H4 Lesson 4 The Challenges of Middle and Late Adolescence (1).pdf

Personal Development: LESSON 4 The Challenges of Middle and Late Adolescence Types of Challenges for the Adolescent 1. Developing or regaining Self- esteem 2. Physical Appearance 3. Group Belongingness 4. Relationships 5. Sexuality and sexual relationships 6. Academic concerns...

Personal Development: LESSON 4 The Challenges of Middle and Late Adolescence Types of Challenges for the Adolescent 1. Developing or regaining Self- esteem 2. Physical Appearance 3. Group Belongingness 4. Relationships 5. Sexuality and sexual relationships 6. Academic concerns 7. Choosing right courses and career path 8. Socio- emotional challenges ❖ Freud’s Psychoanalytic Theory: claims that people make decisions and face challenges based on the interplay of Id, Superego and Ego. Sigmund Freud, the founder of psychoanalysis, developed a theory to explain human behavior and personality. Freud’s theory focuses on the influence of the unconscious mind and internal conflicts on behavior. His model includes three main components: the id, the ego, and the superego. The Three Provinces of the Mind The Id: innermost desires of individuals. Satisfying one’s wants and needs immediately to avoid pain at all cost. The id is the impulsive (and unconscious) part of our psyche that responds directly and immediately to basic urges, needs, and desires. The personality of the newborn child is all id, and only later does it develop an ego and super-ego. Pleasure Principle – The id seeks immediate gratification of its desires and needs, without regard for consequences or reality. Characteristics: ○ Impulsive and selfish (Why do you think it is impulsive and selfish?) ○ Driven by basic needs such as hunger, thirst, and sexual desires Example: Feeling an intense urge to eat chocolate immediately when you’re hungry, regardless of whether it’s a good time to do so. The id comprises two kinds of biological instincts (or drives), including the sex (life) instinct called Eros (which contains the libido) and the aggressive (death) instinct called Thanatos. When the id achieves its demands, we experience pleasure, and when it is denied, we experience ‘unpleasure’ or tension. The Ego: The ego is the rational part of the psyche that deals with reality. It develops to mediate between the unrealistic desires of the id and the external world. Reality Principle – The ego considers the constraints of reality and finds realistic ways to satisfy the id’s desires in a socially acceptable manner. Characteristics: ○ Rational and pragmatic ○ Balances the demands of the id and the superego Example: Deciding to eat a healthy meal now and saving the chocolate for later, understanding that it’s better for your long-term health. Superego (Moral Man): - concern to regulate what should and should not be done. The superego represents the moral and ethical aspects of personality. It internalizes societal norms and values, guiding us to behave in socially acceptable ways. Moral Principle – The superego aims for perfection and judges our actions based on moral standards. Characteristics: ○ Conscience – Guilt and shame arise from this part of the psyche when we fail to meet our moral standards ○ Ego Ideal – Represents the ideal self and the aspirations we strive to achieve Example: Feeling guilty about eating the chocolate because it conflicts with your personal goals of healthy eating. Three Levels of Awareness in Freud’s Theory 1. The Conscious Mind The conscious mind consists of all the thoughts, feelings, and perceptions that we are currently aware of. This is the level of awareness where we actively think and process information. Characteristics: ○ Immediate Awareness: Everything you are currently aware of is part of your conscious mind. For example, being aware of a conversation you're having or the fact that you’re reading this text. ○ Logical and Rational: Thoughts and perceptions in the conscious mind are usually rational and based on current experiences. Example: You’re consciously aware of feeling hungry and decide to eat lunch. Your decision-making process and awareness of the food you want are part of your conscious mind. 2. The Preconscious Mind The preconscious mind contains information that is not currently in conscious awareness but can be readily accessed when needed. This includes memories and knowledge that are not in immediate focus but can be brought to consciousness. Characteristics:  ○ Accessible Awareness: Thoughts and memories that can be brought into consciousness with little effort. For instance, recalling your phone number or a recent event when asked. ○ Potential for Recall: Information in the preconscious mind is not actively being thought about but can easily come to the forefront of awareness. Example: You might not be actively thinking about your best friend's birthday, but when someone mentions it, you can easily recall the date and details. 3. The Unconscious Mind The unconscious mind consists of thoughts, memories, and desires that are not accessible to conscious awareness. These are often repressed or forgotten due to being distressing or unacceptable. Characteristics: ○ Hidden Influences: The unconscious mind influences behavior and emotions without us being aware of it. For instance, unresolved childhood conflicts may impact adult relationships or behaviors. ○ Repression: Unpleasant or anxiety-provoking thoughts and memories are repressed and kept out of conscious awareness to avoid distress. Example: You may have a fear of dogs that you don’t consciously understand, but it might stem from a traumatic experience in childhood that you’ve repressed. How They Work Together Id (Desires): Operates mainly unconsciously and drives you to seek pleasure and avoid pain. Ego (Decision-Maker): Works across all levels to handle immediate decisions, recall helpful information, and manage unconscious conflicts. Superego (Moral Compass): Influences your thoughts and decisions with moral and societal rules, operating at all levels of awareness Freud’s Defense Mechanism Each of these mechanisms represents an unconscious psychological strategy that individuals use to cope with anxiety, stress, or unacceptable thoughts and feelings. 1. Repression Repression is the unconscious blocking of unpleasant emotions, memories, or impulses. The repressed material is not accessible to the conscious mind, but it still influences behavior and feelings. Example: A person who has experienced a traumatic event, such as an accident, may have no memory of the event because the mind has repressed it to avoid the distress associated with it. 2. Reaction Formation Reaction formation occurs when an individual unconsciously replaces an unacceptable or threatening feeling or thought with its opposite. This often results in exaggerated or overly enthusiastic behaviors that contrast with the underlying emotions. Example: A person who feels insecure about their own abilities might overcompensate by acting overly confident and boasting about their achievements, even if they do not truly believe in their own competence. 3. Displacement Displacement involves redirecting emotions or impulses from a threatening or inappropriate target to a safer or more acceptable one. This allows the individual to express their feelings without facing the consequences of addressing the original source. Example: An employee who is frustrated with their boss may displace their anger by snapping at their family members at home, instead of confronting the boss directly. 4. Regression Regression is a return to earlier stages of development in response to stress or conflict. When faced with anxiety, an individual might revert to behaviors characteristic of a younger age, where they felt safer or more secure. Example: A teenager who is overwhelmed by the responsibilities of high school might begin to suck their thumb or cling to a childhood toy for comfort. 5. Projection Projection involves attributing one's own unacceptable thoughts, feelings, or motives to another person. By projecting these onto others, individuals avoid confronting their own undesirable characteristics. Example: A person who is angry with a colleague might accuse the colleague of being hostile, even if the anger originates from their own feelings. 6. Sublimation Sublimation is the process of channeling unacceptable impulses, thoughts, or emotions into more acceptable or socially beneficial activities. Unlike other defense mechanisms, sublimation is considered a positive way of dealing with challenges. Example: An individual with aggressive tendencies might take up a sport like boxing or martial arts, using the physical activity as a way to channel their aggressive energy constructively. Summary of Freud’s Defense Mechanisms ❖ Repression: Pushing unwanted memories or feelings into the unconscious. ❖ Reaction Formation: Acting in a way that is opposite to what one truly feels. ❖ Displacement: Redirecting emotions from a threatening target to a safer one. ❖ Regression: Reverting to behaviors of a younger developmental stage. ❖ Projection: Attributing one's own unacceptable thoughts or feelings to others. ❖ Sublimation: Channeling unacceptable impulses into socially acceptable activities. Adler’s Individual Psychology Alfred Adler, a prominent psychologist and contemporary of Freud, had a unique approach to understanding how individuals meet and overcome challenges. Adler's theory, often referred to as Individual Psychology, emphasizes the importance of social context, goals, and the drive for significance and belonging. Here’s how Adler’s theory explains ways of meeting challenges: 1. Striving for Superiority and Success - believed that all individuals are driven by an innate desire to overcome feelings of inferiority that arise from childhood. This drive, known as the striving for superiority or success, is not about dominating others but about personal growth and mastery. To meet challenges, Adler suggested that individuals should channel their striving into constructive and socially beneficial activities. EX: A student facing academic difficulties might overcome these challenges by setting personal goals for improvement, seeking help, and developing new study strategies rather than feeling defeated. 2. Social Interest (Gemeinschaftsgefühl) Central to Adler’s theory is the concept of social interest, - refers to an individual's sense of belonging and contribution to society. Adler believed that overcoming challenges is easier when individuals feel connected to others and are motivated by a desire to contribute to the greater good. When facing challenges, Adler would encourage individuals to foster relationships and work collaboratively with others. Example: a person struggling with a personal issue might find strength in seeking support from friends, family, or a community, rather than isolating themselves. Adler recognized that maladjustments among some individuals are due to a lack of social interest. Two external factors that lead to these maladjustments are a pampered style of life and a neglected style of life. Pampering or Spoiling in Childhood Children who are overly pampered or spoiled may develop - develop a sense of entitlement and lack the necessary skills to interact with others in a socially cooperative way. They might expect others to cater to their needs without reciprocating. - can lead to selfishness, a lack of empathy, and difficulties in forming genuine connections, all of which hinder the development of social interest. Such individuals may struggle with relationships and have difficulty adjusting to the demands of adulthood. Neglect in Childhood Conversely, children who experience neglect may develop feelings of distrust or hostility towards others. Without positive social interactions early in life, they may  fail to learn how to care for others or contribute to a community. Neglected individuals may become isolated, suspicious, or aggressive, leading to difficulties in social adjustment. They might see others as threats rather than as potential sources of support or companionship, impeding the development of social interest. Expressing One’s feelings about others’ expectations Each person plays different roles in society because of the many relationships he/she forms. With each role comes a unique set of expectations that are required (and sometimes demanded) by someone else. It helps to discuss these expectations and be transparent about which of those one can or cannot deliver. That way, both sides are fully aware of the situation, and understand and see things from a different perspective, which may help guide or foster improvement. In facing and dealing with one's challenges, it pays to come from a position of more secure inner self-knowledge. When one knows oneself, it is easier to discern what is good or not helpful for him/her. Being more grounded inside, one is better able to communicate clearly and effectively. This way of presenting oneself carries a natural air of realistic self-confidence and a sense of persuasiveness which communicates that one truly believes what he/she says and wishes others to also understand that. References: (APA Format) 1. Feist J. & Feist, J.G., Roberts, T.(2018). Theories of Personality (9th Ed.). New York, NY: McGraw Hill Companies, Inc. 2. Llaneza-Ramos, M. L. (n.d.). *Personal Development: A Journey to Self-Awakening for Senior High School* (Revised ed., 1st ed.). C&E Publishing, Inc. 3. MSEd, K. C. (2024, April 22). Freud's Concepts of Thanatos and Eros. Verywell Mind. https://www.verywellmind.com/life-and-death-instincts-2795847 4. Simply Psychology. (2024, January 25). Id, Ego, & Superego | Freud & Examples. https://www.simplypsychology.org/psyche.html