Friends Academy Identity and Adolescence


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90 minute session delivered to parents and guardians at Friends Academy in North Dartmouth, MA. How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can co-author the identity development of youth to progress toward positive success for all. This presentation has a special focus on adolescent and brain development.

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Friends Academy Identity and Adolescence

  1. 1. I Learned Who I Was When…Identity Development with the Brain in Mind Friends Academy Parents Rosetta Eun Ryong Lee Seattle Girls’ School Rosetta Eun Ryong Lee (
  2. 2. About Seattle Girls’ School Rosetta Eun Ryong Lee (
  3. 3. Agenda Identity Development Exercise: Up-Downs Adolescent Brain Development Identity and Adolescence So What, Now What? Resources Rosetta Eun Ryong Lee (
  4. 4. Introductions Warm-Up Questions Please think about your adolescent years. What doyou remember? What were you like? What were the most critical factors in making that time for youwonderful, terrible, forgettable, etc.? What tools would you like to get out of our session today? Rosetta Eun Ryong Lee (
  5. 5. Identity Development What is it? What are the various dimensions of identity? Why identity development? Rosetta Eun Ryong Lee (
  6. 6. Dimensions of Identity and CultureThis model of identifiers and culture was created by Karen Bradberry and Johnnie Foreman for NAIS Summer DiversityInstitute, adapted from Loden and Rosener’s Workforce America! (1991) and from Diverse Teams at Work, Gardenswartz & Rowe(SHRM 2003). Rosetta Eun Ryong Lee (
  7. 7. Exercise: Up-Downs • Stand proudly for your group • Stand for as many groups within one category as applies to you• If you are not standing, cheer and applaud the people who areNational Coalition Building Institute, Seattle Chapter, “Building Bridges Workshop,” Adapted by Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee (
  8. 8. Debrief: Up-Downs How did it feel to stand and claim your identities and experiences? To be applauded for them? To applaud others for their identities and their experiences? How do your children understand and/or affirm their own identity as well as their peers’?Rosetta Eun Ryong Lee (
  9. 9. Identity Development: Marginalized Identities Innocence and Self Esteem Encounter and Self Doubt Immersion into Identity Emersion Integration Rosetta Eun Ryong Lee (
  10. 10. Identity Development: Privilged Identities  Innocence and Self Esteem  Encounter and Confusion  Attempt to Reintegrate  Re-Encounter and Acceptance  Immersion and Emersion  IntegrationRosetta Eun Ryong Lee (
  11. 11. Identity and Cultural Inclusion  Identity Frames  Intractability  Positive Encounters  Identity Socialization  Co-Authorship of Identity Rosetta Eun Ryong Lee (
  12. 12. Adolescence“Teenagers [are like] peopleconstantly on LSD. People on acidareintense, changeable, internal, oftencryptic anduncommunicative, and, ofcourse, dealing with a differentreality.”Mary Pipher, Reviving Ophelia Rosetta Eun Ryong Lee (
  13. 13. ChangesRosetta Eun Ryong Lee (
  14. 14. Developmental Characteristics of Adolescence• Identity Formation• Tenuous Sense of Self• Self-Regulation• Imaginary Audience• Development of Self-Esteem• Adolescent Egocentricism• Personal Fable• Importance of PeerRelationships• Formation of Groups, Crowdsand Cliques Rosetta Eun Ryong Lee (
  15. 15. The Teen Brain • Brain keeps growing and developing to age 25! • Teen brain is a “late childhood brain” -Capacity for learning -Developing connections -Plasticity of Teen Brain -Hyperactive Amygdala -Prefrontal Cortex (frontal lobe)Rosetta Eun Ryong Lee (
  16. 16. Teen Hypersensitivity-Hostile Perception Bias-Social/Emotional andPhysical Pain-Decisions and the Amygdala-Stereotype Threat-Fixed vs Growth Mindset Rosetta Eun Ryong Lee (
  17. 17. Assisting the Identity Search When It’s With You  Be accepting of identity plays  Get to know their interests  Encourage identity pride  Aid healthy self esteem  Verbalize your values  Encourage growth mindset  Teach emotional coping tools  Ask questions  Tell your story Rosetta Eun Ryong Lee (
  18. 18. Assisting the Identity Search When It’s With Others Encourage resources for identity development (affinity or support groups, etc.) Get to know their peers Listen to their music, shows, online activities, and movies Practice healthy social interactions Teach them about the “real world” – for real Give them access to different kinds of people Rosetta Eun Ryong Lee (
  19. 19. Taking it Home What did you learn today that was new, helpful, or thought provoking? What are some goals or strategies you would like to apply with your children? Rosetta Eun Ryong Lee (
  20. 20. Presenter Information Rosetta Eun Ryong Lee 6th Faculty and Professional Outreach Seattle Girls’ School 2706 S Jackson Street Seattle WA 98144 (206) 805-6562 Eun Ryong Lee (
  21. 21. Identity Resources• Carlos H. Arce, “A Reconsideration of Chicano Culture and Identity”• Atkinson, Morten, & Sue, “Racial/Cultural Identity Development Model (R/CID)”• Mindy Bingham and Sandy Stryker, “Socioemotional Development for Girls”• Vivienne Cass, “Homosexual identity formation: Testing a theoretical model”• William Cross, Shades of Black: Diversity in African American Identity”• Anthony D’Augelli, “ Identity development and sexual orientation: Toward a model of lesbian, gay, and bisexual development” Rosetta Eun Ryong Lee (
  22. 22. Identity Resources• Erik Erikson, “Eight Stages of Man”• J. E. Helms, Various Publications on Racial and Ethnic Identity Development• Jean Kim, “Processes of Asian American Identity Development”• James Maricia, “Four Ego and Identity Statuses”• Suzanne Kobasa Ouellette, “The Three C’s of Hardiness”• Jean S. Phinney, “Ethnic Identity in Adolescents and Adults: Review of the Research”• Ponterotto & Pederso, Preventing Prejudice• Maria P. P. Root, Various Works on Multiracial Identity Rosetta Eun Ryong Lee (
  23. 23. Identity Resources• Patricia Romney, Karlene Ferron, and Jennifer Hill, “Measuring the Success of Diversity Directors in Independent Schools”• Pedro Ruiz, “Latino/a Identity Development Model”• Chalmer E. Thompson and Robert T. Carter, Racial Identity Theory• Alex Wilson, “How We Find Ourselves: Identity Development and Two Spirit People”• Christine J. Yeh, “The Collectivistic Nature of Identity Development Among Asian-American College Students” Rosetta Eun Ryong Lee (
  24. 24. Miscellaneous Resources• Karen Bradberry and Johnnie Foreman, “Privilege and Power,” Summer Diversity Institute, National Association of Independent Schools, 2009• Po Bronson and Ashley Merryman, Nurture Shock• Kevin Jennings, GLSEN (Gay Lesbian and Straight Education Network)• Allan G. Johnson, Privilege, Power, and Difference• John Medina, Brain Rules, Brain Rules for Babies• Johnnie McKinley, “Leveling the Playing Field and Raising African American Students’ Achievement in Twenty-nine Urban Classrooms,” New Horizons for Learning, mckinley.htm• Michael J Nakkula and Eric Toshalis, Understanding Youth.• Claude Steele, Whistling Vivaldi.• Shankar Vandatham, The Hidden Brain. Rosetta Eun Ryong Lee (