Socioemotional Development in Adolescence: The Self PDF

Socioemotional Development in Adolescence: The Self Self-reflection in Adolescence What kind of person am I? What am I good at? How do other people see me? What kind of life will I have in 20 years?.... Enhanced cognitive capacity in adolescence...

Socioemotional Development in Adolescence: The Self Self-reflection in Adolescence What kind of person am I? What am I good at? How do other people see me? What kind of life will I have in 20 years?.... Enhanced cognitive capacity in adolescence means that adolescents change in their self- conceptions, self-esteem, and their emotional understanding. In addition, it further means that adolescents change in their identities.  Childhood vs. Adolescence I’m complicated. I’m sensitive, I have a dog named outgoing, popular and tolerant. I Jake and a can be shy in some brother named Silas. circumstances. I can also be self- I’m good at sports, conscious, even obnoxious when. so good at but not I’m upset….I have a positive view school. of humankind…. Trait-focused, traits more abstract, Concrete terms, personality related to traits characteristics  The Self in Adolescence The capacity for abstract thought means an adolescent can distinguish between: – Actual Self “Who I am” – Possible Selves “Who I might become” Ideal Self “Who I would like to be” Feared Self “Who I dread becoming”  More Complex The formal operational ability to perceive multiple aspects of a situation or idea mean I recognize contradictions in that self-understanding my personality…. becomes more Which is the REAL me??? complex in I’m shy around my relatives, adolescence. but outgoing with my friends…. I’m aware that I sometimes show a FALSE self to others that isn’t really the me or the way I think and feel  Erikson’s Theory: Identity vs. Role Confusion Identity Major personality attainment of adolescence. Crucial step toward becoming a productive, content adult. Involves who you are, what you value, and your direction in life. Drives choice of vocation, interpersonal relationships, ethnic group membership, expression of one’s sexual orientation, ideals.  Erikson’s Theory: Identity vs. Role Confusion Role confusion Weak sense of trust, lack of faith in ideals Little autonomy or initiative Little active exploration during adolescence Failure to choose vocation that matches interests and skills May appear shallow, directionless Marcia’s Identity Statuses Four identity statuses proposed by Marcia based on Erikson’s theory For fully achieved identity, young person must have both examined values/goals and reached a firm commitment.  Four Identity Statuses Identity Status Example “I’m not worried about what to do after Diffusion school… who cares.” “I want to be a marine biologist… no, a Moratorium lawyer… no, a hairdresser like my best friends’ mom.” “I never had to think about what to do; Foreclosure I’m taking over the farm from Dad.” “After studying in Peru, I realize I Achievement cannot work for a large corporation; I am going to be a nurse.”  Self-Esteem vs. Self-Concept Self-esteem – Refers to a person’s overall sense of worth and well-being, global evaluative dimension of the self Self-concept – Refers to the way a person views and evaluates herself or himself; domain- specific evaluations of the self Self-esteem: Defining Aspects Baseline Self-esteem – Stable, enduring sense of worth and well-being Barometric Self-esteem – Fluctuating sense of worth and well-being as one responds to different thoughts, experiences, etc., through the course of a day Adolescent Self-image: Eight Domains Susan Harter (1989 - 2006) 1. Scholastic Competence 2. Social Acceptance 3. Athletic Competence 4. Physical Appearance 5. Job Competence 6. Romantic Appeal 7. Behavioral Conduct 8. Close Friendship  Identity Development Among Marginalized Groups Historically, “minority” identity development models have focused on stages of identity development (Cross, Atkinson, Morten, Sue, Kim, Bernal, Phinney, Helms, Parham, Cass, etc.)  Identity Development Among Marginalized Groups Identification with Majority Integrative Model preference for majority norms Awareness, Encounter, Search question status in society, depression positive prejudice toward own group Identification and Immersion endorse own cultural norms and values Integration and Internalization balanced bicultural identity, secure reappraisal attitude  Intersectionality of Sociocultural Identities (Kimberle Crenshaw) Intersecting, not additive Significance of identities to the individual is fluid All of us are unique constellations of privilege and oppression