1. Chapter 12: Adolescence Module 5 Social and Personality Development in Adolescence

2. IDENTITY: ASKING “WHO AM I?”

3. Identity: Asking "Who Am I?" • Self consciousness takes center stage • WHY? • More like adults intellectually • More like adults physically 287

4. Self Concept: What Am I Like? • View broadens • One's own assessment of who they are • Others' views • More organized and coherent • View self in terms of traits and multiple aspects 288

5. Self-esteem: How Do I Like Myself? • Increasingly accurate in understanding self • Gender • SES 288

6. Influences on Self-Esteem Traditional research • Prejudice is incorporated into minority adolescents' self-concepts Recent research • African-American adolescents have same levels of self-esteem as Caucasians • Strong racial identity is related to higher self-esteem levels 289

7. “Ethgender” • Joint influence of race and gender (“ethgender”) • Findings indicate that: • African-American and Hispanic males had highest self-esteem • Asian and Native American females had lowest levels 290

8. Identity Formation: Change or Crisis?

9. What did you learn from the adolescents in the video about: • Parental expectations (including cultural differences) • Perception of societal stereotypes • Sexual identity

11. Identity Formation: Crisis or Change? IDENTITY-VERSUS-IDENTITY-CONFUSION STAGE Identity = appropriate identity that sets foundation for future psychosocial development Confusion = sense of self is "diffuse“ with adoption of socially unacceptable roles 290

12. Erikson: Identity versus Confusion Psychological moratorium • Experimentation period • Probably no lasting, negative psychological affects • Some benefits 290

13. Societal Pressures and Reliance on Friends and Peers • Societal pressures high during identity versus identity confusion stage • Difficult choices about future plans • Gender differences 291

14. Identity Erikson’s Ideas on Identity • Identity versus identity confusion • Adolescents examine who they are, what they are about, and where they are going in life • Psychosocial moratorium • Gap between childhood security and adult autonomy, part of adolescent identity exploration

15. Limitations of Erikson’s Theory • Male identity development used as standard against which to compare female identity 291

16. Updating Erikson

17. Identity Developmental Changes in Identity Status • Young adolescents primarily in statuses of diffusion, foreclosure, or moratorium • Important for achieving positive identity • Confidence in parental support • Established sense of industry • Able to adopt self-reflective stance of future

18. Marcia’s Approach to Identity Development Crisis or commitment 1) IDENTITY ACHIEVEMENT • IDENTITY FORECLOSURE 3) IDENTITY DIFFUSION 4) MORATORIUM 292

19. Identity Identity Statuses • According to Marcia: Individuals go through periods of • Crisis: exploring alternatives during identity development • Commitment: individuals show personal investment in what they are going to do

20. Identity Identity Statuses Marcia • Identify Diffusion: not experienced crisis or made commitments • Identity Foreclosure: made commitment but not experienced crisis (parents handed down commitments without adolescent making any exploration)

21. Identity Identity Statuses Marcia 3. Identity Moratorium: in midst of crisis but commitment absent or only vaguely defined 4. Identity Achievement: experienced crisis and made a comitment

22. Identity Marcia’s Identity Statuses Fig. 11.9

23. Identity Early Adolescence to Adulthood • Most important changes occur ages 18 to 25 • “MAMA” cycle: pattern for positive identity moratorium •achievement •moratorium •achievement • Family influences on identity development • Parenting style effects identity development

24. Identity, Race and Ethnicity • Cultural assimilation model • Pluralistic society model • Bicultural identity 293

25. Psychological Difficulties in Adolescence Depression and Suicide • Incidence • Causes • Differences 293

26. Adolescent Suicide • Incidence • Attempts • Differences 294

27. Adolescent Suicide Other factors in adolescent suicide: • Depression • Family conflicts • History of abuse and/or neglect • Drug and alcohol abuse 294

28. Gender Differences in Depression • Higher incidence among girls than boys • Stress more pronounced for girls due to many, sometimes conflicting demands of traditional female gender role 294

29. What contributes most to the increased suicide rate among US adolescents today?

30. A Call for Help 295

31. Warning Signs • Direct or indirect talk • School difficulties • Writing a will • Changes in eating habits • General depression • Dramatic behavior changes • Preoccupation with death 296

32. How can you help? • Take 5 minutes to brainstorm about ways you might help a friend you believe is at risk for suicide. • Find a class partner/group to share your ideas. • Identify the top three suggestions in your group. • Share your suggestions with the class. 296

33. The Informed Consumer of Development Preventing Adolescent Suicide • Listen without judging • Talk specifically about suicidal thoughts • Evaluate the situation, trying to distinguish between general upset and more serious danger • Be supportive, let the person know you care • Take charge of finding help 296

34. The Informed Consumer of Development Preventing Adolescent Suicide • Make the environment safe • Do not keep suicide talk or threats secret • Do not challenge, dare, or use verbal shock treatment • Make a contract with the person • Don’t be overly reassured by a sudden improvement of mood 296

35. For immediate help with a suicide-related problem, call: (800) 784-2433 or (800) 621-4000, national hotlines staffed with trained counselors

36. Review and Apply REVIEW • Self-concept during adolescence grows more differentiated as the view of the self becomes more organized, broader, and more abstract, and takes account of the views of others. • Both Erikson’s identity-versus-identity-confusion stage and Marcia’s four identity statuses focus on the adolescent’s struggle to determine an identity and a role in society. 297

37. Review and Apply REVIEW • One of the dangers that adolescents face is depression, which affects girls more than boys. 297

38. Review and Apply APPLY • What are some consequences of the shift from reliance on adults to reliance on peers? Are there advantages? Dangers? 297

39. RELATIONSHIPS: FAMILY AND FRIENDS

40. Family Ties: Changing Relations with Relations • Parental views questioned • Role shifts • Cultural factors 297

41. The Quest for Autonomy • Adolescents increasingly seek autonomy, independence and a sense of control • Primary developmental task • Grows gradually over course of adolescence • Consists of changes in relational symmetry 298

42. Culture and Autonomy • Cultural and gender factors play an important role • Western societies • Asian societies • Adolescents from different cultural backgrounds also vary in degree of felt family obligation • In general, male adolescents are permitted more autonomy at earlier age than female adolescents 298

43. The Myth of the Generation Gap • GENERATION GAP • Social, political, and religious issues • Dress, music, friends • Difference in values and attitudes between teens is greater than the difference between parent and teen. 298

44. Time Spent by Teens with Parents The amount of time spent with each parent remains remarkably stable across adolescence Despite their request for autonomy & independence, most teens have deep love, affection & respect for their parents 300

45. Conflicts with Parents • Primary issues • Cultural differences 299

46. Relationships with Peers: The Importance of Belonging • Peer relationships • Critical during adolescence • Provide opportunity for social comparison and information • Reference groups 300

47. Cliques and Crowds: Belonging to a Group • Cliques • Crowds • Sex cleavage (boys hang with boys/girls hang with girls) 301

48. Developmental Diversity Race Segregation: The Great Divide of Adolescence • Adolescents of different ethnicities and races interact very little • Decline begins in elementary school 302

49. Why does racial and ethnic segregation often exist, even in schools that have been desegregated for some time?

50. Popularity and Rejection Adolescent social world is complex • High status categories • Low status categories 303