In my last blog I outlined the mental health challenges facing our teens today. From unlimited screen time and social media, to overparenting and uber organized lives that leave little time for self-directed activity. The concept of internal locus of control suggests that kids and teens need age-appropriate freedoms and training in order to achieve the developmental task of self-efficacy. Self-efficacy is simply defined as one’s belief that they have the power to affect positive outcomes that influence their well-being.
With a strong sense of self-efficacy, a person is able to engage challenges in life as an opportunity for mastery rather than a threat to avoid. Imagine your teen (or yourself) approaching a problem as an opportunity for mastery rather than a threat to avoid. Again, teens with an internal locus of control are more willing to engage and overcome challenges because they have developed the belief that they are capable of reaching a positive outcome. On the contrary, teens with a predominantly external locus of control have learned that the conditions around them are responsible for the outcome. You can see which group is better suited to solve academic challenges, adapt to a new social group, build a satisfying relationship, or learn a new job.
The year I graduated high school a powerful and controversial film was released, “Dead Poets Society” (1989). This film was set in an all-boys preparatory school. The beginning of the film shows us the boys reciting their creed, dressed in their uniforms, dutifully following the rules, and marching in step. They are separated from the world and meticulously managed. The school, their parents, and society expect a lot from these talented young men, and it has them passive and melancholy. Then they meet their new English professor (Robin Williams) who uses the romantic poets to challenge the boys (and staff) to think for themselves, to find their own way, to choose their own passions. Let’s look at some of the lines from the film in the light of internal vs external locus of control:
Neil Perry: “I went to the woods because I wanted to live deliberately. I wanted to live deep and suck out all the marrow of life” – taken from Henry David Thoreau
John Keating: “Carpe diem. Seize the day, boys. Make your lives extraordinary”.
John Keating: “You must strive to find your own voice because the longer you wait to begin, the less likely you are going to find it at all”.
Charlie (lamenting): “Gotta do more, gotta be more….my parents made me take the clarinet for years, I hated it. But the saxophone, its more sonorous.”
John Keating: “That you are here – that life exists, and identity; that the powerful play goes on and you may contribute a verse”.
Now, like most stories of adolescent freedom or individuality, this one ends in tragedy. But the tragedy is not due to the empowering of the boys, it’s the lack of support they receive from the adults in their life as they attempt to develop their own internal locus of control. Each step they take towards self-efficacy (playing the saxophone, joining a play, building a radio, asking a girl on a date) is followed with enthusiasm and joy. As they learn to seize the day, find their voice, contribute their verse, the boys show a growing sense of confidence and self-efficacy.
Yet they need the support of the adults in their lives. Parents, teachers, and society still hold power to oppose these gains. And so, every developing young person needs their own cheerleader; parents who encourage and love, teachers who allow free and critical thought, counselors who teach mental and emotional resilience. Children and teens must be allowed to take on the risks and challenges of their lives, but they do need our adult guidance and expertise. They need effective tools and lessons from adults to be equipped to meet developmental milestones, such as self-efficacy, with success.
If you have a teen or child that appears to be struggling with depression, anxiety, or lack of motivation and joy, this is a good place to start. The teenage years do not have to be as bad as we are led to believe. Teenagers are not by nature lazy, unmotivated, disinterested, sad, scared, mopey, or angry. Those are symptoms that they don’t feel empowered and equipped to take on life and see a positive outcome. Those are signs that they have not yet found their own voice, are not contributing their verse, and living deliberately. It means they need help in learning how.
Listen to their language. Do you hear phrases such as “I can do it”, “I can try”, “I want to improve, or learn, or explore” this or that thing? If not, they may need some additional training to more fully develop their sense of self-efficacy and internal locus of control. Reaching out to a qualified counselor with experience in these areas might be a good first step.
Jason Anderson, LMSW is a therapist at Restore Therapy Collective. Jason’s work stems from a desire to see people overcome personal barriers, form authentic relationships, and appreciate the beauty around them. Jason also has a deep love for using wilderness travel adventures to bring people to new discoveries within themselves and foster a greater love for the natural world.