Chapter 4 Becoming an Adult

The Pace of Development Difficult to define when an individual is considered an adult Inconsistency among legal, social and economic statuses reflects the changing pattern of becoming an adult Progress from one stage of life to another is dependent on many factors - Age of majority- Adult size and strength - New mental processes - Rights of passage

Developmental Theorists and Theories Erik Erikson Jane Loevinger Daniel Levinson Family Life Cycle Klaus Riegel Leonard Pearlins >>> Suggests that growth and improvement occur as individuals progress from one stage to another when they are ready >>> Put forward that there are age- linked stages in which people change to become different but not necessarily better Propose that development reflects constant change as individuals respond to environmental >>> influences

Erik Erikson 8 Stages of human development: Each stage presents a dilemma, in which the person is challenged by new situations and circumstances in life 1. Infancy: Birth to 18 Months Ego Development Outcome: Trust vs. Mistrust Basic strength: Drive and Hope 2. Early Childhood: 18 Months to 3 Years Ego Development Outcome: Autonomy vs. Shame Basic Strengths: Self-control, Courage, and Will 3. Play Age: 3 to 5 Years Ego Development Outcome: Initiative vs. Guilt Basic Strength: Purpose 4. School Age: 6 to 12 Years Ego Development Outcome: Industry vs. Inferiority Basic Strengths: Method and Competence 5. Adolescence: 12 to 18 Years Ego Development Outcome: Identity vs. Role Confusion Basic Strengths: Devotion and Fidelity 6. Young adulthood: 18 to 35 Ego Development Outcome: Intimacy and Solidarity vs. Isolation Basic Strengths: Affiliation and Love 7. Middle Adulthood: 35 to 55 or 65 Ego Development Outcome: Generativity vs. Self absorption or Stagnation Basic Strengths: Production and Care 8. Late Adulthood: 55 or 65 to Death Ego Development Outcome: Integrity vs. Despair Basic Strengths: Wisdom

Adolescence: 12 to 18 Years Identity vs. Role Confusion -Define who you are, who you will be -Dilemma – role confusion -Resolution – strength in fidelity (able to make choices for oneself, and later, for others)

Young adulthood: 18 to 35 Intimacy and Solidarity vs. Isolation -Merging yourself with someone else, without losing yourself -Dilemma – loneliness -Resolution – love, generosity * suggested women determine identity through relationships

Middle Adulthood: 35 to 55 or 65 Generativity vs. Self absorption or Stagnation -Generativity is defined as a process whereby we learn to follow our deeper interests and longings and bring about change. -Individual contribution to society -Dilemma - at a stand still -Resolution – care In summary, the tasks of early adulthood are to determine first who you want to be and what you want to do so that you are true to yourself, and then who you want to be with so that you can share yourself with others.

Jane Loevinger’s Theory of Ego Development Search for an understanding of the self as the centre of human development The understanding of self = EGO Development begins in infancy (individual separate from mother) Full ego development = autonomous self [self-reliant person who accepts oneself and others as multi-faceted (all rounded) and unique]; rarely achieved but strived towards. Adolescents are at the conformist stage – black and white, stereotypical ways, see where they belong in society Young adults are at the self-aware level – understand and accept individual differences and distinguish variations in feelings and opinions that make us unique Conscientious stage – appreciate others as individuals in reciprocal relationships **** individuals require a clear sense of self before forming intimate relationships (like ERIKSON). However, most people spend a lifetime developing this ability

Developmental Periods in the Eras of Early and Middle Adulthood Daniel Levinson’s Theory of the Season’s of Life Era of pre- adulthood Era of early adulthood 17-22: Early adulthood transition 22-28: Entry to life structure 28-33: Age 30 transition 33-40: Culminating life structure Era of middle adulthood 40-45: Midlife transition 45-50: Entry to life structure 50-55: Age 50 transition 55-60: Culminating life structure Era of late adulthood Ages Ages Ages Ages 60-?

Daniel Levinson’s Theory of the Season’s of Life Early adulthood lasts 25yrs (age 17-early 40’s) Early adult transition (17-22), leave adolescent life and prepare for LIFE STRUCTURE (design of one’s life). Separation from family (similar to FLC); change in attachment necessary (not simply physical separation) Entering the adult world (22-28) – test preliminary lifte structure (create and commit to life structure that supports their Dream) 4 Major Tasks: 1 ) Forming a Dream and giving it a place in the life structure 2) forming mentor relationships 3) forming an occupation 4) forming love relationships, marriage and family Age 30 transition – re- evaluate life structure (chance to modify, exclude, add; time to “get real” before “settling down”

The Family Life Cycle Describes stages where individuals are launched from their families of origin (must separate from one another  accept emotional responsibility for themselves) Master 3 tasks (enable adults to become self-sufficient adults) 1) form an identity separate from family of origin [individuation] 2) develop new intimate relationships with peers (social and emotional support) 3) make tentative commitment to career or workplace role Family and parents especially plays important role in development of adult Relationship must become less hierarchical and more tolerant Development involves change in response to a crisis so that family can move onto a different (not better) stage

Klaus Riegel’s Interpretation of Development 4 Interrelated Dimensions of Development: 1) individual psychological dimension (emotional maturity, independence and maturity of mental processes) 2) individual biological dimension (physical and sexual maturity) 3) cultural-sociological dimension (expectations and opportunities that each society defines for individuals) 4) environmental dimension (physical, economic, and political environment in which individual lives) Development does not occur in predictable stages Development occurs when change in one dimension requires an adjustment in one or more of the other dimensions (reflects systems theory) ex: marriage; post-secondary education

Leonard Pearlin’s Theory of Psychological Distress Tried to rationalize how development can be unique yet appear to occur in a common pattern Suggests that adulthood is a lifetime of continuous change where individuals might experience occasional periods of stability 4 elements determine the path that individual lives will take: 1) individual characteristics – race, gender, intelligence, background 2) range of skills to cope with stress or change (stress = leaving school, starting work, marriage) 3) availability of social support networks 4) nature and timing of stress that requires response Early adulthood might be the time for acting on dreams; can change life structure at any time. Similar in life flow b/c individuals change in response to similar external circumstances and stresses that affect their lives. Anticipate role changes; societies support by socializing for scheduled events Pearlins suggest that patterns observed are a cohort effect, changes in behaviour result from socialized responses to a common social clock rather than from age- linked inner changes

Socialization for Adulthood Becoming an adult requires that individuals alter their behavior as they take on new roles in life Re-socialization enables the individual to change his/her behavior in order to appropriately participate in society Anticipatory Socialization = allows people to learn and practice role behavior before actually taking on a new role. –> if transitions anticipated, changes can be seen in a positive way, options are likely to be considered and necessary strategies to manage lives can be considered

Includes 3 aspects: –Consistent sense of self –Realistic perception of the world –Sense of control over one’s own life Individuals form a sense of themselves based on their interpretation of how others act towards them (symbolic interactionism) Charles Cooley – “Looking-glass self” (p.110) Identity develops as a result of personal and symbolic interpretation of their performance Forming an Identity

Forming an Identity cont’d How do individuals achieve a sense of self? –Assessing accomplishments –Sense of self-control Aware of personal resources and be able to asses their situation realistically Develop skills necessary for making choices and having opportunities to make decisions for themselves What 3 factors influence socialization and re- socialization of individuals? –Family background –School experiences –Social networks

Socialization within the Family First environment for socialization to occur Acquire personal qualities and identity (a sense of who they are, what they can do, and what they believe) Family background can act as a filter that selects which environmental factors will influence the individual Includes primary role models (parents provide feedback concerning their behavior) Support + encouragement = sense of control and self- esteem Family system must adjust to allow the young adult to become independent (withdraw financial support, establish residential boundaries, make decisions independently)

The Role of the Family Provide the inherited intellectual potential and social and cultural attitudes and skills that enable young people to succeed The Sloan Study – parent’s work experience determines the values and attitudes they teach their children about work Finding work rewarding is an attitude that is essential to success and satisfaction in adulthood –75% - enjoy the type of work they do –71% - their work challenging and interesting *pay is not a factor for satisfaction for most working people (experience intrinsic rewards)

Young people learn self-reliance and responsibility from authoritative parents - encourage exploration - tolerate mistakes - set high expectations - encourage decision making The Role of the Family cont’d

The Role of School in Socialization Challenge individuals to develop competence (the know-how; a sense of being capable of doing things that are worthwhile) through acquiring knowledge, developing skills and providing feedback Teachers - transmit knowledge and skills - provide feedback Peers – exerts stronger influence

The Role of School Assumed major responsibility for socializing young people for occupational choices Provide opportunities for anticipatory socialization through developing conditions to perform and hone skills such as: - Concentration - Adjust social behavior and communication skills - Teamwork and management skills Career planning courses encourage students to explore a variety of occupations and investigate the preparation required for those occupations

Preparing for an Occupation Expected to prepare for an adult life that includes a job as its major component Work: an economic necessity for those who wish to pursue their dreams and/or become independent Work: feel a sense of accomplishment –88% of women and 91% of men identified work as a major contributor to their self- esteem

Preparing for an Occupation cont’d *Work contributes to self-esteem, a satisfying job is important part of a life structure *Satisfaction in the workplace is linked to better health, lower stress levels, and ability to balance home and work. Then – until the last century, young people would follow their parent’s footsteps Now- the transition depends on several factors

The Role of Part-Time Work Motivated by extrinsic value: money Additional responsibility Develop skills Save for post-secondary education Anticipatory socialization