Tween Psycholgy:  Is it a tween-age wasteland?

Ann Hurlbert remarked in an August 2003 article that this time in the life of our children is all about transience (Hurlbert, 2003).  Early adolescence is a time of transition.   Let’s focus on some of the essential transitions:  physical, emotional, mental, social, cultural,  and psychological.

            Physical Transitions

During the tween years, kids are transitioning from their childlike bodies to bodies that are more adultlike.  However, that transition is not one smooth step.  Tweens do not go to bed one night as kids and wake up the next morning in their more adult bodies,  Instead, this transition is gradual and, for many tweens, painfully slow.  As the hormones that mark the onset of puberty begin to be released, tweens undergo some physical changes, most notably the appearance of primary and secondary sexual characteristics.  Since tweens begin to experience the onset of puberty at different times in their lives, there is not a definitive timeline.  The same concern that sends new parents running to the Doctor Spock childcare handbook is present during this time in the lives of tweens.  Only in this situation, it is the tween who is frantically searching for a handbook, something to help as he or she navigates the troubled waters of tweendom, something that reassures him or her that he or she is “normal” and will survive. 

Physical changes include not only the onset of sexual characteristics, but can also include physical growth.  Boys and girls grow taller, hands and feet grow as well.  Shoes are outgrown before they are worn out. Walk into any classroom in 5^th or 6^th grade  or hang out where tweens gather, and see the amazing array of heights and weights and body types among the kids.  Of course, the fact that there are other kids in the same boat, does little to comfort kids during this difficult time of transition. 

Emotional/Mental/Psychological

Physical changes are not the only ones occurring during tween years though they may be the most obvious at first glance.  Anyone who works with this group, however, understands that there is much going on beneath the surface.  During this time, changes in how tweens process information, how they relate to one another, and how they deal with situations all begin to develop and change. 

The emotional maturity of tweens is in a state of flux.  In part, some of this is due to hormonal changes.  Naturally calm and level headed kids suddenly seem to be on the verge of emotional outbursts.  Tears flow more freely for some;  others have a difficult time controlling anger and frustration.  The fact is, there is a tremendous range of emotional development within this group as well.  Some kids in 4^th grade are mature;  some 8^th graders are less mature.  Life experiences, the culture of the home, and other factors account for this range in part.  I think also that book experiences can play a role in the emotional development of this group.

As readers dive into a variety of books, they see people solving problems, dealing with obstacles, and negotiating difficult situations.  Each of these characters in search of solutions for their problems becomes, in essence, a role model for readers  Since there is a range of emotional development, we need to find a range of books that meet kids where they are and help them make the important transitions from childhood to adulthood.

An article in NEWSWEEK magazine (Kantrowitz & Springen, 2005) point to the Five Cs as being essential for the psychological development of tweens and teens.  The Five Cs are:  competence, confidence, connection, character, and caring.  These aspects of psychological growth are also part and parcel of the books available for our tweens.  Figure 1.1 lists some titles that focus on each of the Five Cs.  Annotations for all the following titles may be located in the Appendix.

Figure 1.1  Books that Focus on the Five Cs

Competence-books that examine how a character develops competence in some area (i.e., athletics, scholarship, etc.)

            CHASING VERMEER by Blue Balliet

            LOVE THAT DOG by Sharon Creech

            DRAWING LESSONS by Tracy Mack

            MATCHIT by Martha Moore

            SPARKS by Graham McNamee

Confidence

            BACKWATER by Joan Bauer

            TALE OF DESPERAUX by Kate DiCamillo

            MISFITS by James Howe

            TRUTH ABOUT SPARROWS by Marian Hale

            GIRL WONDER by Holly Hartman

Connection

            COLORS OF FREEDOM by Janet Bode

            911:  THE BOOK OF HELP edited by Michael Cart

            GETTING CLOSE TO BABY by Audrey Couloumbis

            IDA H by Katherine Hannigan

            OLIVE’S OCEAN by Kevin Henkes

Character

            MESSENGER by Lois Lowry

            STAND TALL by Joan Bauer

            RAG AND BONE SHOP  by Robert Cormier

            MISSISSIPPI TRIAL, 1955 by Chris Crowe

            RIVER BETWEEN US by Richard Peck

Caring

            SISTERHOOD OF THE TRAVELING PANTS by Ann Brashares

            AL CAPONE DOES MY SHIRTS by Gennifer Choldenko

            RODZINA by Karen Cushman

            HOOT by Carl Hiassen

            WHEN ZACHARY BEAVER CAME TO TOWN by Kimberly Willis Holt

            Mental and Intellectual Transition

A huge mental or intellectual transition is also occurring at this time, compounding the slings and arrows of tweendom and adolescence.  The transition that is most worthy of note for we who work with these tweens is their transition from concrete to more abstract learners.  Unfortunately, remember, there is no one template for this age.  So, maddeningly, kids move from concrete to abstract sometime during the ages of 10 and 14.  So, for some 4^th graders, algebraic concepts and literary questions about symbolism and theme are fine.  On the other hand, for some 8^th graders who have still not made the transition, these same questions elicit that dreaded shrug followed by the “dunno” response.   What can be even more frustrating from our perspective, though, is that within the same age group, tweens can be in very different places along the continuum of change from concrete to abstract.   How can we deal with this range and still leave no child behind? 

Psychological Transition

Finally,  there are changes in the psychological development of kids during these crucial years.  Tweens move from an “it’s not fair” attitude and begin to think more about what is good for the whole, developing a sense of social justice, if you will.  In Kohlbergian terms, tweens move from preconventional to more conventional means of making decisions.  No longer is it a matter of reward and punishment, now it is a matter of following rules and procedures.  However, all of these transitions are for naught if tweens  fail to develop as readers.  Thus, it is important to examine this transition as well before we proceed further.