How to write an essay on friendship?
Since such assignments as essay about friendship are often performed by schoolchildren and students, this age category should be considered in detail. In addition, youth is a period of the most intense group life and emotional communication with peers.
Passionate need for recognition and self-disclosure is at the heart of the youthful desire for friendship. Many teenagers believe that happiness means that people around understand you.
One of the main unconscious functions of youth is the maintenance of self-esteem. Interpersonal ties sometimes act as a peculiar form of psychotherapy. It allows young people to express the feelings overwhelming them, to find confirmation that someone shares their doubts, hopes and worries.
Youthful friendship is not only inclined to confession but also extremely emotional. Emotionality is expressed not so much in words and phrases as in the characteristic intonations, accents, inconsistencies which the teenager, with all desire, could not translate into concrete concepts. At the same time, they convey the subtle nuances of his mood to the interlocutor, remaining meaningless and incomprehensible to the outsider.
Psychologically, this “empty” conversation is more important and significant than a meaningful, secular conversation about high matters. It may be noted in bad friendship essay that, experiencing the need for strong emotional attachments, young people sometimes do not notice the real properties of a partner. With all exceptionality, in such cases, friendly relations are usually short-lived.
Adolescence has always been considered as the privileged age of friendship. Early adolescence involves increased autonomy, emancipation from parents and a reorientation towards peers. This is a period of rapid growth of self-awareness and the consequent need for intimacy. All feelings and attitudes of this age have extremely bright emotional coloring.
Growing up, the child tears the umbilical cord of former relationships based on dependence on parents, reevaluates and rebuilds them, includes these ties into a new, more complex system in which he claims to have an independent and central role. His new orientation toward peers sharply increases during the transitional years. Younger children still distinguish two worlds (child’s and adult) and the unequal relationship between them as something natural.
The teenager no longer wants to consider himself as a child. He is increasingly oriented towards adult norms and criteria. At the same time, in order to secure autonomy, he emphasizes own age-group differences in every possible way considering himself a representative of a special, not child’s or adult, third world.
The need for a peer society is typical for teenagers. In addition to organized groups (for example, school class), informal communities that are formed outside the official world acquire great importance, especially for boys.
You can mention the following paradox in the course of friendship essay: although, psychologically, the feeling of group affiliation is very important for a teenager, the rigid conformity of outside groups often comes into conflict with the need to be recognized as a unique individual. The personal “I” does not coincide with the collective “We” and is often determined precisely by this contrast.
In the study of youthful friendship, a group of schoolchildren assessed the extent to which certain moral and psychological qualities (kindness, diligence, courage, ability to understand other people, etc.) are typical for the average guy and girl of their age, and then for themselves. Morally and psychologically, the images of own personality proved to be much more subtle than the group image. Boys consider themselves less bold, sociable and cheerful but more kind and able to understand another person than their peers. Girls attribute to themselves less sociability but greater sincerity, justice and loyalty.
The main psychological acquisition of early youth is the discovery of own inner world. For the child, the only reality is the environment which entirely occupies his imagination. For a young man, the external, physical world is just one of the possibilities of subjective experience focused on own individuality. This sensation was clearly expressed by a 15-year-old girl, who, answering to the question of the psychologist “Which thing seems the most real to you?”, said “I am”.
Finding the ability to sink into own soul, a person reaches a level of self-awareness which is known as introspection. At this stage, not only the individual experiences, but also the surrounding world, the nature of relationships, their constant changes, dynamics and permanence, different feelings and attitudes towards the phenomena of the surrounding reality. Such a state allows a person to look at himself and others with a new look on the situation.
Surprisingly, there is a tendency for a teenager to develop a stronger sense of proportion than of others. The chance to feel this quality is greater than the chances to conquer new heights in the coming years. That is why teachers attract students to work so much.
With the development of intelligence, the student’s ability to consider himself a person is increased. At the same time, it is difficult for him to maintain an image of a “good” person wholeheartedly.