Bee & Boyd, Lifespan Development, Chapter 12
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Transcript of Bee & Boyd, Lifespan Development, Chapter 12
Chapter 12:
Social and Personality Development in Adolescence
In This Chapter
Theories of Social and Personality Development
Psychoanalytic Perspectives: Freud
Genital Stage Primary developmental task: libido
channeled into healthy sexual relationship Psychosexual maturity achieved
Psychoanalytic PerspectivesPsychosocial Perspective: Erickson
Identity versus Role Confusion Stage
Primary developmental task: Achievement of personal identity
Reflects understanding of one’s unique traits and how they manifest across ages and social roles
Psychoanalytic PerspectivesErickson: Identity versus Role Confusion
Sense of self becomes integrated Identification with peer groups
or Inability to have an integrated view of self
Marcia’s Theory of Identity Achievement
Overview
Identify statuses rooted in Erikson’s identity process
Identity formation has two key parts Crisis Commitment
Marcia’s Theory of Identity Achievement
Identity Statuses
Statuses
Four Identity Statuses
Figure 12.1 Marcia’s Identity Statuses
Four identity statuses proposed by Marcia based on Erikson’s theory.
For fully achieved identity, young person must have both examined value/goals and reached firm commitment.
Stop and Think
What influence does culture have within this theoretical perspective?
Self-Understanding
Components of self-understanding More abstract definition of psychological
self
Academic self-concepts from internal comparisons and external comparisons
Social self-concepts predict behavior
Mirror, Mirror on the Wall
Figure 12.2 Changes in Teens’ Self-Descriptions
As they grow older, children and adolescents define themselves less and less by what they look like and more and more by what they feel.
Self-ConceptSocial Self-Concept and Gender
Gender Differences Different manifestation by gender Girls influenced by internal and external
comparisons Boys influence more internal and self-
defined
Self-Concept and PersonalitySelf-Esteem
Self-esteem: Sense of global self-worth• Self-esteem patterns
• High self-esteem correlates
• Gender differences throughout adolescence
Self-ConceptGender Role Identity
Gender role: Gender-related aspects of psychological self
Adolescents continue to understand sex roles as social conventions
Gender role identity more flexible
Check the next slide!
Can you see how dimensions of masculinity and femininity interact to produce different types of sex-role orientations?
Do these orientations make sense to you?
Figure 12.3 Bem’s Gender Role Categories
Figure 12.3
Self-ConceptEthnic Identity
Ethnic identity: Self-identification as member of specific group and unique individual
Jean Phinney’s three stages of ethnic identity formation Unexamined ethnic identity Ethnic identity search Clear ethnic identity
Self-ConceptBi-racial Teens
Characteristics• Achieving identity may be more complex• Range of factors interact with teen’s
personality
What are some of these factors?
Self-ConceptImmigrant Teens
Possible clashes between parents’ cultural values and the new culture
Many such teens develop a bicultural identity
Moral DevelopmentKohlberg’s Theory of Moral Reasoning
Preconventional reasoning: Judgments based on positive or negative consequences to the child
Protocol response to moral dilemmas 3 levels with 2 substages each
Moral DevelopmentKohlberg’s Theory of Moral Reasoning
Write a brief description of and example for each stage.
Figure 12.4 Colby & Kohlberg’s Longitudinal Study of Moral Reasoning
Figure 12.5
Causes and Consequences of Moral Development
Causes Progression in age and corresponding
cognitive development
Decline of egocentrism
Improvement in role-taking
Support from social environment
Causes and Consequences of Moral Development
Fill in the blanks
Growth of moral reasoning associated with ______in adolescent prosocial behaviors and ______ in antisocial behavior.
Criticisms of Kohlberg’s TheoryCulture and Moral Reasoning
Narrow approach not universal
Non-Western cultures do not fit well with Kohlberg’s approach
Criticisms of Kohlberg’s TheoryMoral Reasoning and Emotions
Nancy Eisenberg
Empathy: Ability to identify with others’ emotions both cause and consequence of moral development Inability to control emotional triggers
(antisocial behaviors) Age-related and individual differences in
ability to regulate emotions
Criticisms of Kohlberg’s TheoryMoral Reasoning and Emotions
Carol Gilligan
Ethics based on caring for others and on maintaining social relationships Two distinct orientations Gender differences North American bias
Criticisms of Kohlberg’s TheoryMoral Reasoning and Behavior
Moral Development and Antisocial BehaviorOverview
Delinquency: Adolescent behavior that breaks laws
Two sub-variations by age of delinquency onset
Child onset is more serious and likely to present into adulthood
Adolescent onset is milder and more transitory; peer group influenced
Moral Development and Antisocial Behavior
Delinquency
Deliquents: Lack empathy (for parents, victims) Behind peers in moral reasoning Deficits in role-taking skills
Social RelationshipsParents
Adolescents have two contradictory tasks: establish autonomy and maintain relatedness
Conflicts with parents increase but attachment still high
• Individual traits and cultural factors affect degree and meaning of parent–teen conflict
Relationships with ParentsAttachment
Strong attachment to parents matter!
Sense of well-being more strongly correlated with quality of parent than peer attachment
Strong attachments associated positive short-term and long-term outcomes
Figure 12.6 Sources of Support for Adolescents
Relationships with PeersOverview
Friendships Increasingly intimate More stable than those of younger children Shared interests and activities important
Relationships with PeersFriendships
Skills Considerable variation in interpersonal skills
needed to maintain friendships
Often dependence on electronic communication
Individual differences
Relationships with PeersOverview
Peer Groups Relatively stable
Share values, behaviors, identity status
Explicit peer pressure more likely directed toward positive activities
Relationships with PeersPeer Group Structure
Relationships with PeersCouple Formation
Adolescent Romantic Relationships 12-13 years have concepts of being “in love” Gender differences Income differences Age of puberty onset differences Variations across cultures
Relationships with PeersRomantic Relationships
Heterosexual Teen Relationships Relationships proceed at faster pace for girls
than boys
Use skills gained in relating to other-sex peers in friendships and mixed groups to prepare for romantic relationships
Relationships with PeersRomantic Relationships
Homosexual Teens Awareness of same-sex attraction around
ages 11 or 12 May initially experiment with heterosexual
relationships Gender differences Social support important
Did you have a best friend or friends when growing up? Was your group of friends like what those described by research? Were your grade school friends important to you?
What stage of identity development, as described by Marcia, have you achieved? Why? How does one get to identity achievement?
Questions To PonderQuestions To PonderQuestions To PonderQuestions To Ponder