1. Slide 1 © 2010 The McGraw-Hill Companies, Inc. All rights reserved. 1 A Topical Approach to LIFE-SPAN DEVELOPMENT John W. Santrock Chapter Eleven: The Self, Identity, and Personality

2. Slide 2 © 2010 The McGraw-Hill Companies, Inc. All rights reserved. 2 The Self Self-understanding –Self: All characteristics of a person Self-understanding, self-esteem, self-concept –Identity: who a person is, representing a synthesis of self-understanding –Personality: individuals’ enduring personal characteristics

3. Slide 3 © 2010 The McGraw-Hill Companies, Inc. All rights reserved. 3 The Self Self-understanding –Cognitive representation of the self, substance of self conceptions Infancy: –Visual self-recognition tests infants Emerges gradually up to age 2; first in mirror –By age 3: forms of self-awareness include "mine, me big, me do it"

4. Slide 4 © 2010 The McGraw-Hill Companies, Inc. All rights reserved. 4 Self-Recognition in Infancy Fig. 11.1

5. Slide 5 © 2010 The McGraw-Hill Companies, Inc. All rights reserved. 5 The Self Self-understanding and early childhood –More psychologically aware of self and others –Self-recognition includes visual and verbal –Five main characteristics of self-understanding Confusion of self, mind, and body –Self described in size, shape, color, etc.

6. Slide 6 © 2010 The McGraw-Hill Companies, Inc. All rights reserved. 6 The Self Self-understanding in childhood –Five main characteristics of self-understanding Concrete descriptions: “I live in a big house” Physical descriptions: “I’m not tall like her” Active descriptions: "I can play games” Unrealistic positive overestimations: “I know my ABCs” when s/he doesn’t know them –Occurs in older children as social comparison

7. Slide 7 © 2010 The McGraw-Hill Companies, Inc. All rights reserved. 7 The Self Self-understanding –Early childhood and understanding others By age 4: realize others make untrue statements to get something or avoid trouble Individual differences in social understanding; some linked to caregivers’ conversations –More aware of others’ feelings, desires

8. Slide 8 © 2010 The McGraw-Hill Companies, Inc. All rights reserved. 8 The Self Self-understanding –Middle and Late Childhood Increased awareness of social standing Self-understanding becomes more complex Understanding others –Realize others have access to more information –Assume others understand them, too.

9. Slide 9 © 2010 The McGraw-Hill Companies, Inc. All rights reserved. 9 The Self Self-understanding –Perspective-taking: ability to assume another’s perspective and understand his or her thoughts and feelings Important in children developing prosocial and antisocial attitudes and behaviors Affects peer status and quality of friendships

10. Slide 10 © 2010 The McGraw-Hill Companies, Inc. All rights reserved. 10 The Self Middle and Late Childhood –Self-understanding: five key changes Internal characteristics emphasized More referencing in social descriptions More use of social comparisons Distinguish between real self and ideal self Realistic in self-evaluations

11. Slide 11 © 2010 The McGraw-Hill Companies, Inc. All rights reserved. 11 The Self Self-understanding in adolescence –Abstract and idealistic –Self-conscious; preoccupied with self –Contradictions within the self: has multiple roles –Fluctuating self over time and situations –Real and ideal selves: constructed, compared Thoughts of “possible selves” –Self-integration in sense of identity

12. Slide 12 © 2010 The McGraw-Hill Companies, Inc. All rights reserved. 12 The Self Self-understanding in adulthood –Self-Awareness Awareness of strengths and weaknesses –Possible Selves What one could or wanted to be, afraid to be –Life Review Review, evaluate life’s successes and failures Can be intense, quiet; common in old age

13. Slide 13 © 2010 The McGraw-Hill Companies, Inc. All rights reserved. 13 The Self Self-esteem and self-concept –Self-esteem: self-worth, self-image Refers to global self-evaluation –Self-concept: domain-specific evaluations of self –Distinct: not really interchangeable

14. Slide 14 © 2010 The McGraw-Hill Companies, Inc. All rights reserved. 14 The Self Issues in self-esteem –Modest correlation with school performance –Linked to job performance; correlations vary –Related to perceived physical appearance across life-span –Depression lowers high self-esteem –Self-esteem in adolescence appears linked to adjustment and competencies in adulthood

15. Slide 15 © 2010 The McGraw-Hill Companies, Inc. All rights reserved. 15 The Self Issues in self-esteem –Narcissism: too much self-esteem Self-centered, self-concerned, conceited Lack of awareness linked to adjustment problems –Happiness strongly linked to self-esteem

16. Slide 16 © 2010 The McGraw-Hill Companies, Inc. All rights reserved. 16 The Self Developmental changes in self-esteem –Childhood and adolescence Self-evaluation accuracy increases across elementary school years; more realistic Majority of adolescents have positive self-image cross- culturally Girls: small decreases in self-esteem may be related to relationship authenticity

17. Slide 17 © 2010 The McGraw-Hill Companies, Inc. All rights reserved. 17 The Self Developmental changes in self-esteem –Concern today: unmerited paraise as child linked to inflated self-esteem in college students; difficulty handling competition and criticism –Adulthood Results vary on self-esteem decreasing Individual coping skills affects perceptions of changes, events; social context matters

18. Slide 18 © 2010 The McGraw-Hill Companies, Inc. All rights reserved. 18 Self-Esteem Across the Lifespan Fig. 11.3

19. Slide 19 © 2010 The McGraw-Hill Companies, Inc. All rights reserved. 19 The Self Developmental changes in self-esteem –Adulthood: older adults Emotion-related goals increase Health evaluation based on peer comparisons –May help maintain positive self-image Low self-esteem linked to being widowed or institutionalized; experiencing physical decline/impairment; low religious commitment

20. Slide 20 © 2010 The McGraw-Hill Companies, Inc. All rights reserved. 20 The Self Strategies for increasing self-esteem –Identify causes of low self-esteem –Provide/seek emotional support, social approval –Develop self-confidence and initiative –Achieve –Develop coping skills

21. Slide 21 © 2010 The McGraw-Hill Companies, Inc. All rights reserved. 21 The Self Self-regulation –Ability to control one’s behavior without having to rely on others for help –Includes self-generation and cognitive monitoring of thoughts –Self-regulation linked to higher achievement and satisfaction over the lifespan

22. Slide 22 © 2010 The McGraw-Hill Companies, Inc. All rights reserved. 22 The Self Self-regulation: Infancy and early childhood –12 to 18 mos: depend on caregivers for reminder signals about acceptable behaviors –2 to 3 yrs: begin to comply with the caregiver’s expectations in the absence of monitoring –Preschool: learn to resist temptation and give themselves instructions that keep them focused

23. Slide 23 © 2010 The McGraw-Hill Companies, Inc. All rights reserved. 23 The Self Self-regulation: Middle/late childhood and adolescence –Capacity for self-regulation increases –Few studies done on adolescents Increased self-control, introspection, risk-taking More independence, advanced cognitive skills Better at delaying gratification More social comparison may increase risks

24. Slide 24 © 2010 The McGraw-Hill Companies, Inc. All rights reserved. 24 The Self Self-regulation: adulthood –Increase in self control in middle years –Older adults have decline in perceived self-control Aware of age-related losses Decline of physical and cognitive skills may be buffered by flexible adaptation –Selective optimization with compensation effective when pursuing successful outcomes

25. Slide 25 © 2010 The McGraw-Hill Companies, Inc. All rights reserved. 25 The Self Self-regulation –Selective Optimization with Compensation Selection: reduction in performance Optimization: continue practice, use of technology Compensation: concealment; offsetting or counterbalancing a deficiency

26. Slide 26 © 2010 The McGraw-Hill Companies, Inc. All rights reserved. 26 The Self Self-regulation: personal control –Primary control striving Try to change external world for needs and desires Attain personal goals, overcome obstacles –Secondary control striving Targets one’s inner worlds: motivation, emotion, and mental representation

27. Slide 27 © 2010 The McGraw-Hill Companies, Inc. All rights reserved. 27 Changes in Primary and Secondary Control Strategies Across the Life Span Fig. 11.5

28. Slide 28 © 2010 The McGraw-Hill Companies, Inc. All rights reserved. 28 Identity What is identity? –A self-portrait composed of many pieces Vocational/career, political, religious Relationship, achievement/intellectual Cultural/ethnic, sexual, physical Personality and interests

29. Slide 29 © 2010 The McGraw-Hill Companies, Inc. All rights reserved. 29 Identity Erikson’s view –Need to understand adolescent development –Identity versus identity confusion Adolescents examine who they are, what they are about, and where they are going in life –Psychosocial moratorium Gap between childhood security and adult autonomy, part of exploration for identity

30. Slide 30 © 2010 The McGraw-Hill Companies, Inc. All rights reserved. 30 Identity Contemporary thoughts on identity –Lengthy process, gradual and not crisis –Begins as attachment in infancy –Involves commitment/purpose, making decisions Years of physical, cognitive, socioemotional development can be merged into one path Some emerge with multiple identities Concerns today: many not resolving identity

31. Slide 31 © 2010 The McGraw-Hill Companies, Inc. All rights reserved. 31 Identity Developmental changes –Identity statuses by Marcia Crisis: period for exploring alternative identities Commitment: personal investment in identity Young adolescents primarily in statuses of diffusion, foreclosure, or moratorium

32. Slide 32 © 2010 The McGraw-Hill Companies, Inc. All rights reserved. 32 Marcia’s Identity Statuses Fig. 11.6

33. Slide 33 © 2010 The McGraw-Hill Companies, Inc. All rights reserved. 33 Identity Developmental changes –Early adolescence to adulthood Key changes occur in early adulthood Most dramatic change — vocational Increased complexity in reasoning, experiences Increased freedom has impact Higher education linked to positive outcomes Identity consolidation complete in middle age

34. Slide 34 © 2010 The McGraw-Hill Companies, Inc. All rights reserved. 34 Identity Family influences –Individuality: two dimensions Self-assertion: ability to have, give opinions Separateness: communicates individuality –Connectedness: two dimensions Mutuality: respect, sensitivity to others’ views Permeability: openness to others’ views

35. Slide 35 © 2010 The McGraw-Hill Companies, Inc. All rights reserved. 35 Identity Ethnic identity –Ethnic minority groups struggle to blend into dominant culture and keep cultural identities –Enduring aspect of self with sense of membership in ethnic group; related attitudes and feelings Affected by sociocultural contexts –Positive ethnic identity linked to: HS achievement, low aggression, good coping –Affected by higher education

36. Slide 36 © 2010 The McGraw-Hill Companies, Inc. All rights reserved. 36 Personality Definition: enduring personal characteristics Trait theories –Traits: ways to describe a person by behaviors Basic units/building blocks of personality –Five big factors: OCEAN Led to advancements in assessing personality Most believe personality is result of trait-situation interaction

37. Slide 37 © 2010 The McGraw-Hill Companies, Inc. All rights reserved. 37 Big Five Factors of Personality Fig. 11.7

38. Slide 38 © 2010 The McGraw-Hill Companies, Inc. All rights reserved. 38 Personality Views on adult personality development –Stage crisis view: Erikson, Levinson Levinson’s seasons of a man’s life –Stage and transitions occur in life span –Tasks/crisis in each stage shape personality –Levinson’s midlife crisis in 40s: try to cope with gap between past and future Vaillant’s Grant Study

39. Slide 39 © 2010 The McGraw-Hill Companies, Inc. All rights reserved. 39 –Early Adult Transition: 17 to 22 Entry life structure for early adulthood: 22 to 28 Age 30 transition: 28 to 33 Culminating life structure for early adulthood: 33 to 40 –Middle Adult Transition: ages 40 to 45 Entry life structure for middle adulthood: 45 to 50 Age 50 transition: 50 to 55 Culminating life structure for middle adulthood: 55 to 60 Era of late adulthood: 60 to ? –Late Adult Transition: 60 to 65 Levinson’s Seasons of Life

40. Slide 40 © 2010 The McGraw-Hill Companies, Inc. All rights reserved. 40 Personality Individual variations –Individuals have different experiences, ways of adapting, expectations, perceptions of needs, and giving meaning to one’s life Stage theories stress stage crises too much Too much emphasis on midlife crisis Great variation in how individuals experience stages (coping abilities, emotions)

41. Slide 41 © 2010 The McGraw-Hill Companies, Inc. All rights reserved. 41 Emotional Instability and Age Fig. 11.9

42. Slide 42 © 2010 The McGraw-Hill Companies, Inc. All rights reserved. 42 Personality Life events approach –Alternative to stage approach –Contemporary life-events approach How a life event influences individual’s development depends on –The life event –Individual’s adaptation to the life event –Life-stage context –Sociohistorical context

43. Slide 43 © 2010 The McGraw-Hill Companies, Inc. All rights reserved. 43 Life Events Framework Fig. 11.14

44. Slide 44 © 2010 The McGraw-Hill Companies, Inc. All rights reserved. 44 Personality Generativity –Erikson’s generativity versus stagnation Seventh stage; important dimension in middle age Generativity: taking care of next generation –Middle-aged adults develop in many ways Stagnation –Self-absorption, develops when one senses s/he has done nothing for next generation

45. Slide 45 © 2010 The McGraw-Hill Companies, Inc. All rights reserved. 45 Changes in Generativity from the Thirties to the Fifties Fig. 11.12

46. Slide 46 © 2010 The McGraw-Hill Companies, Inc. All rights reserved. 46 Personality Stability and change –Many longitudinal studies have found evidence for both change and stability in personality in adulthood Costa and McCrae’s Baltimore Study –Stability of big five factors in college educated Berkley Longitudinal Studies Helson’s Mills College Study Vaillant’s studies

47. Slide 47 © 2010 The McGraw-Hill Companies, Inc. All rights reserved. 47 Personality Cumulative Personality Model –With time and age, people become more adept at interacting with environment in ways that promote stability –Overall, personality is affected by Social contexts New experiences Sociohistorical changes

48. Slide 48 © 2010 The McGraw-Hill Companies, Inc. All rights reserved. 48 Links Between Characteristics at Age 50 and Health and Happiness at Ages 75-80 Fig. 11.13

49. Slide 49 © 2010 The McGraw-Hill Companies, Inc. All rights reserved. 49 The End