Transcript a PowerPoint Presentation of Chapter 12

Exploring Lifespan Development Third Edition  Laura E. Berk
Chapter 12
Emotional and Social
Development in Adolescence
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Exploring Lifespan Development Third Edition  Laura E. Berk
Erikson’s Theory:
Identity vs. Role Confusion
Identity
Role Confusion
 Defining who you are,
what you value, and
your direction in life
 Commitments to
vocation, relationships,
sexual orientation,
ethnic group, ideals
 Exploration, resolution
of “identity crisis”
 Lack of direction and
self-definition
 Earlier psychosocial
conflicts not resolved
 Society restricts
choices
 Unprepared for
challenges of adulthood
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Exploring Lifespan Development Third Edition  Laura E. Berk
Self-Concept in Adolescence
 Unifies separate traits into more
abstract descriptors
 May describe
contradictory traits
 Gradually combines
traits into organized
system:
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 qualifiers
 integrating principles
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Exploring Lifespan Development Third Edition  Laura E. Berk
Self-Esteem in Adolescence
 Continues to gain new
dimensions:
 close friendship
 romantic appeal
 job competence
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 Generally rises, but
drops temporarily at
school transitions
 Parenting style affects
quality and stability of
self-esteem
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Commitment
Exploration
Exploring Lifespan Development Third Edition  Laura E. Berk
Identity Statuses
High
Low
High
identity
achievement
identity
moratorium
Low
identity
foreclosure
identity
diffusion
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Exploring Lifespan Development Third Edition  Laura E. Berk
Identity Status
and Cognitive Style
Identity-achieved
Information-gathering
Moratorium
Foreclosure
Dogmatic, inflexible
Diffusion
Long-term diffusion
Diffuse-avoidant
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Exploring Lifespan Development Third Edition  Laura E. Berk
Factors That Affect
Identity Development
 Personality
 Child-rearing practices:
 attachment




Peers, friends
Schools, communities
Culture
Societal forces
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Exploring Lifespan Development Third Edition  Laura E. Berk
Kohlberg’s Stages of
Moral Development
Preconventional
level
Stage 1: Punishment and
obedience
Stage 2: Instrumental purpose
Stage 3: “Good boy–good girl”
(morality of interpersonal
Conventional level cooperation)
Stage 4: Social-order-maintaining
Postconventional Stage 5: Social contract
or principled level Stage 6: Universal ethical principle
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Exploring Lifespan Development Third Edition  Laura E. Berk
Research on
Kohlberg’s Theory
 Few people reach
postconventional
morality
 Stages 3 and 4 reflect
morally mature
reasoning
 In real life, people often
reason below actual
capacity
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Exploring Lifespan Development Third Edition  Laura E. Berk
Sex Differences in
Moral Reasoning?
 Kohlberg: emphasis on rights and
justice orientation
 Gilligan: emphasis on “ethic of
care” orientation
 Each sex uses both orientations,
but females may stress care more,
because of greater involvement in
activities involving care and
concern for others
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Exploring Lifespan Development Third Edition  Laura E. Berk
Reasoning About Situations
Raising Competing Issues
 Moral
 Social-conventional
 Personal:
 personal choice weighed
against community
obligations
 personal rights integrated
with ideal reciprocity
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Exploring Lifespan Development Third Edition  Laura E. Berk
Influences on
Moral Reasoning
 Child-rearing practices:
 caring, supportive
 discussions of
moral concerns
 Schooling: higher
education
 Peer interaction
 Culture
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Exploring Lifespan Development Third Edition  Laura E. Berk
Moral Reasoning and Behavior
Factors influencing behavior include






maturity of moral reasoning
emotions: empathy, sympathy, guilt
temperament
cultural experiences and beliefs
moral identity
parenting practices: inductive discipline,
moral standards
 schooling: just educational environments
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Exploring Lifespan Development Third Edition  Laura E. Berk
Religious Involvement
and Morality
 Formal religious
involvement declines
in adolescence
 Religious involvement
linked to
 responsible academic,
social behavior; less
misconduct
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Exploring Lifespan Development Third Edition  Laura E. Berk
Pragmatic Approach
to Morality
 Claims Kohlberg’s stages inadequately
account for behavior in everyday life
 Moral judgments are practical tools that
 depend on current context and motivation
 are frequently directed at self-serving goals
 Critics: People often rise above selfinterest to defend others’ rights
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Exploring Lifespan Development Third Edition  Laura E. Berk
Gender Intensification
in Adolescence
 Increased gender
stereotyping of attitudes
and behavior
 Not universal, more
common in girls
 Biological, social, and
cognitive influences
 Declines by late
adolescence
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Exploring Lifespan Development Third Edition  Laura E. Berk
Parent–Child Relationships
in Adolescence
 Strives for autonomy
 Deidealizes parents
 Authoritative parenting:
 balancing autonomy-granting with
monitoring
 extra challenging during adolescence
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Exploring Lifespan Development Third Edition  Laura E. Berk
Parent–Adolescent Conflict
 Facilitates adolescents’
identity and autonomy
 Signals parents to adjust
parenting style
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Exploring Lifespan Development Third Edition  Laura E. Berk
Family Influences on
Adolescents’ Adjustment
 Family circumstances that affect
appropriate autonomy-granting:
 financial security
 parental work pressures
 stable marriage
 Sibling relationships:
 less intense, in both positive and negative
feelings
 attachment remains strong in most cases
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Exploring Lifespan Development Third Edition  Laura E. Berk
Characteristics of
Adolescent Friendships
 Fewer “best friends”
 Stress intimacy, mutual
understanding, loyalty
 Friends tend to be similar:




identity status
educational aspirations
political beliefs
deviant behavior
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Exploring Lifespan Development Third Edition  Laura E. Berk
Sex Differences in
Adolescent Friendships
Girls
Boys
 Shared activities
 Emotional closeness
 Achievement, status
 Get together to
“just talk”
 Competition, conflict
 Self-disclosure, support
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Exploring Lifespan Development Third Edition  Laura E. Berk
Self-Disclosure in
Relationships
Figure 12.1
(From D. Buhrmester, 1996, “Need Fulfillment, Interpersonal Competence, and the Developmental Contexts of Early
Adolescent Friendship,” in W. M. Bukowski, A. F. Newcomb, & W. W. Hartup [Eds.], The Company They Keep: Friendship in
Childhood and Adolescence, New York: Cambridge University Press, p. 168. Reprinted with permission of Cambridge
University Press.)
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Exploring Lifespan Development Third Edition  Laura E. Berk
Friendship Risks
 Corumination:
 anxiety, depression
 Relational aggression:
 girls’ closest friendships
of shorter duration
 Internet communication:




racial and ethnic slurs
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sexual obscenity
harassment
reduced quality of face-to-face interaction
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Exploring Lifespan Development Third Edition  Laura E. Berk
U.S. Teenagers’ Daily Use
of Social Media
Figure 12.2
(Adapted from Lenhart et al., 2010.)
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Exploring Lifespan Development Third Edition  Laura E. Berk
Benefits of
Adolescent Friendships
 Opportunities to explore




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self
Opportunities to deeply
understand another
Foundation for future
intimate relationships
Help in managing stress
Improved school attitudes
and involvement
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Exploring Lifespan Development Third Edition  Laura E. Berk
Cliques and Crowds
 Cliques:
 small groups: 5–7
 good friends
 similar in family
background, attitudes,
and values
 Crowds:
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 larger: composed of
several cliques
 membership based on
reputation, stereotype
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Exploring Lifespan Development Third Edition  Laura E. Berk
Changes in Dating
During Adolescence
 Mixed-sex cliques prepare teenagers for
dating
 Dating goals change with age:
 early adolescence: recreation, peer status
 late adolescence: intimacy, compatibility,
affection, social support
 Relationships with parents and friends
contribute to security of romantic ties
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Exploring Lifespan Development Third Edition  Laura E. Berk
Dating Problems
Too-early dating:
 drug use, sex,
delinquency
 poor academic
achievement
 dating violence
 For gay and lesbian
youths:
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 finding partners
 peer harassment, rejection
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Exploring Lifespan Development Third Edition  Laura E. Berk
Depression in Adolescence
 Most common psychological
problem: 15–20% have had
one or more major episodes
 Twice as many girls as boys:
 early-maturing girls
 gender intensification
 Influential factors:
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 heredity
 parental depression
 gender-typed coping styles
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Exploring Lifespan Development Third Edition  Laura E. Berk
Adolescent Suicide
 Suicide rate jumps sharply at adolescence
 Related factors:





gender
ethnicity
family environment, high life stress
sexual orientation
personality:
 intelligent, withdrawn
 antisocial
 triggering negative events
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Exploring Lifespan Development Third Edition  Laura E. Berk
Preventing Suicide
 Attend to warning signs
 Provide adult and
peer support
 Teach coping
strategies
 Remove access to
means: gun control
legislation
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Exploring Lifespan Development Third Edition  Laura E. Berk
Delinquency
 Widespread in early and middle
adolescence, then declines
 Related factors:





gender
SES, ethnicity
difficult temperament
low intelligence, poor school performance
peer rejection, association with antisocial
peers
 family characteristics
 neighborhood
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Exploring Lifespan Development Third Edition  Laura E. Berk
Two Routes to
Adolescent Delinquency
 Early-onset: behavior
begins in childhood:
 biological risks and inept
parenting combine
 linked to serious
antisocial activity
 Late-onset: behavior
begins around puberty
 peer influences
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Exploring Lifespan Development Third Edition  Laura E. Berk
Path to Chronic Delinquency
Figure 12.3
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Exploring Lifespan Development Third Edition  Laura E. Berk
Preventing Adolescent
Delinquency
 Positive family relationships
 High-quality teaching
 Communities with healthy
economic and social
conditions
 Multisystemic therapy
 Zero tolerance policies
are inconsistent, ineffective
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Exploring Lifespan Development Third Edition  Laura E. Berk
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