This is the hope of many adolescent girls--to capture a parent's heart with love for them as they are, as people. They reject thenotion of being loved just because they are the child of the parent. They want the parent to fall in love with them all over again, because being new, they deserve a new love.

Insults from an adolescent daughter are more painful, because they are seen as coming not from a child who lashes out impulsively,who has moments of intense anger and of negative feelings which are not integrated into that large body of responses, impressions and emotions we call 'our feelings for someone,' but instead they are coming from someone who is seen to know what she does.

Adolescents do get very angry with their parents, and acknowledging this anger is part of acknowledging them. If the anger is notacknowledged then its expression is increased. The parent seems super-strong. The adolescent tries to become the super-attacker.

Sexual activity, for women, has a history of vulnerability, in a way it simply does not have for men. The mother has to teach thishidden text to her daughter. The mother's warnings, her attempts to halt sexual development in her daughter, are not so much signs of disapproval or envy, but of fear.

The myth of independence from the mother is abandoned in mid- life as women learn new routes around the mother--both the mother without and the mother within. A mid-life daughter may reengage with a mother or put new controls on care and set limits to love. But whatever she does, her child's history is never finished.

Adolescence has been recognised as a stage of human development since medieval times--long, long before the industrial revolution--and, as it is now, has long been seen as a phase which centers on the fusion of sexual and social maturity. Indeed, adolescence as a concept has as long a history as that of puberty, which is sometimes considered more concrete, and hence much easier to name and to recognize.

Adolescents, for all their self-involvement, are emerging from the self-centeredness of childhood. Their perception of other people has more depth. They are better equipped at appreciating others' reasons for action, or the basis of others' emotions. But this maturity functions in a piecemeal fashion. They show more understanding of their friends, but not of their teachers.