From the author: An article about the obligatory difficulties of adolescence due to developmental characteristics, about possible, but not obligatory difficulties in the transition of a teenager from childhood to adulthood and the conditions of family education that facilitate this transition. It is no secret that adolescence is often associated with the concepts of “difficult”, “crisis”, as well as “transitional”, “adaptation”. Indeed, it is precisely this period that many adolescents associate with difficulties in adapting to society and the demands of the adult world, which sometimes turn into maladaptive and sometimes disturbed forms of behavior. In this article I would like to talk about the characteristics of adolescence - in the variety of its interactions with the world Is adolescence really that difficult? And if so, what is its crisis? And if this is a “transitional” period, then where is this transition? And is maladjustment, disturbed, deviant behavior obligatory in a teenager? And if so, what is their reason? After all, if we know the cause, we also know the ways to eliminate it - what are they then? There are many questions, let’s try to answer them. When they talk about the causes, factors, conditions of maladaptive shifts in adolescents, sociocultural, psychological and biological prerequisites are often highlighted. The complex interaction of patterns of psychosomatics, biology, processes of formation of individual personal differences (such as the nervous system, temperament, character) largely determines the characteristics of a person’s behavior, the complexity or ease of his adaptation in the world. Psychophysical and biological characteristics can create the ground for maladaptation. On this occasion, in his book “Fundamentals of Child Psychopathology,” L. V. Yassman speaks of the need for early diagnosis of the tendency to asocialization in children and adolescents, taking into account biological prerequisites. In these cases, disturbed, deviant, maladaptive behavior manifests itself already in the early stages of the child’s development, being a manifestation of a painfully altered personality and psyche and is not typical for adolescence as a whole. However, more often the maladaptiveness of a teenager manifests itself as his difficulty in educating due to pedagogical neglect - as a result of distorted mechanisms socialization. In this case, the prerequisites are sociocultural and psychological factors. And the difficulties of the adaptation period of adolescents are associated with an unfavorable upbringing situation in the family. How do these “difficulties of adolescence” begin? How do they manifest themselves? Adults communicating with teenagers see and react to what is on the surface - their behavior. And it “suddenly” changes - the child begins to argue, resists, is rude, refuses to do what he previously did, tries to prove his truth or the adult’s wrongness. He develops interests, thoughts, and actions that frighten adults. A “good”, “problem-free” child ceases to be such; A “restless”, “inconvenient” child “overflows its banks.” Parents “don’t recognize the child,” don’t understand what happened or don’t know what to do, because “it’s no longer possible to tolerate it anymore” - if before this they “were somehow able to tolerate it.” All these symptoms are an indicator that the child has ceased to be a child and began its transition into the world of teenage interests and relationships, and the style of education, the approaches in it - either became outdated, or their ineffectiveness in education became completely obvious. If authoritarian methods of influence were still working with a small child or overprotection was still tolerated by both parties - both parent and child - this stops working with a teenager. So, what is the difference between a teenager and a child? The main thing is that the relative balance in development is disrupted due to puberty. In general, the biological development of adolescents is sharply increasing, while the sociocultural development is significantly lagging behind. Adult appearance (height, appearance) formstreating the child as an adult - he is expected to behave in an “adult” manner - responsibility, independence, discipline. Adults begin to expect results in leading activities and independence from their child. But this is precisely what many teenagers are not psychologically prepared for: due to the peculiarities of family upbringing (overprotection, lack of purposefulness in the formation of “adult” forms of behavior). The claim to adulthood is combined in many adolescents with childish will, reduced self-criticism, lack of independence and irresponsibility, reinforced in the family. Significant changes are also taking place in their intellectual sphere. Logical thinking skills are formed - in the later stages of adolescence (high school students), the level of development allows teenagers to solve complex mental problems characteristic of adults, and, as noted in modern psychology, “the development of the means of cognition very often outstrips personal development itself.” Teenagers begin to “return” to adults what they observe in their behavior as a discrepancy between words and actions, they defend their views on their lives - which may be unexpected, unfamiliar and even unacceptable to parents (“Who are you to teach me, to argue with me?” "?). Teenagers absorb a large amount of information, but they may not know the most basic things about moral standards and ethics of relationships. They are not always able to think about the consequences of their actions and actions - due to which they are not able to predict them or establish cause-and-effect relationships in relationships. The world of teenagers is contrasting - they are characterized by maximalism and extremes in reasoning - they are irreconcilable and hurt by the imperfections of the world. Stormy changes occur in the emotional and motivational sphere. There is a sharp change in moods and experiences (from joy to despondency and vice versa), increased excitability, impulsiveness, polarization of emotions and feelings. The reason is hormonal changes in the body, affecting all levels, affecting the physical, mental, emotional, and intellectual state. This manifests itself in the behavior of adolescents: as in reluctance to do anything, harshness in relationships, explosiveness or negativism. If adults do not take these features into account in relationships, there are frequent emotional conflicts in the family or school, the cause of which is sometimes simply the poor state of the teenager, which can also bother him and even frighten him - after all, this has not happened before (“Something is wrong with me” ). Irritability and unpreparedness for contact, reluctance to get involved in any activity right now are often interpreted by adults as “laziness,” “rudeness,” “rudeness” of a teenager, which can affect the quality of relationships and activities. The restructuring of the entire body in itself is a difficult and crisis period for a teenager - he changes physically, mentally, and spiritually. The range of interests and needs is expanding. Motives arise on the basis of a consciously made decision, many interests acquire the character of a persistent hobby, and not always socially acceptable. In communication, in contrast to the previous childhood period, the need to belong to some group - primarily to a group of peers ( adolescent grouping reaction). Adult models of behavior are “tried on” as a way to position oneself in a different status or role. Condemnation, control, and prohibitions from adults reinforce these tendencies with the motives of “doing it out of spite,” proving one’s rightness, “not being a child.” Self-awareness (“I am a concept”) and ideological positions of adolescents are intensively developing. Questions to yourself: “Who am I?”, “What can I?”, “What am I capable of?” bother them and push them to experiment. The need to try the forbidden in order to feel like an adult often provokes teenagers to actions, the consequences of which can affect their future fate in the most destructive way if adults aggravate the situation with judgment and do not help them accept and survive the experience. Searchsupport for identifying oneself in the world makes adolescents’ reactions to injustice, dishonesty, and inconsistency with what adults say and do acutely painful. And this is an area of ​​acute conflict clashes that lead to alienation in relationships if adults do not have patience and the ability to “contain” their grievances and accept the truth about themselves constructively. Adolescents are characterized by separation from their parents. In behavior, this manifests itself as a desire for “adulthood” and independence (“emancipation reaction”). This is a normal need and condition for a child growing up. If it was supported and formed by parents from early childhood in various forms of activity (2 - 3 years - the beginning of the formation of autonomy) - separation takes place without problems. The child has experience in overcoming difficulties, obtaining results, is independent, feels his adult part as responsible for his actions, his life. If this did not happen in upbringing, the teenager’s adulthood and independence are manifested only from the external, behavioral side (smoking, drinking, sexual relations, reactions of opposition, emancipation, negativism). The reason for this is an authoritarian or permissive model of relationships in the family, when the child’s initiative and independence were not supported by the parents due to their high anxiety or authoritarianism, and the new formation “adulthood as responsibility” itself was not formed by them for some reason in the child. In this case, separation is painful for all family members - adolescents' reactions can be demonstrative, eccentric, and aggressive. They want more freedom, but do not know responsibility and do not want to take it. And of course, this frightens and worries parents, and they perceive such behavior as an undermining or severing of emotional ties, “as dislike for oneself,” as a threat to their authority. In an effort to strengthen control, to “return everything to the way it was,” parents can slow down separation by making their child dependent - then the teenager will stop separating, choosing to be uninitiative, infantile, and, therefore, stop growing up. Adolescents' interest in sexual and gender issues is sharply increasing, and the motivation for behavior clearly expresses gender characteristics. In the absence of education and the formation of value and moral guidelines in these matters, adolescents may exhibit promiscuous behavior and experience complexes about themselves and their gender identity. The most important feature of behavior in adolescence, as a general consequence of changes in psychosomatics, is teenage aggressiveness (in boys, the origins of aggressive behavior appear at 12 and 14-15 years old, in girls at 11 and 13 years old). Boys have the most pronounced tendency to direct physical and verbal forms of aggression (curses, threats), and girls - to direct verbal and indirect verbal aggression. In both boys and girls at the age of 12 - 13, the most pronounced form of aggression is negativism, then there is an oppositional manner of behavior, usually directed against authority (parents, certain adults, established norms, etc.). This feature often manifests itself in adolescents as a way to separate themselves from controlling parents or to protect themselves from aggression, suppression, and disrespect from adults. Often, adolescents exhibit auto-aggressive behavior—aggression directed toward themselves. Auto-aggressive behavior includes drunkenness, smoking, substance abuse, drug addiction, drug abuse, obesity, sexual disorders, physical inactivity. The range of manifestations of personal auto-aggression is very wide - from self-abasement and self-blame to self-harm, infliction of pain and, in extreme cases, suicidal acts. As noted in studies, auto-aggression and its levels are associated with a number of socio-psychological and individual-personal characteristics of adolescents: the level of auto-aggression correlates with introversion, pedantry, depression, neuroticism, low self-esteem of one’s psychosomatic abilities (memory,thinking, body, etc.). And auto-aggression intensifies when experiencing prolonged stress: Richard Beron and John Richardson (1979) drew attention to the fact that the more stress a person is exposed to, the more susceptible he is to bad habits. A negative correlation of the level of auto-aggression was also established with sociability, sociability, and a positive correlation with shyness, indecision in interpersonal interaction, and maladaptive processes. Thus, the teenager is really in a crisis, transitional situation simply by being in his age period. The era of childhood is ending - ahead of the teenager lies a vague future and the associated responsibilities, duties and freedom. Adolescence is like a bridge between eras, along which the final transition to adulthood is made. And this transition is very stressful, accompanied by expectations from adults and peers, fear of not meeting these expectations, lack of experience in “adult” situations, changes in worldview, status, role in different social circles, expanding requirements in these circles, increased demands on the teenagers themselves, their first life results and to their future, which many did not even think about, guided by the experience of their parents. Insufficiency in the situation of family upbringing intensifies the experiences of this stressful period and often determines various forms of maladaptation and deviant behavior. After all, if a child is taught to overcome difficulties - first in the smallest and simplest ways - from a very early age, it will not be so difficult for him to overcome the difficulties of transition to adulthood. And the task of teaching this is the responsibility and work of parents. After all, adolescence is characterized by the manifestation of talents, the search for oneself, one’s inner “I” and the formation of each person’s own ideas about the world around him, freedom to choose the form of education, and independence. And all this must be laid down from early childhood. If parents did not work in this direction during childhood, adaptation difficulties in adolescence show the results of a lack of upbringing in an earlier period. What is this “parental job”? It is important to create a “social development situation” for the child: teach him constructive ways of interacting with adults and peers, taking into account the characteristics of each age period; organize the child’s field of activity from an early age, nurturing his independence and responsibility, reinforcing initiative in a variety of activities, including including, and especially in work (from an early age through assignments); to develop the child’s creative abilities in all types of activities, in all areas of life; organize interesting and fruitful leisure time in joint activities, in communication. The child must be given the opportunity to prove himself in business, so that he can feel his abilities, capabilities and learn to achieve results on his own, overcoming difficulties. V.S. Mukhina emphasized that the basis for the formation of new psychological and personal qualities is communication during various types of activities - gaming, educational, industrial, creative activities, etc. I. S. Kon noted that adolescence is characterized by a focus on one’s own personality through self-research and introspection. Dialogue in relationships between adults and a teenager is important - for the development of his self-awareness, assimilation of the experience of social relations, for a deeper understanding of himself and the world of people. L. F. Ann identified the main tasks of adolescent development: the formation of a new level of thinking, logical memory, and sustainable attention; formation of a wide range of abilities and interests, determination of a range of sustainable interests; the formation of interest in another person as an individual; the development of interest in oneself, the desire to understand one’s abilities and actions, the formation of primary self-analysis skills; the development and strengthening of a sense of adulthood,.