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Young Adulthood. Te Piataata Trust . Maori concepts of development in adolescence – Rangitahi 1. Marae Atea/ Whare Tupuna – the physical heart of whanau Turangawaewae – a place to stand Whatumanawa –the emotional dimension Mana ake – positive and unique identity
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Maori concepts of development in adolescence – Rangitahi 1 • Marae Atea/ Whare Tupuna – the physical heart of whanau • Turangawaewae – a place to stand • Whatumanawa –the emotional dimension • Mana ake – positive and unique identity What is like to leave the ancestral home, to leave the place where you are fully tangata whenua? How will you manage your emotional self? How are you to find your identity away from the Marae Atea?
Maori concepts of development in adolescence – Rangitahi 2 • Matamua – role of the first born –the leader • Potiki – role of the youngest child (e.g. Maui) – the creative one • Tapae and Tohi rites - acts of dedication and consecration • Mana Maori - the power of Maori cultural identify What roles do I take on, what rites of change am I engaged with? What is my understanding of my Maori identity?
Maori concepts of development in young adulthood – Matua 1 • Waewae tapu – people at risk until the tapu of a new place has been neutralised – a cause of sickness • Mate Maori – Maori mental illness • Makutu - practices that can cause mental illness • Kiako – process of teaching and learning How do I move safely into new places and the role of parenthood? How do I avoid the stress that lead to illness? What do want to pass on to my children and community? What do i need to learn?
Maori concepts of development in young adulthood – Matua 2 • Mana whenua - the power of the land shared with the tangata whenua • Taonga tuku iho – cultural heritage • Mana wahine – power of women • Mana Tane – the power of men What kind of connection will retain with my ancestral lands, how will I hold and increase the treasure of my culture? How do I perceive my identity as a man or woman? How do I perceive the identity of the other gender?
Key transitions of young adulthood – 16 -35 • Love-based relationships, sex (not necessarily the same thing) • Leaving school, Getting a job(s), Tertiary study • Leaving home, looking after yourself • Living together and staying single • Starting a career • Starting a family
Who do we like as adults? • What are the characteristics of your ideal partner? • Physical - looks, activities, sexiness • Social – interpersonal skills, group skills, leisure interests, cooperative abilities, creativity • Cultural – cultural background and identification • Economic – wealth and power • Attitudes and beliefs • What’s the gap between real and ideal? • Do your answers agree with the next slide?
Attraction: Liking and loving • Similarity: we tend like people like us – size and shape, colour, beliefs, culture, status • Physical: we tend to like people who are about as good looking as we think we are. Money and power can make you look good. • Reciprocity: we tend to like people who like us • Romance: Our romantic ideals are usually a better quality version of the above – higher status, better looking, wealthier, nicer. • We settle for less, but believe we got more
Sternberg’s Triangular theory of love • Intimacy – Feelings of closeness, connectedness, and bondedness. • Passion – Drives that lead to romance, physical attraction, and sexual consummation. • Commitment – In the short term, the decision to remain with another, and in the long term, the shared achievements and plans made with that other. • Over time intimacy and commitment grow, passion tends to decline (after reaching an early and sometimes spectacular peak)
Styles of attachment and love • Secure attachment - High on intimacy, passion and commitment. Easy to get close to others, comfortable depending on them, and having them depend on you. • Avoidant attachment - Low on intimacy, passion and commitment. Uncomfortable being close to others, or to trust or depend on them. Nervous when partners get too close • Ambivalent romantic attachment - Low on intimacy and passion, high on commitment. Others are reluctant to get close. Worry about whether being really loved, or whether others are committed. Want total commitment.
Porn Categories • Brunette • Bukkake • Celebrity • Creampie • Cumshot • Dancing • Ebony • Fetish • Fisting • Funny Mature Milf Pornstar POV Public Reality Red Head Striptease Teen Toys Vintage Amateur Anal Asian Ass Babe Big dick Big tits Blonde Blowjob Bondage Brazzers Gay Group Handjob Hardcore Hentai HQ Vids Interracial Large ladies Latina Lesbian Masturbation
Porn industry • Of top 100 most accessed websites in the world 7 are porn websites. • The 6th most used porn site uploads 500-600 new videos each day – 180,000 per year. • Most of these sites include incest and rape pornography categories • 10% are specialist porn sites that feature Incest, rape and bestiality, • Internet Pornography is a huge business earning billions and possibly trillions of dollars each year
Porn industry • the majority of the pornography appears consensual and acceptable to the participants, • many of the titles of the videos that can be downloaded name the actresses as “bitches”, “whores” and “sluts”, or claim that they are “drunk” or “drugged”, or suggest that the sexual activity is painful or injurious. • the major porn sites offer 30 or more new free videos each day and access to back catalogues of thousands of videos, • there are thousands of sites that offer free-downloading of hundreds of new pornographic images each day.
The issue of consent • No consent can be give for child pornography • Where democracy is weak, participants are routinely forced into pornography • The experiences of sexual abuse that brought many into pornography were not consensual • There are major categories of internet pornography (“schoolgirls”, “teens”) where the participants are portrayed as being under the age of consent..
The issue of consent • Non-consensual images where the participant has no knowledge of being filmed include “hidden cam”, “upskirts”, “voyeur”. • Consent in one context (a joke, a present for their lover) leading to images being watched by millions - “amateur” “revenge porn” • captions suggest an absence of consent – participants are asleep, drugged, drunk, tied-up, etc. • Categories of non-consensual porn - rape (including “drugged assault date rape”) incest, brutal porn
Kohlberg - Stage 5. Social Contract and Individual Rights • A good society is best conceived as a social contract into which people freely enter to work toward the benefit of all • Different social groups within a society will have different values • We all want certain basic rights, such as liberty and life, to be protected • Democratic procedures for changing unfair law and for improving society.
Kohlberg - Stage 6 Universal Principles for the good society • The principles of justice are universal; they apply to all. • The principles of justice guide us toward decisions based on an equal respect for all. • A commitment to justice provides a rationale for civil disobedience, where democracy fails justice
The law – what’s illegal • sexual conduct with or by children • exploits the nudity of children • acts of torture, the infliction of serious physical harm • sexual violence or sexual coercion • sexual or physical conduct of a degrading nature • physical conduct in which sexual satisfaction is derived from inflicting or suffering cruelty or pain • degrades or dehumanises or demeans any person • promotes or encourages criminal acts • represents that members of any particular class of the public are inherently inferior
Typical (mild)violent sex promotionCapitals contained in the avert – not added • Looking for ideal place to realize your innermost dreams about rape sex? You’ve got to the right place, because RAPE SEX is not just an ordinary site with fake pictures of low quality. Here you will find only REAL rape sex pictures, MERCILESS rapists, BRUTAL rape sex, extreme HUMILIATION of helpless victims and premium QUALITY of all content. Join now!
Key risks Pornography consumption [both violent and non violent] is associated with increased risk for • (a) sexual deviancy, • (b) experiencing difficulty in one’s intimate relationships, • (c) accepting rape myths, and • (d) behavioural and sexual aggression
Israeli school children (2009) – what pornography use connects with Bold =significant relationship p<,0.05,
Sexual addiction Like a craving for a cigarette or the desire to have a drink, emotions such as stress, depression, loneliness, anxiety, or burnout can lead to an addict’s need to go online, which serves as a temporary distraction to fill an emotional void. Consistently, Internet sex addicts explain that they feel a difference between online and offline emotions. They feel frustrated, worried, angry, anxious, and depressed when offline. When online, they feel excited, thrilled, uninhibited, attractive, supported, and more desirable. These strong positive emotions reinforce the compulsive behavior (Young, 1999).” p2510
Consider: (for teenage boys and young men) • That many participants in internet pornography have not fully consented to being filmed, and the harm that this might do to them • The way that boys respond to internet pornography are not the same as the way that girls/women respond to it. Internet may negatively influence males who watch it regularly • Most internet pornography is a poor guide to appropriate and safe sexual and emotional relationships • Boys may need support to develop strategies for saying “no” to peer pressure to watch internet pornography • That internet pornography can be highly addictive, because of the way males physiologically respond to images of naked women. The developing brain may be more a risk. So much is free because pornography industry knows it will get you in the end. • That internet pornography may be helpful in relationships where there is mutual agreement about its use • That internet pornography maybe helpful in understanding gay sexuality
Let’s talk about you • Where are at on Erikson – still adolescents, young and free, resplendent with young whanau, career focussed, in transition, in crisis, doing good works, growing wiser? • Read page 1 of the breakout notes video • Answer the Erikson questions and note why you decided the way you did • Work out your % score for each stage – does your %: • Decrease over stages 5-8 (supporting Erikson, if you are a young adult) • Shows no pattern or increases over stages 5-8 (old adult) • Work in pairs and discuss your answers and reasons for them
Data: write in the order of your scores – highest %=4, 2nd highest =3, 2nd lowest % =2, lowest % =1.
Levinson’s Life Structure • Focussed on person's relationships with others - persons, a group, institution or culture, or a particular object or place. • Significant others – requiring an investment of self. These are features of the microsphere and mesosphere. • friend, lovers, spouse, parents, bosses, subordinates, teachers colleague, mentors, protégés. • A person from the past, a symbolic or imagined figure from religion, myth, fiction, or private fantasy. • A group, institution (marae), social movement; nature, the ocean (awa), mountains (maunga), wildlife, whales, or the planet as a whole. • Life structure evolves in early and middle adulthood and is subject to a number of revisions, particularly periods of transition, roughly every seven years
Levinson - key questions • "What is my life like now?" • What are the most important parts of my life, and how are they interrelated? • Where do I invest most of my time and energy? • Are there some relationships-- to spouse, lover, family, occupation, religion, leisure, or whatever - that I would like to make more satisfying or meaningful? • Are there some things not in my life that I would like to include? • Are there interests and relationships, which now occupy a minor place, that I would like to make more central?
Levinson tasks • Consider the Levinson questions • Read the table on page 6 and identify the life stage that is closest to where you feel you are at. Read for the detailed section further down on this life stage (pages 7-10). • Describe how you are addressing the tasks at your stage, the stage before and the stage after. • Write down one statement about how you are addressing one of Levinson’s tasks or questions
Super’s career stages (1) exploration/trial Task: to identify interests, capabilities, fit between self and work, and professional self-image (2) establishment:Tasks: To increase commitments to career, career advancement, and growth To develop a stable work and personal life (3) maintenance: Tasks: To hold onto accomplishments earlier achieved. To maintain self-concept (4) disengagement/decline: Task: To develop a new self-image that is independent of career success
Super’s task • On page 11 read the tasks under Super’s model for career development. Which task most fits what you’re doing? • On page 12 there is a comparison between a Traditional career progression and a Boundaryless career progression. Which fits you best or is going to fit you best?
Other developmental determinants • Normative Age-Graded: Biological and sociocultural influences that are linked fairly clearly with age. • Normative History-Graded: Historical events that influence entire age. • Non-normative: events that have great impact and are significant for particular individual lives, but that most people escape as they are not part of an overall pattern tied to the life cycle.
Bronfenbrenner task • On page 12 three influences are described with influence development. Can you describe Normative-History graded events and non-normative events that have strongly influenced your life (Bronfenbrenner’s Macrosphere and Chronosphere) ?
