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Chapter 16: Adolescence: Social and Emotional Development

16.1 Development of Identity and Self Concept (“Who am I?”) I.

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What Does Erikson Say About the Development of Identity in Adolescence? a. Identity versus identity diffusion i. Primary task – develop ego identity b. Psychological moratorium i. Experimental period c. Identity crisis i. Successful resolution is understanding who you are and what you stand for What Are Marcia’s “Identity Statuses?” a. Four statuses based on two dimensions i. Exploration – active questioning alternatives in search for goals ii. Commitment – stable investment in goals b. Identity diffusion c. Foreclosure d. Moratorium e. Identity achievement Development of Identity Statuses a. During high school and college, move from diffusion and foreclosure to moratorium and achievement statuses b. Greatest gains in identity formation occur in college What Are the Connections Between Sociocultural Factors and Identity? a. Development of self-identity is more complex for ethnic minorities i. Need to assimilate two sets of values – dominant and minority ii. Prejudice and discrimination iii. Fewer educational and career opportunities b. Stages of ethnic identity development i. Unexamined ethnic identity (diffusion or foreclosure) ii. Ethnic identity (moratorium) iii. Achieved ethnic identity Does the Development of Ego Identity Differ in Males and Females? a. Erikson assumed i. Career matters are more important to men ii. Relationships are more important to women iii. Men develop identity before intimacy, while women develop identity and intimacy simultaneously b. Research suggests men and women are equally concerned about career and interpersonal relationships i. Women more likely to integrate family/career How Does Self-Concept Develop During Adolescence?

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a. Self-descriptions i. Children focus on physical characteristics and actions ii. Adolescents incorporate distinct and enduring personality traits b. Self-concepts become more differentiated i. With formal-operational skills, able to integrate contradictory elements What Happens to Self-Esteem During Adolescence? a. In early adolescent, self-esteem declines i. Disparity between ideal and real self b. From age 13, self-esteem gradually improves i. May adjust ideas about ideal self ii. May become less self-critical c. Emotional support from family and peers is important i. Initially, family support more important ii. By late adolescence, peer support is more important

16.2 Relationships with Parents and Peers VIII.

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How Do Relationships with Parents Change During the Adolescence? a. Time spent with family decreases i. Boys tend to spend more time alone ii. Girls tend to spend more time with friends b. More interaction with mother i. More conflicts but also more support c. Positive relationships with fathers contribute to psychological well-being i. Adverse relationships associated with adolescent depression d. Adolescents who remain close to parents i. More self-reliant and independent, higher self-esteem and better school performance e. Conflicts are more frequent i. Based on issues of control f. Parents and adolescents strive for a balance between independence and family connectedness Parenting Styles a. Authoritative parenting of teens i. More competent behavior ii. More self-reliant iii. Do better in school iv. Better mental health v. Lowest incidence of problems and misconduct How Do Relationships with Peers Change During Adolescence? a. Role of peers increases throughout adolescence i. Friendships 1. More friends than younger children 2. One or two “best friends” and several good friends

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3. Based on acceptance, intimate self-disclosure mutual understanding 4. Stress loyalty and trustworthiness 5. Typically, same age, race, and gender ii. Friendship contributes to positive self-concept and psychological adjustment And Then There Are All the Facebook Friends a. 73% of U.S. adolescents age 12-17 have Facebook profile b. 27% of 18-29 year olds report having more than 500 friends on Facebook c. Top dislike of Facebook users i. People share too much information ii. Post information about you without your permission iii. Other people see comments or posts that you meant to keep private iv. Pressure to disclose too much information Ethnicity, Gender, and Adolescent Friendships a. Adolescents from ethnic minority groups choose friends from their own ethnic group i. Camaraderie and reduced feelings of isolation from dominant culture ii. More than 80% of students report having a school friend of other ethnicity, but only 28% see those friends frequently outside of school b. Gender differences related to peer intimacy found for European American but not African American students c. Intimacy and closeness more central to girls’ friendships i. Girls spend more time with friends than boys do ii. Girls more likely to disclose secrets, personal problems, thoughts, and feelings iii. Males more likely to disclose information about their sex lives iv. Girls’ friendship networks are smaller and more exclusive 1. Girls tend to participate in unstructured activities 2. Boys engage in organized group activities Peer Groups a. Cliques i. 5-10 people who hang around together ii. Shared activities and confidences b. Crowds i. Larger groups who do not spend much time together ii. Defined by activity or attitude of group c. Adolescent peer groups i. Spend considerable time together with little or no adult control; may include teens of other gender Dating and Romantic Relationships a. Begin in early to middle adolescence b. Sequence of dating

i. Putting oneself in situations with peers of other gender ii. Group activities that include peers of other gender iii. Group dating iv. Two-person dating c. Functions of dating i. Have fun ii. Enhance prestige with peers iii. Provide experiences to learn to relate positively with others iv. Preparation for adult courtship d. Dating in early adolescence i. Casual and short-lived e. Dating in later adolescence i. More stable and committed XV. Peer Influence a. Peer pressure peaks during mid-adolescence i. Peers provide standard for behaviors ii. Peer provide support b. Adolescents are influenced by both parents and peers i. Peers influence styles and taste ii. Parents influence moral principles/future goals c. Adolescents influence each other both positively and negatively i. Adolescents tend to choose friends who are similar to them d. Girls tend to be more concerned with peer acceptance, but boys more likely to conform in misconduct based on peer pressure XVI. Social Networking Online a. Two-thirds of American teenagers and young adults use social networking sites to socialize with friends (Valenzuela et al., 2009) b. Effects of social networking i. Positive feedback on profiles increases, and negative feedback lowers, self-esteem and sense of well-being ii. Maintains and solidifies existing offline friendships iii. Social skills gained may help in offline contacts 16.3 Sexuality XVII. Masturbation a. Most common sexual outlet in adolescence b. ¾ of male and ½ of female adolescents masturbate c. Males masturbate much more frequently than females XVIII. Sexual Orientation a. Sexually attracted to and interested in forming a romantic relationship with people of: i. Other gender – heterosexual ii. Own gender – homosexual

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iii. Either gender – bisexual b. Transgender – feel they are “trapped” in wrong gender Theories of the Origins of Sexual Orientation...