1. Unit 2 – Leaving Home Chapter 4 – Becoming an Adult

2. Introduction  Psychological approach to examine adolescence to adulthood – uses contemporary developmental theories  Examines patterns of men & women in Canada’s post-industrial society  Examines individuals interaction with families & other groups in society to learn who they will become as an adult  Examines decisions as they prepare to become an adult

3. Transition to Adulthood Questions to think about…  Does becoming an adult occur in predictable stages?  Are this predictable stages different based on the society that you live in?  Is this process unique for each individual? (Same time, same space?)  How is this process of becoming an adult changing in Canada?

4. Rites of Passage  Individual development is marked by distinct turning points (puberty, graduation, driver’s license, marriage, parenthood)  Each society has different rites of passage

5. The Pace of Development  In Canada, progress from one stage to another can be described as the interaction of several clocks: Chronological ClockBiological Clock Psychological Clock Number of years since birth ; age of majority Physical changes Brain develop., mature ways of understanding of the world SetChanges in nutrition & health has hastened changes Changes, but difficult to detect Social Clock Timetable for society’s expectations for events to occur Changes with social norms

6. Developmental Theories Attempt to identify patterns of life & describe growth or changes in human behaviour as people mature Some suggest that growth & improvement occur as individuals progress from one stage to next only when they are ready Others suggest that the changes in stages occurs are age- linked Others suggest that there are no stages, development reflects constant change -- All agree that the behaviour of individuals results from inner psychological changes in response to life circumstance.

7. Erik Erikson’s Eight Stages of Life Psychological stages of human development  Focuses on individual’s identity & maturity  Each stage presents a dilemma, person is challenged by new situations & circumstances in life  People are pushed through stages by biological clock & social clock. Identity development reflects the progress of psychological clock  By resolving each dilemma, the individual acquires new strength needed to meet the next challenges of life  Failure to resolve a dilemma suggest that the person might experience problems later on in life

8. Erik Erikson’s Eight Stages of Life (p.101) 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

9. Erik Erikson’s Eight Stages of Life 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

10. Erik Erikson’s Eight Stages of Life Young Adulthood: 18 to 35 Ego Development Outcome: Intimacy & Solidarity vs. Isolation Basic Strengths: Affiliation and Love  Intimacy is being able to merge your identity with someone else’s without losing yourself in the process  A clear sense of who you are is required to form a trusting relationship – without a strong identity, a relationship could be shallow  The strength achieved at this stage is love – an overwhelming sense of caring & generosity toward another  Erikson suggested that women, not men, might be able to form intimacy and identity as the same time by forming relationships with others.

11. Erik Erikson’s Eight Stages of Life Middle Adulthood: 35 to 55 or 65 Ego Development Outcome: Generativity vs. Self absorption or Stagnation Basic Strengths: Production and Care  Adults focus on their contribution to society  The challenge is to decide how to make individual contribution to society  Develop the strength of caring  Typically, people develop this by having children  Others develop it by completing good works

13. Jane Loevinger’s Theory of Ego Development 10 Stages in forming the ego (ego – understanding of self)  An infant – one must understand that you’re an individual, separate from your mother  Full Ego – you become an autonomous self (self-reliant person who accepts oneself and others as multifaceted & unique  Stages determined solely by the individual’s psychological clock  Some adults never achieve full ego development  Young adults are at a transitional self-aware level between the conformist stage & the conscientious stages

14. Jane Loevinger’s Theory of Ego Development Conformist Stage In attempting to classify human experience, adolescences view life as black & white, so that they can see where they belong They begin to understand & except individual differences & to distinguish the variations in feelings & opinions that make us unique Conscientious Stage Able to appreciate others as individuals in a reciprocal relationships Unlike Erikson, she believes that most people spend a life time developing this ability, thus determined by the psychological clock, not by chronological age nor environment

15. The Family Life Cycle  Individuals are launched from their families of origin. Parents & children must separate so that young people can gain emotional responsibility for themselves Development involves change in response to crisis so that the family can move on to a different stage. The following three tasks must be completed: Young adults must… 1. Sort out emotionally what they will take along from the family origin, what they will leave behind, & what they will create for themselves 2. Develop new intimate relationships with peers outside the family to provide social & emotional support 3. Make their first tentative commitment to a career or workplace role

16. Family Life Cycle

17. Daniel Levinson’s Theory of the Seasons of Life Early adulthood last 25 years – 17 to early forties  17 to 22 – leave behind adolescence & prepare for adult structure  22 to 28 – entering adulthood by forming a preliminary life structure 1.Forming a Dream & giving it a place in structure 2. Forming mentor relationships 3. Forming an occupation 4. Forming love relationships, marriage & family The Dream Sense of self in the adult world & the core of life structure Combination of occupational, family & community Balance the creative exploration of various options with a pragmatic structure to support dream 30 to 33 – re-evaluate their life-structures/dream. Sort of the get real time to modify or exclude

18. Levinson

19. Klaus Riegel’s Interpretation of Development Development does not occur in predictable stages, but different with each individual as their interact with external & internal changes  Individual Psychological Dimension – describes emotional maturity & independence, & the maturity of mental process  Individual Biological Dimension – describes physical & sexual maturity  Cultural-Sociological Dimension – describes the expectations & opportunities that each society defines for individuals  Environmental Dimension – describes the physical, economic, & political environment in which the individuals lives  Any change in one dimension requires an adjustment in one or more of the other dimensions

20. Leonard Pearlin’s Theory of Psychological Distress  Attempts to rationalize how development can be unique yet appear to occur in a common pattern See development as a lifetime of continuous change in which individuals might experience occasional periods of stability 1. Individuals characteristics, such as gender, race, intelligence, family background, personality & education 2. The range of skills individuals have for coping with stress or change 3. The availability of social support networks 4. The nature & timing of stress that requires response

21. Socialization for Adulthood As you become an adult, new roles develop in … Your Relationships Your Work Your Routine Your Assumptions Re-socialization – discard old behaviour & change to new behaviour Anticipatory Socialization – allows people to learn & practice role behaviour before they take on the new role Major questions in terms of socialization: How do individuals form an identity? How do individuals choose an occupation?

22. Identity & Self-Esteem  Who are you?  What is Self-Esteem?  Symbolic Interactionism

23. Identity & Self-Esteem Self according to Erikson:  consistent sense of self  realistic perception of the world  sense of control over one’s own life Self according to Freud:  mature ego that is able to modify one’s ideas & action to fit into the real world in culturally appropriate ways Self according to Daniel Levinson:  the Dream – the core of life Self-Esteem  not only a sense of “who you are” but also a sense of “who you will be”

24. Socialization within the Family The family is …  the first place that you develop socialization skills  the primary role for your identity development  where people support you in completing challenging activities  where you develop a sense of control self-esteem  where you acquire much of your personality  where you develop your race, religion & ethnicity  where you get instant feedback on your decisions – praise, discipline  where you earn your own autonomy

25. The Role of School in Socialization School is where you …  Develop competence – ability to accomplish things that are worthwhile  Acquire skills deemed essential for adult roles  Achieve your first step of independence  Get feedback from teachers & peers  As a adolescent can choose your peers

26. Preparing for an Occupation Some people live to work, others work to live  Work is essential for gaining independence  An American study suggest that 88% of women & 91% of men identify their work as a major part of their identity  Satisfaction in the workplace is linked to better health, lower stress levels, & the ability to balance home & work  Choosing an occupation is relatively new – in the past, people would often follow the path of their relatives Families provide inherited intellectual abilities, social & cultural attitudes & skills Schools provide community support for anticipatory socialization Society provides job opportunities