Adolescent and Young Adulthood Social and Emotional Development - The Self PDF

Adolescent and Young Adulthood Social and Emotional Development - The Self  Learning Objectives Explain how self-concepts and self-esteem change during adolescence. Explain how a sense of identity develops in late adolescence and emerging adulthood. Explain Erikson's stages of...

Adolescent and Young Adulthood Social and Emotional Development - The Self  Learning Objectives Explain how self-concepts and self-esteem change during adolescence. Explain how a sense of identity develops in late adolescence and emerging adulthood. Explain Erikson's stages of psychosocial development; Identity vs Identity Confusion and Intimacy vs Isolation. Describe how ethnic-racial identity develops. Review Kohlberg's theory of moral thinking and new directions of moral development. Explain how culture affects moral development. Instructions Please review the entire powerpoint presentation. You will notice that there is a picture of a “sticky note” on various slides (4, 12, 16, 20, 27, 28 & 37) throughout the presentation. Please complete the work in a word document and upload it to the folder, “The Self” by 11:00am, November 5. Getting Started 1. What influences have had the greatest impact on your identity and self-esteem? How and why? 2. When you were an adolescent what did you aspire to be? Do you feel you are developing towards this? How does this make you feel? 3. When you were an adolescent what did you fear you might become? Why? 4. Do you find your personality to be the same regardless of what situation you find yourself in? Explain. 5. How do you think others see you? Do you feel that it is generally how you see yourself?  Introduction Advances in cognitive development and an increase in abstract thinking leads to questions about themselves and the ability to come up with answers that are more complex and insightful. “What kind of person am I?” “What characteristics make me who I am?” “What am I good at, and not-so-good at?” “How do other people perceive me?” “What kind of a life am I likely to have in the future?” This leads to changes in self-esteem, emotional understanding, and identities. (Arnett, 2013)  Different Kinds of Selves Children – describe themselves in concrete terms – “I have a dog named Fred.” Adolescents – begin to describe themselves in terms of traits – “I am good at art” or “I am a kind person.” As adolescents continue to develop, their descriptions become more abstract – sensitive, friendly, popular, anxious, obnoxious etc. They begin to distinguish between their actual self and possible selves (Arnett, 2013).  Selves Cont… They also compare themselves to their peers and this contributes to the development of self. Compare me to peers that do well academically – “I am not smart.” Compare me to peers that struggle academically – “I am smart.” (Manis & Pencer, 2020)  Feared Self Dread becoming Often related to significant people in their life – “I don’t want to become an alcoholic like my mother.” “I will never treat my children the way my parents treated me.”  Possible Self Ideal Self Feared Self Whom they would like to be. Dread becoming Become aware of what you are and what you would like to be. Often related to significant people If the discrepancy is large enough (between in their life – “I don’t want to who you are and what you like to be) it can become an alcoholic like my lead to feelings of failure, depression and mother.” inadequacy. Greatest in mid-adolescence. Can be a motivating factor to make changes. (Arnett, 2013) Healthiest to posses a balance of an ideal self and a feared self.  False Self The self a person may present to others while realizing that it does not represent what he or she is actually thinking or feeling. Recognizing these contradictions can be confusing as they try to sort out the “real me.” However, it does not mean that they are confused about who their “real self” is. They begin to understand that their feelings and behaviours can vary from day to day and from situation to situation (Arnett, 2013). 1. What/who is your feared self? 2. What is your ideal self? 3. Who is your false self?  Self Concept – Early Adolescence 12-13yrs Contradictory multiple self-concepts – I am quiet around my peers, but I am outgoing with my family. They don’t feel it is necessary to make sense of the contradictions. Also not aware that opposing statements may be true under different circumstances. Self-concept changes frequently based on feedback from people in their lives. The friend is upset with them – “I am a bad friend.” The friend is happy with them – “I am a good friend.” (Manis & Pencer, 2020)  Self Concept – Middle Adolescent 14-16 yrs Begin to become aware of the contradictions across different social contexts. Still not able to integrate it into a consistent picture of themselves. Tend to have lower self-esteem in this stage – continually compare themselves to others. Perceptions of their peers greatly impact their own perception of their actual self. (Manis & Pencer, 2020)  Self-Concept – Late Adolescent 17-18 yrs Coordinate contrasting self-perceptions of themselves. I am quiet in class when I don’t understand the topic, however, I am talkative in class when I am knowledgeable about the topic – I am adaptable given the situation I find myself in. Less concerned about their peers’ opinions – develop their own personal values, beliefs and morals. Self-esteem tends to rise – begin to feel a sense of mastery in certain areas. (Manis & Pencer, 2020) Question You are walking into the front entrance of a building. There are two doors you must choose from. One says “Beautiful” and the other says “Average.” Which door do you walk through? Dove Choose Beautiful Campaign 1. Which door would you choose and why? 2. What are the most significant factors that influenced your decision?  Self-Esteem Self-esteem – a person’s overall sense of worth and well-being. Self-image – a person’s evaluation of his or her qualities and relations with others. Self-esteem declines in early adolescence, then rises through late adolescence and emerging adulthood – Why? – Imaginary audience Self-esteem varies depending on who they are with – the more enjoyable and secure their social relationships, the more stable their self-esteem is. Self-esteem varies among cultures – very much an American phenomenon – in traditional Asian culture, self-criticism is a virtue and high self-esteem is a character problem (Arnett, 2013).  Self-Esteem cont… Parents and peers tend to be most influential on self- esteem – adolescents want to be accepted by both.  Self-Esteem Cont… Baseline Self-Esteem Barometric Self-Esteem A person’s stable, Different thoughts, enduring sense of worth experiences, and and well-being. interactions in the course of a day. Early adolescence – intense – fluctuations in moods (Arnett, 2013). Harter’s Self-Perception Profile for Adolescence (1989) – 9 Domains Self-esteem will vary amongst 9 different domains. You can have high self-esteem in one area and low self-esteem in another. 1. Review pages 3-4 in the link below. What are the 9 different domains? 2. What 2 areas do you think have the most impact on adolescent self-esteem? Self-PerceptionProfileforAdolescents.pdf (Arnett, 2013)  Self-Esteem in Emerging Adulthood Individuals have passed through the awkward changes of puberty and are more comfortable with their bodies. Relationships with parents generally improve and are less conflictual. They have left secondary education where peer evaluations are a part of everyday life and can be harsh. More control over the social context of everyday life – emphasize the contexts they prefer and avoid those they dislike (Arnett, 2013). Erikson’s Psychosocial Theory  Erikson Erikson indicates that “A sense of identity is never gained nor maintained once and for all……It is constantly lost and regained.” However, adolescence is a time when identity issues are most prominent and crucial to development. It is important to establish a clear identity in adolescence as a basis for initial commitments in adult life and as a foundation for later stages of development (Arnett, 2013).  Identity VS Identity Confusion (12-18yrs) Identity Identity Confusion Establishing a clear and definite Fail to form a stable and sense of who they are and how they fit into the world around secure identity. them. Failure to establish Involves reflecting on your traits, commitments in these abilities & interests and sifting areas (love, work, through the range of life choices available in your culture, trying ideology) (Arnett, 2013). out various possibilities and ultimately making commitments – love, work and ideology (beliefs and values).  Erikson Cont… Erikson believed that adolescents needed to become engaged in two processes: exploration and commitment. For example, an occupational identity crisis might involve exploring one’s areas of strength and weakness, talking to people from different occupations to gauge one’s interest in that type of work, and committing to a program of study to prepare for that career. (Manis & Pencer, 2020)  James Marcia - Identity Status Model James Marica studied the process of exploration (crisis) and commitment. Psychosocial Moratorium: a period when adult responsibilities are postponed as young people try on various possible selves (jobs, relationships, religion). More common in societies that value individualism. Identity formation is founded partly on identifications made in childhood For example, children identify with parents Adolescents reflect on identifications and decide which they want to embrace Copyright © Pearson Education 2013 James Marcia cont. Marica's Identity Statuses Watch the video and answer the following questions, 1. What are the 2 determinants of status? 2. What are the 4 identity statuses? 3. Status is determined by the __________, not the outcome. 4. You can have a different status for different components of _____. 5. People can move in and out of different statuses. True or false? 6. What three variables can impact one’s status? Questions 1. I have been a dentist for 15 years. My mother and grandfather were dentists, and I have always known that I would become one as well. 2. I am 28 years old. I have 3 different diplomas that all pertain to social services. I know I want to work with people, but I am still not sure what that will look like. 3. I am 30 years old. I have worked one job for 2 months during this time. I am currently being supported by my parents. I spend most of my days sleeping, watching television and hanging out with friends. 4. I have always known I wanted to work with children. During high school, I did a co-op in a daycare centre and I worked part-time at the Boys and Girls club. When I graduated high school, I enrolled in the CYC program at Durham College and graduated 2 years later. I am now currently working at Kinark Family Services, and I know I am doing what I am supposed to be doing. What is the status for each scenario - Diffusion, Moratorium, Achievement or Foreclosure?  Identity Status Only 56% of individuals were classified as identity achieved at ages 21 to 24. Why does identity achievement tend to occur in adulthood rather than late adolescence, as Erikson originally proposed? Due to economic and social changes, various life tasks—such as deciding on a career, forming an adult romantic relationship, and starting a family—have become more complicated and take longer to attain than they did several decades ago. (Manis & Pencer, 2020)  Moral Development Prior to adolescence – young people conform to avoid disapproval or dislike by others, especially authority figures. Very concrete thinking. Early adolescence – (12-13) – teens begin to think abstractly. This leads them to question rules and expectations which they previously easily accepted. For example, why is my curfew 10:00pm? Middle adolescence & late adolescence (14-18) – teens begin to develop their own moral code. Their behaviour may not be consistent with their moral codes; they haven’t made the connection yet. Smoking is bad but they still try it. By the end of this period, they tend to match their behaviour with their moral codes. Emerging adulthood (18 -25) – start to think about high-level abstract concepts such as respect, justice, equality etc. Kohlberg’s Theory of Moral Development Please watch the following video; https://youtu.be/bounwXLkme4 Identify the three different levels and the 6 steps (each level consists of 6 steps). Provide a brief explanation for each step.  Emerging Adulthood Erikson’s Psychosocial Theory Intimacy vs Isolation (18-35) Focus is on developing close, intimate relationships. Aspects 1. Selflessness – the sacrifice of one’s own needs to those of another. 2. Sexuality – the experience of joint pleasure from focusing not just on one’s own gratification but also on that of one’s partner. 3. Deep Devotion – efforts to fuse one’s identity with the identity of a partner (Feldman & Landry, 2014). Crisis not achieved Those who experience difficulties in this stage are often lonely, isolated, and fearful of relationships. Their difficulties may stem from an earlier failure to develop a strong identity (Feldman & Landry, 2014).  Limitations 1. Erikson limited healthy intimacy to heterosexuality. 2. Same-sex partners, couples childless by choice, and other relationships different from Erikson’s ideal were regarded as less than satisfactory. 3. He focused more on men than women. 4. He did not consider ethnic identity (Feldman & Landry, 2014).  Ethnic and Racial Identity Despite their interchangeable use today, ethnicity and race can be distinguished—an individual may be classified as racially black but ethnically Nigerian or Haitian. Ethnic-Racial Identity – attitudes and beliefs people have about the meaning of their ethnic or racial group memberships. Please watch the video below. Please review the article below Ethnic and Racial Identity Development - Ad olescence - ACT for Youth 1. What are the three stages in ethnic identity development? 2. What are the four racial identity statuses?  Upcoming Reminders November 12 – Test 2 November 19 – Work/Consultation period – this class is for you to work on your Major Assignment. If any group wants to meet with me during this time, please let me know via e-mail. Presentations begin November 26.  Presentations November 26 December 3 11:15-11:45 – Hailey, Syd 11:15-11:45 – Sara, & Abby Mischa & Jack 11:50-12:20 – Jessica & 11:50-12:20 – Hayley F & Allyson Ashley 12:20-12:45 – break 12:20-12:45 – break 12:50-1:20 – Caleb & 12:50-1:20 – Sierra & Shanti Emily  Presentations December 10 11:15-11:45 – Jedayne, Ola & Mayse 11:50-12:20 – Melanie, Susan & Sabrina  Learning activity – due one week prior to the presentation. I will post the learning activities and oversee the submission of them. Reminder s for Powerpoint/working log/interview notes/reference page – due by midnight Presentat the night before the presentation ions Peer Evaluations – due one week after the presentation – except for the 2 groups presenting in the last week – they are due 2 days after (Thursday)  Attendance & Participation This part of the assignment is worth 10% You are required to attend all presentations and actively participate. This means arriving to class on time (beginning and after break) and remaining for the entire class. Once a presentation has begun, late students will be asked to wait outside until they are invited to enter. Please put cell phones away during presentations. You are required to complete a learning activity per presentation. They are due one week after the presentations for the first 2 weeks and 2 days after the last week presentations (Thursday).  References Arnett, J.J. (2013). Adolescence and Emerging Adulthood: A Cultural Approach (5th ed.). New Jersey: Pearson Education Inc. Feldman, R.S. & Landry, O. (2014). Discovering the Lifespan (Canadian ed.). New Jersey: Pearson Education Inc. Manis, F.R. and Pencer, A. (2020). The Dynamic Child. (Canadian Edition) Toronto ON: Pearson Canada Inc.