INDIVIDUATION AND IDENTITY DEVELOPMENT

1. INDIVIDUATION AND IDENTITY DEVELOPMENT • INDIVIDUATION: Process by which adolescent develops a unique personal identity or sense of self, distinct and separate from all others • DIFFERENTIATION (early adolescence): Recognizes psychological difference between self and parents • PRACTICE AND EXPERIMENTATION (14- 15 YRS.): Feels all-knowing, self-sufficient;actively challenges parents and seeks approval of peers • RAPPROCHEMENT (mid-adolescence): After achieving a fair degree of separateness from parents, returns to home base and conditionally and partially reaccepts parents' authority • CONSOLIDATION OF SELF (until end of adolescence): Develops a sense of personal identity, which serves as the basis for self-understanding and for maintaining a sense of autonomy, independence, and individuality (Josselson, 1980)

2. Crisis and Commitment in Marcia's Theory of Identity Status Identity Status Crisis Commitment Achieved Diffused Moratorium Foreclosed Present Present/absent In process Absent Present Absent In process Present Source: Marcia, (1980)

3. Approximate Percentage of Adolescent Ethnic Minority Population Native American/Alaskan Native (>500 groups, including 2.5% Cherokee, Navajo, Sioux African American, Chippewa/Aleuts, African Caribbean, & Eskimos) & Recent African Immigrant 16% Asian Pacific Americans (From China, Japan, Korea, Vietnam, 50% Cambodia, Thailand, the Philippines, Laos, 33% Burma, Samoa, and Guam) Hispanic (Puerto Rico, Mexico, Cuba, & Central and South America) Source:Adapted from Harrisonet et al. (1990), p. 350.

4. Mother only Father only Sibling only Combination of parents of parent(s) and sibling(s) Extended family 20 15 Waking Hours (in percent) 10 5 0 5 6 7 8 9 10 11 12 Grade in School

5. Percentage of Families with Authoritative Parenting Styles in Different Social Classes, Ethnic Groups, and Parenting Situations Working-Class Family Structure Middle-Class Family Structure Ethnic Group Biological Parents Other* Biological Parents Other White African-American Hispanic Asian 17.2 11.5 13.4 12.2 10.7 9.8 7.5 6.1 15.0 17.6 14.0 16.0 15.8 12.9 15.6 10.8 Adapted from Steinberg et al. (1991), Table 1, p.25. *Includes single parent, stepfamilies, and other family arrangements.

6. (f) (a) (c) (i) Parental distress Individual characteristics of parents (e.g., personality, education, psychological problems) Stressful life experiences/economic change Child/ adolescent adjustment (e) (g) Social support Family process (b) Marital transitions; divorce and remarriage Family composition (h) Individual characteristics of child (e.g., age, gender, temperament, intelligence)

7. Adolescent Television Habits • In a survey of 11,631 students, grades 9-12, representing every state: • More than one-third watch TV for 3 or more hours every school day. • 70% spend at least one hour per day watching TV. Source: National Centers for Disease Control and Prevention (1994)

8. Ethnic Group Grade African American Gender White 9 10 11 12 Total Hispanic Male Female Total 56.4% 47.0 51.6 87.8% 60.0 72.3 63.0% 45.0 53.4 48.7% 31.9% 39.6 76.3% 66.6 71.9 60.8% 48.0 54.2 52.5% 42.9 47.6 62.6% 52.7 57.3 Rates of Adolescent Sexual Activity by Gender, Ethnic Group, and Grade Note:Percentages are of high school students who report ever having sexual intercourse Source: Center for Disease Control (1992)

9. Summary of Adolescent Psychosocial Development • Freud’s genital psychosexual stage • Erikson crisis if identity vs. role confusion • Marcia’s four identity statuses: diffusion, foreclosure, moratorium, and achievement • Peer groups become more important than parents • Potential problems include eating disorders, drugs and alcohol, pregnancy, auto accidents, guns and violence, and suicide.