1. The Development of Multiple Role-Related Selves During Adolescence S. Harter, S. Bresnick, H.A. Bouchey, and N.R. Whitesell, 1997

2. The study of self-systems has undergone a recent shift from that of a unidimensional model (focused namely on an individual’s overall sense of worth) to a multi-dimensional model, which takes into account the distinctions that individuals make between different domains of their lives when evaluating their adequacy.

3. Differentiation of Selves During adolescence there is an increase of roles in the social context They include the individual’s relationship with parents, siblings, teachers, peers, close friends, romantic interests, etc. Adolescents construct multiple selves in these roles and relationships

4. Examples A straight-A student gets along well with his teachers and parents, yet when he’s with his friends he habitually breaks the law During a work situation, an adolescent girl is professional and mature, but she is silly and awkward around boys her age.

5. Contributing factors Cognitive development allows adolescents to make greater differentiations regarding what is appropriate in each situation Socialization influences adolescents to behave differently in each situation, and they are treated differently in each situation

6. Contradictions and Conflict between Attributes During adolescence a “conflict of the different Me’s” is normative. Most frequent in Midadolescence. Conflicts occur in many situations

7. Piaget Would argue that with the advent of formal operations in early adolescence, one should have the cognitive tools to construct a consistent set of attributes.

8. Fisher’s Neo-Piagetian Cognitive Developmental Theory Four stages of development, beginning in early adolescence. 1.Single Abstractions 2.Abstract Mapping 3.Abstract Systems 4.Older Adolescence and Adulthood

9. Stages Single Abstractions- early adolescents can characterize their behaviors and attributes, though cannot simultaneously compare them with one another, detecting contradictions and opposites Abstract Mapping- in later adolescents the ability to compare single abstractions.

10. Stages Abstract Systems- around midadolescence the ability to integrate or resolve seeming contradictions within the self-theory Older Adolescence and Adulthood- in the last stage of development the ability to normalize or find value in the different selves.

11. True vs. False Behavior When an individual displays opposing attributes in different situations, it is wondered which behavior is the individual’s “true self.” Adolescents can usually easily distinguish between true and false self-behaviors

12. True vs. False Self-behavior Adolescents have been found to define true self behavior as “saying what you really think,” and “expressing your opinion.” False self-behavior is defined as “being phony,” or “not stating your true opinion.” This agrees with Gilligan and colleagues, who recognize “loss of voice” as the suppression of one’s thoughts and opinions.

13. Studies show that the highest levels of false self-behavior are reported when with one’s father and, for females, with boys their age in social situations. Lower levels of false self-behavior are displayed when with classmates, teachers, or one’s mother. The lowest levels of self-behavior are found when one is with close friends.

14. Reasons for conflict among attributes Behavior violates who the individual is or wants to be The opposing attributes are both true self- behaviors but work against each other Other people in each context expect different behaviors

15. Self Organization Conflict is Normative, teenagers do not posses the ability to integrate opposing attributes Troubles for Minorities- assimilation, bicultural inter-existence False behavior breeds low-self esteem and depression

16. Critical Thinking Why do you think adolescents are most likely to show a false self to their fathers and (for girls) potential romantic partners?