 Piaget  Erikson  Kohlberg

 Name and describe the three stages.  Hand in homework.

What is it?

 Adolescence: the period of development between childhood and adulthood.  From about

 Rites of Passage: a socially recognized and ritualized change to status, such as the passage to adulthood.  Ex. Graduation, baptisms, bar mitzvahs, weddings, etc.  Share an example of a rite of passage you have been through with a neighbor.

 Young men required to put their hands into mittens filled with hundreds of bullet ants.  The bite is approximately 20 more painful that being stung by a wasp.

 Allows you to think abstractly about the future.  Can think about what might be, what could be, if certain things took place.  High level of reasoning ability helps adolescents consider how the world could be a better place.

 A level of moral reasoning in which personal ethics and human rights come into play.

 One of the hardest issues to deal with is trying to find an identity.

 Adolescents often create small “exclusive” groups which are used as a form of self-protection.  When they identify with a particular group they take on its dress code, use its slang, and engage in its “approved” activities.  Creates a sense of belonging.

 Crowds: large groups with loose rules and changeable memberships.  Cliques: a very tightly knit group with limited membership and strict rules of behavior.  Gangs: a rebellious, antisocial group with strict rules.

 With a partner discuss and write down the following: › Examples of crowds and cliques at Castle › Benefits of being a part of a crowd or clique › Negative effects of being a part of a crowd or clique.

 Saw support from social groups as necessary for exploring identity.  Group identity versus Alienation.  Developing a sense of yourself as an individual means achieving identity and never reaching this goal results in identity confusion.

 Divided Erikson’s identity crisis into four states.  States not stages so you do not progress from one to the next and you may not go through all of them. › Identity Foreclosure › Identity Diffusion › Moratorium › Identity Achievement

 When an adolescent accepts the identity and values he or she was given in childhood.  They have not experimented with possibilities.  Their self-concept defined by other people.

 Adolescents who don’t have a clear idea of their identity and are not trying to find one.

 Adolescents who are trying to achieve an identity through experimentation and trial and error.

 Adolescents who have gone through the identity crisis and come out with a well- defined self-concept.  Their identities may be expanded and further defined but the basics are there.

Pink: ForeclosureOrange: Diffusion Yellow: Moratorium Green: Achievement 1) Jeremy ignored questions about what career to choose and went to work for his dad. Identity Foreclosure

Pink: ForeclosureOrange: Diffusion Yellow: Moratorium Green: Achievement 2) Hazel dated the same man for six years, had some good times and some bad, then finally married him because she loved him. Identity Achievement

Pink: ForeclosureOrange: Diffusion Yellow: Moratorium Green: Achievement 3) Josephine could not care less about a career and takes any job that comes along. Identity Diffusion

Pink: ForeclosureOrange: Diffusion Yellow: Moratorium Green: Achievement 4) Harold wants to make the right decision about college but will not decide until he explores several possibilities. Moratorium

 Read the Article silently on your own and answer the questions.  This is a summative.