Psychosocial Development In Adolescence

Transcript Psychosocial Development In Adolescence

Psychosocial Development In Adolescence

The Search for Identity

 Erikson: Identity Versus Identity Confusion   Three major issues to be resolved  Occupation  Values  Sexual identity Psychosocial moratorium  Time out period during adolescence

The Search for Identity

 Marcia: Identity Status– Crisis and Commitment  4 identity statuses  Identity achievement  Identity foreclosure  Identity moratorium  Identity diffusion

The Search for Identity

 Gender Differences in Identity Formation   Women  Identity and intimacy develop together  Self-esteem depends more on connections with others Men  Self-esteem tends to be linked with striving for individual achievement

The Search for Identity

 Ethnic Factors in Identity Formation  Three aspects of racial/ethnic identity  Connectedness to one’s own racial/ethnic group  Awareness of racism  Embedded achievement  Belief that academic achievement is part of group identity

Gilligan and adolescence

 Studied female self-esteem  Prior to adolescence, female and male self-esteem is similar     During adolescence, female self-esteem drops Girls tend to doubt themselves more May be torn between sexual maturity and being the “nice girl” Pressure to engage in close cooperative relationships which may reduce autonomy

Copyright © 2008 The McGraw-Hill Companies, Inc. Permission required for reproduction or display  Girls tend to fight the “feminine ideal” – those who are too tall tend to slouch, those who are too short tend to try to look taller. Often become preoccupied with looks and weight.

 Girls tend to report a higher incidence of depression, dissatisfaction with their bodies, eating disorders and lower self-esteem  Males tend to have stress at the onset of adolescence and tend to level off by the time they are in their teens

Emotional Development

   Study of emotional dev. in children is fairly new Adolescents have become sophisticated at regulated their emotions Adolescents are adept at interpreting social situation as part of the process of managing emotional displays

Emotional Development

    Adolescents develop a certain of expectations Children begin to break emotional ties with parents and develop them with friends Boys will start to regulate (hide) their emotions.

Adolescents also regulate their emotions because of their sensitivity to other’s evaluations of them

Emotional Development

   During adolescence (as early as age 10)….children begin to realize emotions aren’t as simple as they thought when they were children Boys are less likely to display emotions of fear as girls are Displays of empathy also increase during adolescence

Social Development

     Begin to form an organized system of personality traits Self concept-allows them to add new aspects of self-esteem (how they feel about their “self”).

As confidence and self-awareness rises-they begin to form self-identity.

More able to develop friendships that are based on loyalty and intimacy.

These social milestones occur slowly over time.

Moral Development

   Many factors can stimulate a person’s growth through the levels of moral development.

One most crucial factor is education Studies indicate that a person’s behavior is influenced by his or her moral perception and moral judgments.

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Kohlberg’s Moral Development  Level 3 – Postconventional Level – working within one’s own personal code of ethics  Stage 5 – Social Contract Orientation – Morals based on society’s rules, however rules are now questioned and seen as fallible (early adolescence)  Stage 6 – Individual Principles and Conscience Orientation – Morals based on justice, where the person does what they believe is right (adolescence)

Early Adolescence(12-14)

  Rapid Growth Confused by changes     Curious about final outcome Personal interest in their own development Rebellion against home Acts in way that looks to be considerable maturity and in the next moment babyishness

Early Adolescence(12-14)

Absorption with close friends of same age and gender Moodiness Sloppiness and Disorder Establishment of independence of self: Who am I?

Body-conscious Strong desire to conform to and be accepted by peer group Appearance of Sexual Maturity Skin problems

Early Adolescence(12-14)

      Constantly hungry (more than in younger years) Companionship at meals and after school snacks provide dining pleasures) Sleeps more than during younger years Sleepy at “getting up” times Wants to sit up at nights as sign of increasing maturity Clash between physiology and culture

Early Adolescence(12-14) Special Characteristics of Boys

        Boisterous Clumsy Secretive, “clams up” especially around adults or at home Aggressive Dirty-can’t seem to get him near the bathroom Gain more weight and height than girls Much talk about sex and girls Out of house more

Early Adolescence (12-14) Special Characteristics of Girls

  Vague and diffuse Crush on older men     Interested in romantic love Playacting Talkative, but not communicative Giggly!

Early Adolescence Sexuality

     Boys express their sexuality through masturbation Same-gender sexual encounters are relatively common These occur frequently enough to be considered as a variant of normal sexual development Questions that adolescents have about erotic feelings or behaviors toward the same sex need to be addressed directly and fully.

It is not helpful…to just say…this is no more then a passing phase.

Middle Adolescence (15-16)

        Greatest experimental, risk taking time Drinking, drugs, smoking and sexual experimentation are often highest interest during the 14-16 years olds Peer groups gradually give way to one-on-one friendships and romances Peer groups tends to be gender-mixed Dating begins Less conformity and more tolerance of individual differences Omnipotence and Invulnerability are the rule This results in an inability to link drinking with auto accidents or drinking with pregnancy or STD’s

Middle Adolescence (15-16)

Striving for independence and autonomy is greatly increased Parental conflicts occur which need confrontation and resolution (these are normal and necessary) Adolescents confide in each other Sexual development results in unpredictable surges in sexual drive Often accompanied by sexual fantasies Sexuality is a MAJOR preoccupation of the middle adolescent

Middle Adolescence (15-16)

    Sexual activity occurs more frequently among boys than girls Testosterone increases are found in both boys and girls but much more abundant in boys Higher testosterone levels in boys may result in greater sexual drives, sexual aggressiveness and more purely physical gratifications Girls at this age tend to view sexual gratification as secondary to fulfillment of other needs such as love, affection, self-esteem and reassurance

Late Adolescence (17-18)

  Rebellious Concerned with personal appearance (can’t get them out of the bathroom)       Moody Interest in the opposite gender Establishment of ego identity-”where do I fit into the world” Growth finally subsided Full stature almost attained Sleep requirements approaching adult level

Late Adolescence(17-18)

 Food requirement approaching adult level  Companionship when eating    Intimate relation with friend fades Greater interest in opposite gender Needs acceptance by society, in job and in college  Needs parental respect for opinion and acceptance of maturity

Late Adolescence(17-18)

   “Whom am I as a vocational being?” Work opportunities during these years allow exploration of tentative career choices A choice of vocation reinforces the adolescent’s self-concept and is important to identify formation

Late

Adolescence (17-18) Factors Influencing vocational choice:   Family values Social class      Socioeconomic conditions Need for prestige Vocational Independence Special Abilities Motivation

Late Adolescence (17-18) Special Characteristics of Boys

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Interest in plans for career

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Sexual interest prominent and demanding

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Less interested than girls in mate seeking

Late Adolescence (17-18) Special Characteristics of Girls

    Interest in boys, now directed towards mate seeking Absorbed in fantasies of romantic love Less interested than boys in plans for career Sexual interest less demanding than in boys

Sexuality

 Sexual Orientation and Identity  Sexual orientation  Heterosexual  Homosexual  Attraction or arousal  Behavior  Identity  Bisexual

Sexuality

 Sexual Orientation and Identity   Origins of sexual orientation  Partly genetic  Chromosomes 7, 8, and 10  Non-genetic factors also play a part  Number of times mother had previously given birth to boys seems to be a factor No association between orientation and emotional or social problems

Sexuality

 Sexual Orientation and Identity  Homosexual and bisexual identity development  One model proposes the following sequence  1. Awareness of same-sex attraction (ages 8-11)  2. Same-sex sexual behaviors (ages 12-15)  3. Identification as gay or lesbian (ages 15-18)  4. Disclosure to others (ages 17-19)  5. Development of same-sex romantic relationships (ages 18-20)

Sexuality

 Sexual Behavior    77 percent of young people in the U.S. have had sex by age 20 Average girl has first sexual intercourse at 17, average boy at 16 African Americans and Latinos tend to begin sexual activity earlier than white youth  Asian-American youth have a pattern of delayed sexual activity saving sex for marriage or adulthood

Sexuality

 Sexual Behavior  Where do teenagers get information about sex?  Friends  Parents  Sex education in school  Media  Gives a distorted view, associating sex with fun, excitement, competition, danger, or violence

Relationships with Family and Peers

 Is Adolescent Rebellion a Myth?  Only 1 in 5 teenagers fits the pattern  Emotional turmoil  Conflict within the family  Alienation from adult society  Reckless behavior  Rejection of adult values

Relationships with Family and Peers

  G. Stanley Hall (1904/1916)  Period of “storm and stress”  Efforts to adjust to their changing bodies and demands of adulthood Sigmund Freud (1935/1953) and Anna Freud (1946)  Universal and inevitable rebellion, growing out of a resurgence of early sexual drives toward the parents

Relationships with Family and Peers

 Margaret Mead (1928/1935)  Concluded that when a culture provides a gradual, serene transition into adulthood, “storm and stress” is not typical  Most young people feel close to and share similar opinions with their parents, and value their parents’ approval

Relationships with Family and Peers

 Is Adolescent Rebellion a Myth?

 Adolescence can be a difficult time for young people and their parents  Family conflict  Depression  Risky behavior  Mood swings

Relationships with Family and Peers

 Changing Time Use and Changing Relationships   Disengagement is not rejection but response to developmental needs Cultural variations reflect varying  Needs  Values  Practices

Relationships with Family and Peers

 Adolescents and Parents    Parents feel mixed emotions about the need to let go and the desire for their children to be independent Tensions can lead to family conflict Parenting styles influence outcome

Relationships with Family and Peers

 Adolescents and Parents  Family conflict and individuation  Arguments are usually about mundane personal matters  Chores  Schoolwork  Dress  Money  Curfews  Dating and friends

Relationships with Family and Peers

 Adolescents and Parents  Individuation  Adolescent struggle for autonomy and differentiation, or personal identity  Family conflict is most frequent during early adolescence, but most intense during midadolescence

Relationships with Family and Peers

 Adolescents and Siblings    Adolescents spend more time with peers than siblings Sibling relationships become more equal as they approach high school Younger siblings still tend to look up to older ones

Relationships with Family and Peers

 Peers and Friends  Influence of peers peaks at ages 12 or 13    Declines during middle and late adolescence Cliques  Structures groups of friends who do things together Crowds  Social construction based on reputation, image, or identity

Relationships with Family and Peers

 Peers and Friends  Friendships  Become more reciprocal, equal, and stable  Tend to be chosen by  Gender  Race/ethnicity  Have similar academic attitudes and similar levels of drug use

Relationships with Family and Peers

 Romantic Relationships  Central part of most adolescents’ social worlds   Contribute to development of intimacy and identity Can entail risks of pregnancy, STDs, and sometimes sexual victimization

Antisocial Behavior and Juvenile Delinquency

 Becoming a Delinquent: Genetic and Neurological Factors   Genes influence 40 to 50 percent of variation in antisocial behavior Parents shape prosocial or antisocial behavior through their responses to basic emotional needs  Authoritative parenting can help young people internalize positive standards

Antisocial Behavior and Juvenile Delinquency

 Becoming a Delinquent: How Family, Peer, and Community Influences Interact   Family economic circumstances influence the development of antisocial behavior Weak neighborhood social organization in a disadvantaged community can influence delinquency  Cognitive efficacy

Antisocial Behavior and Juvenile Delinquency

 Long-Term Prospects    Delinquency peaks at age 15 then declines Teenagers who do not see positive alternatives are likely to adopt a permanently antisocial lifestyle Developmental psychologists want to see rehabilitation for juvenile offenders, not incarceration

Antisocial Behavior and Juvenile Delinquency

 Preventing and Treating Delinquency   High-quality day care or education Offering families assistance geared to adolescents’ needs    Structured adult-monitored or school-based activities when not in school Constructive activities or job skills programs Extracurricular school activities

Emerging Adulthood

 Markers of Adulthood   Internal indicators  Sense of autonomy  Self-control  Personal responsibility More a state of mind than external factors

Emerging Adulthood

  Americans’ Top Three Criteria For Adulthood    Accepting responsibility for oneself Making independent decisions Becoming financially independent Criteria Varies Depending On Culture  Collectivist values

Transition to Middle & Junior High School

   When students make transition from elementary to middle or junior high school - they experience

top-dog phenomenon:

Circumstance of moving from top position in elementary school to lowest position in middle/junior high school These positions are characterized by being oldest, biggest & most powerful versus youngest, smallest & least powerful

Values

 Adolescents carry with them a set of values that influences their thoughts, feelings& actions  Over past two decades, they have shown an increased concern for personal well-being & decreased concern for well-being of others & demonstrate an increasing need for self-fulfillment & self-expression  Some signs indicate that today’s students are shifting toward stronger interest in welfare of society as there has been increase in percentage of freshmen who said that they were strongly interested in participating in community action programs

Schools for Adolescents

Controversy Surrounding Secondary Schools

 This century has seen schools playing prominent role in lives of adolescents  Laws excluding teens from work & mandating attendance at school were passed by virtually every state  Some experts believe that junior & senior high schools actually contribute to alienation & delinquency & interfere with transition to adulthood  A push for back-to-basics where students are being taught fundamental skills & knowledge needed for workplace

Theories of Career Development

 Three main theories describe manner in which adolescents make choices about career development:

Ginzberg’s Developmental Theory

   Children and adolescents go through three career choice stages: fantasy, tentative, and realistic Until about age 11, children are in

fantasy stage

unrealistic visions of their career with

Tentative stage

is a transitional and occurs in the early to mid-adolescent years 

Realistic stage

explores, focuses & then selects a career

Theories of Career Development

Super’s Self-Concept Theory

 Individuals’ self-concepts play central roles in their career choices    During adolescence individuals first construct a career self-concept Develop ideas about work Crystallize or narrow their choices    Begin to initiate behavior for some type of career Begin specific training for a career In later life - after 35 years of age - begin to consolidate & engage in career enhancement