Santrock Life-span development 16th edition slides.

1. LIFE-SPAN DEVELOPMENT
Sixteenth Edition
Chapter 12
Socio-emotional
Development in
Adolescence
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without the prior written consent of McGraw-Hill Education.

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Chapter Outline
• The self, identity, and religious/spiritual
development
• Families
• Peers
• Culture and adolescent development
• Adolescent problems

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without the prior written consent of McGraw-Hill Education.
The Self, Identity, and
Religious/Spiritual Development
(1 of 8)
• Self-esteem
• Identity
• Religious/spiritual development

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without the prior written consent of McGraw-Hill Education.
The Self, Identity, and
Religious/Spiritual Development
(2 of 8)
• Self esteem
– Self-esteem of girls declines more during
adolescence
– Indicates a perception about whether one is
intelligent and attractive
– Narcissism: Self-centered and self-concerned
approach toward others

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without the prior written consent of McGraw-Hill Education.
The Self, Identity, and
Religious/Spiritual Development
(3 of 8)
• Identity
– Self-portrait composed of many pieces
 Vocational/Career
 Political and religious identity
 Relationship, achievement, and intellectual identity
 Sexual identity
 Cultural/ethnic identity
 Interests
 Personality
 Physical identity

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The Self, Identity, and
Religious/Spiritual Development
(4 of 8)
– Erikson’s view
 Identity versus identity confusion
o Psychosocial moratorium
o Adolescents experiment with different roles and
personalities
o Adolescents who cope with conflicting identities
emerge with a new sense of self
o Adolescents who do not successfully resolve the
identity crisis suffer identity confusion

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The Self, Identity, and
Religious/Spiritual Development
(5 of 8)
– Developmental changes
 Crisis: Period of identity development during
which the adolescent is exploring alternatives
 Commitment: Personal investment in identity
 Four statuses of identity
o Identity diffusion
o Identity foreclosure
o Identity moratorium
o Identity achievement

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The Self, Identity, and
Religious/Spiritual Development
(6 of 8)
– 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
o “MAMA” - Repeated cycles of moratorium to
achievement

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The Self, Identity, and
Religious/Spiritual Development
(7 of 8)
– Cultural and ethnic identity: Enduring aspect
of the self that includes:
 Sense of membership in an ethnic group
 Attitudes and feelings related to that
membership
– Many adolescents develop a bicultural
identity
 Identify in some ways with their ethnic group
and in other ways with the majority culture

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without the prior written consent of McGraw-Hill Education.
The Self, Identity, and
Religious/Spiritual Development
(8 of 8)
• Religious and spiritual development
– Religion and identity development
– Cognitive development and religion in adolescence
 Increase in abstract thinking lets adolescents
consider various ideas about religious and spiritual
concepts
– The positive role of religion in adolescents’ lives
 Research indicates that spirituality/religiosity was
positively related to well-being, self-esteem,
conscientiousness, agreeableness, and openness

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Marcia’s Four Statuses of Identity
Identify Status Identify Status Identify Status Identify Status
Position on
occupation
and Ideology
Identify
Diffusion
Identify
Foreclosure
Identify
Moratorium
Identify
Achievement
Crisis Absent Absent Present Present
Commitment Absent Present Absent Present

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Developmental Changes in
Religiousness from 14 to 24 Years of
Age

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Families (1 of 5)
• Parental monitoring and information management
• Autonomy and attachment
• Parent-adolescent conflict

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Families (2 of 5)
• Parental monitoring and information
management
– Supervising adolescents’ choice of:
 Social settings
 Activities
 Friends
 Academic efforts
– When parents engage in positive parenting
practices adolescents are more likely to
disclose information

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Families (3 of 5)
• Autonomy and attachment
– Parents must weigh needs for autonomy and
control, independence and connection
– The push for autonomy may puzzle and anger
many parents
 Adolescents’ ability to attain autonomy is
acquired through appropriate adult reactions to
their desire for control
 Boys are given more independence

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Families (4 of 5)
– Role of attachment
 Securely attached adolescents are less likely to
have emotional difficulties and to engage in
problem behaviors, juvenile delinquency, and
drug abuse
– Balancing freedom and control

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Families (5 of 5)
• Parent-adolescent conflict
– Increases in early adolescence
 Typically involves everyday events
o Keeping a clean bedroom
o Dressing style
o Curfew
o Time spent with friends
 Rarely related to major issues

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Old and New Models of Parent-
Adolescent Relationships (1 of 2)
Old Model
Autonomy, detachment from parents; and peer worlds are
isolated
Intense, stressful conflict throughout adolescence; parent-
adolescent relationships are filled with storm and stress on
virtually a daily basis
New Model
Attachment and autonomy; parents are important support
systems and attachment figures; adolescent-parent and
adolescent-peer worlds have some important connections
Moderate parent-adolescent conflict is common and can
serve a positive developmental function; conflict greater in
early adolescence

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Old and New Models of Parent-
Adolescent Relationships (2 of 2)

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Peers (1 of 5)
• Friendships
• Peer groups
• Dating and romantic relationships

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Peers (2 of 5)
• Friendships
– Most teens prefer a smaller number of friendships
that are more intense and more intimate
– Friends become increasingly important in meeting
social needs
– Developmental advantages occur when
adolescents have friends who are:
 Socially skilled
 Supportive
 Oriented toward academic achievement

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Peers (3 of 5)
• 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
– Cliques and crowds
 Cliques: Small group averaging 5 or 6 individuals
that engage in similar activities
 Crowds: Larger than cliques and less personal
o Members do not spend much time together, are based
on reputation

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Peers (4 of 5)
• Dating and romantic relationships
– Developmental changes in dating and romantic
relationships
 Three stages
o Entry into romantic attractions and affiliations at
about 11 to 13 years of age
o Exploring romantic relationships at approximately 14
to 16 years of age
o Consolidating dyadic romantic bonds at about 17 to
19 years of age

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Peers (5 of 5)
– Dating in gay and lesbian youth
 Many date other-sex peers, which can help
clarify their sexual orientation or disguise it
from others
– Sociocultural contexts and dating
 Values, beliefs, and traditions dictate the age at
which dating begins
– Dating and adjustment
 Linked with measures of how well-adjusted
adolescents are

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Developmental Changes in Self-
Disclosing Conversations

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Culture and Adolescent Development
(1 of 4)
• Cross-cultural comparisons
• Ethnicity
• The media

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Culture and Adolescent Development
(2 of 4)
• Cross-cultural comparisons
– Health
– Gender
– Family
– Peers
– Time allocation to different activities
– Rites of passage: Ceremony or ritual that
marks an individual’s transition from one
status to another

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Culture and Adolescent Development
(3 of 4)
• Ethnicity
– Immigration
 Immigrants experience stressors uncommon to
longtime residents
– Ethnicity and socioeconomic status
 Interact in ways that exaggerate the influence of
ethnicity
 Ethnic minority adolescents experience:
o Prejudice, discrimination, and bias
o Stressful effects of poverty

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Culture and Adolescent Development
(4 of 4)
• The media
– Technology and digitally mediated communication
 E-mail, instant messaging, social networking sites
such as Facebook, chat rooms, video sharing and
photo sharing
 Multiplayer online computer games, and virtual
worlds

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Developmental Changes in the Amount of
Time U.S. 8-to 18-Year-Olds Spend with
Different Types of Media

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Adolescent Problems (1 of 4)
• Juvenile delinquency
• Depression and suicide
• The interrelation of problems and successful
prevention/intervention programs

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without the prior written consent of McGraw-Hill Education.
Adolescent Problems (2 of 4)
• Juvenile delinquency
– Juvenile delinquent: Adolescent who breaks the
law or engages in behavior that is considered
illegal
– Delinquency rates
 Males more likely to engage in delinquency than
females
 Rates among minority groups and lower-SES youth
are especially high
– Causes of delinquency
 Lower-SES culture
 Parents less skilled in discouraging antisocial
behavior
 Siblings and delinquent peers

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Adolescent Problems (3 of 4)
• Depression and suicide
– Factors contributing to depression
 Genes
 Certain family factors
 Poor peer relationships
– Treatment of depression
o Drug therapy using serotonin reuptake inhibitors
o Cognitive behavior therapy
o Interpersonal therapy
– Suicide is the 3rd leading cause of death in 10-to
19-year-olds
– Adolescents contemplate or attempt it
unsuccessfully than actually commit it

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Adolescent Problems (4 of 4)
– Females are more likely to attempt suicide, but
males are more likely to succeed
– Risk factors for suicide
 History of family instability and unhappiness
 Lack of supportive friendships
 Cultural contexts
 Genetic factors
 Depressive symptoms-

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The Interrelation of Problems and
Successful Prevention/Intervention
Programs (1 of 2)
• Four problems that affect the most adolescents:
– Drug abuse
– Juvenile delinquency
– Sexual problems
– School-related problems

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The Interrelation of Problems and
Successful Prevention/Intervention
Programs (2 of 2)
• Successful intervention programs include:
1. Intensive individualized attention
2. Community-wide multiagency collaborative
approaches
3. Early identification and intervention