UNIT

Guidance and Counselling Needs of

Young Adults 13
Introduction
Let us begin by examining some representative images of youth and young adults.

1. The urban youth of today are the 'MTV generation'. Theyare interested
in a fast life, typified by fast food and fast cars. They seek to be 'different'
by wearing goggles, branded t-shirts and jeans, carrying mobiles and
speaking in a special dialect called 'Hinglish'. They are passionate, easily
carried away by momentary impulses, exercise no self-restraint, are fickle
in their desires and opinions... they are rebels without a cause!

The rural youth of today, likewise, show a distinct trend towards

urbanisation. They are conscious of their appearance, of the opposite
gender and of what they want to be in life. They tend to day dream, fantasise,
listen to music and wish to be different from the normal village population
which they represent.

2. The young adults of today are conscious of their duties and responsibilities
in the family and society. They appear restless due to their intense sense
of awareness of the decadence around them. They are grappling witb the
true ideological meaning of social change and the desire to use their
energies towards bringing about a positive change in the society in which
they live. This takes on different manifest forms in urban and rural areas,
but holds good for both the contexts.

These images represent the two extreme ends of a continuum of opinions that the general
public has about the young adults oftoday.

Which one of these do you tend to agree with?

As you would probably realize, there is no easy answer to the above question. Sweeping
generalizations, myths and misconceptions about young adults abound. For instance

What are their characteristics?

Why do they behave in the manner that they do?

What are the concerns that they face?

Finally, most importantly, as teachers what efforts can we make in order to ensure
that the young people of today are productively and happily engaged, rather than
being 'rudderless' and aimless in a sea of complexities?

An attempt is made in this unit to seek answers to these questions.

Learning outcomes
After working through this unit, you should be able to:

• develop an alternative perspective of looking at young adults; .

• understand the role of family in supporting and/or hindering the process of their
development;
Guidance. Counselling and • appreciate the development of self in them;
'tcnlal IIcalth Issues in
IIighel' Education: Some • evaluate the role of cotlege experiences in their lives;
Theoreti'cal Furmulations
and Practical tnsights • identify their key guidance and counselling concerns;
• develop a mental health perspective about young adults.

'Storm and stress' : myth or reality?

You have already been acquainted with the developmental issues concerning young adults
in the first block, wherein you must have realised that the conceptualisation of the period
of young adulthood is not an easy task. Whendoes childhood end and adulthood begin?
Since development is a continuous process and is culture specific, the concept of youth
and young adulthood varies in different cultures, as well as in different times in society. It
is usually characterized as stretching from late adolescence to adulthood, with the latter
signifying economic, emotional and social independence.

In fact, anthropologists disagree with theories representing drsco=tinuities between

childhood and adulthood. They contend that young adulthood does 110t represent an
abrupt change from one pattern of behaviour to another. Rather, the- way childhood and
adulthood are linked is a matter of cultural construction. In some parts \.- rllral India, for
C

example, you must have observed that girls are betrothed in childhood <11 j married
before puberty and boys are social ized into their fami Iy profession from a relative . -oung
age via the mode of 'apprenticeship'. For them, young adulthood emerges fairly ··Iy
with reference to their chronological age.

In sharp contrast to this is the technologically and industrially advanced urban Indian
scenario, whether exposure to higher education with parental support and preparation for
career roles, as well as delayed marriage carves a niche for young people to explore
alternative life choices. It gives them a gOOGnumber of years in their lives to discover
themselves, resolve their identity related queries and commit themselves to their goals
for the future. You must be thinking that you have already been acquainted with all these
issues in Block l. However, we will be revisiting them from a somewhat different
perspective. Earlier, we discussed the developmental challenges of young adults and
also tried to construct a profile of their psychological characteristics and needs. In the
present unit we will focus on how to meet these developmental challenges and examine
their role in the development of 'self' and well being of the individual. We will thus be
looking at young adulthood from a mental health perspective. We will try to understand
what the problems and concerns of young adults are. how their familial and educational
experiences contribute to their sense of well being, how their sense of self develops and
evolves and most importantly how these processes can be mediated and made more
•
meaningful for them.

The beginning point for any mental health perspective is to know how the developmental
period in question is typically interpreted. Here it can be said that, the popular view of
·young adulthood is that it is a period of great 'storm and stress'. It is characterized by
rapid physical, sexual and intellectual changes within the individual as well as
environmental changes in the nature of external demands placed 01; them by society.
The rapid biological changes are supposed to cause severe disruption in psychological
status. However, empirical studies challenge the inevitability of the storm and stress of
young adulthood because biological changes alone do not directly affect psychological
changes at this time. The cultural interpretations given to the events in question also
determines their effect. This is evident from the range and variety of differences
encountered in different parts of our country.

This leads us to an alternative conceptualisation of youth and young adulthood. where

their concerns are not seen as 'problems' but as 'challenges', The view is one of
an enabling period of newly unfolding capabilities and potentialities, where the individual
. ,---:.
learns to master new developmental skills and in turn develops a sense of mastery. If GuiUance and Counselling
Needs of Young Adults
this positive connotation is shared by the 'significant others' in their lives, it can lead to a
dramatic reappraisal of the period.

The contemporary view in mental health theory is to perceive the individual as competent,
capable, self directing and evolving. Problems are thus not seen as overwhelming or
inhibiting, but as challenges to be dealt with, adapted to and adequately met by the individual.
Young adulthood, as a consequence is not interpreted from the 'storm and stress'
perspective, but from the challenge and potential one.

Activity
Introspect about your own growing years, especially your adolescence and young
adulthood years. Reflect on some of the challenges you faced and how you dealt
with them. On the basis of your experiences, develop a group guidance talk for your
students telling them how they should orient themselves towards more adaptive
coping and how they should attitudinally deal with the problems and difficulties which
they face.

Adjustment to a rapidly changing world

Although, the preceding discussion, might represent a somewhat utopian vision, the reality
is perhaps more disturbing. The young adults today are under great pressure due to the
increase in the magnitude and variety of stressors that they face. They are growing up in
a complex environment and variety of change is increasing at a bewildering rate.

In earl ier times, the tasks to be mastered by them were relatively simple and represented
only a gradual emergence from earlier stages of development. There was thus a continuity
and sequence to them. Now, instead of more consistent patterns of values, they are
exposed to competing patterns and conflicting demands. This leads to increasing
their vulnerability to stress and role confusion. It also threatens their sense of well being,
unless suitably dealt with.

Furthermore, there is a wave of social, economic and political changes sweeping across
Indian society today. These include the trends of industrialization and urbanization which
have resulted in more and more people getting displaced from their places of origin, and
concentration of settlements in urban centres which in turn have created their own
problems of overcrowding, disorganised urban planning, unemployment, high population
density etc.

Economic liberalization has brought in its wake, changing lifestyle patterns represented
by a 'consumcristic society'. While this has resulted in the easy availability of consumer
goods and thus 'improved' the quality oflife of most classes of people, materialistically,
it has also caused employment problems, victimization and has increased the already
existing disparity between the rich and the poor, and the mainstream and marginalized
sections of society. New divides have thus been generated creating different psychological
pressures on individuals.

In the context of our young adults, in contemporary society, they are expected to achieve
a variety of complex developmental tasks like
achieving independence from parents
establishing new kinds of social relationships
deciding personal educational and vocational goals, preparing for the responsibilities
of citizenship and developing a worldview which is uniquely their own,
crystallising their values and
preparing for family life.
Guidance, Counselling and However, they must achieve these in a world that demands new ways of dealing with
Mental Health Issues in
Higher Education: Some life. Added to this, is the problem of inter-generational conflict which results in a
Theoretical Formulations gradual alienation of young adults from the prevailing norms and values of adult society.
and Practical Insights
This might leave them with a lack of a clear sense of direction in life and may generate
conflict, dilemma and tension for them.

The gravity of the situation in terms of the potential resources of the youth being lost, can
perhaps, be appreciated if we look at the UN Demographic Yearbook figures, where in
the year 2000,35.82% of the Indian population comprised of people in the 15-34 year age
bracket. Research trends in mental health also show an increase in the incidence of
mental health problems in the last few years. These problems vary in their range of
severity from mild to severe and take on the form of conflicts, dilemmas, tension, pressure,
worries or anxiety. The areas in which they typically manifest themselves are related to
self, family and college. Let us now try to study them in greater detail.

However, before we move on to the specific areas, it is imperative for you to understand
that young adults develop within the multiple contexts of their families, communities and
countries. Bronfenbrenner's (1987) ecological which you were introduced to in Block I
is most appropriate model for understanding these influences. He has categorized them
into the:

• 'Microsystem' This includes those with whom they have immediate contact.

• 'Mesosystem' This looks at reciprocal relationships among micro-system

settings.

• 'Exosystem' This represents the settings where the young adult/ adolescent
does not play an active role, but is influenced nevertheless by
forces within it.

• 'Macrosystem': This includes the ideologies, attitudes, customs and beliefs of a

particular culture which impinge upon the young adult.
Let us now study how the major influences on the lives of young adults affect them. We Guidance and Counselling
Needs of Young Adults
will begin with the selfrelated concerns.

Self related concerns

'Standing in front of the mirror,
I'm wondering what that person is all about.'

Adolescence and young adulthood is a kaleidoscope of ever-changing images. These

individuals spend a great deal of time thinking about themselves, what they want to do
and which interest they want to pursue.

One of the major challenges that they face is finding a workable and consistent answer
to the question 'Who am I?' During childhood, this is usually answered in terms of
factual information, social relationships and personality characteristics. However, with
the development of the capacity to think abstractly and reason logically, young adults are
able to form general concepts and understand the impact of the past on the present and
the present on the future. They can question social institutions and think about the world
as it might be and ought to be. Their sense of self thus gets linked with how they define
and understand their identity.

Identity formation
Identity refers to one's values, beliefs, morals and attitudes (Dusek, Carter and Levy,
1986; Erikson, 1982). It is a self-developed, internal and ever-changing organization of
one's perceptions, attitudes and beliefs. It helps one identify one's strengths and
weaknesses and one's uniqueness, as well as similarity to others. It develops through
successive identifications over a period of time with parents, peers, teachers, and other
groups of which one is a member. However, it is not simply an additive influence.
Rather, it is the capacity to synthesize these influences into a coherent, consistent and
unique whole.

You were fam iIiarized with the process of identity development and ach ievement in Block
I, where it was dealt with as one of the most significant features characterizing
psychological development at this stage. Here, you will understand how identity
development becomes a genuine mental health concern for the young adult. This happens,
because it is not a simple, time-bound process, but a gradual, evolutionary one which
involves coming to terms with a number of vital issues like one's body image, one's
gender commitment, one's goals and aspirations, the self-image one holds about oneself
and the futuristic construction of the kind of life one envisions for oneself. The process
begins with awareness in which both positive and negative life experiences and attributes
tend to figure. This is followed by evaluation, interpretation and acceptance of these
experiences. The final stage is one of consolidation, where all the life experiences are
synthesised into a coherent whole which constitutes the identity and sense of self.
Theoretically, this path seems smooth and ongoing, but in real terms it is not necessarily
so. A number of conflicts, dilemmas and negative feelings usually arise, which have to
be negotiated, before the acceptance phase. Often, self-doubt indecision are known to
cloud the path to identity achievement. A fairly prolonged stage of moratorium may thus
exist which threatens the sense of well being of the young adult, When the synthesis
occurs however and a sense of identity is achieved, there is a concomitant sense of well-
being which is experienced and a much greater sense of direction and responsibility over
one's life. This is reflected in positive characteristics like, autonomy, trust and initiative.
However, if moratorium or role confusion persist, the young person will be psychologically
troubled and cope less effectively with subsequent crises.

In an interesting anecdotal reference, the famous psychotherapist, Sudhir Kakar talks

about an incident of his own youth when he was facing a situation of' identity crisis' and
how his chance encounter with Erikson helped him to discover his calling in life.
Guidance. Counselling and Thus the process of identity development is best understood from the purview of mental
Mental Health Issues in
Jligher Education: Some
health as a chance to realign the shape of one's outer world with the core of one's being,
Theorctical Formulations with one's true self or movement from confusion to searching for direction, 'trying out'
and Practical Insights alternative identities to resolution. When this path gets support from parents, peers, and
elders, it results in an accepting person with a clear idea of who he/she is.

Self - concept
Closely allied to identity is the concept of self. The self has been defined as that part
of one's personality ofwhich one is aware. It is the conscious cognitive perception and
evaluation by individuals of themselves. It is the way in which one views oneself, as
well as one's roles of daughter, son, wife, mother, father, husband, brother and friend.
Self has been a prime focus in theories attempting to understand the underlying dynamics
of human behaviour. An individual who has a healthy sense of self and is happy and
content in the way he/she is living is a mentally healthy person who chooses to become
better not through social conformity but by looking within.

The selfhas many components which include the self image, the social self and the ideal
self. Self-image is a component of the overall self-concept. It represents the way one
sees oneself. This is influenced by the way we are seen and treated by others, especially
our parents. We internalise their judgements and expectations and regard ourselves
accordingly.For example, if a young person has constantly been exposed to remarks like
'you are no good', you can never do anything right!', you can well imagine how she
would feel about herself. Self doubt and an image of inadequacy, lack of competence
and capability, would characterise her.

Implications for teachers and parents are abounding as far as the self image development
of young adults is concerned. Very often remarks made inadvertently by them carry
messages of disapproval which leave them very unhappy and confused. Sometimes, young
adults simply give up and develop a self definition which is fraught with things that they
don't do right. In such cases in their self evaluation checklist, there will be more negative
attributes listed than positive ones. If positive self-image development has to be nurtured,
then positive regard, unconditional acceptance and an attitude of empathy will have to be
inculcated on the part of parents and teachers. Only then will it be possible.

The ideal self is the self one would like to be, including one's aspirations, ideals and
values. The 'do's' and 'don'ts' that we have assimilated from our parents, teachers and
other figures of authority during the formative years formulate the ideal self. The ideal
self is also constructed on the basis of the role models which one has set up for oneself.

When healthy adjustment is made, young adults re-examine their goals and values so that
they are in consonance with the individuals that they wish to become. It serves as an
incentive to do the best. However, 'perfection' is a tendency to accept nothing short of
'perfect'. Obviously, as this is hot always possible, the person is disconsolate in the
event of things not going his/her way.However, in this as well, the attitude of uncritical
acceptance and positive regard on the part of significant adults will greatly help. Sometimes,
young adults are very utopian in envisioning the future for themselves. Bringing them to
a level of reality orientation is thus very much needed. This must be done with utmost
sensitivity, however, so that the drive, motivation and spirit of striving of the individual are
not lost. It has to be a journey which is nurtured and encouraged without halts, checks
and jerks being created by overriding, adult intervention. Comments like, "You're stupid",
"What do you know", "Don't dream and have illusions" are not desirable, since they
discourage the individual from striving and break his/her spirit. Often out of exasperation,
negative role models may begin to become preponderant, which leaves everyone unhappy
- the young adult and his/her teachers, parents, etc.

Another significant feature of the 'self' is existence of multiple selves in the young
adult. Multiple selves, represent the varying self-perceptions that young adults acquire
during the process of growing up. The person expresses different aspects of the self at Guidance and Counselling
Needs of Young Adults
different times. For example, a young person who is habitually calm and balanced, may,
due to some provocation have a sudden outburst of emotion and then return to her calm
self later on. Also, with different persons, a different kind of self is seen to exist. This
explains why young adults are-often argumentative and short tempered with their parents
but charming, patient and accommodating with their friends.

Finally, self-esteem is the value that individuals place on their perceived self. If there
is a high degree of correspondence between their self image and ideal-self, then this
appraisal leads to self-acceptance and approval. Individuals whose identities are weak
or whose self-esteem is low, manifest a number of symptoms of emotional ill-health. In
their behaviour, "I'm useless", "I'm no good" "Others are much better" type of reactions
tend to dominate.

As teachers, there are many ways in which you can help your students to develop a
positive sense of self through simple reflective exercises.

Make them begin visualizing the young person that he/she would like to become (possible

.
selves) .
Ask them
How would you look?
What would you be wearing?
How would you feel? What would you be doing?
Where would you be?

This will stimulate them into a past-present-future configuration of themselves. Then

ask them to make a list seeking the company of individuals who bring out the best in
.
them and make them feel good about themselves. Ask them to spend time and plan
activities with those individuals.

Inculcate in them the attitude of acquiring the ability of learning from criticism:
By taking a positive approach towards criticism, young people can make it a valuable
means of personal growth. Mahatma Gandhi considered his critics as his true friends
because criticism is a way of improving one's performance. This is a very self enriching
exercise.

Self - assessment

J. Why 'is it important for you as a teacher to understand the concept of

self?

2. What are the different constituents of identity and how are they relevant
for young adults? Think of the many ways in which you can facilitate the
process of identity development and a positive sense of self in them. '-.

..............................................................................................................................
Guidance. Counselling and
i'll'utal Ilealth Issues in
Familial concerns
lIighcr Education: Some
Theoretical Formulations Let us try to understand the family related concerns of young adults by reflecting on the
and Practical Insights
following.

You must have often wondered why some parents succeed, while others fail. Likewise,
why do some individuals grow into adulthood confident, competent, caring and secure in
their own sense of identity, whi le others emerge from adolescence, direction less, lacking
in independence, low in self-esteem, alienated or victims of psychological disturbance?

Although, many factors play a role, research points out that the single most important
influence in helping or hindering the average young adult to cope with the developmental
demands characterising their stage in today's world, are his/her parents. This must have
been evident to you from the narratives as well.

• "I don't know what to do. I have no freedom. I cannot decide what I should wear,
which subjects I should pursue, or even which colleges T ~h"'''d apply to. Everything
is told to me by my parents. Why can't they trust me?"

• "Why do my parents dislike my friends so much? They disapprove of my going out

with them, my telephone conversations with them, my having them '- . 'a,· at home to
spend the day etc. It really puzzles me."

• "Study, study and achieve. That's all my father says to me, Will I be an int "I'

human being if I fail to achieve?"

• "My parents are never available. They are always caught up in their own life and
work. Where is the time to have a dialogue?"

• "You must be like your elder brother. He has really done us proud. Everyone asks
about him. Is life only about being worthwhile for others, is what I often wonder?"

Young adults face many challenges in their homes. For instance, becoming emotionally
independent of parents and other adults and at the same time retaining or strengthening
feelings ofunderstanding, affection and respect is a big challenge. Experiencing autonomy
in the sphere of decision making is another. As their children grow up, many parents
have the tendency to regard them as 'my little baby'. This results in over-protection and
pampering. Evidence shows that experiences in autonomy are essential if the young
person is to develop an age-appropriate sense of independence. Vocational autonomy
is another area of concern. Many parents use their children as 'vehicles of wish fulfilment'
by trying to impose their dreams of a career goal onto them. Although the young person
may go along or accept this temporarily out of a feeling of respect for his caretaker,
sooner or later, it is bound to result in frustration, resentment and bitterness.

Another contentious domain is moral autonomy. Moral autonomy refers to having a

unique and relatively stable sense of moral values which can bear the test of moral
action. These may not mirror what the home advocates or professes and thereby read to
familial conflict.

Then there is the need for emotional autonomy which reflects the development of the
ability in the young person to acknowledge his/her emotions and learn to express them
in socially integrative ways. Parents can facilitate or hinder this process by consciously
teaching their children or serving as role models.

Preparing for marriage and family responsibilities is another area of concern which
entails the development of positive attitudes, social skills, emotional maturity and the
necessary understanding to make a success of this vital interpersonal relationship. Once
again one's experiences in one's own family can contribute significantly towards this.
Along with an increase in the age of marriage, young adults also have a greater role in Guidance and Counselling
Needs of Young Adults
selection of a mate which may also be outside of their caste and religion as opposed to the
earlier unquestioned acceptance of their elder's choice.
Apart from these common age related concerns, research has highlighted a number of
familial stressors which young adults face. These can be best understood in terms of the
checklist given below.

Checklist of psychological problems anti difficulties faced at home.

1. Not being able to do what I want.
2. My father/mother not being available for me.
3. Being treated like a child.
4. Not being able to dialogue with my parents.
5. Home doesn't feel like a home.
6. Always being told what I ought to do.
7. Having to live up to very high standards set up by my parents.
8. Being asked to study all the time.
9. Not being allowed to spend as much time as I would like with my friends.
10. Never asked for my opinion or point of view about anything.
11. Parents disapprove of most of my activities and interests.
12. Always being scolded for not doing things right.
13. Too many rules and regulations to be followed at home.
14. Not getting enough freedom to live my own life.
15. Pressure to do well in studies from parents.

In trying to understand how home dynamics contribute to the mental health of young
adults, it is important to understand that family is the most important support system that
a young person has. Familial happiness is associated with psychologically healthy parents
and children who are involved with each other in appropriate ways. The home represents
or should represent a warm, secure and stress free environment.

Changing families
In contemporary times, the composition offamilies is undergoing a major change. Earlier,
the majority ofJndian families, were of the 'joint' or 'extended' variety. They helped
children and adolescents to benefit from inter-generational transactions at many levels
and come across multiple ways of being. However, with the break down of the large
family units due to many factors like urbanization, social pressures, migration etc., the
nuclear family unit has become the norm. Resultant changes include a shift in patterns
of hierarchy, family obligations, power structures and socialization practices. This, along
with other trends like both parents working outside the house and single-child families, has
left the young people of today (especially in urban India) deprived of a major source of
support. The definitions of parenting in India are also changing from exclusivity to
interchangeability in the parenting roles. Fathers are imvolvedin nurturing their children
a long with their trad itional advisory functions, while m others are often wage earners with
decision-making capacities. This provides greater opportunities to the young adults for
exposure .to diverse role models outside the home and breakdown of the traditional
psychosocial groups. The most manifest form in which this is reflected are the parenting
styles. You are already familiar with these since they were introduced to you in Block I
in terms of how they mediated the process of personality development. Here, we will
look at how they functionally operate and influence the well being of children.
Guidance, Counselling and Parenting styles '
i\lcntal Health Issues in
Higher Education: Some
Theoretical Fnrmulation s
Based on dimensions of parental behaviour like 'love vs hostility' and 'control vs
and Practical Insights freedom' parents differ in the way they interact with their children. Parenting styles, as
you have seen from the checklist constitute one of the most significant influences in the
psychological development of all age groups of children. Let us now study them in
detail.

Authoritative parents: "Lets talk it over"

These parents value both autonomous self-will and disciplined behaviour from their children.
They encourage verbal give and take and when they exercise parental authority in the
form of demands or prohibition, they explain their reasons for doing so. Their expectations
are consistent with the maturity level of their chi Id. They provide chi Idren with a fam iIy
atmosphere consisting of affection, acceptance and reasonable rules. This is conducive
towards developing positive feelings towards the self and facilitating positive mental
health.

Authoritarian parents: ' Because I said so'

This line is most frequently heard in houses with authoritarian parents. They favour
obedience as an absolute virtue and deal with attempts at protest win. nunitive measures.
Any discussion, or two-way interaction is discouraged and orders are meal>' ' :)be followed
unquestioningly. This usually creates a low self-esteem among the childre., «nd leaves
them with feelings of self doubt.

Laissez- faire parents: 'Don't ask me; do as you wish'

These parents place themselves at the footing of peers and they end up leaving their
children to drift aimlessly. Such parents assume a false and exaggerated equalitarianism
to avoid taking up parental responsibilities. Thus, they fail to provide the kind of support
that their children need in terms of models of adult behaviour, responsibility and warmth.
Parents in contemporary society, face the problem of maintaining a delicate balance
between authoritarianism on one hand and over-permissiveness on the other, in their
hope to provide the young with models of successful, independent, flexible and real istic
behaviour.

Families at risk
As young adults get exposed toa wide variety of situations and experiences, they might
find themselves developing conflicting views. This is a natural part of growing up because
as their mental horizons expand, they begin to realize that their family's values and way
oflife are not the only possible ones. This is a time for developing alternative values and
beliefs. The individuals at this stage are not only questioning stereotyped roles but also
debating what they want out oflife, both philosophically and vocationally.

An 'authority crisis' results if the parents feel threatened by their child's striving for
independence. Parents have difficulty in changing old rules and regulations which might
have been more appropriate for a younger child. New forms offamily relationships and
authority patterns involving relating to their children as young adults is needed if this
conflict is to be resolved satisfactorily. This is especially true in contemporary society
where there is a dearth of clear cut guidelines as to what behaviour is appropriate for
adolescents and young adults at a Iparticular age. Somehow, parents tend to get guided
by their own growing up experiences, failing to recognise that times have changed. This
leads to a number of problems and difficulties for the young adults and develops a sense
of resistance among parents, leadi ng very often to a communication gap.

In fact, lack of communication is another area of concern. Many young people

complain that their parents do not listen to their ideas, accept, value their opinions or
even try to understand their point of view. Parents use their authority to impose their
point of view. They sometimes see discussion or disagreement as a sign of disrespect.
As a result many parents do not come to know what their children think and feel about Guidance and Counselling
Needs of Young Adults
various issues. Supportive, open, encouraging communications as opposed to harsh,
critical and hostile ones, are the key to harmonious relations between parents and their
children. This infuses them youth with the feeling of being wanted as valuable members
oftheir family.

Lack of trust can cause a variety of problems among the young adults. These include
academic difficulties, impaired social relationships, neurotic disorders and psychosomatic
problems. Some parents have difficulty trusting their children. This is due to projection
of their own fears, anxieties and guilt onto their children. If parents have an atmosphere
of mutual trust in the family rather than an attitude of 'policing', their chi Idren develop
self-discipline .:

Another significant factor is variations to the family system. Forexample, the incidence
of single-parent and parent absent families is on the increase as the institution of
marriage comes under pressure. Today, we see many variations in the traditional pattern
like divorce, remarriage, separation, adoption, illegitimacy, death and desertion.

Let us take the example of divorce and see how it affects the young adult. Psychologically
speaking, divorce is a process and not an event. The person might have to cope with
perceived parental neglect, increased financial hardship and the stigma of divorce. It is
characterized by acrimony and bitterness and children are often forced to take sides.

The various psychological tasks involved in adapting to parental divorce are as follows:

• Acknowledging the real ity of the marital discord.

• Accepting the finality of divorce and realizing that one's parents will not live together
again.

• Disengaging from parental conflict and distress and resuming a normal life wherein
they can learn to distance themselves from parental difficulties.

• Resolution of loss: overcoming feelings of rejection, worthlessness and feeling

'unloved' .

• Resolving anger and self-blame.

• Overcoming anger over the decision and realizing that one was not responsible for
the divorce.

• Achieving realistic hopes regarding relationships.

• Learning to trust others in intimate relationships and

• To develop the capacity to love and be loved by others.

You must have realised how the entire process involves emotions, cognitive restructuring
and making adjustments. These often add to one's mental health problems.

Reactions to divorce include: immediate shock and disbelief followed by fear, anger,
anxiety and insecurity about the future is frequently reported. Children of divorced
parents might 'grow up' sooner due to the increased share offamily responsibilities.

Academic difficulties might surface. There could be discipline problems, disinterest

in studies, dropping out, expulsion etc. Such individuals are also likely to suffer socio-
emotional problems like aggressiveness, anti-social behaviour, delinquency, drug
abuse, neurosis, schizophrenia, insomnia, sexual disorders and low self esteem. However,
a number of factors determine whether the overall effects of divorce are helpful or
harmful.
Guidance, Counselling and The quality of care and attention given to the child by the parents, whether the divorce
Mental Health Issues in
Higher Education: Some takes place amicably or acrimoniously and how the parents are affected by the process,
Theoretical Formulations .are particularly important.
and Practical Insights
It should be emphasized that the family must be a happy unit, regardless of whether it is
an intact one or not. If the parents are supportive of their children's needs, the teachers
and friends are accepting of different lifestyles, and special strategies are employed to
enhance their socio-emotional and academic development, there is a greater possibility of
young adults coping successfully with divorce.

Self - assessment

3. How does the family help in the development of young adults as

autonomous individuals?

4. What are the possible areas which pose challenges to the mental health
of young adults within the familial context?

College related concerns

Let us now move on to the college related concerns of youth.

College life conjures up images of a new and exciting life. It represents the dawn of a
new age where adolescents come out of the protected confines of school life into a world
of new responsibilities, opportunities and challenges as young adults who have to
be prepared to face the world.

The often feel that they have much greater freedom than their parents allowed and that
they can control their lives to a considerable extent through the decisions they make. But
this can also lead to a greater degree of confusion and conflict.

The challenges typically confronting the college student are:

• developing cognitive skills and concepts necessary for social competence;

• choosing a vocation and undertaking appropriate preparation for its

fulfillment;

• developing gender appropriate relationships with friends and age mates;

• understanding and achieving socially responsible behaviour;

• being goal directed and achievement oriented.

This is a period where young adults acquire the academic, social, emotional and vocational
skills necessary for participation in the adult world. The school and subsequently college
environment have a profound effect on the young and are a major factor in their socialization
in this regard. They are one of the strongest institutions in the life of the young adults and
thus have an unprecedented opportunity to improve their lives, by providing a nurturing
and safe environment for enhancing their Inental health status.

To begin with, the transition from school to. G.Qlfegeneeds to be adequately supported.
The young person should be exposed to a variety of chosen options so that she can
 mentally prepare herselffor the skills required, aptitude, admission requirements etc., of Guidance and Counselling
Needs of Young Adults
a particular option. Now-a-days, the mass media offers support in the form of news-
supplements and reports about various courses and colleges. Participative planning
with parents, teachers and friends can be undertaken in order to gain the benefit of
different view points. Students tend to get influenced by the status of the college, rather
than focussing on the course which matches their vocational aspirations. They should be
~ encouraged not to get taken in by extraneous factors and be allowed to choose freely
according to their interests and abilities and not according to what their parents think
they should become.

The main functions performed by the educational institutions could be divided into:

Maintenance-Actualization: This aims at giving the student an opportunity to grow

socially and emotionally. It enriches the di,fferent spheres of the person's development.
College life is a means to fulfilling this function.

Cultural-Transmission: This refers to the acculturation role of the college. It functions

as a community organization that channelises people into future educational and vocational
areas. It also serves as a conduit for the passage of beliefs, values, and traditions of a
cu lture from one generation to the other.

As teachers, we must periodically ask ourselves, are colleges doing a good job? Do
youth emerge from college with a sense of sensitivity, curiosity, self-initiative and
involvement in their learning? Answers to these questions depend on various factors
which determine the overall ethos of college life. In seeking the answers, we will
automatically engage in a reform process if it is required. Let us now try to identify the
main college related concerns of young adults.

Academic concerns
Majority of college students perceive the academic requirements as meaningless and
outdated. Curricula are many years old, contain irrelevant facts and information which is
expected to be learnt by heart. The reality is that students enter college with many
aspirations and provided that they are supported by parental encouragement and the
right atmosphere in college and a challenging curriculum they do try and succeed in
academics.~ In today's competitive age, a simple bachelor's
.
degree is not sufficient to
secure a convincingjob. Thus, many people join professional/job oriented courses along
with college in order to get a head start in the job market.

Effective study habits are especially important in college because of a higher degree of
self-discipline and self-motivation that is expected from students. A balance should be
ach ieved between a wide repertoire of general read ing and focussed, goal oriented subject
related study.

The components necessary for success in college life include - regular attendance,
planning for work and leisure, moderation, prioritisation, establishing proper working
conditions which are free from distractions, improvement in reading efficiency and
vocabulary, learning note making techniques and studying with genuine interest instead
of compulsion.

Teacher-student relationships
Let us now look at the human relationships aspect of college life. One of the crucial
factors influencing the attitudes of the youth as well as success in college, is the teacher.
How students perceive college is dependent on individual teacher student interaction,
curriculum transaction, attitudes about students and to some extent by the teacher-parent
equation. In recent years, college teachers have been criticized for not performing their
duties and for being unable to tap the creative potential of the youth. The majority of
teachers, however, are well trained and competent people whc ~~occ-v-erned about the
Guidance. Counselling and education of young persons and work hard to promote a suitable learning environment.
Mental Health Issues in
Jligher Education: Some
They often have to work in unsupportive climates where lack of proper infrastructure,
Theoretical Formulations shortage offunds inadequate teaching materials, dogmatic leadership and non supportive
and Practical Insights staff play a role in reducing efficiency.

Teachers are a vital support system for the students, since they guide them through the
'bridge' between the world of studies and the world of work. Young adults need academic
guidance and the feeling that the people in authority are concerned about their welfare.
Derogatory comments and a negative attitude on the part of teachers induces alienation
and insecurity. They need attentive and empathetic hearing from their teachers in
order to develop positive perceptions of self, creativity, social productivity, make a
meaningful contribution to the college and demonstrate effective learning.

College also marks the beginning of a new life where the young experience a fresh
sense of freedom. It is also the setting in which peer group influences operate. The
young adults growing up in our rapidly changing, confusing society place a high priority on
close relationships with contemporaries. Their ties with parents become progressively
looser in late adolescence and they turn to friends so that they can share their doubts and
dreams about the future.

Friends are highly valued. They lend a sympathetic ear to each other's personal problems,
share feelings, relax and be 'themselves' without the fear of rejection. Thus, they serve
a therapeutic function by allowing the freer expression of suppressed feel ings of anger
and anxiety.

Peer relationships can be of the individual variety described above. The other types are
groups, called crowds or cliques. A crowd is a larger group which is composed of a
collection of cliques. The crowd organizes larger social activities while the more cohesive
clique provides a source of security and companionship. They usually belong to similar
backgrounds and have similar interests.

Youth. culture
The youth have a heightened need to be different from adults. Another aspect is to
'belong' to the group. This translates into conforming to the group standards, behaviour,
and fashions. In their effort to be unique they sport distinctive types of dresses, talk in a
particular language (lingo), listen to one kind of music etc. These trends be it in fashion or
music, keep changing at a fast rate and the youth are constantly on the look out for the
latest' in thing'!

Student aggression
"Students killed in clashes during col kt-~ c lcctions!" Headlines such as these have become
commonplace in many Universities. They point towards a serious concern in our college
campuses namely, student unrest and negativity in student politics.

Student unions which represents an attempt at self-governance by students so that they

can develop qualities of leadership and function as 'effective citizens of a democracy,
have been waylaid by vested interests. Political interference in educational institutions
has resulted in the creation of turbulent situations. The impressionable youth, many a
times are 'pawns' in the hands of the powers that dominate.

Feelings of anger, hostility and resentment build up and often explode through anti-social
behaviour. Thus, student aggression is a symptom of a deeper malaise.

The unrest that is prevalent is indicative of a sense of disillusionment with the system
and a lack of purpose and direction in life. The range of maladaptive reactions of the
Indian youth is alarmingly wide and reflects the increasingly chaotic societal conditions.
Lawlessness and corruption have become the order of the day in spite of our commitment
to the establishment of an equitable social order.
Unemployment is also on the rise leading to a scenario where educated youth are unable Guidance and Counselling
Needs of Young Adults
to find jobs, according to their calibre resulting in frustration and anger. Influence and
social position are considered important for gaining employment instead of merit and
ability.

The irrelevant, aimless and theoretical nature of higher education does not provide the
youth with a strong enough motivation to excel. The curricula that they study have no
relation to their lives, or to their future roles. Other factors like obsolete teaching
methods and a rigid examination system put pressure on them.

Ragging
Ragging is one of the ways in which the senior students of the college get friendly with
the new entrants. It allows an opportunity for interaction among the new and the old,
familiarization, 'breaking' the ice and forging new friendships in an informal atmosphere.
Taken in the right spirit, it helps the students to orient themselves in an unfamiliar place.
However, as many cases bear testimony in the history of colleges, ragging can go wrong.
Under the garb of 'toughening' the juniorsand teaching them how to face the real world,
many senior students sexually abuse them or become physically violent. Stripping,
masturbating, mimicking sexual acts are part of the abuse. In our society, sexual impulses
of adolescents are repressed so they often use ragging as an exercise for sexual
experimentation. Sometimes violence is used to assert might.

It may result in life long trauma for the victim. In extreme cases, some students have
been forced to leave the institution and jeopardize not only their careers but their entire
lives. Feelings of vulnerability, unworthiness, shame, depression, anxiety and low
self-esteem can occur. Although colleges and other institutions have banned the practice,
the real change has to come from within the youth community.

Thus, we can look at the youth from a 'problem oriented' perspective or a 'challenge
oriented' perspective. Depending upon the perspective taken, the implications will be
varied for mastering developmental skills with a fair degree of competency and developing
feelings of self-fulfilment, as well as for society at large with regard to how it views its
young.

We will take up the mental health concerns related to society in the next unit.

Self - assessment

Based on your observations and experiences, answer the following questions:

5. What are the indications of 'youth culture' that you see around you?

6. What are the factors conducive for fostering a 'learning environment' in

colleges?

.......................................................................................................................

Common guidance and counselling needs

From what you have read so far in this unit, you must have gathered 'there are some
common guidance and counselling needs of young adults which emanate from their age
and stage related characteristics. Let us try to prepare a checklist of them.
 Guidance, Counselling and Need to make suitable career choices;
'Mental Health Issues in
lIigher Etlueation: Some Need to have a firm sense of identity;
Theoretical Formulations
anti Praetiea~ Insights Need to have self esteem;

Need for deep and meaningful friendships and interpersonal relationships;

Need to achieve, gain recognition, enjoy prestige and have high self esteem;

Need to formulate life goals;

- f Need to have a sense of autonomy, independence and control over one's

life;

Need to make commitments and crystallise values;

Need to affiliate belong and relate to different groups;

Need to love, be loved, experience affection and intimacy;

Need to express oneself, give meaning to one's life and pursue higher planes
of being.

This checklist clearly sh~ws us that all these needs are psychological in nature and if
adequately met will ensure smooth and facilitative adjustment and well-being. The
implication clearly is that we should be in a position to anticipate them and make adequate
provision for them. Thus, rather than seeing them as unreasonable demands and stressors,
they must be interpreted as common psychological needs which through adopting a
counselling and guidance oriented approach would be suitably dealt with, contributing
towards positive-mental health.

Summary
This unit deals with some of the guidance and counselling concerns ofIndian youth and
young adults. It seeks to provide an alternative conceptualisation of young people. It
also locates them in the multiplicity of influences that they face in contemporary India.
Through an exploration of the self, society, family and college, an attempt has been made
to map out the challenges that confront them and explore how they cope with them.
Their common guidance and counselling needs have also been identified.

Visualizing the young as individuals with potential, enterprise and creativity, can lead to
their serving as a valuable 'human resource' for the community. This is what mental
health and healthy adjustment are all about.

Unit-end exercises
I. Interview some young adults in your college to explore the difficulties and problems
which they face. Prepare a checklist of these and a suitable categorisation scheme.

2. Collect statements which young adults usually make with respect to themselves,
their families and their college. Classify these as facilitative or non-facilitative based
or' the emotions which they embody.

3. Iicvelcp a dialogue showing

a. A conducive teacher-student relationship.

b. A democratic parent-young adult relationship.

c. A close friendship with an age-mate.

4. Knowing the range and diversity of the counselling and guidance needs of young
adults, what specialprovisions do you think can be made by the home and the
college. Give concrete suggestions.
5. Make a list of topics on which small workshops and group guidance programmes Guidance and Counselling
Needs of Young Adults
can be organised for young adults to deal with the challenges related to self, family,
college and society.

Suggested readings
Dusek, J. B. (1991) Adolescent Development and Behaviour. New Jersey: Prentice
Hall.

Jensen, L C. (1985) Adolescence: Theories, Research and Application. New York:

West Publishing Company.

Saraswathi, T. S. (1999) Culture, Socialization and Human Development: Theory,

Research and Applications in India. New Delhi : Sage.

Srager, R. & Sadiman F. (1984) Personality and Personal Growth. New York:
Harper Collins.