Download Later Adolescence - Seattle Central College

Later Adolescence/Emerging
Adulthood
18-24
Developmental Tasks-according to
the other experts
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Autonomy from parents
Gender identity (sexual identity)
Internalized morality
Career choice
The psychosocial crisis: Individual identity
vs. identity confusion
Defining Identity
• The private self:
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Agency-originator of thoughts/actions
Unity-consistent over time and across situations
Otherness-boundaries between self and others
Decentering or distancing-meta awareness of self
• The public self:
– Roles
– Expectations of others
• Content
– What do I believe, value, think?
– What traits or characteristics fit me?
• Evaluation
– How important is each of these content
components?
– How much energy, resources, etc. goes to
each?
Marcia’s theory of Identity Status
• Crisis and commitment
• Focal points: career, intimate
relationships, religion, politics, lifestyle
• Four outcomes
– Identity achievement
– Foreclosure
– Moratorium
– Identity confusion
Moral Development
What is moral development?
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Text: Acquisition of principles or rules of
right conduct and distinguishing between
right and wrong.
Different than social conventions and
personal preferences.
A current day moral dilemma: Socially
responsible consumption
Fishbowl Discussion
What did you observe?
• Whose needs were acknowledged?
• What consequences of behavior were
identified as mattering?
• What principles seemed to guide
behavior?
Theories and Conceptualizations
1. Kohlberg’s theory-justice orientation
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Preconventional: 4-10 years
Conventional: 10-18
Postconventional: 18+
2. Gilligan’s theory-caring orientation
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Selfish/survival focused: early childhood
Social/Other oriented: middle
childhood/adolescence
Postconventional/principled/balance of self and
other: adulthood
Theories and concepts, cont.
3. Eisenberg focused on Prosocial behavior:
voluntary behavior intended to benefit another.
• Key Points
– Empathy-experience another’s distress
– Sympathy-act on behalf of someone
– Perspective taking-cognitive understanding
of other’s experience
• Eisenberg’s stages
– Around 1st grade: Meeting one’s own needs
– Around 2nd grade: approval of others becomes
important
– 4th-6th grade, prominent in high school:
empathy/sympathy, good or bad feelings about
behavior
– Adolescence: transitional-reasons for helping are
stated but not fully internalized.
– Adulthood: values of helping are internalized,
convictions re: values and responsibilities guide
behavior
Cultural Identity Development
1. Atkinson, Morten & Sue
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A part of one’s overall identity.
Influenced by one’s relationship to
dominant/mainstream culture.
A multicultural society with monocultural scripts.
Not universal – depends on individual
circumstances.
Adolescence increases chances of change.
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Expanded interactions, cultural conflicts, exposure to
divergent ideas, etc.
Increase in abstract thinking.
Racial/Cultural Identity Model
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Conformity
Dissonance
Resistance and Immersion
Introspection
Articulation and Awareness
Discussion and Questions about this model?
2. White racial identity development (aka
Majority Identity Development)-Helms
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Culture is often invisible or unidentified for
White people.
The mainstream world reinforces White
people’s experience (to varying degrees).
Awareness of implications of being white
influences identity, cognitive process and
behavior.
Information Processing Strategies – How do
we make sense of racial/cultural identity?
• Obliviousness
• Suppression & ambivalence
• Selective perception & negative
outgroup distortion
• Reshaping reality and selective
perception
• Hypervigilance and reshaping
• Flexibility and complexity
• Stages include:
– Contact status
– Disintegration status
– Reintegration status
– Pseudoindependence status
– Immersion/emersion status
– Autonomy status
Discussion and Questions?
Capturing Your Identity