1. Later Adolescence/Emerging Adulthood 18-24

2. Developmental Tasks-according to the other experts Autonomy from parents Gender identity (sexual identity) Internalized morality Career choice The psychosocial crisis: Individual identity vs. identity confusion

3. Defining Identity The private self: –Agency-originator of thoughts/actions –Unity-consistent over time and across situations –Otherness-boundaries between self and others –Decentering or distancing-meta awareness of self The public self: –Roles –Expectations of others

4. Content –What do I believe, value, think? –What traits or characteristics fit me? Evaluation –How important is each of these content components? –How much energy, resources, etc. goes to each?

5. Marcia’s theory of Identity Status Crisis and commitment Focal points: career, intimate relationships, religion, politics, lifestyle Four outcomes –Identity achievement –Foreclosure –Moratorium –Identity confusion

6. Moral Development What is moral development? Text: Acquisition of principles or rules of right conduct and distinguishing between right and wrong. Different than social conventions and personal preferences. A current day moral dilemma: Socially responsible consumption

7. Fishbowl Discussion What did you observe? Whose needs were acknowledged? What consequences of behavior were identified as mattering? What principles seemed to guide behavior?

8. Theories and Conceptualizations 1.Kohlberg’s theory-justice orientation Preconventional: 4-10 years Conventional: 10-18 Postconventional: 18+ 2.Gilligan’s theory-caring orientation Selfish/survival focused: early childhood Social/Other oriented: middle childhood/adolescence Postconventional/principled/balance of self and other: adulthood

9. Theories and concepts, cont. 3. Eisenberg focused on Prosocial behavior: voluntary behavior intended to benefit another. Key Points –Empathy-experience another’s distress –Sympathy-act on behalf of someone –Perspective taking-cognitive understanding of other’s experience

10. Eisenberg’s stages –Around 1 st grade: Meeting one’s own needs –Around 2 nd grade: approval of others becomes important –4 th -6 th grade, prominent in high school: empathy/sympathy, good or bad feelings about behavior –Adolescence: transitional-reasons for helping are stated but not fully internalized. –Adulthood: values of helping are internalized, convictions re: values and responsibilities guide behavior

11. Cultural Identity Development 1.Atkinson, Morten & Sue A part of one’s overall identity. Influenced by one’s relationship to dominant/mainstream culture. A multicultural society with monocultural scripts. Not universal – depends on individual circumstances. Adolescence increases chances of change. Expanded interactions, cultural conflicts, exposure to divergent ideas, etc. Increase in abstract thinking.

12. Racial/Cultural Identity Model 1.Conformity 2.Dissonance 3.Resistance and Immersion 4.Introspection 5.Articulation and Awareness Discussion and Questions about this model?

13. 2.White racial identity development (aka Majority Identity Development)-Helms Culture is often invisible or unidentified for White people. The mainstream world reinforces White people’s experience (to varying degrees). Awareness of implications of being white influences identity, cognitive process and behavior.

14. Information Processing Strategies – How do we make sense of racial/cultural identity? Obliviousness Suppression & ambivalence Selective perception & negative outgroup distortion Reshaping reality and selective perception Hypervigilance and reshaping Flexibility and complexity

15. Stages include: –Contact status –Disintegration status –Reintegration status –Pseudoindependence status –Immersion/emersion status –Autonomy status Discussion and Questions?

16. Capturing Your Identity