1. INDIVIDUATION AND IDENTITY DEVELOPMENT
INDIVIDUATION: Process by which adolescent develops a unique personal identity or sense of self, distinct and separate from all others
DIFFERENTIATION (early adolescence): Recognizes psychological difference between self and parents
PRACTICE AND EXPERIMENTATION ( YRS.): Feels all-knowing, self-sufficient;actively challenges parents and seeks approval of peers
RAPPROCHEMENT (mid-adolescence): After achieving a fair degree of separateness from parents, returns to home base and conditionally and partially reaccepts parents' authority
CONSOLIDATION OF SELF (until end of adolescence): Develops a sense of personal identity, which serves as the basis for self-understanding and for maintaining a sense of autonomy, independence, and individuality
(Josselson, 1980)

2. Crisis and Commitment in Marcia's Theory of Identity Status
Achieved
Diffused
Moratorium
Foreclosed
Present
Present/absent
In process
Absent
Present
Absent
In process
Source: Marcia, (1980)

3. Approximate Percentage of Adolescent Ethnic Minority Population
Native American/Alaskan Native
(>500 groups, including
2.5%
Cherokee, Navajo, Sioux
African American,
Chippewa/Aleuts,
African Caribbean,
& Eskimos)
& Recent African
Immigrant
16%
Asian Pacific Americans
(From China, Japan,
Korea, Vietnam,
50%
Cambodia, Thailand,
the Philippines, Laos,
33%
Burma, Samoa,
and Guam)
Hispanic (Puerto Rico, Mexico,
Cuba, & Central and
South America)
Source:Adapted from Harrisonet et al. (1990), p. 350.

4. Waking Hours (in percent)
Mother only
Father only
Sibling only
Combination of parents of parent(s) and sibling(s)
Extended family 20 15
Waking Hours (in percent) 10 5 5 6 7 8 9 10 11 12
Grade in School

5. Percentage of Families with Authoritative Parenting Styles in Different Social Classes, Ethnic Groups, and Parenting Situations
Working-Class Family Structure
Middle-Class Family Structure
Ethnic Group
Biological Parents
Other*
Biological Parents
Other
White
African-American
Hispanic
Asian
Adapted from Steinberg et al. (1991), Table 1, p.25.
*Includes single parent, stepfamilies, and other family arrangements.

6. (f)
(a)
(c)
(i)
Individual characteristics of parents
(e.g., personality, education, psychological problems)
Stressful life experiences/economic change
Parental
distress
Child/
adolescent adjustment
(e)
(g)
Social
support
Family
process
(b)
Marital
transitions;
divorce and remarriage
Family
composition
(h)
Individual characteristics of child
(e.g., age, gender, temperament, intelligence)

7. Adolescent Television Habits
In a survey of 11,631 students, grades 9-12, representing every state:
More than one-third watch TV for 3 or more hours every school day.
70% spend at least one hour per day watching TV.
Source: National Centers for Disease Control and Prevention (1994)

8. Rates of Adolescent Sexual Activity by Gender, Ethnic Group, and Grade
Male
Female
Total
56.4%
47.0
51.6
Ethnic Group
Grade
87.8%
60.0
72.3
63.0%
45.0
53.4
48.7%
31.9%
39.6
52.5%
42.9
47.6
62.6%
52.7
57.3
76.3%
66.6
71.9
60.8%
48.0
54.2
White
African
American
Hispanic 9 10 11 12
Note:Percentages are of high school students who report ever having sexual intercourse
Source: Center for Disease Control (1992)

9. Summary of Adolescent Psychosocial Development
Freud’s genital psychosexual stage
Erikson crisis if identity vs. role confusion
Marcia’s four identity statuses: diffusion, foreclosure, moratorium, and achievement
Peer groups become more important than parents
Potential problems include eating disorders, drugs and alcohol, pregnancy, auto accidents, guns and violence, and suicide.