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Personality and Social Development in Adolescence. Erikson-Identity vs. Role Confusion. Ages 12-18 (some argue up to 23 today) Seeks to find a romantic partner due to reawakened Oedipal complex Begin hypothetical thinking, thinking about what others think of them
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Erikson-Identity vs. Role Confusion • Ages 12-18 (some argue up to 23 today) • Seeks to find a romantic partner due to reawakened Oedipal complex • Begin hypothetical thinking, thinking about what others think of them • Adolescent works to integrate everything they know about themselves to create an identity
When an adolescent cannot attain a sense of personal identity, they show role confusion, a sense of not knowing who they are or where they belong to. • Role confusion often seen with delinquent adolescents or promiscuous young girls • For some, having a negative self identity is better than having no identity at all
Freud’s psychosexual stage • Stage 5 – Genital Stage (Puberty through adulthood) – Erotic focus is on genitals once again, but more about becoming sexually intimate with others • If other stages have been met successfully, adolescent will now be able to form loving, successful relationships
Kohlberg’s Moral Development • Level 3 – Postconventional Level – working within one’s own personal code of ethics • Stage 5 – Social Contract Orientation – Morals based on society’s rules, however rules are now questioned and seen as fallible (early adolescence) • Stage 6 – Individual Principles and Conscience Orientation – Morals based on justice, where the person does what they believe is right (adolescence)
Adolescence • G. Stanley Hall calls it sturm and drang • Physical development – primary sex and secondary sex characteristics develop • Adolescents tend to develop the imaginary audience and the personal fable
Piaget and egocentrism • Imaginary audience is when one believes that others are very concerned about what is happening with them • Personal fable is an exaggerated sense of one’s uniqueness in life – so unique that no one could possibly understand their feelings
Gilligan and Kohlberg • Carol Gilligan felt that Kohlberg was biased towards women in his theory of moral development • Stated that women adopt a more care orientation-more on caring and compassion • Men develop a more justice orientation-more on fairness and rights
Erikson and adolescence • Stated that children in adolescence strive to be free of parental and authoritative control • Leads to withdrawal from parents and other family members
Marcia and adolescence • Stated that adolescents end up in 1 of 4 places – identity statuses • Foreclosure-when the child is forced to live out the dreams of the parents. May lead to bitterness and resentment • Diffusion-when child has not achieved an identity and feels confused about who they are and where they want to go in life. Often take dead-end jobs
Moratorium – when child wants to put off their future for a while so they can explore other options. May take meaningless jobs for a while or travel, but they do plan to move on to college or a more meaningful job • Achievement – go to college or get a meaningful job – know the direction they want to go
Gilligan and adolescence • Studied female self-esteem • Prior to adolescence, female and male self-esteem is similar • During adolescence, female self-esteem drops • Girls tend to doubt themselves more • May be torn between sexual maturity and being the “nice girl” • Pressure to engage in close cooperative relationships which may reduce autonomy
Girls tend to fight the “feminine ideal” – those who are too tall tend to slouch, those who are too short tend to try to look taller. Often become preoccupied with looks and weight. • Girls tend to report a higher incidence of depression, dissatisfaction with their bodies, eating disorders and lower self-esteem • Males tend to have stress at the onset of adolescence and tend to level off by the time they are in their teens
Adolescence and maturation • Early versus late maturation • Early maturing boys tend to be: • More sociable • Be more confident • Be more likely to be involved in sports • Receive more social recognition from adults and peers • Have others overestimate their competence • Trusted more by parents who question them less
Late maturing males tend to be: • More anxious • More eager • More attention-seeking • Rated by teachers as less masculine and less physically attractive • feel socially inferior and feel inadequate • Tend to score lower on achievement tests
Early maturing females tend to be at a disadvantage in that they: • Tend to be less outgoing and less popular • May be more anxious and depressed • May be more likely to be drawn into relationships that they are not emotionally ready for
Late maturing females tend to be: • Less popular with boys • Temporarily more well adjusted than early maturing females
Brain development • Frontal lobe development lags behind emotional limbic system= impulsiveness, emotional storms, risky behaviors • When frontal lobe matures so do emotions and judgment. • Before prefrontal cortex fully develops, amygdala has major control
Social development • Move in crowds more • More interaction with peers • Search for intimacy intensifies • Increased distance from family towards independence
Independence • Maturation into adulthood from childhood • Adolescents become able to accept responsibility for actions and choices • More time spent among peers than adult influence (i.e. mandatory school, clubs, sports, and after school activities) has affect on independence • Peer pressure (short vs. long term)
What Are Adolescents Doing?Sex and Gender • With rapid physical maturation: • The child now looks much different • Often feels all eyes are on her or him • Reconcile inner and outer self • A new sense of identity emerges
Normal Adolescent Development • Movement towards independence • • Increased ability for delayed gratification and compromise • • Increased emotional stability • • Increased concern for others • • Increased self-reliance • • Peer relationships important and take an appropriate place among other interests
Normal Adolescent Development • Future Interests and Cognitive Changes • Work habits become more defined • Increased concern for the future • More importance is placed on one's role in life • Sexuality • Feelings of love and passion • Development of more serious relationships • Firmer sense of sexual identity • Increased capacity for tender and sensual love
Normal Adolescent Development • Morals, Values, and Self-Direction • Greater capacity for setting goals • Interest in moral reasoning • Capacity to use insight • Increased emphasis on personal dignity and self-esteem • Social and cultural traditions regain some of their previous importance
When things go wrong… • Regression • Somatic manifestations – Bodily concerns, aches and pains, illness • Behavioral difficulties, acting out – Delinquency, substance use, unsafe sex • School difficulties, failure • Emotional difficulties
