2. 1 Psychology 1230: Psychology of Adolescence Don Hartmann Fall 2005 Lecture 17b: Family Conflict ©

3. 2 Quiz 2, Multiple Choice Maximum=43; Range: 20-42 (3 students scored 42); 100%=42; Mdn.=34.5 Score f 40- 7 35-3921 30-3419 25-29 6 20-24 3

4. 3 Method of Grading Essays Don graded all of question #1 and about 25% of questions #2 through #4 Don checked all papers for which the grades for the two questions differed by 3 or more points (approximately 20 papers). Approximately 1/3 of question grades I checked were changed between -1 and +1.5 points. If your question grade was modified (by the note on your paper of a value with my initials) it was slightly more likely to be reduced. ----- Note: about 10% of test takers experienced a penalty between -.5 and -1 for failure to follow instructions.

5. 4 Quiz 2, Essay Maximum: 20+bonus points; Range: 2-22; 100%=20 (4 students had a score of 20); Mdn.≈16 Score f 20- 6 15-1925 10-1420 5-9 4 0-4 1

6. 5 Quiz 2, Total Max.=63+bonus; Range: 23-62; 100%=58; Mdn.=49 Score fGrade 60- 3A+ 55-59 9A to A+ 50-5415B to A 45-4915C+ to B 40-44 5D+ to C 35-39 7D- to D+ <35 2E

7. 6 Why Autonomy Now? Physically capable of doing more things. Sexual maturity leads to out ‑ of ‑ family interests.  Cognitively capable of looking at conflicting issues. They are no longer dependent on Mom or Dad.  Socially ‑ The world has expanded; there are new peers, new adults. Future demands require greater responsibility and self ‑ reliance.

8. 7 Cutting the Pie: Types of Autonomy First Pie: Cognitive, emotional, behavioral Second Pie: Emotional Autonomy: that aspect of independence which is related to changes in the individual’s close relationships, especially with parents. And we will focus here. Behavioral Autonomy: the capacity to make independent decisions and follow through with them Values Autonomy: having a set of principles about right and wrong, about what is important and what is not. Psathas’ empirical breakdown 3

9. 8 The Development of Emotional Autonomy: 1 Detachment, separation, and conflict (e.g., Anna Freud )  Terms suggest a time of open rebellion. Oedipal conflicts re ‑ emerge and sexual drives shift from parents to peers.  Not supported: family relations are transformed; not so much open warfare.

10. 9 The Development of Emotional Autonomy: 2  Individuation (Peter Blos)  Dialectic: Attachment, separation, integration  The family relationship is being transformed ‑‑ from being hierarchical to egalitarian.  Instead of separating and detaching it is a problem of integration. Could view this as dialectic

11. 10 The Development of Emotional Autonomy: 3a Connectedness vs. Separation — gender differences (Carol Gilligan)  In a Different Voice she proposed that Erikson’s model of identity formation did not fit for women. Instead of forming an identity through vocation, the process important for men, women formed their identity through interpersonal relationships. Therefore the idea of autonomy through separation was essential for men. In contrast, women are concerned with the issue of connectedness.

12. 11 The Development of Emotional Autonomy: 3b Connectedness vs. Separation—gender differences (Carol Gilligan)--continued  Recent research gives some support to Gilligan's position. Montemayor suggests that both genders deal with both issues.

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14. 13 Dealing with Autonomy Issues (1) Recognizing autonomy demands/requests Adolescent desire to make decision Not heading parental advice Not wanting to spend time with family Engaging in deviant behavior …

15. 14 Dealing with Autonomy Issues (2) What effective parents might do: Understand where you are coming from as a parent and that your child is growing into an adult Listen Correct labeling of behavior Negotiated limits What ineffective parents might do: Remain locked into power-oriented parent control

16. 15 Concluding Note It is important to keep in mind that healthy adolescent development involves not only the ability to be a successful individual (independent--an achieved status) but also the ability to maintain healthy and satisfying attachments with others (interdependence--a matter of choice for independent persons).

17. 16 Overview: Conflict Conflict Overlap with text, pp. 321-323 Lecture Outline Introduction Potential Sources of Adolescent Conflict The Course of Adolescent Conflict The Montemayor Study What’s it all about? Smetana’s Perspctive Summary Next: Lect. #18: Peers I

18. 17 Supplementary References Montemayor, R. (1982). The relationship between parent-adolescent conflict and the amount of time adolescents spend with parents, peers, and alone. Child Development, 53, 1512-1519. Laursen, B,. Coy, K.C., & Collins, W. A. (1998). Reconsidering changes in parent-child conflict across adolescence: A meta analysis. Child Development, 69, 817-832.

19. 18 Family Conflict: Introduction Observers have long been aware that conflict increased during adolescents Neither as severe a some have noted nor as persuasive as the mass media has suggested Adolescents and their parents generally view their relationships as harmonious And conflict, unless severe, may be growth producing

20. 19 Possible Sources of Adolescent Conflict 1. hormones (e.g., testosterone) produce increased aggression 2. Appearance of adult sexuality 3. Push for independence 4. Quest for identity 5. Parents' midlife crises 6. Parents' unwillingness to give up the parent ‑ child relationship typical of childhood 7. The disequilibrium provoked by changes in adolescents cognitive capabilities, their bodies, and in their increasing expectations.

21. 20 The Course of Adolescent Conflict Conflict increases during early adolescence Stabilizes during mid adolescence, and then Decreases in later adolescence

22. 21 Illustrative Study: Montemayor (1) Participants: 64 high school sophomores—right here in SLC Interviewed in their homes on three randomly selected evenings during a three ‑ week period Tell about the events of the previous day, including any conflicts with parents Conflict defined: "either you teased you parent or your parent teased you; you and your parent had a difference of opinion; one of you got mad at the other; you and your parent had a quarrel or an argument; or one of you hit the other.“ ----- [Montemayor, R. (1982).]

23. 22 Montemayor (2): Results Mean rate of conflict was.35/day Average length of 11 minutes Most were described by the adolescent as moderately upsetting Most conflicts were with mothers rather than fathers Majority were between girls and their mothers.

24. 23 The Content of Conflict Conflicts occurring over everyday details of family life were ubiquitous but not very serious: "hair, garbage, dishes, and galoshes"

25. 24 Differing Perspectives: Smetana Parents were much more likely to attribute the conflict as involving moral issues or conventions Definition of convention: the arbitrary and agreed ‑ upon behavioral uniformities that coordinate the interactions of individuals within social systems. Children more likely to attribute these conflicts to personal issues Def: Personal issue are issues that have consequences that pertain only to the actor, and as such, are viewed as beyond societal regulation and moral concern.

26. 25 Summary of Conflict (1) Prolonged, intense conflict experienced by 20% of families Intense conflict associated with run- away, juvenile delinquency, dropout, teen pregnancy, drug abuse, etc.

27. 26 Summary of Conflict (2) The mild conflict that is more common can be growth producing for both the adolescent (autonomy producing; identity development), and for parents (renegotiate the parent-child relationship). It is not just conflict, but conflict within a supportive environment that promotes healthy development (Papini & Sebby, 1988): "A virtually conflict ‑ free relationship may signal an adolescent's fear of separation, exploration, and independence" (Santrock)

28. 27 Summary of Family Conflict Lecture Conflict Introduction Potential Sources of Adolescent Conflict The Course of Adolescent Conflict The Montemayor Study What’s it all about? Smetana’s Perspctive Summary Next: Lect. #18: Peers I Go in Peace