INTRODUCTION AND RATIONALE In the literature, adolescence is described as a developmental phase characterized by increased stress experience with concomitant increased emotionality (Cooper 1999: 44). Factors that are role players include physical, mental and social factors. Physical development during puberty results in profound hormonal and physiological changes in the adolescent's body. On a psychic level, the child is expected to use higher-order thinking skills, as he should begin to function in the formal operational thinking phase. Furthermore, the adolescent is expected to move away from the dependent lifestyle of the child to the independent lifestyle of the adult. Also, the adolescent's social relationships within the family, the school and even in the wider society begin to place higher demands on him (Cooper 1999: 51-53). During early adolescence, both boys and girls were overly concerned about their sexual development, their physical appearance, being alone, and especially about their inability to forge friendships and exclusion from the peer group. It is also during this phase that outbursts of anger and physical violence are common (Mwamwenda 1995: 75-76). Depression also occurs during adolescence. Children have been particularly exposed to the environmental demands because they do not yet have the necessary skills to deal with the various stressors. An inability to deal with environmental demands successfully often leads to low self-esteem. Children who are depressed usually have a negative self-concept and tend to self-blame and self-criticism (Sue, Sue & Sue 1997: 487-488). In view of the current economic climate in our country, as well as the rapid technological development, more and more demands are being made on the parents. As a result, parental guidance and support are often lacking or even lacking. This leads to uncertainty and insecurity in the adolescent. The development of emotional problems during this extremely vulnerable developmental phase can therefore be seen as an obstacle in the child's on the way to an emotionally healthy and well-adjusted adult. The above problems can be reflected in the unconscious of the adolescent and can then emerge in dreams. Research findings suggest that childhood dreams reflects the different stages of development. Children therefore dream recurring dreams to help them learn and practice developmental skills (Clement & Rosen 2000: 20-22). These assumptions are further analyzed in the next section.
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