Kurt Lewin: Field Theory And Adolescence Thamer Alkhadra BDS, MS

One of the lewin’s core concepts is the law that behavior B is the function of person P and the environment E B=PxE P and E are interdependent variable, where person and environment continuously and mutually influence each other

The sum total of all environmental and personal factors in interaction is called the life space or the psychological space Behavior is a function of the life space and not only the physical stimuli The life space includes physical environments, social, and psychological factors such as needs, motives, goal..etc

To determine the dynamics of the life space, Lewin introduce two constructs A map or geometrical representation of the life space, in which the person, available goals and possible barriers between the individual and his goals are depicted A representation of the forces that act on the individual and bring about locomotion toward or away from a goal

Within life space, objects or goals can have a positive (attraction) or negative (repulsion) valence When several forces act simultaneously, the locomotion is called a resultant Either away or toward the goal

Adolescents Developments Fundamental to Lewin’s theory of development is the view that adolescence is a period of transition during which adolescents must change their group membership. Neither child or adult Difficulties arise because certain childish forms of behavior are no longer accepted

Social Locomotion The adolescents is in a state of “social locomotion” moving through unstructured social and psychological field Goals are no longer clear and the paths to them are ambiguous and full of uncertainties

Adolescents is moving through rapid fields, he/she does not know the direction of the specific goals and is open to constructive guidance, but is also vulnerable to persuasion, seduction, and group pressure

Field theory Field theory defines adolescences as a period of moving from childhood to adulthood

Lewin Two Constructs A map or geometrical representation of the life span, in which the person, available goals, and possible barriers between an individual and his goals are depicted A representation of the factors that act on the individual and bring about locomotion toward or away from goal

Adolescents may show shyness and sensitivity but at the same time aggressiveness, mainly because of the unclearness of the situation and the disequilibrium in their life span

As a marginal man, the adolescent experience a continues conflict among different attitudes, values, ideologies, and life styles, since he or she is shifting his or her orientation from the childhood group to the adult group, but he or she really does not belong to either. Therefore, he or she experience lack of social anchorage except in relation to his or her peer group

There is a predisposition in the adolescents to take extreme positions and to change behavior drastically; consequently one can find radical, rebellious attitudes and actions side by side with sensitivity and withdrawal tendencies

Adolescents behavior “Adolescents behavior” can be observed only if and to the extent that the structure and the dynamics of the life involves the following: 1. Expansion and differentiation of the life space 2. Marginal-man standing in relationship to childhood and adults groups 3. Biological determined changes in the life space, as a result of body changes

The particular type of behavior that emerges and the degree of “adolescent behavior” depends greatly on the strength and nature of these conflict forces Above all in importance is the amount of difference between adult society and child society

Adolescents are in a stage of locomotion; they are transferring from one group to another but do not belong to either one The term marginal man implies that adolescents are social outcasts This make them more dependent on their own age group for support, inspiration, fellowship, and idols This fits with junior High school

Lewin’s concept of the enlargement of the time perspectives during adolescents coincides with the teaching of history at the onset of adolescents

As Orthodontist You should treat your adolescent patient with more understanding of what goes in to their life Listen to them Don ’ t treat them like an old child Treat them like young adults

Thank You