CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
As children grow and develop, profound physical changes occur. These changes usher them into adolescence. Adolescence is the developmental period of transition between childhood and adulthood which involves biological, cognitive, and socio-emotional changes (Grabber; Brooks-Gunn & Peterson, 1996). Adolescence is really a difficult period. This is in-line with what Nwachukwu, (2002) called a challenging time in which physical, mental and social developments occur quickly. In other words, one can say that adolescence is a period when there is a fast tremendous change in physical, mental and social development. It is a time of transition and includes important biological, social, emotional and cognitive changes that take place quite rapidly over a relatively short period (Smith, 1998).
Traditionally, adolescence has been viewed as a critical period in development. Popular discussion, plays, films, drama and books portray adolescence as a period of storm and stress especially in a more technologically advanced society (Nwachukwu, 2002). Generally speaking, the adolescents in Nigeria are classified as youths. This is in line with Ibeh, (1990) who pointed out that the youths in Nigeria are adolescents who are in the secondary schools, polytechnics, colleges of Education and Universities. Many scholars among whom are (Uba, 1987; and Adesomowo, 1988) agree that adolescence is a transition period between childhood and adulthood. It refers to that period of the life span of an individual when physiological and psychological processes are in transition between puberty and maturity.
Behavioural scientists like Erikson also tend to agree that adolescence is a period of storm and stress (Nwachukwu, 2002). The physiological changes that take place at puberty and the necessity to pass through development tasks imposed on adolescents by society, like press for independence, vocational preparation, development of basic philosophy of life and for sexual adjustment are some of the problems which the adolescents face (Nwachukwu, 1993). It is also presumed to be rather a critical period in psychological development, forcing basic reorganizations in personality. Lewin, (1989) asserted that adolescents experience a rapidly widening life space along geographic, social and future time dimensions, and are caught in an ambiguous overlap between the roles of the child and the adult. In a dynamic and heterogeneous culture, the broadening of the life space introduces the youngster to many ambiguous or out-and-out conflict situations, which he is ill-equipped to handle. In other words, adolescents have psychosocial problems like acting –out behaviours such as aggression, anger, arguing too loud and impudence, fighting, truancy, depression, moodiness, disruptiveness, distractibility gangsterism and even cultism. With these problems, they are unable to handle the situations and even come out of them.
In-school adolescents are those students who are between childhood and adulthood stage of life usually around the ages of 12 and 18 years and are within the school setting. Speculations are rife that in-school adolescents with these psychosocial problems may not concentrate on their learning which may influence their results. Uncertainty of role, similarly creates ambiguities for the adolescent who, for example, is at one time expected to behave as an adult and at another is treated as a child.
To many specialists, like (Lingren, 2001) adolescence is presumed to be a psychologically stressful and critical period, characterized by a variety of special types of behaviour. Among the most striking psychological developments of adolescence are those involving relationships with peers. As children grow, develop, and move into early adolescence, involvement with one’s peers and the attraction of peer identification increases. As they begin rapid physical, emotional and social changes, they begin to question adult standards and the need for parental guidance. They find it reassuring to turn for advice from peers who understand and sympathize with friends who are in the same position as themselves. They feel that by trying their new values and testing their ideas with their peers, they have less fear of being ridiculed. (Lingren, 2001).