1. Socioemotional
Development
Self, identity, and personality
Family, peers, and special
issues
1

2. Development of Self
and Identity
2

3.  Self Esteem
 Self-Esteem is the overall way we evaluate ourselves
 Controversy over whether or not self-esteem changes
during adolescence or if there are gender differences
in adolescents’ self-esteem
 Narcissism – a self-centered and self-concerned
approach toward others
3

4. Self – Esteem
 Decreases in adolescence
 Boys generally have higher self-esteem
than girls – mostly likely due to body
image and societal/cultural expectations
4

5. Identity Formation
The critical task of
adolescence?
5

6. Identity Development
Identity
What is Identity – a self-portrait composed of many pieces such as:
 Vocational/Career  Sexual
 Political  Cultural/Ethnic
 Religious  Interests
 Relationship  Personality
 Achievement, Intellectual  Physical
6

7. The Facts
 Neither begins nor ends in adolescence
 lengthy , life-long process
 by the end of adolescence, teenagers
should have vocational commitment,
sense of cognitive, spiritual, and gender
identity
7

8. Most substantial changes
 Late adolescence & early adulthood
 Tends to follow a MAMA cycle
 Moratorium
 Achiever
 Moratorium
 Achiever
8

9. . Erik Erikson ( 1902 - 1994)
-5th stage
 Identity And Repudiation Versus
Identity Confusion - (12 To 18 Years)
Achieve a state of identity
A) moratorium - a temporary
cessation of an activity between
childhood and adulthood.
B) repudiate - give up
9

10. Adolescents should
 Exit this stage with a clearer sense of self
OR
 Will have confusion about self – who they
are..,
 Need this moratorium - as time explore –
the self he/she wants to be
10

11. Erikson’s View
 Erik Erikson first understood the centrality
of identity for adolescent development
 Psychosocial moratorium
 Erikson’s 5th stage: identity versus identity
confusion
 Crisis -- the exploratory period of identity
development
 Commitment -- personal investment in
identity
11

12. James Marcia’s
Expansion Of Erikson’s Concepts
(statuses of identity)
 Crisis - when the individual seems to be
actively involved in choosing among
alternative occupations and beliefs.
 Commitment - refers to the degree of
personal investment and the individual
expresses in an occupation or beliefs .
12

13. Identity
13

14. 4 Identity Statuses
1. Identity diffused status - no crisis and
no commitment has been made. Example
- no vocational exploration/no post high
school commitment
2. Foreclosure status - has not
experienced a crisis but has made a
commitment. Example - adopts parent’s
values..,
14

15. Statuses continued
3. Moratorium status - a crisis is in
progress but no commitment has been
made . Example- some exploration but no
commitment
4. Identity achievement status - the
person has been through a crisis and
made a commitment. Example -
exploration and commitment made to
vocational interest. 15

16. Changes in statuses
 MAMA cycle is linked to a sense of identity
 Young Teenagers - must establish
confidence in parental support, develop a
sense of industry, and gain a self-
reflective perspective.
16

17.  Identity
 Emerging Adulthood and Beyond
 Key changes in identity are more likely to take
place in emerging adulthood than in adolescence
 Identity does not remain stable throughout life
 “MAMA”: repeated cycles of moratorium to
achievement
17

18. Gender Differences in identity
formation (based on Erikson)
 Males - industry than intimacy - autonomy
and achievement more important
 Females - intimacy than industry -
emotional bonds and relationships more
important
18

19. Ethnic Difference
(read these sections carefully)
 Ethnic adolescents often face prejudices
and poverty while trying ASSIMILATE to a
new culture
 There are often differences in values,
behaviors and background between and
within cultures - understanding these
differences can assist in finding solutions
to problems and barriers
19

20. Ethnic Identity
 Ethnic identity -- enduring aspect of the
self that includes a sense of membership
in an ethnic group, along with the attitudes
and feelings related to that membership
 Bicultural identity -- adolescents identify in
some ways with their ethnic group and in
other ways with the majority culture
20

21. Ethnic Identity in Immigrant
Groups
 First-generation immigrants are likely to be
secure in their identities and unlikely to
change much
 they may or may not develop a new identity
 Second-generation immigrants are more
likely to think of themselves as “American”
 possibly because citizenship is granted at
birth
 ethnic identity is likely to be linked to retention
of their ethnic language and social networks
21

22.  Religious and Spiritual Development
 Downtrend in religious interest among
adolescents has occurred in the 21st century
 Religious and identity development
 Cognitive Development and Religion in
Adolescence
 Increase in abstract thinking lets adolescents
consider various ideas about religious and spiritual
concepts
 ThePositive Role of Religion in Adolescents’
Lives
22

23. Family
23

24. Families
 Parental Monitoring
 Should supervise adolescents’ choice of
social settings, activities, and friends, as well
as their academic efforts
 Authoritative parenting - parents encourage
adolescents to be independent but still place
limits and controls on their actions
24

25. Autonomy and Attachment
 Adolescent’s push for autonomy and
responsibility puzzles and angers many parents
 As the adolescent pushes for autonomy, the
wise adult relinquishes control where the
adolescent can make reasonable decisions, but
continues to guide the adolescent
 Boys are given more independence than girls
 Secure attachment may be important in
adolescents’ relationships with their parents
25

26. Autonomy, Attachment and
Control
 Positive relationship = securely attached
 behavior in adolescence is acquired through
appropriate adult interactions and control
 Connectedness (mutuality and permeability) and
Individuality (self-assertion and separateness) –
good identity development occurs when these
are encouraged by parents.
26

27. Does adjustment depend on
type of Control?
 Psychological manipulation and guilt leads
to lower levels of adjustment
 Parental awareness of child’s activities &
deviance, and low harshness positively
associated with parental connectedness
27

28. Connectedness and secure
attachment
 Positive outcomes -
 increased self-esteem,
emotional adjustment,
 physical health, and
peer relationships.
28

29. Families
 Role of Attachment:
Secure attachment is an important concept in
adolescents’ relationship with their parents
 Balancing Freedom and Control:
Adolescents still need to stay connected to
families
29

30. The nature of parent – child
conflicts
• increased conflict result from :
•Early puberty changes
Cognitive thoughts of idealism and
logical reasoning
focus on independence and identity
changes of parent
30

31. Parent-Adolescent Conflict
 Much of the conflict involves the everyday
events of family life (e.g., keeping a
bedroom clean, dressing neatly, getting
home by a certain time, use of the phone)
 The conflicts rarely involve major
dilemmas such as drugs or delinquency
 Conflict with parents often escalates
during early adolescence, remains
somewhat stable during the high school
years, and then lessens as adolescence
ends
31

32. Conflicts can be positive
 Move the teenager to autonomy and
control with guidance (let the adolescent
make decision in areas of life that they
understand!)
 Helps them learn to negotiate conflicts
 build better relationships
32

33. Old and New Models
 Old model -- as adolescents mature they detach
themselves from parents and move into a world
of autonomy apart from parents
 parent-adolescent conflict is intense and
stressful throughout adolescence
 New model emphasizes parents as important
attachment figures and support systems
 in most families, parent-adolescent conflict is
moderate rather than severe
 everyday negotiations and minor disputes not
only are normal but serve a positive function
33

34. Friends and Peers
34

35. Developmental changes in peer
group structure in adolescence
 Adolescent peer groups are
more heterogeneous
mixed-sexed groups
tend to be larger groups.
35

36. Friendships
 Sullivan discussed the importance of
adolescent friendships
 Friends are important in shaping the
development of children and adolescents
 Everyone has basic social needs, friends help
meet social needs
 Teenagers are motivated to seek out close
friends
 Foreshadows the quality of romantic
relationships in adulthood
36

37. Adolescence---
 spend more time with their peers.
 More interest based
 receive less adult supervision and
control
 begin interacting with the opposite
sex .
 Conformity to peers – peaks between 8th
and 9th grade. 37

38. FUNCTIONS OF PEER GROUPS
Kelly, J.A. & Hansen , D.J. (1990)
 Control aggressive impulses
 Obtain emotional and social support and
become more independent
 Improve social skills, develop reasoning
abilities and learn to express feelings in
mature ways
38

39. continued
 Develop attitudes towards sexuality and
gender role behaviors
 Strengthen moral judgment and values
 Improve self-esteem
39

40.  Peer Groups
 Peer Pressure
 Young adolescents conform more to peer
standards than children do
 Adolescents with low self-esteem and high social
anxiety are most likely to conform to peers
40

41. Crowds and Cliques
 CLIQUES - Are smaller ( 4 to 6 people)
and involve greater intimacy among
members and have more group
cohesion.
 CROWDS - Is the largest and least
personal group . Usually made up of
several cliques - both male and female.
41
))

42. Types of Cliques (Brown and Lohr)
 Popular ( high esteem group)
 Jocks (high esteem group)
 Normal
 Druggies
 Nobodies (lowest esteem group)
 Independents ( high esteem)
#relationship between self-esteem and
membership is bidirectional
42

43. Dating and
Romantic
Relationships
43

44.  DevelopmentalChanges in Dating and
Romantic Relationships
 Three stages
 Entry into romantic attractions and affiliations at about 11
to 13 years of age
 Exploring romantic relationships at approximately 14 to
16 years of age
 Consolidating dyadic romantic bonds at about 17 to 19
years of age
44

45. FUNCTIONS OF DATING
 Form of recreation
 source of status & achievement
 learn about close relationships
 mate selection
45

46. The Stats
 15 years - tend to date in couples, with short
duration relationship (4 months) but frequent
contact.
 10 graders- 5 to 6 month duration
 12 grade - 8 months
 Activities : mall, movies, dinner, visiting friends
and each other, & school.
 Adolescent often very strong emotion related to
romantic relationships!
46

47. DATING SCRIPTS
Are the cognitive models that
adolescents and adults use to
guide and evaluate dating
interactions
47

48. FEMALES MALES
• STRONG DESIRE FOR • STEREOTYPICAL
INTIMACY BEHAVIOR OF
• STEREOTYPICAL OF “MASCULINITY” IS
“FEMININE” HIGH
BEHAVIORS IS HIGH
• FEMALE SCRIPT • MALE SCRIPT
INVOLVES : INVOLVES:
1. PRIVATE DOMAIN 1. INITIATING THE DATE
2. PARTICIPATING IN 2. CONTROLLING THE
STRUCTURE OF DATE PUBLIC DOMAIN
3. RESPONDING TO 3. INITIATING SEXUAL
SEXUAL GESTURES INTERACTIONS
• REACTIVE • PROACTIVE
48

49. Sociocultural Aspects of dating
 Values
 Religion
 chaperoned dates, couples or single
 Internet dating??
49

50.  Dating and Romantic Relationships
 Gay Male and Lesbian Youth
 Many date other-sex peers, which can help clarify
their sexual orientation or disguise it from others
 Sociocultural Contexts and Dating
 Differences in dating patterns among ethnic groups
in the U.S.
 Values, beliefs, and traditions often dictate the age
at which dating begins
50

51. Dating and Adjustment
 There is a link between dating and
romantic relationships with measures of
adjustment
 Those who date are more likely to have
 Higher levels of social acceptance
 Higher levels of friendship and romantic
competence
 Early dating and “going with” someone is
associated with adolescent pregnancy and
problems at home and school
51

52. February is teen dating violence month learn more at the CDC
website -http://www.cdc.gov/Features/DatingViolence/
TEEN DATING AND VIOLENCE
52

53. Traditions and Changes in
Adolescence Around the Globe
 Fewer adolescents around the world die from infectious
diseases and malnutrition now than in the past
 The experiences of male and female adolescents
continue to be quite different
 Some adolescents grow up in closely knit families with
extensive extended kin networks that retain a traditional
way of life
 Some cultures give peers a stronger role in adolescence
53

54. Rites of Passage
 Rite of passage -- ceremony or ritual that
marks an individual’s transition from one
status to another
 gain access to sacred adult practices, to
knowledge, and to sexuality
 often involve some form of ritual death and
rebirth, or by means of contact with the
spiritual world
(Kottak, 2009)
54

55. Do we have rites of passage for
American adolescents?
 We do not have universal formal
ceremonies to mark passage from
adolescence to adulthood
 Certain religions do (e.g., Jewish bar and
bat mitzvah, the Catholic confirmation)
 School graduation ceremonies come the
closest
 Social organizations may have
ceremonies like initiations or debuts
55

56. Immigration
 Relatively high rates of immigration
contribute to the growth of ethnic
minorities in the United States
 Immigrants often experience stressors
such as language barriers, separations
from support networks, changes in SES
status, the dual struggle to preserve
identity and to acculturate
56

57. Immigrant Family Issues
 Many come from collectivist cultures in
which family obligation is strong
 For adolescents, this obligation may mean
assisting parents in their occupations and/
or contributing to the family’s welfare
 The long hours immigrant youth work in
such jobs can be detrimental to their
academic achievement
57

58. Ethnicity and Socioeconomic
Status
 Not all ethnic minority families are poor
 Economic advantage does not entirely
enable minorities to escape prejudice,
discrimination, and bias
 However, poverty contributes to the
stressful life experiences of many ethnic
minority adolescents
58

59. The Media
 There has been a dramatic increase in
media multitasking
 Television viewing and video-game
playing peak in early adolescence and
then begin to decline
 Older adolescents spend more time
listening to music and using the computer
 Increased Internet use
 Cyberbullying
 Sex crimes
59

60. Adolescent Problems
 Juvenile Delinquency
 Juvenile Delinquent: an adolescent who
breaks the law or engages in behavior that is
considered illegal
 Males more likely to engage in delinquency than
females
 Rates among minority groups and lower-SES
youth are especially high
60

61. Adolescent Problems
 Juvenile Delinquency
 Causes of Delinquency
 Lower class culture
 Parents less skilled in discouraging antisocial
behavior
 Siblings and delinquent peers 61

62. Adolescent Problems
 Depression and Suicide
 Depression
 Rates of ever experiencing major depressive disorder range from
15 to 20 percent for adolescents
 Certain family factors place adolescents at risk for developing
depression
 Poor peer relationships are associated with adolescent depression
 Depressed adolescents recovered faster when they took an
antidepressant and received cognitive behavior therapy than when
they received either treatment alone
62

63. Depression
 Symptoms may include:
Poor appetite
Sleep disturbance
Loss of pleasure in everyday activities
Feelings of worthlessness
Inattention-thinking/concentration
Suicidal thoughts
63

64.  Depression and Suicide
 Suicide is the 3rd leading cause of death in 10-
to 19-year-olds
 Far more adolescents contemplate or attempt
it unsuccessfully than actually commit it
 Females are more likely to attempt suicide,
but males are more likely to succeed
 Learn more at
 Center for Disease Control. (2012) Youth suicide. Retrieved from
http://www.cdc.gov/ViolencePrevention/pub/youth_suicide.html
64

65. Adolescent Problems
 Depression and Suicide
 Other Risk Factors
 History of family instability and unhappiness
 Lack of supportive friendships
 Cultural contexts
 Genetic factors
 Depressive symptoms
65

66. Gender Differences in Suicide
 Females were more likely to attempt
 Males were more likely to succeed in
committing suicide
 Males use more lethal means, such as guns
 Females are more likely to cut their wrists or
take an overdose of sleeping pills
 Suicidal adolescents often have
depressive symptoms
66

67. The Interrelation of Problems and
Successful Prevention/Intervention
Programs
 Four problems that affect the most adolescents:
 Drug abuse
 Juvenile delinquency
 Sexual problems
 School-related problems
67

68. The Interrelation of Problems and
Successful Prevention/Intervention
Programs
 Successful Intervention Programs Include:
 Intensive individualized attention
 Community-wide multiagency collaborative
approaches
 Early identification and intervention
68

69. Reference
Santrock, J. (2012).
Essentials of Life-Span
Development. (2nd). New York,
NY: McGraw- Hill
69
(c) 2012 The McGraw-Hill Companies, Inc