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    Metamorphosis in adolescence (translated)
    Metamorphosis in adolescence (translated)
    Metamorphosis in adolescence (translated)
    Ebook86 pages1 hour

    Metamorphosis in adolescence (translated)

    By Anna Ruggieri

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    About this ebook

    - This edition is unique;
    - The translation is completely original and was carried out for the Ale. Mar. SAS;
    - All rights reserved.

    Mothers often feel unable to understand their boys when the age of puberty approaches. Their child seemed so bright in the early years. Adolescents, on the other hand, have become a painful enigma: they can no longer guess what he is thinking; many facts about his physiological and psychological development remain unknown or at least very mysterious to them. On this problem the great educator, Pierre Dufoyer, puts at their disposal his vast knowledge and his ability to divulge with extreme clarity and rare precision the results of the latest findings of science and experience. He examines the character of the adolescent as a result of three factors: heredity, social and family environment and personal effort. It then accompanies mothers and educators through the game of physiological and above all psychological transformations that make a man out of a child. Adolescence is an age of crisis. The reader will find here, in a brief, scientifically secure and with clear moral intentions, much of the data necessary to understand the adolescent's soul, and will be led effortlessly to appreciate the sublime advice that leads the treatment. It is theoretical study that leads to the practical.
    Adolescence is the time when many mothers, imprisoned by this feeling of powerlessness to understand their children, feel overtaken by the situation and stop, at least partially, following their children's education closely. They have the impression of feeling cruelly inferior to the new educational tasks imposed on them by their children's growth.
    They therefore grope about, without confidence, and minimise their interventions. They are careful not to discuss with them anything that has to do with psychological, emotional or moral problems, and in their dealings with them they maintain a cautious reserve, a wait-and-see attitude, at the threshold of the soul and perhaps even outside it. There is nothing strange in this attitude of most mothers.
    This booklet has no claim to scientific teaching. It is not a work of science, but of practical utility. The notions given on character, its origins, its general and particular aspects are far from exhaustive. We have preferred to make an incomplete and simplified but usable work. The mother of a family who reads these pages will have gained - this is at least the hope and ambition of the authors - a better understanding of her children and thus the possibility of helping them more effectively.
    The starting point is this: you have to accept that your child will grow up. He will never again be a child: he will become a man.
    You must not be discouraged, you must adapt, you must be patient, you must find the right moment to talk; you must be gentle; you must suggest often; you must encourage constantly; you must make your child see reason in the way he feels and behaves.
     
    LanguageEnglish
    PublisherAnna Ruggieri
    Release dateAug 9, 2021
    ISBN9788892864962
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      Book preview

      Metamorphosis in adolescence (translated) - Anna Ruggieri

      Presentation

      Mothers often feel unable to understand their boys when the age of puberty approaches. Their child seemed so bright in the early years. Adolescents, on the other hand, have become a painful enigma: they can no longer guess what he is thinking; many facts about his physiological and psychological development remain unknown or at least very mysterious to them. On this problem the great educator, Pierre Dufoyer, puts at their disposal his vast knowledge and his ability to divulge with extreme clarity and rare precision the results of the latest findings of science and experience. He examines the character of the adolescent as a result of three factors: heredity, social and family environment and personal effort. It then accompanies mothers and educators through the game of physiological and above all psychological transformations that make a man out of a child. Adolescence is an age of crisis. The reader will find here, in a brief, scientifically sure and with clear moral intentions, many data necessary to understand the soul of the adolescent and will be led, without effort, to appreciate those advices, very sublime after all, that lead to the treatment. It is theoretical study that leads to the practical.

      PREFACE

      At the conferences on married life and education held in different countries in the most diverse social environments (city and village, cultural and popular), one cannot fail to notice the great difficulty found by almost all mothers in guessing what their children are thinking, feeling and experiencing when they reach the age of adolescence.

      Mothers have the impression that they understand their children in their early years. In fact, they think, and not wrongly, that their psychology is not too complicated. Apart from any circumstances of bodily infirmity, exceptional emotionality or broken marriages, their inner life is rather reduced. Their primary interest is entirely external: play.

      Nothing indecipherable appears in them. The situation is quite different when puberty approaches: the boy begins to withdraw into himself: his lower life (emotional and moral) expands: physiological phenomena occur whose nature and above all psychological repercussions remain unknown to the mother, or at least remain very mysterious. The child seemed luminous to the mother: the adolescent, on the other hand, seems opaque to her.

      This is the time when, imprisoned by this feeling of powerlessness to understand their children, feeling overtaken by the situation, many mothers stop, at least partially, following their children's education closely.

      It is true that the best ones do not totally give up on training them; they continue to demand from them a general framework of discipline, to encourage them in their efforts to work. But they have the impression of feeling cruelly inferior to the new educational tasks imposed on them by the growth of their children.

      Therefore, they advance by feelers and without confidence, reducing their interventions to a minimum. They are careful not to discuss with them anything that concerns psychological, emotional or moral problems, and in their dealings with them they maintain a cautious reserve, a wait-and-see attitude, at the threshold of the soul and perhaps even outside it.

      Most dads, absorbed in business or clumsy in the face of the complexities of the teenage soul, behave in the same way.

      Nothing strange in this attitude of most mothers. Who, in our world of yesterday and today, has prepared them to understand their teenagers and young men?

      Nine out of ten girls in our schools are destined to one day be brides and mothers, i.e. to live alongside men and raise children. How many of them are taught about male psychology?

      How many take a course in childcare or family pedagogy? That if, by chance, this course of pedagogy is given, rest assured that the child discussed will die at an early age and will not reach puberty.

      According to the surveys carried out, not even three per cent of the mothers of today's adolescents have heard of male adolescence. There are many women, aged between thirty and forty, who confess that they do not know what physiological reactions an adolescent experiences at this age; when they do not ignore this detail, many confess that they do not know how to represent the imaginative and affective world in which their thoughts, desires, worries and hopes move.

      This booklet is intended to answer these questions. It has no claim to scientific instruction. It is not a work of science, but of practical utility. The notions given on character, its origins, its general and particular aspects are far from being exhaustive. They do not give systematic classifications, but concrete data. In fact, there is nothing so impractical on the immediate level, for a mother of a family, as a book on characterology.

      To want to be too knowledgeable and too exact would have made us incomprehensible and, what is worse, useless. We have preferred to make an incomplete and simplified but usable work.

      The mother of a family who reads these pages will have gained - this is at least the hope and ambition of the authors - a better understanding of her children and thus the possibility to help them more effectively.

      PART ONE -

      THE ORIGINS OF OUR PERSONALITY

      SINGLE CHAPTER -

      WHERE DOES OUR CHARACTER COME FROM?

      Before specifying the lines of adolescent psychology, it seems useful to look for its deep-seated origins.

      Here is a boy of thirteen, fourteen, fifteen. He has a fairly well-defined 'personality', i.e. a set of characteristics that make him slightly or profoundly different from this or that classmate: he is shy or brash, impulsive or elusive, jovial and optimistic or sensitive and tormented. Where do these personality traits come from?

      Even between siblings there are profound differences in character. This amazes the mothers. How is it, they think, that two beings who came from the same father and the same mother, brought up in the same family and social environment, can be so different?

      The deepest origin of our character is physiology. The emotional climate of the environment in which we grow up may have a great influence, but psychology will explain a great deal and, at least in part, the way in which our emotionality will react to this climate.

      There is much evidence that our physical constitution has a direct influence on our moral personality. Mothers often notice certain aspects of a baby's character from the very first months. Franco is jealous and greedy, Franchina is sober, Giacomo peaceful and open, Giacomina angry and stubborn, Luca nervous, Maria-Luisa quiet. At an age when the child is still entirely spontaneous and the influence of education is necessarily very limited, where could

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