types of light work with some restrictions to allow for schooling; while youths over 16 can work full-time (excluding night work). Many countries also specify a minimum school leaving age, ranging from 10 to 18, at which a person is legally allowed to leave compulsory education. The age of consent to sexual activity varies widely between jurisdictions, ranging from 12 to 21 years, although 14 to 16 years is more usual. In a 2008 39

study of 1417-year-olds conducted by YouGov for Channel 4 it was revealed that one in three 15-year-olds were sexually active.[28] Sexual intercourse with a person below the local age of consent is treated as the crime of statutory rape. Some jurisdictions allow an exemption where both partners are close in age; for example, a 16-year-old and an 18-year-old. The age at which people are allowed to marry also varies, from 9 in Yemen to 22 for males and 20 for females in China. In Western countries, people are typically allowed to marry at 18, although they are sometimes allowed to marry at a younger age with parental or court consent. In developing countries, the legal marriageable age does not always correspond with the age at which people actually marry; for example, the legal age for marriage in Ethiopia is 18 for both males and females, but in rural areas most girls are married by age 16. In most democratic countries, a citizen is eligible to vote at 18. For example, in the United States, the Twenty-sixth amendment decreased the voting age from 21 to 18. In a minority of countries, the voting age is 17 or 16 By contrast, some countries have a minimum voting age of 21 (for example, Singapore) whereas the minimum age in Uzbekistan is 25. Age of candidacy is the minimum age at which a person can legally qualify to hold certain elected government offices. In most countries, a person must be 18 or over to stand for elected office, but some countries such as the United States and Italy have further restrictions depending on the type of office. The sale of selected items such as cigarettes, alcohol, and videos with violent or pornographic content is also restricted by age in most countries. In the U.S, the minimum age to buy an R-rated movie, M-rated game or an album with a parental advisory label is 17 (in some states 18). In practice, it is common that young people engage in underage smoking or drinking, and in some cultures this is tolerated to a certain degree. In the United States, teenagers are allowed to drive between 14-18 (each state sets its own minimum driving age of which a curfew may be imposed), in the US, adolescents 17 years of age can serve in the military. In Europe it is more common for the driving age to be higher while the drinking age is lower than that of the US. In Canada, the drinking 40

age is 18 in some areas and 19 in other areas. In Australia, universally the minimum drinking age is 18, unless a person is in a private residence or is under parental supervision in a licensed premises. The driving age varies from state to state but the more common system is a graduated system of "L plates" from age 16, red "P plates" at 17, green "P plates" at 18 and finally a full license, i.e. for most people around the age of 20.The legal gambling age also depends on the jurisdiction, although it is typically 18. A number of social scientists, including anthropologist Margaret Mead and sociologist Mike Males, have noted the contradictory treatment of laws affecting adolescents in the United States. As Males has noted, the US Supreme Court has, "explicitly ruled that policy-makers may impose adult responsibilities and punishments on individual youths as if they were adults at the same time laws and policies abrogate adolescents rights en masse as if they were children." The issue of youth activism affecting political, social, educational, and moral circumstances is of growing significance around the world. Youth-led organizations around the world have fought for social justice, the youth vote seeking to gain teenagers the right to vote, to secure more youth rights, and demanding better schools through student activism. Since the advent of the Convention on the Rights of the Child in 1989 (children defined as under 18), almost every country (except the U.S. & Somalia) in the world has become voluntarily legally committed to advancing an anti-discriminatory stance towards young people of all ages. This is a legally binding document which secures youth participation throughout society while acting against unchecked child labor, child soldiers, child prostitution, and pornography.

10. Conclusion:
By late adolescence most teenagers feel much more comfortable spending time with their parents. If you've treated them fairly and consistently, and given them room to grow, they will leave adolescence and enter adulthood 41

with family ties intact. There is no doubt that, up to a certain age, no one and nothing could replace the elementary rubs of education received from the parents, in early childhood. This is the period of time when our personality stands to be built. The effects of this process of building can be seen in time and maybe adolescence is a more stable period when its results can be measured. Personality is unique, and it makes us different than the others and helps us pass the obstacles of our lives.

Bibliography
Online references:

www.google.com www.beinggirl.com
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www.teenagerox.com

Books: Its Your Life Harsh Bawja What Happened To My teenager? Cathy Sandler Chicken Soup For The Teenage Soul Help! Im Changing-Notes by an adolescent Hermione Puckers

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