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SOCIO EMOTIONAL
DEVELOPMENT OF
ADOLESCENT
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.
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
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,
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.
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.
 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
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.
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

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SocioEmotionalDevelopmentOfAdolescent_GROUP REPORT.pptx

  • 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.

Editor's Notes

  1. As adolescents’ self-concept and self-esteem become more descriptive, comprehensive, and organized, they begin to form an identity, a coherent sense of self. These identities are religious, political, ethnic, gender. Religious identity refers to how adolescent develop their personal sense of religious and/or spiritual identity over the course of their lifetimes. Here adolescent already know and starting to understand what religion they are in. they know and practice the beliefs and values that are practicing in their religion. Like as an adolescent I know what religion I have which is roman catholic. I practice beliefs and values I our religion like going to church every Sunday, worshiping our god and many more. The religious views of teens are often similar to those of their families Political identity is knowing and caring about a set of political issues, having a set of organized beliefs about the political system, and engaging in political behaviors that support particular beliefs. Adolescents tends to have more care to political issues. Mas alam na nila yung idea na magandang gobyerno na makakatulong sa bansa. Nagastart na din dito ang adolescent na magsuporta sa gusto nilang politico. In the age of 15 din bumoto ang adolescent kaya in this period talaga they are developing their political identity. Ethnic identity- sense of membership to an ethnic group including the attitudes, values, and culture associated with that group. Like other components of a sense of self, ethnic identity develops and changes over time as individuals explore, gain experience, and make choices in various contexts. Adolescents explore their ethnic identity by learning about the cultural practices associated with their ethnicity by reading, attending cultural events, and talking to members of their culture. Here the adolescents mas alam na nila the culture, traditions, values and beliefs they have and isinasabuhay na nila ito. Gender identity- refers to a person’s self-perception as male, female, both, genderqueer, or neither. Here the adolescent started to really know what gender they really have. Dito na nila naiisip na ay babae ba talaga ako? Na ay lalake ba talaga ako? That’s lead the adolescent to have gender identity. This is because of the things they are experiencing, the people they are interacting and relationship with other people especially when they started to have romantic relationship with anyone. It can be girl-boy, boy-boy,girl-girl and etc. 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. Identity achievement represents the successful resolution of this process, establishing a coherent sense of self after exploring a range of possibilities. It is simply refers o having found one's true sense of self. Identity moratorium is one step in the process of finding a sense of self. It is a period of active searching for one's occupational, religious, ethnic, or another form of identity to determine who they really are. It is an identity crisis as part of the quest of adolescent to find themselves.
  2. Adolescents wants to experience more independence for themselves that’s why conflict between parent-adolescents tends to increase. Here the conflict occurred in household works like washing clothes, cleaning the dishes and cooking. Adolescents tends to complain why they should do it. As an adolescent guilty ako dito dahil minsan nagrereklamo talaga ako kapag inuutusan kaya nagagalit ang mama ko saakin which brings conflict between us. also there is also conflict occurring in day to day issues such as curfews,clothing,money and especially friends. As an adolescent guilty din ako dito dahil minsan nagagabihan ako sa paggala kaya naman napapagalitan ako. Also nagkakaroon din ng conflicts between parents and adolescents because of its friends. Because according to (Shanahan, McHale, Osgood, & Crouter, 2007) and also in my experience which As adolescents work to form their identities, they pull away from their parents, and the peer group becomes very important. Adolescents spend more time with their peers where they can relate to each other, do the things they want and of course have fun. Although peers take on greater importance during adolescence, family relationships remain important too. One of the key changes during adolescence involves a renegotiation of parent–child relationships. As adolescents strive for more independence and autonomy during this time, different aspects of parenting become more salient. For example, parents’ distal supervision and monitoring become more important as adolescents spend more time away from parents and in the presence of peers. But this can also brings to much preasure and the feeling of invading the life of the adolescent.
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