Download Identity versus Role Confusion Stage

12
Social and Personality
Development in Adolescence
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© 2009 Allyn & Bacon Publishers
Theories of Social and Personality
Development
Psychoanalytic Perspectives
• Freud
– Genital Stage
• “Last stage” of personality development
• Includes both adolescents and adults
• Channel libido into a healthy sexual relationship
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Psychoanalytic Perspectives
Erickson: Identity versus Role Confusion Stage
• Identity is a sense of self-continuity
• Reflects understanding of one’s unique traits and
how they manifest across ages and social roles
• Identity crisis
– Identification with peer groups protects against
emotional turmoil
• Role confusion results from the inability to have
an integrated view of self
– Adolescence brings new demands and roles
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Marcia’s Theory of Identity Achievement
• Identity formation has two key parts
– Crisis
• Period of decision-making when old values and
choices are reexamined
– Commitment
• Follow some specific role, value, goal, or ideology
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Marcia’s Theory of Identity Achievement
Identity Statuses
• Identity Achievement
• Moratorium
• Foreclosure
• Identity Diffusion
• Quest for personal identity can continue through
the lifespan
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Figure 12.1 Marcia’s Identity Statuses
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Self-Understanding
• More abstract definition of psychological self
– Comprised of enduring traits, beliefs, personal
philosophy, and moral standards
– Able to see oneself in different roles
• Academic self-concepts come from internal
comparisons and external comparisons
• Social self-concepts predict behavior
• Appearance less important in later adolescence
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Figure 12.2
Changes in Teens’ Self-Descriptions
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Figure 12.2
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Self-Concept and Personality
Self-Esteem
Sense of global self-worth
Overall, self-esteem rises through
adolescence
High self-esteem associated with positive
developmental outcomes such as good
grades or resisting peer pressure
Boys more likely than girls to either have
continuous high self-esteem or rising selfesteem during adolescence
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Gender Role Identity
• Adolescents more often now understand
sex roles as social conventions
• More flexible
• Sandra Bem’s typology
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Masculine
Feminine
Androgynous
Undifferentiated
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Figure 12.3
Bem’s Gender Role Categories
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Figure 12.3
Ethnic Identity
• Self-identification as a unique individual AND
• Self-identification as a member of their specific
group
– Often poorly supported by dominant culture
– Family support and teaching helps form a strong sense
of ethnic identity
• Jean Phinney’s 3 stages of ethnic identity
formation
– Unexamined ethnic identity
– Ethnic identity search
– Clear ethnic identity
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Bi-Racial Teens
• Achieving identity may be more complex
• Factors that can interact with the teen’s
personality:
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Hazing and emotional trauma
Family variables
Neighborhood variables
Presence of other salient identities
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Immigrant Teens
• Possible clashes between parents’ cultural
values and the new culture
– Communal versus individualism for AsianAmerican teens
– May feel guilty about individualist strivings
• Many such teens develop a bicultural
identity
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Moral Development
Kohlberg’s theory of moral reasoning
• Preconventional reasoning
– Judgments are based on positive or negative
consequences to the child
• Stage 1 – punishment and obedience orientation
• Stage 2 – individualism, instrumental purpose, and
exchange
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Moral Development
Kohlberg’s theory of moral reasoning
• Conventional reasoning
– Judgments are based on rules or norms of a group to
which the individual belongs.
• Stage 3 – Mutual interpersonal expectations, relationships,
and interpersonal conformity
• Stage 4 – Social system and conscience (“Law and Order”)
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Moral Development
Kohlberg’s theory of moral reasoning
• Postconventional reasoning
– Judgments based on emergence of a personal
reasoning and principles
• Stage 5 – Social contracts orientation
• Stage 6 – Universal ethical principles
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Figure 12.4
Colby & Kohlberg’s Longitudinal Study of
Moral Reasoning
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Figure 12.5
Causes and Consequences of
Moral Development
• Age and corresponding cognitive development needed to
progress from stage to stage
• Decline of egocentrism is critical
• Role-taking improves an adolescent’s ability to reason
from another’s perspective
• Support from the social environment needed to sustain
moral reasoning
• Growth of moral reasoning associated with increases in
adolescent prosocial behaviors and decreases in antisocial
behavior
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Criticisms of Kohlberg’s Theory
Culture and Moral Reasoning
• Approach may be too narrow to be
considered universal
• Non-Western cultures do not fit well with
Kohlberg’s approach
– Although justice is an important moral concept
around the world,
– Justice does not supercede all other moral
considerations in non-Western cultures
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Criticisms of Kohlberg’s Theory
Moral Reasoning and Emotions: Nancy Eisenberg
• Empathy – ability to identify with others’
emotions both cause and consequence of moral
development
• Age-related and individual differences in ability
to regulate emotions should be considered
• Inability to control emotions triggers antisocial
behaviors
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Criticisms of Kohlberg’s Theory
Moral Reasoning and Emotions: Carol Gilligan
• Ethics based on caring for others and on
maintaining social relationships are important
• Justice and care are two distinct orientations
• Girls are more likely to reason based on care
orientation, boys relatively more on justice
• Recent research of sex differences suggests North
American bias
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Criticisms of Kohlberg’s Theory
Moral Reasoning and Behavior
• Moral reasoning and moral behavior correlated
but relationship far from perfect
• Neither adolescents nor adults reason the same
way in every situation—situational factors may
determine actual behavior
• Moral dilemmas featuring celebrities evoke less
moral reasoning among teens
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Moral Development and Antisocial Behavior
Delinquency
• Adolescent behavior that breaks laws
• Delinquents lack empathy (for parents, victims, etc)
• Are behind peers in moral reasoning because of deficits
in role-taking skills
• Childhood-onset problems more serious and more often
persist
– Temperament and personality play a role.
– Parents who fail at early attempts to control bad behavior may
worsen the behaviors
– Delinquent adolescents may exhibit serious disturbances in
thinking
• Adolescent-onset problems typically reflect peer-group
influences
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Social Relationships
Parents
• Adolescents have two tasks: establish autonomy
and maintain relatedness
• Conflicts with parents increase but attachment
still high
– Center around everyday issues, chores, appearance
• Individual traits and cultural factors affect the
degree and meaning of parent–teen conflict.
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Relationships with Parents
• Attachment
– Remains strong during adolescence
– Teenager’s sense of well-being or happiness is
more strongly correlated with the quality of
attachment to parents than to peers
– Strong attachments associated with academic
success and good peer relations
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Figure 12.6
Sources of Support for Adolescents
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Relationships with Peers
Friendships
• Friendships become increasingly intimate
– Share more inner feelings and secrets
– More knowledgeable about each other’s
feelings
• More stable than those of younger children
• Electronic communication more important,
such as email
– Thus today’s teens have wider range of
friendship than earlier generations did
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Relationships with Peers
Friendships
PLEASE NOTE TYPO P. 359 “insignificant”
• Teens vary considerably in the interpersonal
skills needed to maintain friendships
– Important to learn negotiation and conflict skills
– Reasons for ending friendships reflect differences in
rate of development of social skills.
• Shared interests and activities continue to be
important
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Relationships with Peers
Peer Groups
• Relatively stable in adolescence
• Share values, behaviors, identity status
• Teens report that when explicit peer
pressure is exerted, it is likely towards
positive rather than negative activities
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Relationships with Peers
Changes in peer group structure
• Clique – 4 to 6 young people who are strongly
attached to one another
– Early years cliques are same-sex
• Crowds – larger sets that include males and
females
– Break down into heterosexual cliques and then into
loose associations of couples
– Crowds are popular between 13 and 15
• Reputation-based group – teen identifies with
group either by choice or by peer designation
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Relationships with Peers
Romantic Relationships: Heterosexual Teens
• Proceed at a faster pace for girls than for boys
• Skills gained in relating to other-sex peers in friendships
and mixed groups prepare them for romantic relationships
• Social competence in a variety of relationships prepares
teens to move to romantic relationships
– Physical sexuality coupled with skills in personal intimacy
– The sense of being in love is an important factor in adolescent
dating patterns
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Relationships with Peers
Romantic Relationships: Homosexual Teens
• Become aware of same-sex attraction at about
ages 11 or 12
• May initially experiment with heterosexual
relationships
• Boys act on same-sex attraction earlier than girls
do
• Social support from clubs and extracurricular
activities is important for gay and lesbian teens
© 2009 Allyn & Bacon Publishers