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Bee & Boyd, Lifespan Development, Chapter 12
- 1. Chapter 12: Social and Personality Development in Adolescence
- 3. Theories of Social and Personality Development Psychoanalytic Perspectives: Freud Genital Stage Primary developmental task: libido channeled into healthy sexual relationship Psychosexual maturity achieved
- 4. Psychoanalytic Perspectives Psychosocial 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
- 5. Psychoanalytic Perspectives Erickson: Identity versus Role Confusion Sense of self becomes integrated Identification with peer groups or Inability to have an integrated view of self
- 6. Marcia’s Theory of Identity Achievement Overview Identify statuses rooted in Erikson’s identity process Identity formation has two key parts Crisis Commitment
- 7. Marcia’s Theory of Identity Achievement Identity Statuses Statuses
- 8. 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.
- 9. Stop and Think What influence does culture have within this theoretical perspective?
- 10. 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
- 11. 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.
- 12. Self-Concept Social Self-Concept and Gender Gender Differences Different manifestation by gender Girls influenced by internal and external comparisons Boys influence more internal and self- defined
- 13. Self-Concept and Personality Self-Esteem Self-esteem: Sense of global self-worth • Self-esteem patterns • High self-esteem correlates • Gender differences throughout adolescence
- 14. Self-Concept Gender Role Identity Gender role: Gender-related aspects of psychological self Adolescents continue to understand sex roles as social conventions Gender role identity more flexible
- 15. 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?
- 16. Figure 12.3 Bem’s Gender Role Categories Figure 12.3
- 17. Self-Concept Ethnic 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
- 18. Self-Concept Bi-racial Teens Characteristics • Achieving identity may be more complex • Range of factors interact with teen’s personality What are some of these factors?
- 19. Self-Concept Immigrant Teens Possible clashes between parents’ cultural values and the new culture Many such teens develop a bicultural identity
- 20. Moral Development Kohlberg’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
- 21. Moral Development Kohlberg’s Theory of Moral Reasoning Write a brief description of and example for each stage.
- 22. Figure 12.4 Colby & Kohlberg’s Longitudinal Study of Moral Reasoning Figure 12.5
- 23. 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
- 24. Causes and Consequences of Moral Development Fill in the blanks Growth of moral reasoning associated with ______in adolescent prosocial behaviors and ______ in antisocial behavior.
- 25. Criticisms of Kohlberg’s Theory Culture and Moral Reasoning Narrow approach not universal Non-Western cultures do not fit well with Kohlberg’s approach
- 26. Criticisms of Kohlberg’s Theory Moral 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
- 27. Criticisms of Kohlberg’s Theory Moral Reasoning and Emotions Carol Gilligan Ethics based on caring for others and on maintaining social relationships Two distinct orientations Gender differences North American bias
- 28. Criticisms of Kohlberg’s Theory Moral Reasoning and Behavior
- 29. Moral Development and Antisocial Behavior Overview 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
- 30. Moral Development and Antisocial Behavior Delinquency Deliquents: Lack empathy (for parents, victims) Behind peers in moral reasoning Deficits in role-taking skills
- 31. Social Relationships Parents 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
- 32. Relationships with Parents Attachment 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
- 33. Figure 12.6 Sources of Support for Adolescents
- 34. Relationships with Peers Overview Friendships Increasingly intimate More stable than those of younger children Shared interests and activities important
- 35. Relationships with Peers Friendships Skills Considerable variation in interpersonal skills needed to maintain friendships Often dependence on electronic communication Individual differences
- 36. Relationships with Peers Overview Peer Groups Relatively stable Share values, behaviors, identity status Explicit peer pressure more likely directed toward positive activities
- 37. Relationships with Peers Peer Group Structure
- 38. Relationships with Peers Couple 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
- 39. Relationships with Peers Romantic 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
- 40. Relationships with Peers Romantic Relationships Homosexual Teens Awareness of same-sex attraction around ages 11 or 12 May initially experiment with heterosexual relationships Gender differences Social support important
- 41. 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
Editor's Notes
- “Last stage” of personality development Includes both adolescents and adults
- Identity versus Role Confusion Primary developmental task: Achievement of personal identity Identity is a sense of self-continuity Reflects understanding of one’s unique traits and how they manifest across ages and social roles
- Sense of self becomes integrated because of rapid growth and sexual changes of puberty Sense of self becomes integrated Identity crisis Identification with peer groups protects against emotional turmoil Role confusion results from the inability to have an integrated view of self New demands and roles create many challenges
- Identify statuses rooted in Erikson’s identity process Identity formation has two key parts Crisis Period of decision-making when old values and choices are reexamined Commitment Follow some specific role, value, goal, or ideology
- Identity achievement – both crisis and commitment have been processed. Moratorium – currently experiencing crisis but no commitment has been made. Foreclosure – commitment without crisis; accepted parental or culturally defined commitment. Identity Diffusion – no crisis or commitment. The quest for personal identity continues throughout the lifespan with alternating periods of instability and stability. Family rooted in and influenced by current cultural assumptions
- Family rooted in cultural assumptions and strongly influenced by current cultural assumptions
- Appearance prominent in pre-teen and early teen but less important in later adolescence More abstract definition of psychological self Comprised of enduring traits, beliefs, personal philosophy, and moral standards Able to see oneself in different roles Different roles as a student than with friends, with parents, with romantic partners, etc. Academic self-concepts come from internal comparisons and external comparisons. Internal comparison – to a self-generated ideal. External comparison – to peer performance. Social self-concepts predict behavior. The perceived lack of competency in family relations appears to be distinct from other components of self-concept.
- Appearance prominent in pre-teen and early teen but less important in later adolescence More abstract definition of psychological self Comprised of enduring traits, beliefs, personal philosophy, and moral standards Able to see oneself in different roles Different roles as a student than with friends, with parents, with romantic partners, etc. Academic self-concepts come from internal comparisons and external comparisons. Internal comparison – to a self-generated ideal. External comparison – to peer performance. Social self-concepts predict behavior. The perceived lack of competency in family relations appears to be distinct from other components of self-concept.
- Sense of global self-worth Overall, self-esteem rises through adolescence but drops at beginning of adolescence High self-esteem associated with positive developmental outcomes such as good grades or resisting peer pressure Boys more likely than girls to either have continuous high self-esteem or rising self-esteem during adolescence
- Parental attitudes and parental behavior become increasingly important in shaping teens’ ideas about gender and sex roles. Masculine and Feminine are not polar opposites, but dimensions along a continuum.
- Sandra Bem’s typology Masculine Feminine Androgynous Undifferentiated Androgynous and masculine gender roles associated with higher self-esteem among boys and girls Feminine gender identity more prone to rumination Adoption of androgynous or masculine identity by girls lead to lower self-esteem
- Ethnic Identity Self-identification as a member of their specific group, Commitment to that group and its values and attitudes, Development of some attitudes about the group which they belong. Often poorly supported by dominant culture Family support and teaching helps form a strong sense of ethnic identity Jean Phinney’s 3 stages of ethnic identity formation Unexamined ethnic identity – includes negative images and stereotypes common in the wider culture and how his own group is perceived by the majority culture. Ethnic identity search – triggered by some experience that makes ethnicity relevant. Clear ethnic identity – resolution of conflicts and contradictions. Some choose their own ethnic group pattern exclusively. Others choose a bicultural identity – consistently flow between the ethnic and majority culture.
- Achieving identity may be more complex—difference between biological aspects of race and psychological nature of ethnic identity Range of factors interact with teen’s personality: Hazing and emotional trauma Family variables Neighborhood variables Presence of other salient identities
- Possible clashes between parents’ cultural values and the new culture Communal versus individualism for Asian-American teens May feel guilty about individualist strivings
- 3 levels with 2 substages each Preconvention Conventional Postconventional
- Level 1: Preconventional reasoning Judgments are based on sources of authority – usually parents. The outcome or consequence of an action determines the rightness or wrongness of the action. Stage 1 – punishment and obedience orientation: Physical consequences determine right or wrong – if he is punished, it’s wrong. Stage 2 – individualism, instrumental purpose, and exchange: You should do things that are rewarded and avoid things that are punished. naïve hedonism: If you help me, I’ll help you. Level 2: Conventional reasoning Judgments are based on rules or norms of a group to which the individual belongs. Stage 3 – Mutual interpersonal expectations, relationships, and interpersonal conformity. Sometimes called good boy/nice girl stage. Good behavior is what pleases other people. They value loyalty, respect, trust, and maintenance of mutual relationships. Stage 4 – Individualism, instrumental purpose, and exchange. Norms of a large reference group – the stage of social systems or conscience. Adhering to a complex set of regulations. Morality and legality are equivalent. Level 3: Postconventional reasoning Judgments are based on emergence of a personal authority. Stage 5 – Social contracts orientation. Rules, laws, and regulations ensure fairness. Laws may need to be ignored to ensure fairness. Civil disobedience – deliberately breaking laws that were believed to be immoral are examples. Stage 6 – The universal ethical principles orientation. Explains moral decisions based on universal ethical principles such as right to life.
- View these findings from a longitudinal study of boys from age 10 through adulthood. With age, how did the stage or level of their answers change?
- Longitudinal research relating parenting styles and family climate to moral reasoning suggest that Kohlberg is right about the need for social support. Age and corresponding cognitive development needed to progress from stage to stage Decline of egocentrism is critical Role-taking improves an adolescent’s ability to reason from another’s perspective Support from the social environment needed to sustain moral reasoning
- Growth of moral reasoning associated with increases in adolescent prosocial behaviors and decreases in antisocial behavior Longitudinal research relating parenting styles and family climate to moral reasoning suggest that Kohlberg is right about the need for social support. Age and corresponding cognitive development needed to progress from stage to stage Decline of egocentrism is critical Role-taking improves an adolescent’s ability to reason from another’s perspective Support from the social environment needed to sustain moral reasoning
- Example – respect for elders is essentially more important than justice in some cultures. Non-Western cultures do not fit well with Kohlberg’s approach Although justice is an important moral concept around the world Justice does not supercede all other moral considerations in non-Western cultures
- Age-related and individual differences in ability to regulate emotions should be considered
- Gilligan notes two distinct moral orientations – justice and care. Girls reason based on care orientation; boys relatively more on justice Recent research of sex differences suggests North American bias
- Neither adolescents nor adults reason same way in every situation—situational factors may determine actual behavior
- Negatives associated childhood-onset problems include: displays of overt aggression; rejection by peers; support from other delinquents; parents with histories of antisocial behaviors; likelihood to use drugs and alcohol; truancy and dropping out of school; and early and risky sexual behaviors. Delinquents lack empathy (for parents, victims, etc) Are behind peers in moral reasoning because of deficits in role-taking skills Childhood-onset problems more serious and more often persist Temperament and personality play a role. Parents who fail at early attempts to control bad behavior may worsen the behaviors. Delinquent adolescents may exhibit serious disturbances in thinking. Adolescent-onset problems typically reflect peer-group influences
- Negatives associated childhood-onset problems include: displays of overt aggression; rejection by peers; support from other delinquents; parents with histories of antisocial behaviors; likelihood to use drugs and alcohol; truancy and dropping out of school; and early and risky sexual behaviors.
- Rise in conflicts with parents in adolescence. Center around everyday issues such as chores or personal rights. Hairstyles, dating, and amount of parental supervision. Parent-teen conflicts appear to cause more stress for parents than for teens.
- Remains strong during adolescence Strong attachments associated with academic success and good peer relations; less risk for drug use and antisocial behavior in later life May be influenced by pubertal status
- Children and teems from different ethnic groups were asked about the amount and type of support they received from various sources NOTE: For teens, friends become more significant source of support, but parents do not become less important
- Friendships become increasingly intimate Share more inner feelings and secrets More knowledgeable about each other’s feelings More stable than those of younger children Electronic communication more important, such as email Thus today’s teens have wider range of friendship than earlier generations did
- Skills Considerable variation in interpersonal skills needed to maintain friendships Important to learn negotiation and conflict skills Reasons for ending friendships reflect differences in rate of development of social skills. Individual differences: temperament, personality, experiences, and rate of social skill development Importance of popularity and peer acceptance strengthens from elementary years: peaks in early adolescence
- These provide an identity prototype – labeling others and oneself as belonging to a group helps to create or reinforce the adolescent’s own identity. It also identifies friends or foes. Clique – 4 to 6 young people who are strongly attached to one another Early years cliques are same-sex Crowds – larger sets that include males and females Break down into heterosexual cliques and then into loose associations of couples Crowds are popular between 13 and 15, when the teen is most likely to display the greatest conformity to peer pressure. Reputation-based group – teen identifies with group either by choice or by peer designation
- Some relationship focus on love and other companionship Gender differences: girls derive more psychological intimacy from early relationships than boys Early dating and early sexual activity more common in poor of every ethnic group and those who experience early puberty
- Heterosexual Teen Relationships Proceed at a faster pace for girls than for boys Skills gained in relating to other-sex peers in friendships and mixed groups prepare them for romantic relationships Social competence in a variety of relationships prepares teens to move to romantic relationships Physical sexuality coupled with skills in personal intimacy The sense of being in love is an important factor in adolescent dating patterns
- Boys act on same-sex attraction earlier than girls do Social support from clubs and extracurricular activities is important for gay and lesbian teens