Transcript LIFE-SPAN DEVELOPMENT

Slide 1
A Topical Approach to
LIFE-SPAN DEVELOPMENT
11
The Self, Identity, and
Personality
John W. Santrock
© 2007 The McGraw-Hill Companies, Inc. All rights reserved.
Slide 2
The Self, Identity, and Personality
• The Self
• Identity
• Personality
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Slide 3
The Self
Self-Understanding
• Self — All characteristics of a person
– Self-understanding, self-esteem, self-concept
• Identity — who a person is, representing
a synthesis of self-understanding
• Personality — enduring personal
characteristics of individuals
© 2007 The McGraw-Hill Companies, Inc. All rights reserved.
Slide 4
The Self
Self-Understanding
• Cognitive representation of the self,
substance of self conceptions
• Visual self-recognition tests infants
• Young children perceive self as
external characteristics
• Older children recognize difference
between inner and outer states
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Slide 5
The Self
Development of Self-Understanding
in Children
Infancy
Self-recognition begins around 18 mos
Early
Childhood
Conceive of self as body part, usually
head; describe self in physical terms
More complex self-understanding
Middle/Late • Internal characteristics
Childhood • Social aspects
• Social comparison
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Slide 6
Self-Recognition in Infancy
Fig. 11.1
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Slide 7
The Self
The Role of Perspective-Taking
• Perspective-taking — ability to assume
another’s perspective and understand his or
her thoughts and feelings
– Selman: 5 stages — age 3 to adolescence
• Affects peer status and quality of friendships
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Slide 8
Selman’s Stages of Perspective-Taking
Fig. 11.2
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Slide 9
The Self
Self-Understanding in Adolescence
• Abstract and idealistic
• Self-conscious; preoccupied with self
• Fluctuating across situations
• Compare real and ideal selves
– Possible selves: what persons may be,
would like to be, and are afraid of becoming
• Self-integration in sense of identity
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Slide 10
The Self
Changes in Self-Understanding in
Adulthood
• Self-Awareness
– Awareness of strengths and weaknesses
– Improves in young and middle adulthood
• Possible Selves
– Get fewer and more concrete with age
– Some revise throughout adulthood
• Life Review
– Some in middle age, common in older adults
– Evaluations of successes and failures
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Slide 11
The Self
Self-Esteem and Self-Concept
• Self-esteem
– Global evaluative dimension of the self
– Same as self-worth or image
• Self-concept
– Domain-specific evaluations of the self
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Slide 12
The Self
Issues with Self-Esteem
• Modest correlations link self-esteem and
school performance; links vary between
adult job performance and self-esteem
• Self-esteem related to perceived physical
appearance across life-span
• Depression lowers high self-esteem
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Slide 13
The Self
Issues with Self-Esteem
• Persons with high self-esteem
– Increased happiness
– Have greater initiative
– Prone to both prosocial and antisocial actions
• Undeserved high self-esteem
– Narcissism: self-centered, self-concerned
– Conceited
– Lack of awareness linked to adjustment problems
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Slide 14
The Self
Self-Esteem in Childhood
and Adolescence
• Accuracy of self-evaluations increases
across the elementary school years
• Majority of adolescents have positive
self-image cross-culturally
• Girls’ self-esteem is significantly lower
than boys’ by middle school years
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Slide 15
The Self
Self-Esteem in Adulthood
• Some researchers find drops in self-esteem
in late adulthood; others don’t
• Older adults with positive self-esteem
–
–
–
–
May not see losses as negatively
Decrease in knowledge-related goals
Increase in emotion-related goals
Compare themselves to other older adults
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Slide 16
Prenatal Development
Self-Esteem Across the Lifespan
Fig. 11.4
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Slide 17
The Self
Increasing Self-Esteem
• Identify causes of low self-esteem
• Provide/seek emotional support and
social approval
• Develop self-confidence and initiative
• Achieve
• Develop coping skills
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Slide 18
The Self
Self-Regulation
• Ability to control one’s behavior without
having to rely on others for help
• Includes self-generation and cognitive
monitoring of thoughts
• Self-regulation linked to higher achievement
and satisfaction over the lifespan
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Slide 19
The Self
Self-Regulation in
Infancy and Early Childhood
12-18
months
Depend on caregivers for reminder
signals about acceptable behaviors
2-3 years
Begin to comply with the caregiver’s
expectations in the absence of
monitoring
Preschool
Learn to resist temptation and give
themselves instructions that keep
them focused
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Slide 20
The Self
Self-Regulation in Middle/Late
Childhood and Adolescence
• Self-regulation increases from about
5 or 6 years up to 7 or 8 years of age
• Across elementary school years, children
increase beliefs that behavior is result of
own effort and not luck
• From 8 to 14 years of age, children
increase perception of self-responsibility
for failure
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Slide 21
The Self
Selective Optimization
with Compensation
• Successful self-regulation in aging linked to
– Selection: reduction in performance
– Optimization: continue practice, use of technology
– Compensation: concealment; offsetting or
counterbalancing a deficiency
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Slide 22
The Self
Personal Control
• Primary control striving
– One’s efforts to change external world to fit
needs and desires
– Attain personal goals, overcome obstacles
• Secondary control striving
– Targets one’s inner worlds: motivation,
emotion, and mental representation
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Slide 23
The Self
Changes In Primary and Secondary
Control Strategies Across the Life Span
Fig. 11.6
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Slide 24
Identity
Erikson’s Ideas on Identity
• Identity versus identity confusion
– Adolescents examine who they are,
what they are about, and where they
are going in life
• Psychosocial moratorium
– Gap between childhood security and
adult autonomy, part of adolescent
identity exploration
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Slide 25
Identity
Identity’s Components
• Achievement/intellectual identity
• Vocational/career identity
• Cultural/ethnic identity
• Interest
• Relationship identity
• Personality
• Religious identity
• Sexual identity
• Physical identity
• Political identity
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Slide 26
Identity
Contemporary Views of Identity
• Gradual, lengthy process
• Identity formation neither begins nor ends
with adolescence
– Appearance of attachment
– Development of a sense of self
– Emergence of independence in infancy
• Resolution does not mean lifetime stability
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Slide 27
Identity
Identity Statuses
• According to Marcia: Individuals go
through periods of
– Crisis: exploring alternatives during identity
development
– Commitment: individuals show personal
investment in what they are going to do
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Slide 28
Identity
Marcia’s Identity Statuses
Fig. 11.9
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Slide 29
Identity
Developmental Changes in
Identity Status
• Young adolescents primarily in statuses
of diffusion, foreclosure, or moratorium
• Important for achieving positive identity
– Confidence in parental support
– Established sense of industry
– Able to adopt self-reflective stance of future
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Slide 30
Identity
Developmental Changes in
Identity Status
• Most important changes occur ages 18 to 25
• “MAMA” cycle: pattern for positive identity
moratorium • achievement • moratorium • achievement
• Family influences on identity development
– Individuality has two dimensions
– Connectedness has two dimensions
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Slide 31
Identity
Family Influences
Self-assertion Ability to have and give
point of view
Individuality
Use of communication
Separateness patterns to express own
individuality
Mutuality
Connectedness
Permeability
Sensitivity to and
respect for other views
Openness to other’s
views
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Slide 32
Identity
Culture and Ethnicity
• Erikson very sensitive to role of culture
• Ethnic minority groups struggle to blend into
dominant culture and keep cultural identities
• Aware of
– Negative appraisals and stereotyping
– Restricted opportunities
– Conflicting values influencing life choices
– Two existing value systems
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Slide 33
Personality
Trait Theories and the Big Five
Factors of Personality
• Trait Theories
– Personality is broad dispositions or traits that
tend to produce characteristic responses
– Big Five Factors of Personality theory
– Led to advancements in assessing personality
– Most believe personality is result of traitsituation interaction
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Slide 34
Personality
Big Five Factors of Personality
Fig. 11.10
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Slide 35
Personality
Views On Adult Development
• Stage-Crisis View
– Levinson’s Seasons of a Man’s Life
– Stage and transitions occur in life span
– Tasks or crisis in each stage shape personality
– Levinson’s midlife crisis in 40s: try to cope
with gap between past and future
– Vaillant’s Grant Study
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Slide 36
Personality
Levinson’s Seasons of Life
Middle Adult Transition:
Age 40 to 45
Entry life structure Entry life structure
for early adulthood:
for middle
22 to 28
adulthood: 45 to 50
Age 30 transition:
28 to 33
Age 50 transition:
50 to 55
Culminating life
Culminating life
structure for early structure for middle
adulthood: 33 to 40 adulthood: 55 to 60
Early Adult Transition:
Age 17 to 22
Era of late
adulthood:
60 to ?
Late Adult Transition:
Age 60 to 65
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Slide 37
Personality
Emotional Instability and Age
Fig. 11.12
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Slide 38
Personality
Age and Well-Being
Fig. 11.13
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Slide 39
Personality
The Life-Events Approach
• Now contemporary life-events approach;
alternative to the stage approach
• How a life event influences individual’s
development depends on:
– The life event
– Individual’s adaptation to the life event
– Life-stage context
– Sociohistorical context
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Slide 40
Personality
Life Events Framework
Fig. 11.14
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Slide 41
Personality
Generativity versus Stagnation
• Seventh stage in Erikson’s life-span theory
• Generativity
– Encompasses adults’ desire to leave legacy to
next generation
– Middle-aged adults develop in number of ways
• Stagnation
– Also self-absorption, develops when one senses
s/he has done nothing for next generation
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Slide 42
Personality
Changes In Generativity from the
Thirties to the Fifties
Fig. 11.15
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Slide 43
Personality
Stability and Change
• Many longitudinal studies have found
evidence for both change and stability
in personality in adulthood
– Neugarten’s Kansas City Study
– Costa and McCrae’s Baltimore Study
– Berkley Longitudinal Studies
– Helson’s Mills College Study
– Vaillant’s studies
© 2007 The McGraw-Hill Companies, Inc. All rights reserved.
Slide 44
Personality
Stability and Change
• Cumulative Personality Model
– With time and age, people become more
adept at interacting with environment in
ways that promote stability
• Overall, personality is affected by
– Social contexts
– New experiences
– Sociohistorical changes
© 2007 The McGraw-Hill Companies, Inc. All rights reserved.
Slide 45
Personality
Openness to Experience, Age, and
Culture
Fig. 11.17
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Slide 46
Links Between Characteristics at Age 50 and
Health and Happiness at Ages 75-80
Fig. 11.18
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Slide 47
11
The End
© 2007 The McGraw-Hill Companies, Inc. All rights reserved.