An existential view of adolescence

Introduction

1 Adolescence in the ontogenetic context
1.1 Basic Characteristics of the Period
1.2 Developmental Changes in Adolescence

2 Identity Development as a Developmental Task
2.1 Overview of Theories and Definitions
2.2 Adolescent Identity

3 Theoretical Background of Existential Psychology
3.1 Existentialism as Third Force in Psychology
3.2 Paul Tillich’s Anxiety and Courage Phenomenology
3.3 Existential Theory of I. D. Yalom
3.4 V. E. Frankl’s Logotherapy

4 Existential View of Adolescence
4.1 Existential Awakening in Adolescence and Its Consequences
4.2 Death
4.3 Meaninglessness and Emptiness
4.4 Guilt and Condemnation
4.5 Freedom and Responsibility
4.6 Existential Isolation
4.7 COVID-19 Pandemic in Existential Context
4.8 Identity in an existential perspective
4.9 Existential questions and identity formation in adolescents
4.9.1 Status of identity and existential anxiety
4.9.2 Age and Gender Differences
4.9.3 Identity development in questions of adolescents
4.9.4 Adolescents with Extreme Existential Anxiety (EA) Scores
4.9.5 Psychological analysis of findings and implications for praxis

5 Theoretical Basis of Cognitive-Existential (Logotheoretical) Psychology
5.1 Reductionistic Notion of Human from the Perspective of “-isms”
5.2 Cognitive-Existential (Logotheoretical) Concept of Understanding Personality
5.3 Fundamental Pillars of Logotheoretical Approach

6 Axiological Preferences in the Context of Bullying
6.1 Values in V. E. Frankl’s Logotheory
6.2 Dimensional-Relationship Value Model by K. Popielski
6.3 Value Orientation of Adolescents 93
6.4 Concept of Bullying in Adolescence 98
6.5 Analysis of the preference values of bullying participants

Conclusion

References