1. The Self Samuel R. Mathews, Ph.D. Department of Psychology The University of West Florida

2. The Self Development of identity grounded in: –Cognitive development Emergence of self reflection on emotions and relationships –Experiences with peers & family Changing roles, expectations & responsibilities –Experiences with culture at large Changing expectations in autonomy (broad socialization) & interdependence (narrow socialization)

3. The Selves Ideal Self—the optimal state of the individual Actual Self—reality Possible Self—likely outcome Feared Self—worst possible False Self—one’s image management

4. Identity and Self Self Concept: –Generalized view of self Childhood—more physical Adolescence—more psychological Social Comparison –Estimation based on social comparisons –Upward comparison: realistic comparison can lead to improved functioning; unrealistic comparison can lead to frustration –Downward comparison: can lead to lower efforts to improve

5. Identity and Self Outcome of Social Comparison : –Baseline Self Esteem Ambient level of evaluation Stable yet malleable –Barometric Self Esteem— Moment to moment/day to day sense of self evaluation Contextually determined

6. Identity and Self Outcome of Social Comparison: Self Esteem –Harter’s work: Perceived Competence Eight scales (pg. 152) Scale with highest impact is physical appearance –Impacts females more than males –Peers & Families tend to relate to which domains are more influential Issues surrounding self esteem/social comparison tends to be more focused in USA culture

7. Identity and Self Emotionality and Identity Development: –Neurological Basis: Amygdala more active than frontal lobes in adolescents Frontal lobe more active than amygdala in adults –Higher reports of negative emotions (self- conscious; embarrassed; lonely) Likely based on multiple life changes with onset of adolescence (e.g. school, family, peers) Feminine girls reported less sense of voice than any other group

8. Identity: Key Constructs Autonomy –A sense that the individual participates actively and with some degree of control in decision-making: About self In interactions with others –Patterns of family interactions inhibit or enhance this decision-making

9. Identity: Key Constructs Individuation: –As adolescents make decision and experience consequences they begin to define themselves as different from others –Adolescents begin to separate the affective element of an event and the intellectual analysis of that event

10. Identity: Key Constructs Individuation (cont’d) –Families impact this process Allowing decision-making within boundaries supports the process of individuation Openness of emotions within family supports this process Supporting exploration within boundaries can lead to free but cautious explorations by the adolescent Positive outcomes follow from a balance of independence and familial closeness

11. Erikson’s Perspective on Identity Dev. Fifth stage in Erikson’s psychosocial theory of development Individual has likely acquired major tools of the culture Emphasis shifts to establishing an identity separate from but related to family of origin

12. Erikson’s Perspective on Identity Dev. Explorations beyond the family system increase and provide a sampling of alternatives to that family system Individuals who explore and internalize a set of values, beliefs, expectations, and norms will likely reach an identity achieved

13. Marcia’s Identity Status Model Major constructs: –Commitment: construction of a relatively stable set of values, beliefs, roles, norms, and expectations –Exploration: behaviorally or vicariously seeking out experiences typically beyond the family or origin

14. Marcia’s Identity Status Model Identity Diffused –Neither committed nor engaged in exploration; –May have some explorations but more of a “meandering rather than intentional exploration –Seem to be more of a carefree drifting than exploration.

15. Marcia’s Identity Status Model Identity Foreclosed— –Committed to an identity without significant exploration; –Focused on well defined goals –Behavior conforms to expectations of authority –Lack flexibility and can be defensive –Adopt values, beliefs, etc. of authority figures

16. Marcia’s Identity Status Model Identity Moratorium –Engaged in exploration of roles, values, etc. –Tend to move between conformity and rebellion –Tend to be more anxious than other statuses

17. Marcia’s Identity Status Model Identity achieved –Tend to have resolved questions about their own values, norms, etc. –More thoughtful and introspective –Can explain their explorations and choices –Perform well under stress –Tend to resolve moral dilemmas at high levels of moral reasoning

18. Domains of Exploration Gender Role/Sexual Identity Ideological/Political/Theological Career Interpersonal (may be beyond gender role)

19. Intimacy/Isolation: Emerging Adlthd Erikson’s 6 th Stage: Intimacy vs. Isolation –Forming a close and committed relationship –Beyond sexual intimacy to emotional intimacy –Based on sharing with another without losing one’s own identity –Typically is observed during emerging adulthood

20. Postmodernism and Identity One’s Achieved identity is –More malleable –Grounded in Situational and Temporal variables –Requires a longer course of time

21. Ethnic Minority Identity Development Defining Minority Status Phenny’s Work –Stages of Ethnic Identity Development based on: Interaction with the dominant culture Interaction with one’s own culture Internalization of ethnic and cultural values, beliefs, & traditions

22. Ethnic Minority Identity Development Cross’s Stages (Vandiver, Cross, Worrell, & Fhagen-Smith, 2002): –Pre-encounter: Assimilation & Self-Hatred –Encounter: Experience of events leading to reexamination of ethnic perspective

23. Ethnic Minority Identity Development: Cross (cont’d) –Immersion-Emersion: deep immersion into one’s own culture and potential hatred of the other –Internalization-Commitment: self acceptance, other acceptance; bi-cultural

24. Evaluating the Self Perceived Self-Efficacy: The perception that some outcome can be achieved through current knowledge and skills or knowledge and skills that can be obtained

25. Strategies for encouraging perceived self efficacy Mastery Experiences—opportunities to succeed given challenging but attainable goals Vicarious Learning—observing others similar to oneself acting and attaining goals

26. Strategies for encouraging perceived self efficacy Verbal/Social persuasion—encouragement and instructional (not evaluative) feedback Positive Affective Environment—experiences of attempting challenging tasks with instructional not evaluative feedback; encouragement of attempting tasks, not simply succeeding;

27. Relationship between Self-Efficacy and Identity mood regulation, and generalized self- efficacy were (as expected) important codeterminants of late-adolescent identity among women, and men’s late adolescent identity (Lopes et al, 1992)

28. Relationship between Self-Efficacy and Identity It was found that identity exploration and commitment, self-efficacy, control, and responsibility were predictive of future orientation. For younger adolescents, greater perceived control and responsibility was related to a stronger future orientation. (Kerpelman & Mosher, 2004)

29. The Self Alone Two aspects: –Social Loneliness: number of social contacts –Emotional Loneliness: quality of social contacts Emotional Loneliness predictive of negative outcomes –Emerging adulthood has higher levels of emotional loneliness than either adolescence or adulthood.

30. Discussion Questions List 4-5 terms you would use to describe yourself as you remember it during middle school. List 4-5 terms you would use to describe yourself as you are now Compare the two lists and describe how they are alike and how they are similar.