Identity Development “Who are you?” said the Caterpillar. Alice replied rather shyly, “I—I hardly know, Sir, just at present—at least I know who I was when I got up this morning, but I must have changed several times since then.” — Lewis Carroll, English Writer, 19th Century “Who are you?” said the Caterpillar. Alice replied rather shyly, “I—I hardly know, Sir, just at present—at least I know who I was when I got up this morning, but I must have changed several times since then.” — Lewis Carroll, English Writer, 19th Century

Self Understanding The adolescent’s cognitive representation of the self The substance and content of the adolescent’s self-conceptions

Dimensions of Self- Understanding Abstraction and Idealism Differentiation Fluctuating Contradictions Real vs. Ideal; True vs. False

Dimensions of Self- Understanding Social Comparison Self-Consciousness Self-Integration

Self-Understanding & Social Contexts Adolescent’s self-portraits can differ depending on whether they are with their mother, father, close friend, romantic partner, or peer They also can differ depending on whether the adolescent is in the role of student, athlete or employee

Self-Esteem and Self-Concept What are Self-Esteem and Self- Concept? –Self-esteem – Global evaluative dimension –Self-concept – Domain-specific evaluation How are They Measured? –Harter’s Self-Perception Profile for Adolescents

Self-Esteem and Self-Concept Does Self-Esteem Change During Adolescence? Is Self-Esteem Linked to Success in School and Initiative? Are Some Domains More Closely Linked to Self-Esteem Than Others?

Self-Esteem and Self-Concept Correlations Between Global Self-Esteem and Domains of Competence Fig. 5.3

Self-Esteem Parenting attributes associated with boys’ high self-esteem –Expression of affection –Concern about the boys’ problems –Harmony in the home –Participation in joint family activities –Availability to give competent, organized help when the boys needed it –Setting clear and fair rules –Abiding by the rules –Allowing the boys freedom within well-prescribed limits

Consequences of Low Self- Esteem For most adolescents, the emotional discomfort of low self-esteem is temporary In some adolescents, low self-esteem can develop into other problems: –Depression –Suicide –Anorexia –Delinquency

Increasing Adolescents’ Self- Esteem 1.Identify the causes of low self-esteem and the domains of competence important to the self 2.Provide emotional support and social approval 3.Foster achievement 4.Help adolescents to cope

Identity Erikson –Identity vs. Identity Confusion –Personality and Role Experimentation –Some Contemporary Thoughts Copyright © The McGraw-Hill Companies, Inc. Permission required for reproduction or display.

Four Identity Statuses Marcia’s Four Statuses of Identity Fig. 5.4

Developmental Changes Family Influences –Individuality: Consists of (1) self-assertion, ability to have and communicate a point of view; and (2) separateness, expressing how one is different from others –Connectedness: Consists of (1) mutuality, sensitivity to and respect for others’ views; and (2) permeability, openness to others’ views

Cultural and Ethnic Identity Defining and Exploring Ethnic Identity Contexts of Ethnic Identity Development

Erikson Males oriented toward career and ideological commitments Females oriented around marriage and childbearing. Gender and Identity Development

As females have developed stronger vocational interests, these gender differences are disappearing

What is Gender? Sex –Biological dimension of being male or female Gender –Sociocultural and psychological dimensions of being male or female Gender Roles –Expectations prescribing how females and males should think, act, and feel

Social Influences on Gender Parental Influences Siblings Peers Schools and Teachers Mass-Media Influences

Cognitive Influences on Gender Cognitive Developmental Theory of Gender –Children’s gender-typing occurs after they have developed a concept of gender –Once children think of themselves as male or female, they organize their world on the basis of gender

Cognitive Influences on Gender Gender Schema Theory –Gender-typing emerges as individuals gradually develop gender schemas of what is gender-appropriate and gender- inappropriate in their culture