Social Development during Adolescence Chapter 4

Social Development and Rites of Passage Formal Rites of Passage – Religious (Bar/Bat Mitzvah; Confirmation; Walk- About) – Academic (Transition in Schooling; Graduation) Informal Rites of Passage – Drivers’ License – Social Clubs – What others????? What functions do rites of passage serve?

Social Roles Contexts of Roles – Family Roles – Friendship Roles – School/Student Roles – Employee Role Conflicts – Within Context – Across Contexts

Personality Development Psychoanalytic Theories: – Largely driven by unconscious forces – Largely formed by childhood – Neuroscientific evidence suggests that some of our drives may be outside our conscious awareness Problems with Psychoanalytic Theory – Explanations occur in hindsight – Traumatic events across the lifespan can bring about change in personality

Personality Development Trait Theory—The Big Five – Trait: Relatively stable over time with some variability Openness to experience Conscientiousness Extraversion Agreeableness Neuroticism – Traits tend to be relatively stable across adolescence

Personality Development Trait Theory (cont’d) – South, Krueger, Johnson & Iacono (2008) The contribution of genetic and environmental forces varied as a result of the adolescent’s personality and parent interaction; The genetic-environment interaction is complex and varies according to multiple factors

Temperament Temperament: – Patterns of arousal and emotionality that are consistent and enduring (Feldman, 2008, 122) Activity level Irritability level – Strong genetic component – Frequently observable in neonates – Impact of temperament can be moderated by environmental forces (e.g. parental reactions, peers’ reactions)

Moral Development Piaget—Understanding rules & intent – Heteronomous morality Rigid rules with no necessary agreement on rules Little or no focus on intent – Incipient cooperation: Rigid rules, but shared understanding Some focus on intent based on rules – Autonomous cooperation: Rules exist Rules can be changed by participants Intent is considered

Moral Development Kohlberg’s Theory – Moral reasoning: Process of making a judgment, not the judgment itself is the object of study – Tied to cognitive development and experience – Assessment is based on moral dilemmas and the reasoning one uses to resolve them – Based on Levels and Stages of reasoning

Moral Development Kohlberg’s Theory – Level 1: Preconventional Self-serving interests Focus is on outcomes for the individual – Stage 1: Rules followed to avoid punishment; morality is based on decisions that will avoid negative outcomes – Stage 2: Transition from avoiding negative to seeking benefit or reward

Moral Development Kohlberg’s Theory – Level 2: Conventional Moral decisions are based on societal rules and conventions for being accepted as good members of society – Stage 3: Moral decisions are made in order to manage others’ impressions and maintain their respect; – Stage 4: Moral decisions are made to comply with rule of law and societal rules

Moral Development Kohlberg’s Theory – Level 3: Postconventional Moral reasoning at this level transcends specific societal or personal rationales and moves to a broader set of principles that transcend time and context – Stage 5: Reasoning here is based on a sense of what is right; rules and laws are seen as malleable based on social contracts – Stage 6: Decisions are based on universal principles that transcend time and context; Rules or Laws that violate these principles are not obeyed

Moral Development Gilligan’s Moral Development: – Kohlberg’s model was based on a masculine/male perspective of justice – Feminine approach would be based on relationships and care (the ethic of care) – Gender role may be more important than biological sex

Moral Development Gilligan’s Moral Development: – Stage 1: Self-Care from Need: Orientation toward individual survival – Stage 2: Other-Care from Need: Sacrifice self for others’ needs – Stage 3: Self-Other Care from Need: Recognize the value in working to balance costs and benefits for all concerned Research has demonstrated that both Kohlberg’s ideas and Gilligan’s ideas work for both sexes

Moral Development Social Learning Models of Moral Development – Modeling moral behavior (e.g. observing a coach reinforcing winning at any cost; observing a teacher rewarding one of your friends for helping a special needs student) – Model Characteristics: Well respected Viewed as competent Seen as similar to the observer

Moral Development Moral reasoning VS Moral Behavior – Evaluation of moral reasoning takes place out of context – Moral behavior is typically contextualized and brings emotional loading – Adolescents are vulnerable to peer pressure and influence hence the context can sway decisions to act even in the face of high levels of moral reasoning – Perceived negative outcomes (costs) can be see as being outweighed by positive outcomes (benefits) – Personal fable and imaginary audience