© 2009 Allyn & Bacon Publishers 12 Social and Personality Development in Adolescence This multimedia product and its contents are protected under copyright law. The following are prohibited by law: any public performance or display, including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or part, of any images; any rental, lease, or lending of the program.

© 2009 Allyn & Bacon Publishers Psychoanalytic Perspectives Freud –Genital Stage “Last stage” of personality development Includes both adolescents and adults Channel libido into a healthy sexual relationship Theories of Social and Personality Development

© 2009 Allyn & Bacon Publishers Identity is a sense of self-continuity Reflects understanding of one’s unique traits and how they manifest across ages and social roles Identity crisis –Identification with peer groups protects against emotional turmoil Role confusion results from the inability to have an integrated view of self –Adolescence brings new demands and roles Psychoanalytic Perspectives Erickson: Identity versus Role Confusion Stage

© 2009 Allyn & Bacon Publishers Identity formation has two key parts –Crisis Period of decision-making when old values and choices are reexamined –Commitment Follow some specific role, value, goal, or ideology Marcia’s Theory of Identity Achievement

© 2009 Allyn & Bacon Publishers Identity Achievement Moratorium Foreclosure Identity Diffusion Quest for personal identity can continue through the lifespan Marcia’s Theory of Identity Achievement Identity Statuses

© 2009 Allyn & Bacon Publishers Figure 12.1 Marcia’s Identity Statuses

© 2009 Allyn & Bacon Publishers More abstract definition of psychological self –Comprised of enduring traits, beliefs, personal philosophy, and moral standards –Able to see oneself in different roles Academic self-concepts come from internal comparisons and external comparisons Social self-concepts predict behavior Appearance less important in later adolescence Self-Understanding

© 2009 Allyn & Bacon Publishers Figure 12.2 Changes in Teens’ Self-Descriptions Figure 12.2

© 2009 Allyn & Bacon Publishers Sense of global self-worth Overall, self-esteem rises through adolescence High self-esteem associated with positive developmental outcomes such as good grades or resisting peer pressure Boys more likely than girls to either have continuous high self-esteem or rising self- esteem during adolescence Self-Concept and Personality Self-Esteem

© 2009 Allyn & Bacon Publishers Adolescents more often now understand sex roles as social conventions More flexible Sandra Bem’s typology –Masculine –Feminine –Androgynous –Undifferentiated Gender Role Identity

© 2009 Allyn & Bacon Publishers Figure 12.3 Bem’s Gender Role Categories Figure 12.3

© 2009 Allyn & Bacon Publishers Self-identification as a unique individual AND Self-identification as a member of their specific group –Often poorly supported by dominant culture –Family support and teaching helps form a strong sense of ethnic identity Jean Phinney’s 3 stages of ethnic identity formation –Unexamined ethnic identity –Ethnic identity search –Clear ethnic identity Ethnic Identity

© 2009 Allyn & Bacon Publishers Bi-Racial Teens Achieving identity may be more complex Factors that can interact with the teen’s personality: –Hazing and emotional trauma –Family variables –Neighborhood variables –Presence of other salient identities

© 2009 Allyn & Bacon Publishers Immigrant Teens Possible clashes between parents’ cultural values and the new culture –Communal versus individualism for Asian- American teens –May feel guilty about individualist strivings Many such teens develop a bicultural identity

© 2009 Allyn & Bacon Publishers Preconventional reasoning –Judgments are based on positive or negative consequences to the child Stage 1 – punishment and obedience orientation Stage 2 – individualism, instrumental purpose, and exchange Moral Development Kohlberg’s theory of moral reasoning

© 2009 Allyn & Bacon Publishers Conventional reasoning –Judgments are based on rules or norms of a group to which the individual belongs. Stage 3 – Mutual interpersonal expectations, relationships, and interpersonal conformity Stage 4 – Social system and conscience (“Law and Order”) Moral Development Kohlberg’s theory of moral reasoning

© 2009 Allyn & Bacon Publishers Postconventional reasoning –Judgments based on emergence of a personal reasoning and principles Stage 5 – Social contracts orientation Stage 6 – Universal ethical principles Moral Development Kohlberg’s theory of moral reasoning

© 2009 Allyn & Bacon Publishers Figure 12.4 Colby & Kohlberg’s Longitudinal Study of Moral Reasoning Figure 12.5

© 2009 Allyn & Bacon Publishers Age and corresponding cognitive development needed to progress from stage to stage Decline of egocentrism is critical Role-taking improves an adolescent’s ability to reason from another’s perspective Support from the social environment needed to sustain moral reasoning Growth of moral reasoning associated with increases in adolescent prosocial behaviors and decreases in antisocial behavior Causes and Consequences of Moral Development

© 2009 Allyn & Bacon Publishers Approach may be too narrow to be considered universal Non-Western cultures do not fit well with Kohlberg’s approach –Although justice is an important moral concept around the world, –Justice does not supercede all other moral considerations in non-Western cultures Criticisms of Kohlberg’s Theory Culture and Moral Reasoning

© 2009 Allyn & Bacon Publishers Empathy – ability to identify with others’ emotions both cause and consequence of moral development Age-related and individual differences in ability to regulate emotions should be considered Inability to control emotions triggers antisocial behaviors Criticisms of Kohlberg’s Theory Moral Reasoning and Emotions: Nancy Eisenberg

© 2009 Allyn & Bacon Publishers Ethics based on caring for others and on maintaining social relationships are important Justice and care are two distinct orientations Girls are more likely to reason based on care orientation, boys relatively more on justice Recent research of sex differences suggests North American bias Criticisms of Kohlberg’s Theory Moral Reasoning and Emotions: Carol Gilligan

© 2009 Allyn & Bacon Publishers Moral reasoning and moral behavior correlated but relationship far from perfect Neither adolescents nor adults reason the same way in every situation—situational factors may determine actual behavior Moral dilemmas featuring celebrities evoke less moral reasoning among teens Criticisms of Kohlberg’s Theory Moral Reasoning and Behavior

© 2009 Allyn & Bacon Publishers Adolescent behavior that breaks laws Delinquents lack empathy (for parents, victims, etc) Are behind peers in moral reasoning because of deficits in role-taking skills Childhood-onset problems more serious and more often persist –Temperament and personality play a role. –Parents who fail at early attempts to control bad behavior may worsen the behaviors –Delinquent adolescents may exhibit serious disturbances in thinking Adolescent-onset problems typically reflect peer-group influences Moral Development and Antisocial Behavior Delinquency

© 2009 Allyn & Bacon Publishers Adolescents have two tasks: establish autonomy and maintain relatedness Conflicts with parents increase but attachment still high –Center around everyday issues, chores, appearance Individual traits and cultural factors affect the degree and meaning of parent–teen conflict. Social Relationships Parents

© 2009 Allyn & Bacon Publishers Attachment –Remains strong during adolescence –Teenager’s sense of well-being or happiness is more strongly correlated with the quality of attachment to parents than to peers –Strong attachments associated with academic success and good peer relations Relationships with Parents

© 2009 Allyn & Bacon Publishers Figure 12.6 Sources of Support for Adolescents

© 2009 Allyn & Bacon Publishers Friendships become increasingly intimate –Share more inner feelings and secrets –More knowledgeable about each other’s feelings More stable than those of younger children Electronic communication more important, such as –Thus today’s teens have wider range of friendship than earlier generations did Relationships with Peers Friendships

© 2009 Allyn & Bacon Publishers Teens vary considerably in the interpersonal skills needed to maintain friendships –Important to learn negotiation and conflict skills –Reasons for ending friendships reflect differences in rate of development of social skills. Shared interests and activities continue to be important Relationships with Peers Friendships PLEASE NOTE TYPO P. 359 “insignificant”

© 2009 Allyn & Bacon Publishers Relatively stable in adolescence Share values, behaviors, identity status Teens report that when explicit peer pressure is exerted, it is likely towards positive rather than negative activities Relationships with Peers Peer Groups

© 2009 Allyn & Bacon Publishers Clique – 4 to 6 young people who are strongly attached to one another –Early years cliques are same-sex Crowds – larger sets that include males and females –Break down into heterosexual cliques and then into loose associations of couples –Crowds are popular between 13 and 15 Reputation-based group – teen identifies with group either by choice or by peer designation Relationships with Peers Changes in peer group structure

© 2009 Allyn & Bacon Publishers Proceed at a faster pace for girls than for boys Skills gained in relating to other-sex peers in friendships and mixed groups prepare them for romantic relationships Social competence in a variety of relationships prepares teens to move to romantic relationships –Physical sexuality coupled with skills in personal intimacy –The sense of being in love is an important factor in adolescent dating patterns Relationships with Peers Romantic Relationships: Heterosexual Teens

© 2009 Allyn & Bacon Publishers Relationships with Peers Romantic Relationships: Homosexual Teens Become aware of same-sex attraction at about ages 11 or 12 May initially experiment with heterosexual relationships Boys act on same-sex attraction earlier than girls do Social support from clubs and extracurricular activities is important for gay and lesbian teens

© 2009 Allyn & Bacon Publishers Did you have a best friend or friends when growing up? Was your group of friends like what those described by research? Were your grade school friends important to you? What stage of identity development, as described by Marcia, have you achieved? Why? How does one get to identity achievement? Questions to Ponder