Exploration, Nicole Coutinho

Exploration

Nicole Coutinho

Broadly, the word exploration is associated with travelling and seeing new countries, however, for adolescents, exploration is fundamental to their development. By dictionary definition, exploration means the action of travelling in or through an unfamiliar area to learn about it (Oxford University Press, n.d.). The aforementioned goes beyond implications and resonates deeply within adolescent lives. From infancy to adolescence, a child's identity is shaped and dependent on parental authority. As adolescents reach puberty, they are involuntarily propelled into an age of exploration. From physical changes in body fluctuations and hormone increases to social changes of a shift of dependence on their friends, all demonstrate new experiences that can become difficult to explore in adolescents. Through this transition, parents often struggle in adjusting to their child's development of an independent personality and unconsciously implement barriers to exploration. In adolescence, a parent-child relationship does not end but becomes one with mutual dependency and understanding. For example, adolescent exploration depends on the parent's readiness to let go and encourage autonomy. As exploration is inevitable in adolescence, parental overinvolvement and disapproval of individuality can affect development. The idea of overinvolvement is a trait often possessed by helicopter parents, which results in resistance to exploration leading to long-term mental health issues as a consequence. The main problem of helicopter parenting is that the parent acts as a cushion to the child before they even get the chance to fall and possibly fail. Thus, as a consequence of parents being overcontrolling and overprotecting (Gilbert, 2021), adolescents feel pressured to refrain from exploration in

Figure 2: (Clements & Musker, 2016)

shaping their identity. Likewise, adolescents possess a lack of confidence, unable to problemsolve and struggle to regulate their emotions, altogether this sets back adolescents from their exploration experience in their development. Complications rapidly arise as a result of adolescents being pressured to neglect exploration, thus, leading to mental health issues. A research study conducted which analyzed the effects of helicopter parenting on students' well-being was alarming. For example, the study found that high parental involvement in adolescence was linked to both externalizing problems of acting out and internalizing problems such as depression and anxiety (Schiffrin et al., 2014). Thus, the word exploration is crucial for adolescent development, as parents embody the personality of a helicopter parent who can influence and stop adolescents from exploring a world where they become themselves and learn from their failures is concerning for development.

Left to Right: (Minkoff & Allers, 1994), (Clements & Musker, 2016), (Shi, 2022), (Lasseter et al., 2003). (Click YouTube link (from minute 1:15-2:00) : https://youtu.be/sQfk2V7WUjc for visual example of exploration and helicopter parenting)

In conclusion, as an educator, I have a responsibility to empower adolescents and encourage exploration. Oftentimes, parents associate their parenting as being what is best for

their child's life, in contrast, it is demonstrated that helicopter parenting prevents adolescent development as children are refrained from exploring a world of their own. Thus, classroom time encourages self-autonomy in which students have an active role in making their own decisions separate from parental pressures. Through autonomy, the students have a space for exploration in which they have the confidence to think critically, make mistakes, and have control over their interests. Therefore, the word exploration goes beyond travel and demonstrates to be crucial to adolescent development as they are creating an identity of their own.

To better understand helicopter parenting effects on adolescent development which halts exploration, please see the academic journal below:

Schiffrin, H. H., Liss, M., Miles-McLean, H., Geary, K. A., Erchull, M. J., & Tashner, T. (2013). Helping or hovering? the effects of helicopter parenting on college students’ wellbeing. Journal of Child and Family Studies, 23(3), 548–557. https://doi.org/10.1007/s10826-013-9716-3

To better understand adolescence in regard to the word exploration alongside helicopter parenting please see the movie below:

Clements, R., Musker, J., Williams, C., & Hall, D. (2016). Moana. Walt Disney Studios Motion Pictures.

References

Allers, R., & Minkoff, R. (1994). The Lion King. Buena Vista Pictures. Clements, R., Musker, J., Williams, C., & Hall, D. (2016). Moana. Walt Disney Studios Motion Pictures.

Gilbert, N. (2021, November 30). Helicopter parenting: The consequences. International School Parent. Retrieved November 3, 2022, from https://www.internationalschoolparent.com/articles/helicopter-parenting-theconsequences/ Oxford University Press. (n.d.) Emotional Intelligence. Oxford English dictionary. Shi. (2022, March 1). Turning Red. Walt Disney Studios Motion Pictures. Schiffrin, H. H., Liss, M., Miles-McLean, H., Geary, K. A., Erchull, M. J., & Tashner, T. (2013). Helping or hovering? the effects of helicopter parenting on college students’ wellbeing. Journal of Child and Family Studies, 23(3), 548–557. https://doi.org/10.1007/s10826-013-9716-3 Unkrich, L., & Stanton, A. (2003). Finding Nemo. Buena Vista Pictures.