Transcript Psychology 1230: Psychology of Adolescence

Psychology
1230:
Psychology of
Adolescence
Don Hartmann
Fall 2005
Lecture 11: ©Identity
1
Administrative
Announcements
• The extra-credit points for Supplemental Project #1 (out of
10) are as follows: 8.5 (3), 8 (1), and 6.5 (2). Quite well
done, but don’t forget the project evaluation!
• If you performed well on Quiz 1 and are interested in
tutoring (for extra credit), please contact me ASAP.
• I would like to explore with those who received Ds and
below how we might work to improve their
performances. Please contact me for an appointment.
• Some of you took Quiz 1 under unusual circumstance. If
you need the answers, the test form, or your score,
please check with me.
2
WEB Discussion Topic #15
#15. Gender Differences. MAJACS II
(Summary-Evaluation due on Thursday,
September 13th ). The text mentions a
variety of physical, cognitive, and socioemotional differences between males and
females. But certainly there are other
differences, some of perhaps substantial
importance. List at least one
unmentioned gender difference and
discuss its importance. Feel free to
comment on the remarks of other
contributors.
3
WEB Discussion Process
Group
Whippets
Hotties
4♀+1♂
GypsyMafia
JusticeLeague
Psyched
PithHelmets
MAJACS
#1 due
09/12 (09/19)
09/13 (No takers)
09/19 (09/19)
09/20 (09/20)
09/21 (09/28)
09/22 (09/22)
09/23 (09/23)
09/26 (09/26)
#2 due
10/03
10/05
10/04
10/07
#3 due
#4 due
#5 due
10/12
10/10
10/13
---------Note: Anyone can contribute to any WEB discussion; group members are responsible to
summarizing the discussion. The last day to contribute to any discussion is 3 days
before the due date. Dates in parenthesis indicate the date handed in. Bolded
dates indicate that material handed in was incomplete; more is required.
4
Handout Summary
Handout
Date
• 17. Lect. #4: Introduction to Theory
• 18. Lect. #5: Bandura
• 19. Supplemental Lecture: Termpaper
• 20. Lect. #6: Method I
• 21. Lect. #7: Method II
• 22. Lect. #8: Puberty
• 23. Lect. #9: Piaget
• 24. Lect. #11a: Social Inform. Process.
• 25. Lect. #10: Social Cognition
• 26. Study Guide #5
• 27. Lect. #11: Identity
----*Indicates handouts discussed in class.
WEB
Date
09/02
09/02
09/06
09/07
09/09
09/13
09/16
09/20
09/26
09/30
10/03
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Returns: Quiz I
Possible points=38; 100%=37
Range= 18-37; Mdn.≈30
Score Int. #
Grade Range
>36
7
A+
32-35
11
A to B+
28-31
25
B to C
24-27
10
C to D
20-23
4
D to E
80% of 37=29, a B<20
2
E
----To find your percent, divide your # correct by 37 and multiply by
100.
As=27%; Bs=31%; Cs=24%; Ds=12%; & Es=7%
The following students should contact me by Tuesday: JB, SC, SF,
CH, JH, MJ, KM, JP, AT, AT, & JW
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Supplementary References
Erickson, E. H. (1968). Identity: Youth
and crisis. New York: W. W. Norton.
Marcia, J. (1980). Ego identity
development. In J. Adelson (Ed.),
Handbook of adolescent psychology.
New York: Wiley.
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Overview: Identity
•Goals: To familiarize you with Erickson’s theory of
identity, the grace of his writing, and research directed
to his theory.
•Intersects with text, pp. 178-188
•Lecture:
•Introduction
•Erickson's theory
James Marcia: 4 modes of resolution: Identity
diffusion, foreclosure, moratorium, &
achievement
•Research outcomes on classification: Personal
characteristics, developmental trends, prerequisites,
family correlates
•Next: Lecture #12a: Gender
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Moratorium or Foreclosure?
9
?
Introduction Who am I
• Identity clearly
important topic in
adolescence
• Some theorists
(e.g., Erickson)
have essentially
equated issues of
identity with
adolescence!
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Erickson
• Identity represents the 5th
stage in Erikson's 8 stages of
the life cycles
• From Erickson’s Identity: Youth and
crisis:
The evidence in young lives of the search for
something and somebody to be true to can be
seen in a variety of pursuits more or less
sanctioned by society. It is often hidden in a
bewildering combination of shifting devotion and
sudden perversity, sometimes more devotedly
perverse, sometimes more perversely devoted.
Yet in all youth’s seeming shiftiness, a seeking
after some durability in change can be
detected…
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From Erickson’s Identity:
Youth and crisis (continued)
This search is easily misunderstood, and often it is
only dimly perceived by the individual himself,
because youth, always set to grasp both diversity in
principle and principle in diversity, must often test
extremes before setting on a considered course.
These extremes, particularly in times of ideological
confusion and widespread marginality of identity,
may include not only rebellious but also deviant,
delinquent, and self-destructive tendencies.
However, all of this can be in the nature of a
moratorium, a period of delay in which to test the
rock bottom of some truth before committing the
powers of the mind and body to a segment of the
existing (or a coming) order (1968, p. 235-36).
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More on Erickson’s Notions (1)
• Adolescents can experiment with
various roles
and senses of self trying
them out or on, and
seeing which
ones they (and their peers) like.
– Identity involves a variety of aspects: gender,
sexual, occupational, political, religious,
moral, etc. (see pp. 179-180)
– identity concerns do not begin, nor end, with
adolescence. But they are pivotal during that
period
– Women attach more importance than do men
to sexuality, gender roles, and the issue of
balancing family and career goals
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More on Erickson’s Notions (2)
• As a result of this experimentation (of
their identity crisis -- yes, that is where
it comes from), a new sense of self is
consolidated.
• The adolescent who does not resolve this
crisis of identity enters a phase of identity
confusion—resulting in either isolation, or
loosing one's identity in the crowd.
• Erickson was optimistic about the ages he
expected youth to have achieved an
identity (see Meilman, 1979, next slide)
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75
% IN EACH IDENTITY STATUS
65
55
45
Diffusion
Foreclos.
Achieve.
Morator.
35
25
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5
-5
12
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18
21
24
AGE
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Thanks to Mary Ross
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James Marcia
From Marcia’s “Ego identity development,” 1980:
Although some identity crises are cataclysmic and
totally preoccupying, identity formation usually
proceeds in a much more gradual and unconscious
way. It gets done by bits and pieces…The decisions
may seem trivial at the time: whom to date, whether
or not to break up, having intercourse…Each of these
decisions has identity-forming implications. The
decisions and the bases on which one decides begin
to form themselves into a more or less consistent
core or structure. Ob course, there are ways in which
one can circumvent the decision-making process: one
can let previously incorporated, parentally based
values determine one’s actions; one can permit
oneself to be pushed one way or the other by external
pressures; or one can become mired in indecision.
(pp. 60-61).
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Marcia Operationalization of
Erickson’s Notions
• Marcia: identified crisis and commitment as
the major variables leading to a state of
identity. These two factors generated his
four-fold classification of statuses, or modes
of resolution, in Erickson's theory: identity
diffusion, foreclosure, moratorium, and
achievement
• See picture, p. 181 (Figure 5.5)
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Present
Commitment
Present
Absent
Absent
Crises (Exploration)
Marcia’s 2 X 2 Classification
Achieve.
Moratorium
Foreclosur
e
Diffusion
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What the 4 statuses look
like
• Diffusion:I haven't chosen the occupation I really
want to get into, but I'm working toward becoming
a _____ until something better comes along.
When it comes to religion, I just haven't found any
that I'm really into myself.
• Foreclosure:I guess I'm pretty much like my folks
when it comes to politics. I follow what they do in
terms of voting and such. I've never really
questioned my religion. If it's right for my
parents, it must be right for me.
• Moratorium: I just can't decide how capable I am
as a person and what jobs I'll be right for. There
are so many different political parties and ideals, I
can't decide which to follow until I figure it all out.
• Identity Achievement: A person's faith is unique to
each individual. I've considered and reconsidered
it myself and know what I can believe.
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Rounding out the picture:
Diffusion
• Deal with existential anxiety with involvement in
immediate, right now sensation
• More feelings of inferiority, alienation, and
ambivalence; poorer self-concept; less clear
sex-role identification.
• In general, less mature in cognitive complexity,
emotional development, and general social
development
• Less cooperative, more manipulative and
deceptive.
• Associate with other uncommitted kids.
• Least likely to have intimate, long-term
relationships.
• Perceives parents as rejecting; youth and mother
both describe the other as unaffectionate
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Rounding out the picture:
Foreclosure
• More use of denial and repression.
• Quiet, orderly, and industrious lifestyle. Endorse
authoritarian values (obedience, strong
leadership and respect for authority).
• Often come from warm and affectionate homes,
and the kids continue to be dependent upon their
parents.
• Constricted personalities, rigid in their
commitments. See Adams’ quote:
– "are relatively immature in their social-behavior styles,
one perceives them as frozen in their developmental
progression, rigid in their overcompliance, and generally
unadaptive."
22
Rounding out the picture:
Moratorium
• The most anxious, and exploratory. Lack
well-defined goals and values; self-conscious.
• Appear to be comfortable with others, and are
generally socially adept and effective.
• Feelings of guilt and difficulty in maintaining dignity
are common -- seem torn.
• High perceived companionship, physical affection,
and support of parents.
• Parents perceive child as independent.
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Rounding out the picture:
Identity Achievement
• A harmonious balance between individuation and
social needs for relatedness.
• Self-confidence, security, social adeptness,
emotional maturity, advanced ego development.
• More intimate and long-term relationships.
• High perceived companionship, physical affection,
and support of parents.
• Parental perceptions of high levels of independence.
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Criticisms of Marcia’s
Approach
• Marcia has oversimplified Erickson's notion
• Many faucets to identity: gender, ideology,
religion, occupational, etc. (See list, pp. 179180.) When individuals are assigned to one of the
four cells in the table, all the domains are
typically not considered.
• The age of assessment is obviously important. If
people are changing -- more are becoming
identity achieved -- it is obviously important to
choose a critical age when one ascertains
parent-child relationship history information.
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What Makes Up or
Identities?
• Cognitive influences
• Parenting influences—authoritative parents;
provide opportunities for responsible freedom
while providing a foundation of support
• Scholastic influences: college push people toward
setting career goals and making stable vocational
commitments, but may delay political and
religious commitments
• Peer influences
• Cultural-historical influences—did identity crises
occur in our hunter-gatherer history?
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Summary of Identity
• Introduction
• Erickson's theory
• James Marcia: 4 modes of
resolution: Identity diffusion,
foreclosure, moratorium, &
achievement
• Research outcomes on modes of
resolution
• Next: Lecture 12a--GENDER I
• Go in Peace
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