Transcript ELD2_PPT_ch12_Rev-12..

Exploring
Lifespan Development
Chapter 12
Emotional and Social
Development in
Adolescence
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Erikson’s Theory:
Identity vs. Role Confusion
Identity
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Role Confusion
defining who you are,
what you value, and
direction in life
commitments to
vocation, personal
relationships, sexual
orientation, ethnic
group, ideals
exploration, resolution
of “identity crisis”
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lack of direction and
definition of self
restricted exploration in
adolescence
unprepared for stages
of adulthood
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Self-Concept in Adolescence
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Unify separate traits into
larger, abstract ones
May describe contradictory
traits; social situations
Gradually combine traits
into organized system
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DigitalVision
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qualifiers
integrating principles
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Self-Esteem in Adolescence
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Continues to differentiate
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Generally rises
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new dimensions
temporarily drops at school
transitions
Individual differences become
more stable
Self-esteem linked to value of
activities, adjustment
Influenced by family, culture
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DigitalVision
Marcia: Identity Status
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Identity Achievement
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Foreclosure
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Commitment without crisis
Moratorium
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Crisis leading to commitment
Crisis with no commitment yet
Identity Confusion
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No commitment, No crisis
Marcia: 4 identity statuses
Identities differ according to the presence or
absence of crisis
Crisis: period of conscious decision making and
commitment to a personal investment in an
occupation or system of beliefs (ideology). Erikson
also as these as crucial to forming identity.
Relationships between identity status and such
characteristics as anxiety, self-esteem, moral
reasoning, and patterns of behavior.
Table 12-2 (page 393)
Marcia: 4 identity statuses
Identity achievement (crisis leading to
commitment): Made choices and expresses
strong commitment to them. People with this
have more maturity and are more socially
competent. Parents encourage autonomy and
connection with teachers; differences
explored within context of maturity. High
levels of ego development, moral reasoning,
self-certainty, self-esteem, performance, and
intimacy.
Marcia: 4 identity statuses
Foreclosure (commitment without crisis):
Did not explore possible choices, adopts
choices of others. Rigid in opinions are
questioned. Follows, not leads. Parents overly
involved and avoid expressing differences.
Highest levels of authoritarianism and
stereotypical thinking, obedience to authority,
dependent relationships, low level of anxiety.
Marcia: 4 identity statuses
Moratorium (crisis without commitment
yet): anxious and fearful, but self-confident.
Resists parent’s authority. Not yet developed
close relationship (boy/girlfriend). Will likely
succeed and make commitments and achieve
identity. Teen often involved in an ambivalent
struggle with parental authority. Most anxious
and fearful of success; highest levels of ego
development, moral reasoning and selfesteem.
Marcia: 4 identity statuses
Identity diffusion (no commitment, no
crisis): not seriously considered options.
Avoided commitments. Unsure of self and
uncooperative with others. Parents do not
discuss future with him; tend to be unhappy
and often lonely. Parents are laissez-faire in
children’s attitudes; rejecting or not available
to children. Mixed results, low levels of ego
development, moral reasoning, cognitive
complexity, and self-certainty; poor
cooperative abilities.
Identity Statuses
Level of Exploration
Level of Commitment
High
Low
High
identity achievement
moratorium
Low
identity foreclosure
identity diffusion
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Identity Status
and Cognitive Style
Identity achieved
Information-gathering
Moratorium
Foreclosure
Dogmatic, inflexible
Diffusion
Long-term diffusion
Diffuse-avoidant
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Factors That Affect
Identity Development
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Personality
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Child-rearing practices
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flexible, open-minded
authoritative, attached
Peers, friends
Schools
Communities
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Culture and Identity
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View of self-continuity
Cultural-majority adolescents
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individualistic view
enduring personal essence
Cultural-minority adolescents
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interdependent view
constantly transforming self
bicultural identity
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Kohlberg’s Stages of
Moral Development
Stage 1: punishment and obedience
Preconventional
level
Stage 2: instrumental purpose
Conventional level
Stage 3: “good boy–good girl” (morality of
interpersonal cooperation)
Stage 4: social-order-maintaining
Stage 5: social contract
Postconventional
or principled level Stage 6: universal ethical principle
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Moral Reasoning
Kohlberg (Table 11-3 (page 423)
Level 1- preconventional morality (ages 4-10)
people act under external controls; follow rules
to avoid punishment or to gain rewards
stage 1: orientation towards punishment and
obedience
stage 2: instrumental purpose & exchange
(conform for self-interest)
Moral Reasoning
Kohlberg (Table 11-3 (page 423)
Level 2- conventional morality (ages 11-adult)
Internalize standards of authority figures; concerned
about pleasing others; many never move beyond
this stage
Stage 3: maintaining mutual relations, approval of
others/golden rule (want to please)
Stage 4: social concern and conscience (ding duty,
respect for authority, maintain social order; always
wrong if violates a rule or harms someone)
Moral Reasoning
Kohlberg (Table 11-3 (page 423)
Level 3- postconventional morality (early
adolescence, young adulthood, if ever)
Recognize conflicts between moral standards and
make own judgment on principles of right/wrong,
fairness, justice.
Stage 5: morality of contract, individual rights,
democracy of accepted law (rational, value will of
majority, welfare of society)
Stage 6: morality of universal ethical principles (do
what think is right, regardless of legal restrictions
or opinions of others; use internalized standards)
Research on
Kohlberg’s Theory
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Few, if any, people reach postconventional morality.
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“Conventional” levels may require more profound
thought than Kohlberg suggested.
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In real life, people often reason below levels of
which they are capable.
 situational factors
 emotions
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Sex Differences in
Moral Reasoning?
Kohlberg Rights and justice orientation
Gilligan
Caring for others orientation
 ethic of care
While males and females use both orientations, females
may stress care more.
 greater experience as caregivers
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Competing Issues of Morality
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Moral
Social-conventional
Personal
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personal rights vs.
community good
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Influences on
Moral Reasoning
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Child-rearing practices
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caring, supportive
discuss moral concerns
Schooling
Peer interactions
Culture
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Moral Reasoning
and Behavior
Modest connection
Behavior influenced by many factors
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Emotion
Temperament
Situation, history
Moral self-relevance
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peers, family
just educational environments
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Religious Involvement
and Morality
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Formal religious involvement declines in
adolescence.
Religious involvement linked to:
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more community service
lower drug and alcohol use
later sex
less delinquency
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Gender Intensification
in Adolescence
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Sports & Recreation
Increased gender
stereotyping of
attitudes and behavior
Biological, social,
cognitive factors
More in early
adolescence, declines
in middle to late
adolescence
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Parent–Child Relationships
in Adolescence
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Autonomy
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deidealize parents
shift from parents to self and peers for
guidance
Authoritative parenting
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balances autonomy with monitoring as
needed
extra challenging during adolescence
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Family Influences on
Adolescents’ Adjustment
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Warm, supportive relationship with
parents
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amount of time spent with family not a
factor in conflict
Family circumstances
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finances
time
adult relationships
sibling relationships
Absolute Family
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Characteristics of
Adolescent Friendships
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Fewer “best friends”
Stress intimacy, loyalty
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closeness, trust, self-disclosure
Friends are similar or get more similar.
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identity status
aspirations
politics
deviant behavior
DigitalVision
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Gender Differences in
Adolescent Friendships
Girls
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Boys
emotional closeness,
communal concerns
get together to “just
talk”
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self-disclosure
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achievement, status
get together for
activities
intimacy related to
gender identity
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androgynous: more
likely to be intimate
friends
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Benefits of
Adolescent Friendships
 Opportunities to explore self
 Form deep understanding of another
 Foundation for future intimate
relationships
 Help deal with life stress
 Can improve attitude toward and
involvement in school
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Cliques and Crowds
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Clique
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small group: 5–7
good friends
identified by interests,
social status
Crowd
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larger: several cliques
membership based on
reputation, stereotype
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Sports & Recreation
Dating Problems
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Too-early dating
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drug use, sex, delinquency
poor academics
difficult family and peer relationships
For homosexuals
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finding partners
peer harassment, rejection
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Depression in Adolescence
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Most common psychological problem of
adolescence: affects 15–20%
Twice as many girls as boys
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early-maturing girls
gender intensification
adults may not take seriously
Factors
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genetics
child-rearing practices
learned helplessness
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Depression
 difficulty or inability to concentrate
 feelings of hopelessness
 weight disturbances
 sleep disturbances
 inactivity or overactivity
 lack of motivation
 low energy or fatigue
 inability to have fun
 thoughts of death or suicide
About 25% of adolescents experience
depression.
About 4% severely depressed
Adolescent and early maturing girls, and adult
women, more prone to depression than
males. Possibly related to biological changes
in puberty; the way girls are socialized; or
due to greater vulnerability to stress in social
relationships.
Risk factors:
 Female gender
 Anxiety
 Fear of social contact
 Stressful life events
 Chronic illnesses
 Parent-child conflict
 Abuse or neglect
 Parental history of depression
 Body image/eating disturbance
Deaths from motor vehicle accidents/firearms
 Leading cause of teens: car accidents; 2/5 deaths
in adolescence
 Collision greatest for 16-19 year olds
 Those who recently began driving
 Tend to drive more recklessly
 29% (ages15-20)- drinking
 77%- not wearing seat belts
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Firearms: 1/3 of all injury deaths/85% of all
homicides for ages 15-19.
43% of guns in the home more likely to kill family
member/acquaintance than self-defense
Adolescent Suicide
A leading cause of death for American youths
Related factors:
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gender
ethnicity
family environment
sexual orientation
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mental disorders
life stress
personality
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intelligent, withdrawn
antisocial, emotional
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Suicide
Suicide is one of the leading causes of death
among adolescents. Suicide rates for 15 – 24
year olds has significantly risen. Ages 15-19third leading cause of death
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25% of female adolescents and 14% of male
adolescents in grades 9-12 had seriously considered
attempting suicide
65% of college students experienced suicidal ideation
and a plan at some point in their lives.
25% of adolescents indicated that if they were to
commit suicide, they would do so with an automobile
(1975); an interesting finding considering the number of
adolescents who are killed in automobile accidents;
perhaps many accidents are really suicide attempts.
Females are more likely to attempt suicide than males,
but males are 3 times more likely to actually kill
themselves. Males use more lethal methods; women use
less violent methods and as a result are more likely to
be rescued.
Self-Injurious Behavior
 This is often referred to as “deliberate self-harm”, “selfmutilation”, or “cutting”. Self-injurious behavior
typically refers to a variety of behaviors in which an
individual purposefully inflicts harm to their body for
purposes not socially recognized or sanctioned and
without suicidal intent.
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Self-injurious behavior can include intentional carving
or cutting of the skin, scratching, burning, ripping or
pulling skin or hair, swallowing toxic substances or
objects, and breaking bones.
Self-Injurious Behavior
 A person who truly attempts suicide seeks to
end all feelings and suffering. A person who
self-mutilates seeks to feel better, experience
feelings, or to vent.
Warning Signs of Potential Suicide by
Adolescents
Failure to achieve in school (a sign that should be
especially heeded in students who have superior
or better-than-average ability). Missing school
for long periods of time.
Only about 11% of adolescents who committed
suicide because of perceived school failure were
actually in academic difficulty.
Warning Signs of Potential Suicide by Adolescents
 History of substance abuse, conduct problems, or
affective disorders.
 Poor coping skills and deficits in interpersonal
relationships.
 Emotional illnesses
 Victim/perpetrator of violence
 Depression
 Poor impulse control
 Withdrawal from social relationships. They often feel
unwanted by their families or parents. Rejection by
teachers and peers can also contribute to social
withdrawal.
Warning Signs of Potential Suicide by Adolescents
 Family turmoil and instability or abuse.
 History of sexual abuse.
 A humiliating or shameful event (e.g., arrest, break-up
of romantic relationship, or school or work failure).
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Termination or failure of a sexual relationship. Many
adolescents fearful of venturing in to sexual
relationships become overly attached to the one
boyfriend/girlfriend with whom they feel comfortable.
This may be a much less significant risk factor than
once thought.
Warning Signs of Potential Suicide by Adolescents
 Academic or school problems
 Access to firearms or other lethal weapons.
 Exposure to suicidal behavior.
 Previous attempts
 Feelings of being a failure, depressed, or preoccupation
with death.
 Any attempted suicide, regardless of how mild or jokes
about suicide, must be taken serious. Almost every
adolescent who committed suicide gave an indication at
one time or another that suicide was on their mind.
Protective factors
 Sense of connectedness with family and school
and peers
 Emotional well-being
 Academic achievement
Preventing Suicide
 Notice warning signs.
 Provide adult and peer support.
 Teach coping strategies.
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Interventions
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medication
therapy
remove access to means
Corbis Images
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Factors in Delinquency
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Widespread in
early teen years
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declines in late
adolescence
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rejection
 antisocial peers
Gender
Individual
differences
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Peers
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temperament
intelligence
school performance
Family
characteristics
Neighborhood
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Two Routes to
Adolescent Delinquency
Early-Onset: behavior
begins in middle
childhood

biological risk factors
and child-rearing
practices combine
Late-Onset: behavior
begins around puberty
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
peer influences
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Path to Chronic Delinquency
Figure 12.3
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