Social emotional development represents a specific domain of child development. It is a gradual, integrative process through which children acquire the capacity to understand, experience, express, and manage emotions and to develop meaningful relationships with others.

1. SOCIO EMOTIONAL
DEVELOPMENT OF
ADOLESCENT

2. SELF CONCEPT
 adolescents use more labels to describe themselves, and the labels they choose
become more abstract and complex
 In middle adolescence, young people recognize that their feelings, attitudes, and
behaviors may change with the situation, and they begin to use qualifiers in their
self-descriptions
 Many young adolescents find these inconsistencies confusing and wonder who they
really are, contributing to their challenge of forming a balanced and consistent sense
of self.
 Adolescents who show poor self-concept clarity, or poor stability or consistency in
their self-descriptions, tend to experience higher rates of depressive and anxiety
symptoms throughout adolescence (Van Dijk et al., 2014).
Self-concept is influenced by experiences in the
home, school, and community.

3. SELF ESTEEM
 Global self-esteem, an overall evaluation of self-worth, tends to decline at about 11 years of
age, reaching its lowest point at about 12 or 13, and then rises (Harter, 2006a; Orth & Robins,
2014).
 Adolescents develop a positive sense of self-esteem when they evaluate themselves favorably
in the areas that they view as important.
 Adolescents with high academic self-esteem tend to spend more time and effort on
schoolwork, view academics as more important, and demonstrate high academic achievement
(preckel et al., 2013; valentine, dubois, & cooper, 2004).
 There is also spillover as exemplary performance and self-esteem in one area, such as
athletics, often is associated with positive self-evaluations in other areas, such as social,
physical, and appearance (Marsh, Trautwein, Lüdtke, Gerlach, & Brettschneider, 2007; Stein,
Fisher, Berkey, & Colditz, 2007).
Relationships with parents play an
important role in influencing adolescents’
self-evaluations

4. IDENTITY
 As adolescents’ self-concept and self-esteem become more descriptive, comprehensive, and
organized, they begin to form an identity, a coherent sense of self.
Developmental psychologists have researched several different areas of identity development and
some of the main areas include:
• Religious identity- the religious views of teens are often similar to those of their families
• Political identity- An adolescent’s political identity is also influenced by their parents’ political beliefs.
• Ethnic identity- sense of membership to an ethnic group including the attitudes, values,
• and culture associated with that group
• Gender identity- refers to a person’s self-perception as male, female, both, genderqueer, or neither.
Young people typically shift among identity
statuses over the adolescent years, but the
specific pattern of identity development varies
among adolescents (Meeus, 2011). ADOLESCENT
MAY ACQUIRE IDENTITY ACHIEVEMENT OR IDENTITY
MORATORIUM,

5. ADOLESCENT AND THEIR PARENTS
 During adolescence, parent–adolescent conflict tends to
Increase
 Parents of adolescents from various cultural and ethnic
groups, barber (1994) found that conflicts occurred over day-
to-day issues such as homework, money, curfews, clothing,
chores, and friends. These disputes occur because an
adolescent’s drive for independence and autonomy conflicts
with the parent’s supervision and control.
As adolescents work to form their identities, they
pull away from their parents, and the peer group
becomes very important (Shanahan, McHale,
Osgood, & Crouter, 2007). But family relationships
remain important too.

6. ADOLESCENT AND THEIR PEERS
 Usually begin spending more time with their peers and less
time with their families.
 Adolescents’ notions of friendship increasingly focus on
intimate exchanges of thoughts and feelings.
 Peers can serve both positive and negative functions during
adolescence.
POSITIVE
Peers serve as an important source of social
support and companionship during
adolescence
NEGATIVE
Peer pressure is usually depicted as peers
pushing a teenager to do something that
adults disapprove of, such as breaking laws
or using drugs.

7.  provide a temporary reference point for a developing sense of
identity.
 Through identification with peers, adolescents begin to develop
moral judgment and values (Bishop & Inderbitzen, 1995) and to
define how they differ from their parents (Micucci, 1998).
 Peer groups also serve as powerful reinforcers during
adolescence as sources of popularity, status, prestige, and
acceptance.
 involvement with the peer group tends to be most intense, and
conformity and concerns about acceptance are at their peak

8. ADOLESCENT &THEIR ROMANTIC RELATIONSHIP
 Adolescence is the developmental period during which romantic
relationships typically first emerge.
 Romantic relationships often form in the context of these
mixed-sex peer groups (Connolly, Furman, & Konarski, 2000)
 Adolescents spend a great deal of time focused on romantic
relationships, and their positive and negative emotions are more
tied to romantic relationships (or lack thereof) than to
friendships, family relationships, or school (Furman & Shaffer,
2003)
Romantic relationships contribute to
adolescents’ identity formation(sexual
orientation/gender identity), changes in
family and peer relationships, and
adolescents’ emotional
and behavioral adjustment.

9. REFERENCES
https://courses.lumenlearning.com/wmopen-
lifespandevelopment/chapter/emotional-and-social-development-in-
adolescence/?fbclid=IwAR1J-
4DzAXyEdccGy62T3u9Icco10cFyXXq5E_vE9L8AVwSNAy7Iyd0x4s0
https://www.apa.org/pi/families/resources/develop.pdf?fbclid=IwAR2q
v-_fjG8P3lYNTac69A9cDsHsXFrWtlXbGWFDcekozfpaOviensr518Q
https://edge.sagepub.com/sites/default/files/12_KUTHER.pdf?fbclid=Iw
AR3TuTlXyrczPOvlYup93AnSXjaN3Fojoia3ImoyHmU2adFyif3q3svB01E