| | Theories of Social and Personality Development- Freud | Romantic interests are the central themes
(a lot of personality comes from romance, primary focus is to find a romantic relationship, adolescence alter their personality to be romantically available or attractive
post pubertal years constitute last stage of the personality development. both adolescents and adults are in the "genital stage"
his importance was to reach sexual maturity |
| | genital stage | period during which psychosexual maturity is reached |
| | Erickson | Models in a broader scope
Central crisis: Identity vs. role confusion
importance: achievement of a sense of personal identity. |
| | According to Erickson, identity has to do with? | identity has to do with idea of self continuity- continually your self no matter what situation you are in. (sexuality, who do I identify with, religion more of a choice)
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| | Role confusion | Not knowing where you fit in in the family (peacemaker or rebel etc.) |
| | Identity crisis | feels like you were all together, knew who you were but one day it fell apart and you went back a step. |
| | Marcia's Theory of Identity Achievement | Identity achievement: You have reached that level and you know who you are; able to see past certain things.
Just because someone called you something, it doesn't affect who you are (ie: being called stupid)
The outcome of reevaluation/a crisis is a commitment to some specific role, value, goal, or ideology. |
| | According to Marcia, what are the four different identity statuses possible? | Identity achievement: The person has been through a crisis and has reached a commitment to ideological, occupational, or other goals.
Moratorium: A crisis in progress, but no commitment has yet been made. High crisis, low values.
Foreclosure: The person has made a commitment without having gone through a crisis. No reassessment of old positions has been made instead the individual accepted defined commitment culturally or parentally made. High values, low crisis.
Identity diffusion: Crisis, no commitment. diffused state of identity: limbo. |
| | Self-definition becomes more abstract in adolescence while the psychological self still develops (internal qualities) | impacted through relationships but don't necessarily let others tell them who they are
Type of son or daughter they want to be, type of student they want to be, type of friend they want to be |
| | Self Esteem | A steady rise in self-esteem through the years of adolescence
But self-esteem drops during early adolescence |
| | Gender Roles | gender-related aspects of the psychological self. Adolescents understand that gender roles are social conventions, so their attitudes toward them are more flexible. |
| | Feminine gender role identity | Identify less with masculine stereotypes
Feminine stereotypes: care about looks, hair, clothes, friends, shopping
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| | Masculine Gender role identity | Rarely feminine traits
masculine traits: cars, sports, girls |
| | Androgynous gender role identity | person who has a mix of both female and male gender role traits- see themselves as having both. |
| | undifferentiated gender role identity | Does not identify as either- traits are undistinguishable. Lacking both traits. |
| | Ethnic Identity | Biracial adolescents experience a different pathway to ethnic identity, highlights the difference between the biological aspects of race and the psychosocial nature of ethnic identity
Immigrant teens develop bicultural identity (culture of parents and culture of new home)
Psychologist Phinney proposed that in adolescence, the development of a complete ethnic identity moves through 3 stages. |
| | Moral Development | Theories of moral reasoning have been important in explanations of adolescent antisocial behavior |
| | Kohlberg's Theory of Moral Reasoning has how many reasonings? | Four
Very few children reason beyond one and two
Among adults- stages 3 and 4 are most common |
| | Pre conventional Reasoning | First stage- Has to do with sense of reasoning for the child comes from perception of authority
right or wrong depends on if there is a punishment involved, if a punishment- then its wrong. and do things that are rewarded.
Perception is based on prime authority figures
"What would mom or dad do in this situation?"
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| | Conventional Morality | Individualism creeps in
Shift and begin to look at house they personally would set up rules or the norms
Hierarchy as law- follow rules that everyone has to follow.
Good behavior pleases others
Makes judgments on whether it was intentional of others
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| | Post conventional Reasoning | individual makes choices and judgements based on self-chosen principles or on principles that are assumed to transcend the needs and concerns of any individual or group.
minority |
| | Causes and consequences of moral development | Seeing other person's perspective= more advanced moral reasoning
Role taking: if you have a group of people they all have different perspectives. Might all take on different roles. Sense of seeing other peoples points of views/ perception.
The more they can see from another persons perspective, the more advanced they are in moral reasoning.
Parents have an affect on moral reasoning
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| | Criticism | Moral reasoning and emotions leaves out culture.
Too narrow to be considered universal.
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| | Carol Gilligan | Claims that an ethic based on caring for others and on maintaing social relationships may be as important to moral reasoning as ideas about justice are.
She says that boys are more likely to operate from a justice orientation and girls are more likely to operate from a care orientation
Decisions and reasoning and morality was individual based as opposed to making sure to see how impacts relationship vs. own being
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| | Social relationships: Relationship with parents | individual traits may conflict with parents
Two contradictory tasks with parents:
1. Establish autonomy
2. Maintain a sense of relatedness
parent child conflict increases frequency. |
| | Friendships | Peer relationships become more significant and intimate and stable and change in identity status
Electronic communication
A change in identity
(internet as social network)
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| | Peer Groups | clique- typically same sex, dont allow others to come in, |
| | Romantic Relationships | Gradual progression from same-sex friendships to heterosexual relationships
More rapidly paced for girls
Social factors are jut as important for emerging into romantic relationships, not just sexual desire.
Basic conception of "in love" at age 12 or 13
Homosexual teens are aware of same-sex attraction earlier- 11/12 and Boys notice earlier than girls of homosexuality and act on it at earlier ages.
More gay teens than lesbians |
| | Piaget's Formal operational stage | The fourth of Piaget's stages, during which adolescents learn to reason logically about abstract concepts
When Piaget sees a big growth: 12-16 |
| | Key elements of formal operational thinking | Systematic Problem Solving: Ability to use methods to solve problems. Often used by adolescents especially in sciences (highschool), logic behind what they are doing, more organized and test single factors |
| | Hypothetico-Deductive Reasoning | Able to answer "if or then" questions.
How they form friendships, how they decide to act with some people |
| | Direct Test of Piaget's View | The pendulum problem
Formal operational reasoning seems to enable adolescents to understand figurative language (ex: metaphors) to a greater degree
Piaget overestimated adolescents' capacity for formal solving problems. |
| | Formal Operational Thinking in Everyday Life (Elkin- Adolescent egocentrism and Personal fable) | Adolescent egocentrism: An adolescents belief that her thoughts, beliefs, and feelings are unique. A component of this is personal fable: the belief that the event of one's life are controlled by a mentally constructed autobiography. (if in gang, sees themselves getting shot soon or if you think unique and special compared to others, nothing bad will happen like car accident.) may be dramatized.
-Don't necessarily think everyone sees the world in the same way, but they think everyone knows about everything
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| | Imaginary audience (Elkin) | Causes adolescents to act in certain ways- take certain attitudes
Certain places adolescents want to socialize
Where do they want to go where do they want to fit in
Internalized set of behaviors usually derived from teenagers peer group
Trying to figure out how and where to begin |
| | Naive idealism: Piaget | Hypothetico-deductive thinking leads to this outlook.
Adolescents can use this powerful intellectual tool to think of an ideal world and to compare the real world to it. Real world falls short of ideal world--> dissapointment.
(may want to change it) |
| | Advances in Information-Processing | Adolescents process information much faster
Uses processing resources efficiently (how to study for a test)
Understand own memory process (the more stimuli you receive the more you process- adolescents are able to take in large amounts of stimuli)
More knowledge than elementary school children
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| | Executive Processes | information-processing skills that allow a person to devise and carry out alternative strategies for remembering and solving problems and not maintain conscious control of her own thought process and behavior and therefor solve curren problems. Mature problem solving
Response inhibition: considered an executive skill, ability to control response (how you react) to stimuli (little kid will chow down pizza when hot, older kid waits) |
| | Academic Learning | Learning that is required in school
Well developed executive processes are critical to success in secondary school because the Information is often presented without a real-world context
Important advance is selecting appropriate learning strategies for tasks.
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| | Schooling | Children must transition from the simplicity of elementary school to the intimidating complexities of secondary school
1. students perspective of school- social aspects
2. teachers perspective of school- grades |
| | Tasks Goals vs. Ability Goals | Tasks goals are goals based on personal standards and a desire to become more competent at something. (improve own time in running)
Ability Goals: defines success in competitive terms and is based on a desire to be better than another person at something. (fastest runner on the team) |
| | Engaged vs Disengaged student | Engaged student not only enjoys school but also are involved in a lot of aspects o it, participating in extracurricular and elective activities, doing their homework, and so on. Authoritative parents.
Disengaged students: do not enjoy school, particularly the academic part of the process, and do not participate in school activities.
Sternberg says that level of engagement or disengagement is critical for child and his/her future. |
| | School Safety | strongly influences engagement. sexual harassment, unwelcomed sexual advances and/or derogatory or suggestive comments of a sexual nature, is one source of anxiety for many students. Being victomized by aggressive peers is a big worry. |
| | Dropping out of High school | Results from complex interaction of academic and social variables
90% of highschool students graduate
Ethnic differences in drop-out rates:
1. aggressive behavior children
2. no way or hard way to school
3. risky behavior children- pregnancy or raising a child
4. friends dropping out or classes were uninteresting is primary reason
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| | Character Education | A curriculum that teaches students culturally acceptable ways of behaving
Critique: Focusing on one group's notion of good character could be offensive to some. |
| | Gender, Ethnicity, and Achievement in Science & Math | Girls seem to be at a particular risk for achievement losses after the transition to high school. But girls possess characteristics that educators can build upon to improve their achievement in science class.
Culturally- attitudes also influence girls' science achievement. Don't view science as suitable career?
Gender gap in math: smaller today than in 1960s. boys are better at identifying effective strategies for solving the types of problems on standardized math tests. girls good at math have less confidence in abilities.
Asian american and white students are more likely to enter 9th grade with skills necessary for algebra. |
| | Effects of employment on teens' lives? | Use drugs, display aggression, argue with parents, get inadequate sleep, be dissatisfied with life, decrease chances for successful careers (lead to drop outs in high school) |
| | Choosing a Career (stages in decision-making process) | Donald Super:
Growth stage- birth - 14 abilities and interests
Exploratory stage- 15-24 links between personal characteristics and those required by various occupations
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| | Influences on Career choices | family influences: 3/4 of teens say parents are number 1 source of info about occupations, tend to choose occupation at the same general social-class level as parents.
stereotypical men job: technical, higher in both status and income.
female jobs: service occupations and are typically lower in status and lower paid. |
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