Ages and stages: is that the same child I taught last year? The adolescent student. (Pedagogy Saturday VI).

Kim Dolgin, speaker

It is not unusual for children reaching adolescence to change in ways psychological as well as physical. The same hormonal changes that make them grow taller and sexually mature trigger brain growth that leads to cognitive development. This cognitive development, in turn, contributes to personality and behavioral change.

Adolescence begins with puberty. The visible external changes we observe in our children are elicited by increases in a variety of hormones that cause invisible, internal changes as well, and these changes can influence behavior. For example, some of these hormones promote brain growth, but not all parts of the brain develop at the same rate. Early in adolescence, growth in the limbic system, the parts of the brain most directly involved in emotions, outstrips growth in the cerebral cortex, the part of the brain most responsible for reasoning. Because of this, adolescent emotions run wild. Adolescents experience intense feelings that are not as modulated or tempered as the feelings that adults have. In addition, adolescents are prone to mood swings, and they are more likely to be unhappy than persons at any other stage in the lifespan. Depressed individuals at any age exhibit a generalized lack of motivation and are likely to find it difficult to drum up the energy and focus to sustain effort at much of anything, including a beloved instrument.

The more visible aspects of puberty also can influence an adolescent's behavior. Few teenagers like what is happening to their bodies and, as a result, are less likely to enjoy being in situations in which others look closely at them. Boys are often displeased with their complexions, their height and their voices; girls are often convinced that they are too fat and unhappy with their proportions. Being the center of attention is thus distressful.

Adolescent thought is considerably more sophisticated than that of children. Their new way of thinking--termed formal operations--is in many ways an advance over what came before. Adolescents can think about abstract concepts such as art and beauty, and they can "think against the facts," imagining situations that in reality do not exist. They can more exhaustively think through the possible options available to them and (assuming that they are paying attention) need fewer exposures to information or advice before it sinks in. Neural growth results in improved attentional skills: Adolescents can pay attention longer than children, and they can better ignore distractions. They can keep more instructions in mind at once and retrieve information from memory more rapidly. They are more likely to be able to read between the lines and draw inferences on their own, rather than needing to have everything spelled out explicitly for them. They have a more complete understanding of their own learning abilities and so are able to make better decisions about how to arrange practice sessions so that they will efficiently master what is required of them.

All of these changes are positive, but there are down sides to adolescent cognitive development as well. First, adolescents are frequently know-it-alls who believe that they are smarter than everyone else. (This is so common that it has been given a name: cognitive conceit.) This, of course, makes them less willing to take a parent's or a teacher's advice. Early adolescents are very aware of, and proud of, their new-found reasoning abilities. However, they fail to remember that others have these reasoning abilities as well. Therefore, they often feel lonely and misunderstood. They think that no one else, let alone someone much older than themselves, can relate to their feelings and insecurities. They are unwilling to take advice because they believe that no one else could possibly understand their situation or feelings.

In addition, adolescents tend to see the world in terms of black and white, rather than shades of gray. In other words, something is perfect, or it's terrible, it's right or it's wrong. Adolescents do not make subtle, nuanced judgments. This is doubly unfortunate since (1) they are so judgmental and (2) their fallback is to judge themselves and others harshly. Because they so often view others as imperfect and are intolerant, they often get angry at those who criticize or disagree with them. Because they have had such little life experience themselves, they do not value the tried and true or respect the wisdom that comes from experience. Hence, they are far more likely to be disrespectful and impatient than younger children.

These cognitive changes that they are experiencing, on top of the physical development mentioned before, usually make early--to mid-adolescents extremely self-conscious. Because they view themselves and others so critically, they egocentrically believe that others are viewing them critically as well. This can affect their desire to learn an instrument in several ways. First, they are driven to conform to other adolescents' behaviors: What better way to avoid condemnation by one's peers than to mimic their behavior? Most adolescents evidence an increased desire to appear cool at all times. Unfortunately, playing late Beethoven string quartets is often perceived as less cool than most other activities, and so it is not uncommon for teenagers to lose interest in music not played on heavy-metal or rap radio stations.

Self-conscious adolescents are also easily flustered and embarrassed. They notoriously have little sense of humor about themselves. This, too, is not conducive to have a willingness to get up in front of an audience (even an audience of one) to perform.

To end on a positive note, many adolescents have boundless energy. They are more coordinated than children and are capable of better fine motor control. They have a much greater appreciation of aesthetics. They can care more deeply about their passions. Even their obsession with peer approval can be harnessed by clever teachers and used productively. And, in not too many years, the short-comings are largely outgrown and the advantages largely remain.

Kim Dolgin is a professor of psychology at Ohio Wesleyan University. She has published numerous articles on adolescent development and is the co-author of a popular adolescent psychology textbook.

Deborah Price, commentator

This was a wonderfully interesting and engaging session. Kim Dolgin held us in the palms of her hands while bombarding us with all the marvelous and enlightening information regarding the adolescent stage of human development. Kim immediately gained our interest and respect with her deliberation and humor regarding the subject. This was the psychology course every potential music teacher should receive not just once in undergraduate school, but several times over the course of our maturing years as teachers, parents and humans. I found myself writing notes as quickly as possible, wishing that the shorthand course offered in high school hadn't been cancelled right before I had the opportunity to take the class. While actively listening and taking notes, I could not help but be reminded of my eleven-year-old daughter in addition to having several pictures pop into my head of my students, now in high school, when they were in middle school.

As a mother of an almost twelve-year-old as well as a nine-year-old, and a teacher of many students ranging in age from 4 through adult, I found this lecture applicable not only to my teaching, but to my parenting. (I always have believed that being a parent has been one of my best pedagogy teachers.) Kim's wonderful approach to helping us understand and work with the adolescent student has given us new insights--or possibly refreshed some of the course material we were exposed to back in Psych 101--for bringing out the best in our adolescent student and creating the best possible learning environment for these children. Her descriptions of the adolescent mind and behavior began to take hold of me and transported me to several recent situations between teacher, student and ensemble that most of my colleagues had attributed to the child's personality. After attending Kim's session, I now attribute the behavior not simply to the child's personality, but to the adolescent child's needs and concerns. No matter how our mature minds may want to excuse the adolescents' concerns as minor, they matter deeply to the adolescent.

Kim's sections on changes in epistemology and cognitive development--especially the sections on attention, problem solving and memory, as well as the social and emotional effect of the cognitive development--and the results of egocentrism occurring during the adolescent years, apply directly to my understanding of where my students might be coming from when interacting with each other, their coaches and/or me.

The audience's reaction during and after Kim's session was overwhelmingly positive. I highly recommend that after you have read the reports from this session, you get a copy of her recent book on adolescent psychology. This would be an excellent reference book for gaining insight into the world of the adolescent and therefore adding to our ability as teachers to communicate and teach more effectively the adolescent students who, along with their parents, have entrusted us with their musical education.

Deborah Price, M.M., M.A., serves on the faculties of Denison University, Cleveland Institute of Music, ASTA/OSU Midwest Conference and Capital University Suzuki Institute. She is president of Ohio OSTA and artistic director of Chamber Music Connection, Inc.

Erica Hollmeyer: student commentator

"What's happened to my student?" you may ask yourself. Has your student gone from predictably polite and compliant to moody and disagreeable? This uncomfortable transformation is the result of adolescence. When children enter this stage, they undergo several changes. In a nutshell, these changes are puberty, cognitive development, personality change and peer influence.

"It's those hormones!" proclaims Kim Dolgin, professor at Ohio Wesleyan University, in her attempt to define puberty. The technical definition of puberty is to "grow hair," which marks the beginning of adolescence. However, several other factors accompany puberty: moodiness, brain growth, self-dislike and self-consciousness. Moodiness contributes to sadness and depression, unpredictable mood swings and fidgeting, especially among the opposite sex. Brain growth is another factor that coincides with puberty. The growing thalamus is the part of the brain responsible for controlling intense passionate emotion. This creates an emotional imbalance, causing emotions to run wild. Other unfavorable symptoms of puberty that could affect an adolescent's desire to perform in front of an audience include spontaneous erections in boys, voice cracking and acne. These factors contribute to self-dislike and self-consciousness. Consequently, adolescents are inhibited when asked to participate in stage appearances and performances.

Not all changes during adolescence are as unpredictable as puberty. Cognitive development steadily unfolds as adolescents approach higher thinking. At this stage, students are able to consider abstract thoughts. According to Dolgin, this enables them to ponder concepts such as "art" and "musicality." Adolescents also develop the ability to think hypothetically. This allows them to credit or discredit hypothetical situations by asking themselves, "What if?" However, it compels them to question or challenge authority, affecting how they interact with adults.

At this point in their development, adolescents improve their analytical skills. By questioning methods and outcomes, adolescents begin to intuitively use the scientific method. This enables them to discover several choices to a problem, rather than only one or two. Their improved ability to think analytically assists them with time management. However, their emotions can easily interfere.

Cognitive development enhances attention span and memory recall. Adolescents can hold their attention longer and are less distractible. Their attention is more selective, allowing them to focus on important matters, while ignoring irrelevant information. Dolgin notes memory improves significantly from children to adolescents. The amount of information stored by adolescents' brains is nearly double than that in children's brains.

Although adolescents are developing sophisticated thought processes, there are limitations to their thinking. They tend to arrange their thoughts into black-and-white categories, causing adolescents to think in polar opposites.

The most recognizable transformation in adolescents is personality change. They become self-absorbed and place themselves at the center of their universe. Dolgin refers to this behavioral change as egocentrism. This affects their personalities in several ways. Adolescents thrive on receiving attention and participating in risk-taking behavior. This is a point where adolescents become very self-conscious and self-critical. They are paranoid with the illusion that everyone is focused on their flaws, leading to excessive grooming and easy embarrassment. Due to the amount of focus they place on themselves, they tend to develop shallow relationships.

Another shift in personality is an increased focus on introspection. Adolescents are convinced that they are "deeper" than everyone else. This fascination with themselves results in keeping diaries or writing poetry.

The influence peers have on each other becomes increasingly important during adolescence. "They must be `cool' at all times," Dolgin describes. She refers to this attitude as an emotional clutch, especially with middle school children.

Despite the inevitable challenges associated with adolescence, Dolgin offers good news. Adolescents are good hearted and possess boundless energy. This life stage has provided them with increased capabilities such as higher thinking and greater appreciation of beauty and art.

Dolgin offers advice to teachers with students undergoing adolescence. "It is absolutely necessary to set limits!" she stresses. However, a teacher should be able to make compromises. Dictating entirely will turn your adolescent away. Instead, allow opportunities for your student to provide input.

As long as the teacher acknowledges the naturally occurring changes during adolescence, Dolgin advises teachers to continue working with their student. Adolescents will benefit from the guidance of a mentor.

Erica Kollmeyer received a bachelor's degree in piano performance from Southwest Missouri State University. She is pursuing a master's degree in piano performance/piano pedagogy at the University of Nebraska-Lincoln.