Prepared by: Kath Casey Martha Muryanto [20190255 ]

1. A Conceptual Framework for Examining Adolescent Identity, Media Influence and Social Development Blake Te’Neil Lloyd Prepared by: Kath Casey Martha Muryanto [20190255]

2. Presentation Outline • Introduction • Background/Objectives • Theoretical framework • Suggested framework • Further Study/Research recommendations • Strengths of the article • Weaknesses of the article • Conclusion • Discussion

3. Why we chose this article • Both Martha and I are interested in the influence of mass media on the development of adolescents • Martha has a friend that is consumed by the media negatively • I work with students who are strongly influenced by the media. The media influences how they act, what they wear and their goals in life. They have superficial reasons for their selection of role models. • We both chose this article and that’s why we’re presenting it together. (Thanks to wikispace.com for making it easier! )

4. Background to research • Development of adolescent identity • External influences on adolescent development • Influence of mass media devices on adolescent development • Increase of media on the social development of adolescents (how they act) • Change in the study of adolescents • Need for a comprehensive model that closely considers aspects of the 21st Century. • Theories of mass media are embedded in the origins of sociology • Adolescents attracted to forms of mass media - assist to understand their environment

5. Objectives of the article • Offer a theoretical understanding of adolescent consumption of media • Review of mass communication theory, development theory and ecological theory. • Linkages between media exposure and adolescent development (social competence and identity formation). • Consideration of positive and negative aspects of adolescent cognition and behaviours.

6. Theories • First theories of mass communication (S-R) • Brofenbrenner’s ecological perspective: • Behaviour • Four major systems of behaviour including: • Microsystem • Mesosystem • Exosystem • Macrosystem • Identity and adolescent relationship

7. Theorists continued….. • Blos’ • “Character” refers to “identity” • Four challenges to get to adolescent stage • Sullivan, Cooley and Mead’s • Interpersonal relationship • Three modes of experiences • Elkind • Adolescents expectations • Adolescent egocentrism

8. A few more theories…. • Erikson’s identity formation • Stages • Identity • Relationship between media and identity • Ethnic identity • Cooley and Mead’s symbolic Interactionist Theory • Comparison between theories

9. Recap of the theories…. • Behaviour : a function of the interaction between the person and the environment • Human behaviour in context: situational, interpersonal, sociological, cultural, historical, and, of course, theoretical • Bronfenbrenner’s multiple layers of contextual influences • Blo’s theory • Sullivan, Cooley and Mead’s interpersonal relationship • Elkind’s expectations and egocentrism • Erikson’s identity formation theory • Ethnic Identity • Cooley and Mead’s symbolic interactionist

10. AIMSS framework • What does it stand for? • AIMSS: An integrated Framework for examining Identity, Media and Socio-cognitive Schema. • Cognitive responses from adolescents to mass media • Framework could assist further research (discuss later) • Application of developmental theory • Preventative intervention • Analysis of pro-social messages to adolescents from the media

11. AIMSS model (interactions)

12. Components of AIMSS framework • Theoretical Perspectives • Analysis of interaction between components • Application of AIMSS to adolescents • Social competence • Cognitive process • What if scenarios • Considerations of socio-cognitive schemas • Proactive • Reactive • Reactive coping methods

13. Further research/study considerations • Theoretical frameworks • Hypothetical situation • Four considerations outlined by the author • Development of instruments • Development theory • Conceptualisation of key developmental tasks • Study ofadolescents who identify the media as having a pro-social influence.

14. Stay focussed…..not long to go.

15. Summary/ Conclusion • Considerations of theoretical frameworks • Over time, mass communication theories change. • Several researchers believe that adolescent general feelings of well being are influenced by: • Social development • Biological development • Cognitive development • Study of adolescent development has moved from a narrow focus to a study of different developmental processes

16. Strengths • Influences of changing environment • Considerations of the broad perspectives of adolescence • Consideration of the rapid advancement of mass communication • Balanced consideration of positive and negative influences of mass media on adolescent development • Appropriate versus inappropriate behaviours.

17. Weaknesses • Generalisation of adolescence • Importance of gender considerations – Erika Frydenberg (1997) • Considerations of the idea of ‘self’ – James E. Cote (2002) • Theoretical and hypothetical – specific considerations for research – Ginsburg and Bronstein (1993)

18. References: • Blake, Te’Neil Lloyd (2002) A conceptual framework for examining adolescent identity, media influence, and social development, Review of General Psychology, 6(1): 73-91. • Picture is taken from http://www.rachelsblog.co.uk/wp-content/uploads/2008/11/portrait-template1.jpg

19. References: • Cote, J. E. (2002) Identity formation, agency, and culture: a social psychological synthesis [electronic resource] Mahwah, NJ: Erlbaum. • Frydenberg, E. (1997) Adolescent coping: theoretical and research perspectives, London: Routledge • Ginsberg, G. S. and Bronstein, P. (1993) Family factors related to children’s intrinsic/extrinsic motivational orientations and academic performance, Child Development, 64(4-6): 1461-1474.

20. Discussion Questions: • 1a.DISCUSS an experience when media have help you engage with your study.e.g When you listen to music or use TV as ambient backgroundb. HOW did this influence the effectiveness of your study? 2. Do you think the use of media increased your motivation to study or decreased it?

21. Discussion Questions: 3. Did media have any influence on your perspective about achievement?e.g Are you motivated to strive for better or it set you back?4. Throughout your adolescence, did you preference of mass media devices change? WHAT is your preference as an adult?

22. Discussion Questions: 5. We often focus on the reactive responses of adolescents to mass media influences (aggressive anti-social behaviour, violent video games etc.). In groups of 3-4, LIST some proactive responses adolescences may experience from media influences (empathy etc.).-If possible, PROVIDE specific examples.6. Different cultures may have different views on the effectiveness of media as a tool for study and learning. In your experience, HOW does your culture view/portray the effectiveness (or pro or cons) of following forms of media?: