Term Paper SamLe

Specific Emotional Experiences during Adolescence

By:

Shahani Cel M. Mananay

English 2 – 29

Professor Salvacion Santander

March 17, 2011

Outline

Thesis Statement:

There are too many kinds of emotions. But emotions such as fear, anger, affection, worry, and jealousy are the specific emotional experiences during adolescence.

I. Introduction and Definition

II. Fear

III. Anger

IV. Affection

V. Worry

VI. Jealousy

VII. Conclusion

Specific Emotional Experiences During Adolescence

            As a child passes through preadolescence and adolescence, definite changes takes place in the emotional development. Emotions are results from our experiences in various situations. Emotions resemble feelings to the extent that the entire body participates in the reactions that accompany the experience. Hill notes that, “there are different kinds of emotions; however they can be classified into one or another emotional are” (140). Hence, an adolescent’s different emotions may fall into specific emotional behavior.

            An individual is not born with set pattern of emotional behavior. In fact, “emotional responses are the outgrowth of interactions between inherited constitution and environmental factors of influence” (Waterman 128). In addition, an adolescent’s “gaining in knowledge and wisdom from the total background of experience condition attitudes” (Manning 16). Therefore, even a single experience in a sequence of events may alter the total behavior reaction.

            Emotional reactions during adolescence differ. And one of it is fear. Fear is characterized by inner excitement with tendencies toward withdrawing from or avoiding situations. Watson notes that “fears that are begun in childhood tend to continue into adolescence” (141). Therefore, the subtleness of the reaction is increased with age. So, once a child responds with fear to a specific situation, he is likely during his later years to experience fear reactions in situations which are similar to those of his childhood.

            However, constitutes advantage and disadvantage. Because “fear can be safeguard against harm to the extent that it encourages an attitude of cautiousness (Wood 217). It helps an individual to become aware of what should be avoided in his or her surroundings.

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On the other hand, its advantage is that, it arouses the tendency of difficulty in choosing or deciding. So, one must observe appropriate reactions in whatever situations.

            Another emotional reaction is anger. Anger is described as an unpleasant emotional reaction, which is under a constant state of change as it is continually replaced by other feelings. The manner in which anger is expressed, changes with age. Usually, an individual experiences anger when he or she loses his or her temper. And that changes when one is being threaten or insulted. Indeed, the way of expressing anger, varies into how intense an individual feels it, and how well he or she have learned to manage or control his or her reactions. For instance, if an angry adolescent fails to control his anger, he will tend to avoid a direct attack upon the individual who arouses his anger, he may throw the first thing that comes into his hands, or turn to some form of strenuous exercise.

            Moreover, if an individual is not free to express his anger outwardly towards his rightful target, the “anger may get misdirected and turned to him in the form of lowered self-esteem” (Zimbardo 107). And when the cause is not obvious but the strong feelings are still there, “an individual may need to let it out by yelling or crying” (108).

            Apparently, as an individual grows into adolescence, the tender emotions are associated almost entirely with human beings. Thus, affectionate behavior is affected by affectionate attention. Affection is a pleasant experience which hereby, classified as love or tender emotion. According to Hill, “there are changes in affectionate behavior as an individual transform from childhood to adolescence” (148). Hence, a child usually showers his affection in anyone who extends it to him. In contrast, adolescent becomes

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discriminating in choosing or selecting persons whom he will give his affection. Adolescent’s tend to become attached to a fewer number of close friends after they pass through a large –group of stage. Adolescent boys and girls are “choosy” about the age of their peers or they wanted an older or matured people with whom they are willing to associate.

            An adolescent, as does a child, “needs to feel secure in the affection of another, to know what he is liked or wanted” (qtd. in Valenzuela 152). Affection, according to Waterman, “is the dominant emotion that a child or adolescent boy or girl experiences in a well-adjusted home” (52).  It was also mentioned by Waterman that, “the adolescent usually does not express his affections through uncontrolled demonstrations but rather by desiring to be with the loved one, by attending to the latter’s every wish, by attempting to do whatever he can to make the other person happy, and by responding to everything the loved one says and does” (53). Since the adolescent experiences a need for the companionship of the one he gives his strong affection, he feels insecure in the absence of that loved one. He may feel rejected or being taken for granted. So, he will find ways to “keep in touch” with him or her he may visit, call, text or send letters in order that he may continue the close affection relationship. In addition, adolescents want their friends of the opposite sex to show affection toward them, but they usually desire to “follow accepted social customs in matters dealing with relationship between the sexes” (Lindgren 47). For example a conventional kiss must not be given in the presence of others because it might cause embarrassment. Moreover, according to Hill, “when girls or

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boys ask questions concerning desirable dating behavior, they actually are attempting to discover appropriate methods of showing affection” (149).

            Affection really is a wonderful experience. But still, like other experiences, it is also bound with negative effects. Wherein, some adolescents who can’t be able to manage or control their feelings tend to become irresponsible. This irresponsibility will happen once an adolescent gives much focus on his or her special someone. This may then, lead to create problems. As it was noted by Valenzuela, “when adolescents fall in love their actions can create problems […] in the relationship with their family and studies” (33).

            Therefore, a child and an adolescent’s level of experiencing affection really differ.  The affections of a child maybe somewhat lukewarm and fleeting but for adolescents, it is stirred deeply by his love to another. But it still with them how they handle their feelings. Just be reminded that one should think twice before entering anything.

            Since it was mentioned a while ago that adolescents also experience unpleasant emotional reactions, it was also studied that worry is one of those unpleasant emotional reactions. To worry is a common emotional reaction. Some people tend to worry more than others. These individuals tend to be moody and gloomy. They tend to look in the negative side of life. According to Munar, “worry has been identified as the number one mental disorder in America” (18). And it is so common. That’s why people refer to it as the “official emotion of our generation.” Also, it was stated that, “worry is a monster that

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punches on a person and leaves him nearly as good as dead” (18). It can surely lead to destruction. Where in it can disturb one’s peace of mind and insult the sense of contentment. Furthermore, the worst thing is that, “it can paralyze you with fear and make you forget your worth” (18).

            Worry is a product of fear that is form from imaginary rather that real causes. As what Rachlin stated, “worry is an emotional reaction which results from imagined terrifying situations” (16). For instance, a group of friends were in a certain place and having a good conversation then suddenly, an untidy, mentally retarded woman carrying a stick with her will appear in the middle of the conversation. The reaction that will first enter is fear that causes someone’s stimuli to arouse will then form an unpleasant emotional reaction which is worry. They will think imaginary effects that will lead them to ask questions like, “what if?”

            Some worry may be based on past events that have not been personally satisfying; it may represent negative emotionalism concerning future activity. It will cause pressure to an individual to reach or achieve the success he strongly desires. Worry may appear at any age period; it is likely to be characteristic of the adolescent years. Others worry about their studies. Some worry about lack of money or friends. But many young people are especially worried about their relationships with their associates of both similar and opposite sexes—the boy-girl relationships and friends.

            Worry does not only affect the person who had this but also to his or her loved ones. Worry creates undesirable attitudes that will affect the people around him or her.

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However, worry disappears with the removal of the casual factors. The person must take positive action in order that adequate adjustments maybe made. He should take action, become informed, face the situation, and evaluate the cause of worry. He should also take awareness about his actions.

            During adolescence, individuals also experience jealousy. Jealousy, according to Doyle, “is more than a normal and forgivable human emotion” (12). Basically, they feel the jealousy with those people just as their age. Moreover, “jealousy may lead to the deadliest form of emotion known as insecurity” (13). Jealousy, as Hill defines it, “is a combination of anger, fear and possible loss of affection” (152). In addition, “jealousy results from emotion –arousing stimuli inherent in a social situation” (153). So, if there is loss, or fear of loss, of the affection wanted from another, or of the attainment of any strongly desired goal, jealousy is aroused. According to Hjelle, “the most common form of jealousy during adolescence exists when a teenager is starting to like somebody in opposite sex” (222). For instance, if a boy is forced to wait while another boy is being entertained by the girl he likes or he becomes interested with, both his pride and self-esteem may be wounded. Because “jealous reactions inevitably result when a young person is denied a privilege that is granted to another” (qtd. in Ziegler 223). This is true whether it occurs in the home, the school, or any other place where anyone can have socialization or interaction. Behavior during the experiences varies with the degree of maturity of the young person involved. In this case, “the emotionally immature boy may resort to bodily attack, as does the young child when his jealousy is aroused” (Hill 152).

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On the other hand, “the girl may regress to infantile behavior, such as whining or crying” (153).

            To sum up the information that has been gathered, there are definite kinds of emotions experienced during adolescence but then they may fall into specific areas or classified as one or another category. Those emotions may be pleasant or unpleasant. And it depends on how a person handles or how people manage to control it.

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Works Cited

Doyle, Lynne. “How to Handle Jealousy.” Health and Home 29 (Jan-Feb 1998): 12-13

Hill, McGraw. Adolescent Development And Adjustment. Boston: McGraw Hill

Company, 1995.

Hjelle, William. Emotional Development. New York: Printing Press, 1988.

Manning, Sydney. Child and Adolescent Development. New York: McGraw Hill Book

Company, 1997

McGraw Hill and John B. Watson. Human Development. 9^th ed. Boston: McGraw Hill

Company, 2004.

Manning, Sydney. Child and Adolescent Development. New York: McGraw Hill Book

Company, 1997

Munar, Marlene. “Waging War Against Worry.” Health and Home 38 (Jan-Feb 1997): 39

Lindgren, Henry Clay. Psychology of Child and Adolescent. New York: New York

Public Library, 1964.

Philip G. Zimbardo and Ann Landers. The Shy Child. New York: A Dolphin Book

Doubleday and Company, Inc., 1982.

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Rachlin, Howard. Behaviorism in Everyday Life. New Jersey: Prentice-Hall, Inc.,

Englewood Cliffs, 1980.

Valenzuela, Alfonso. “When Your Teens Falls In Love.” Health and Home 42 (Jan-Feb

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Valenzuela, Alfonso. “When Your Teens Falls In Love.” Health and Home 42 (Jan-Feb

2001): 33-34.