Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Chapter 12 Emotional and Social 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; Any public performance or display, including transmission of any image over a network; Preparation of any derivative work, including the extraction, in whole or in part, of any images; Preparation of any derivative work, including the extraction, in whole or in part, of any images; Any rental, lease, or lending of the program. Any rental, lease, or lending of the program.

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Erikson’s Theory: Identity vs. Role Confusion Identity defining who you are, what you value, and direction in life defining who you are, what you value, and direction in life commitments to vocation, personal relationships, sexual orientation, ethnic group, ideals commitments to vocation, personal relationships, sexual orientation, ethnic group, ideals exploration, resolution of “identity crisis” exploration, resolution of “identity crisis” Role Confusion lack of direction and definition of self lack of direction and definition of self restricted exploration in adolescence restricted exploration in adolescence unprepared for stages of adulthood unprepared for stages of adulthood

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Self-Concept in Adolescence Unify separate traits into larger, abstract ones Unify separate traits into larger, abstract ones May describe contradictory traits; social situations May describe contradictory traits; social situations Gradually combine traits into organized system Gradually combine traits into organized system qualifiers qualifiers integrating principles integrating principles DigitalVision

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Self-Esteem in Adolescence Continues to differentiate Continues to differentiate new dimensions new dimensions Generally rises Generally rises temporarily drops at school transitions temporarily drops at school transitions Individual differences become more stable Individual differences become more stable Self-esteem linked to value of activities, adjustment Self-esteem linked to value of activities, adjustment Influenced by family, culture Influenced by family, culture DigitalVision

Marcia: Identity Status Identity Achievement Identity Achievement  Crisis leading to commitment  Crisis leading to commitment Foreclosure Foreclosure  Commitment without crisis  Commitment without crisis Moratorium Moratorium  Crisis with no commitment yet  Crisis with no commitment yet Identity Confusion Identity Confusion  No commitment, No crisis  No commitment, No crisis

Marcia: 4 identity statuses Identities differ according to the presence or absence of crisis Crisis: period of conscious decision making and commitment to a personal investment in an occupation or system of beliefs (ideology). Erikson also as these as crucial to forming identity. Relationships between identity status and such characteristics as anxiety, self-esteem, moral reasoning, and patterns of behavior. Table 12-2 (page 393)

Marcia: 4 identity statuses Identity achievement (crisis leading to commitment): Made choices and expresses strong commitment to them. People with this have more maturity and are more socially competent. Parents encourage autonomy and connection with teachers; differences explored within context of maturity. High levels of ego development, moral reasoning, self-certainty, self-esteem, performance, and intimacy.

Marcia: 4 identity statuses Foreclosure (commitment without crisis): Did not explore possible choices, adopts choices of others. Rigid in opinions are questioned. Follows, not leads. Parents overly involved and avoid expressing differences. Highest levels of authoritarianism and stereotypical thinking, obedience to authority, dependent relationships, low level of anxiety.

Marcia: 4 identity statuses Moratorium (crisis without commitment yet): anxious and fearful, but self-confident. Resists parent’s authority. Not yet developed close relationship (boy/girlfriend). Will likely succeed and make commitments and achieve identity. Teen often involved in an ambivalent struggle with parental authority. Most anxious and fearful of success; highest levels of ego development, moral reasoning and self- esteem.

Marcia: 4 identity statuses Identity diffusion (no commitment, no crisis): not seriously considered options. Avoided commitments. Unsure of self and uncooperative with others. Parents do not discuss future with him; tend to be unhappy and often lonely. Parents are laissez-faire in children’s attitudes; rejecting or not available to children. Mixed results, low levels of ego development, moral reasoning, cognitive complexity, and self-certainty; poor cooperative abilities.

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Identity Statuses Level of Exploration Level of Commitment HighLow High identity achievement moratorium Low identity foreclosure identity diffusion

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Identity Status and Cognitive Style Identity achieved Information-gathering Moratorium Foreclosure Dogmatic, inflexible Diffusion Long-term diffusion Diffuse-avoidant

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Factors That Affect Identity Development Personality Personality flexible, open-minded flexible, open-minded Child-rearing practices Child-rearing practices authoritative, attached authoritative, attached Peers, friends Peers, friends Schools Schools Communities Communities Corbis Images

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Culture and Identity View of self-continuity View of self-continuity Cultural-majority adolescents Cultural-majority adolescents individualistic view individualistic view enduring personal essence enduring personal essence Cultural-minority adolescents Cultural-minority adolescents interdependent view interdependent view constantly transforming self constantly transforming self bicultural identity bicultural identity ©Nikhil Gangavane/Dreamstime.com

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Kohlberg’s Stages of Moral Development Preconventional level Stage 1: punishment and obedience Stage 2: instrumental purpose Conventional level Stage 3: “good boy–good girl” (morality of interpersonal cooperation) Stage 4: social-order-maintaining Postconventional or principled level Stage 5: social contract Stage 6: universal ethical principle

Moral Reasoning Kohlberg (Table 11-3 (page 423) Level 1- preconventional morality (ages 4-10) people act under external controls; follow rules to avoid punishment or to gain rewards stage 1: orientation towards punishment and obedience stage 2: instrumental purpose & exchange (conform for self-interest)

Moral Reasoning Kohlberg (Table 11-3 (page 423) Level 2- conventional morality (ages 11-adult) Internalize standards of authority figures; concerned about pleasing others; many never move beyond this stage Stage 3: maintaining mutual relations, approval of others/golden rule (want to please) Stage 4: social concern and conscience (ding duty, respect for authority, maintain social order; always wrong if violates a rule or harms someone)

Moral Reasoning Kohlberg (Table 11-3 (page 423) Level 3- postconventional morality (early adolescence, young adulthood, if ever) Recognize conflicts between moral standards and make own judgment on principles of right/wrong, fairness, justice. Stage 5: morality of contract, individual rights, democracy of accepted law (rational, value will of majority, welfare of society) Stage 6: morality of universal ethical principles (do what think is right, regardless of legal restrictions or opinions of others; use internalized standards)

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Research on Kohlberg’s Theory Few, if any, people reach postconventional morality. “Conventional” levels may require more profound thought than Kohlberg suggested. In real life, people often reason below levels of which they are capable. situational factors situational factors emotions emotions

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Sex Differences in Moral Reasoning? Kohlberg Rights and justice orientation Gilligan Caring for others orientation ethic of care ethic of care While males and females use both orientations, females may stress care more. greater experience as caregivers greater experience as caregivers

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Competing Issues of Morality Moral Moral Social-conventional Social-conventional Personal Personal personal rights vs. community good personal rights vs. community good Corbis Images

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Influences on Moral Reasoning Child-rearing practices Child-rearing practices caring, supportive caring, supportive discuss moral concerns discuss moral concerns Schooling Schooling Peer interactions Peer interactions Culture Culture Corbis Images

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Moral Reasoning and Behavior Modest connection Behavior influenced by many factors Emotion Emotion Temperament Temperament Situation, history Situation, history Moral self-relevance Moral self-relevance peers, family peers, family just educational environments just educational environments

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Religious Involvement and Morality Formal religious involvement declines in adolescence. Formal religious involvement declines in adolescence. Religious involvement linked to: Religious involvement linked to: more community service more community service lower drug and alcohol use lower drug and alcohol use later sex later sex less delinquency less delinquency

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Gender Intensification in Adolescence Increased gender stereotyping of attitudes and behavior Increased gender stereotyping of attitudes and behavior Biological, social, cognitive factors Biological, social, cognitive factors More in early adolescence, declines in middle to late adolescence More in early adolescence, declines in middle to late adolescence Sports & Recreation

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Parent–Child Relationships in Adolescence Autonomy Autonomy deidealize parents deidealize parents shift from parents to self and peers for guidance shift from parents to self and peers for guidance Authoritative parenting Authoritative parenting balances autonomy with monitoring as needed balances autonomy with monitoring as needed extra challenging during adolescence extra challenging during adolescence

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Family Influences on Adolescents’ Adjustment Warm, supportive relationship with parents Warm, supportive relationship with parents amount of time spent with family not a factor in conflict amount of time spent with family not a factor in conflict Family circumstances Family circumstances finances finances time time adult relationships adult relationships sibling relationships sibling relationships Absolute Family

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Characteristics of Adolescent Friendships Fewer “best friends” Fewer “best friends” Stress intimacy, loyalty Stress intimacy, loyalty closeness, trust, self-disclosure closeness, trust, self-disclosure Friends are similar or get more similar. Friends are similar or get more similar. identity status identity status aspirations aspirations politics politics deviant behavior deviant behavior DigitalVision

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Gender Differences in Adolescent Friendships Girls emotional closeness, communal concerns emotional closeness, communal concerns get together to “just talk” get together to “just talk” self-disclosure self-disclosureBoys achievement, status achievement, status get together for activities get together for activities intimacy related to gender identity intimacy related to gender identity androgynous: more likely to be intimate friends androgynous: more likely to be intimate friends

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Benefits of Adolescent Friendships Opportunities to explore self Opportunities to explore self Form deep understanding of another Form deep understanding of another Foundation for future intimate relationships Foundation for future intimate relationships Help deal with life stress Help deal with life stress Can improve attitude toward and involvement in school Can improve attitude toward and involvement in school

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Cliques and Crowds Clique Clique small group: 5–7 small group: 5–7 good friends good friends identified by interests, social status identified by interests, social status Crowd Crowd larger: several cliques larger: several cliques membership based on reputation, stereotype membership based on reputation, stereotype Sports & Recreation

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Dating Problems Too-early dating Too-early dating drug use, sex, delinquency drug use, sex, delinquency poor academics poor academics difficult family and peer relationships difficult family and peer relationships For homosexuals For homosexuals finding partners finding partners peer harassment, rejection peer harassment, rejection

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Most common psychological problem of adolescence: affects 15–20% Most common psychological problem of adolescence: affects 15–20% Twice as many girls as boys Twice as many girls as boys early-maturing girls early-maturing girls gender intensification gender intensification adults may not take seriously adults may not take seriously Factors Factors genetics genetics child-rearing practices child-rearing practices learned helplessness learned helplessness Depression in Adolescence

Depression difficulty or inability to concentrate difficulty or inability to concentrate feelings of hopelessness feelings of hopelessness weight disturbances weight disturbances sleep disturbances sleep disturbances inactivity or overactivity inactivity or overactivity lack of motivation lack of motivation low energy or fatigue low energy or fatigue inability to have fun inability to have fun thoughts of death or suicide thoughts of death or suicide

About 25% of adolescents experience depression. About 4% severely depressed Adolescent and early maturing girls, and adult women, more prone to depression than males. Possibly related to biological changes in puberty; the way girls are socialized; or due to greater vulnerability to stress in social relationships.

Risk factors: Female gender Female gender Anxiety Anxiety Fear of social contact Fear of social contact Stressful life events Stressful life events Chronic illnesses Chronic illnesses Parent-child conflict Parent-child conflict Abuse or neglect Abuse or neglect Parental history of depression Parental history of depression Body image/eating disturbance Body image/eating disturbance

Deaths from motor vehicle accidents/firearms Leading cause of teens: car accidents; 2/5 deaths in adolescence Leading cause of teens: car accidents; 2/5 deaths in adolescence Collision greatest for year olds Collision greatest for year olds Those who recently began driving Those who recently began driving Tend to drive more recklessly Tend to drive more recklessly 29% (ages15-20)- drinking 29% (ages15-20)- drinking 77%- not wearing seat belts 77%- not wearing seat belts Firearms: 1/3 of all injury deaths/85% of all homicides for ages Firearms: 1/3 of all injury deaths/85% of all homicides for ages % of guns in the home more likely to kill family member/acquaintance than self-defense 43% of guns in the home more likely to kill family member/acquaintance than self-defense

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Adolescent Suicide Related factors: A leading cause of death for American youths mental disorders mental disorders life stress life stress personality personality intelligent, withdrawn intelligent, withdrawn antisocial, emotional antisocial, emotional gender gender ethnicity ethnicity family environment family environment sexual orientation sexual orientation

Suicide Suicide is one of the leading causes of death among adolescents. Suicide rates for 15 – 24 year olds has significantly risen. Ages third leading cause of death

25% of female adolescents and 14% of male adolescents in grades 9-12 had seriously considered attempting suicide 25% of female adolescents and 14% of male adolescents in grades 9-12 had seriously considered attempting suicide 65% of college students experienced suicidal ideation and a plan at some point in their lives. 65% of college students experienced suicidal ideation and a plan at some point in their lives. 25% of adolescents indicated that if they were to commit suicide, they would do so with an automobile (1975); an interesting finding considering the number of adolescents who are killed in automobile accidents; perhaps many accidents are really suicide attempts. 25% of adolescents indicated that if they were to commit suicide, they would do so with an automobile (1975); an interesting finding considering the number of adolescents who are killed in automobile accidents; perhaps many accidents are really suicide attempts. Females are more likely to attempt suicide than males, but males are 3 times more likely to actually kill themselves. Males use more lethal methods; women use less violent methods and as a result are more likely to be rescued. Females are more likely to attempt suicide than males, but males are 3 times more likely to actually kill themselves. Males use more lethal methods; women use less violent methods and as a result are more likely to be rescued.

Self-Injurious Behavior This is often referred to as “deliberate self-harm”, “self- mutilation”, or “cutting”. Self-injurious behavior typically refers to a variety of behaviors in which an individual purposefully inflicts harm to their body for purposes not socially recognized or sanctioned and without suicidal intent. This is often referred to as “deliberate self-harm”, “self- mutilation”, or “cutting”. Self-injurious behavior typically refers to a variety of behaviors in which an individual purposefully inflicts harm to their body for purposes not socially recognized or sanctioned and without suicidal intent. Self-injurious behavior can include intentional carving or cutting of the skin, scratching, burning, ripping or pulling skin or hair, swallowing toxic substances or objects, and breaking bones. Self-injurious behavior can include intentional carving or cutting of the skin, scratching, burning, ripping or pulling skin or hair, swallowing toxic substances or objects, and breaking bones.

Self-Injurious Behavior A person who truly attempts suicide seeks to end all feelings and suffering. A person who self-mutilates seeks to feel better, experience feelings, or to vent. A person who truly attempts suicide seeks to end all feelings and suffering. A person who self-mutilates seeks to feel better, experience feelings, or to vent.

Warning Signs of Potential Suicide by Adolescents Failure to achieve in school (a sign that should be especially heeded in students who have superior or better-than-average ability). Missing school for long periods of time. Only about 11% of adolescents who committed suicide because of perceived school failure were actually in academic difficulty.

Warning Signs of Potential Suicide by Adolescents History of substance abuse, conduct problems, or affective disorders. History of substance abuse, conduct problems, or affective disorders. Poor coping skills and deficits in interpersonal relationships. Poor coping skills and deficits in interpersonal relationships. Emotional illnesses Emotional illnesses Victim/perpetrator of violence Victim/perpetrator of violence Depression Depression Poor impulse control Poor impulse control Withdrawal from social relationships. They often feel unwanted by their families or parents. Rejection by teachers and peers can also contribute to social withdrawal. Withdrawal from social relationships. They often feel unwanted by their families or parents. Rejection by teachers and peers can also contribute to social withdrawal.

Warning Signs of Potential Suicide by Adolescents Family turmoil and instability or abuse. Family turmoil and instability or abuse. History of sexual abuse. History of sexual abuse. A humiliating or shameful event (e.g., arrest, break-up of romantic relationship, or school or work failure). A humiliating or shameful event (e.g., arrest, break-up of romantic relationship, or school or work failure). Termination or failure of a sexual relationship. Many adolescents fearful of venturing in to sexual relationships become overly attached to the one boyfriend/girlfriend with whom they feel comfortable. This may be a much less significant risk factor than once thought. Termination or failure of a sexual relationship. Many adolescents fearful of venturing in to sexual relationships become overly attached to the one boyfriend/girlfriend with whom they feel comfortable. This may be a much less significant risk factor than once thought.

Warning Signs of Potential Suicide by Adolescents Academic or school problems Academic or school problems Access to firearms or other lethal weapons. Access to firearms or other lethal weapons. Exposure to suicidal behavior. Exposure to suicidal behavior. Previous attempts Previous attempts Feelings of being a failure, depressed, or preoccupation with death. Feelings of being a failure, depressed, or preoccupation with death. Any attempted suicide, regardless of how mild or jokes about suicide, must be taken serious. Almost every adolescent who committed suicide gave an indication at one time or another that suicide was on their mind. Any attempted suicide, regardless of how mild or jokes about suicide, must be taken serious. Almost every adolescent who committed suicide gave an indication at one time or another that suicide was on their mind.

Protective factors Sense of connectedness with family and school and peers Sense of connectedness with family and school and peers Emotional well-being Emotional well-being Academic achievement Academic achievement

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Preventing Suicide Notice warning signs. Notice warning signs. Provide adult and peer support. Provide adult and peer support. Teach coping strategies. Teach coping strategies. Corbis Images Interventions Interventions medication medication therapy therapy remove access to means remove access to means

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Factors in Delinquency Widespread in early teen years Widespread in early teen years declines in late adolescence declines in late adolescence Peers Peers rejection rejection antisocial peers antisocial peers Gender Gender Individual differences Individual differences temperament temperament intelligence intelligence school performance school performance Family characteristics Family characteristics Neighborhood Neighborhood

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Two Routes to Adolescent Delinquency Early-Onset: behavior begins in middle childhood biological risk factors and child-rearing practices combine biological risk factors and child-rearing practices combine Late-Onset: behavior begins around puberty peer influences peer influences ©Sascha Burkard/Dreamstime.com

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Path to Chronic Delinquency Figure 12.3