Adolescence (psychosocial)

IDENTITY:
-coherent conception of the self
-includes goals, values and beliefs to which the person is solidly committed

IDENTITY VS IDENTITY CONFUSION:
-Erikson's 5th stage
-the adolescent seeks to develop coherent sense of self
-including the role he/she is to play in society -
- identity vs role confusion
- ascertain and organize their abilities, needs, interests and desires so they can be expressed in a social context

IDENTITY CONFUSION:
-normal to a certain degree
-accounts for chaotic adolescent behavior and teenagers' painful self-consciousness
-cliquishness and intolerance of differences are defences against identity confusion
-regression into childishness to avoid resolving conflicts
-impulsively commit themselves to poorly thought-out courses of action

THREE MAJOR ISSUES:
-choice of occupation
-adoption of values to believe in and live by
-development of a satisfying sexual identity

* Find a way to use skills learned - industry vs inferiority

PSYCHOSOCIAL MORATORIUM
-"time-out- period that adolescence provides
- when adolescents look for commitments they can be faithful to
-"commitments" "faithful to" => virtue learned is fidelity

FIDELITY
- extent to which they remain faithful influences ability to resolve the identity crisis
-sustained loyalty, faith, or a sense of belonging to a loved one or to friends and companions
-identification with a set of values, an ideology, a religion, a political movement, a creative pursuit or an ethnic group
-extension of virtue of trust - becomes important to be trustworthy; also extend trust to mentors and loved ones and share feelings and thoughts - first level of intimacy

MARCIA IDENTITY STATUS:
-states of go development that depend on the presence or absence of crisis (a period of conscious decision making related to identity formation) and commitment (cpersonal investment in an occupation or a system of beliefs)

IDENTITY ACHIEVEMENT:

• crisis leading to commitment
• much thought
• some emotional struggle
• made choices and expresses strong commitment to them
• own decisions
• thoughtful but not introspective to the point of indecision
• sense of humor
• functions well under stress
• capable of intimate relationshis
• holds to her standards while open to new ideas
• more mature
• more competent in relationshipe
• example given: the girl who's decided to become an engineer

FORECLOSURE:

• commitment without crisis
• does not involve questioning and exploring possiblle choices
• accepting someone else's plans for her life
• happy and self-assured
• smug and self-satisfied
• dogmatic when opinions questioned
• close family ties
• obedient
• tend to follow a powerful leader who accepts no disagreement
• FAMILY BUSINESS OR PATH CHOSEN BY THEM

MORATORIUM:

• crisis with no commitment yet
• lively, talkative, self-confident, scrupulous
• anxious and fearful
• close to parents but resists authority 
• no close romantic relationships yet
• will come out of crisis with the ability to make commitments and achieve identity
• DON'T KNOW; WORRIED

IDENTITY DIFFUSION:

• no commitments, no crisis
• not seriously considered options 
• avoided commitments
• unsure of self
• tends to be uncooperative
• parents don't discuss future with him
• unhappy
• lonely; superficial relationships
• DON'T KNOW DON'T CARE GOT PLENTY OF TIME TO DECIDE

GENDER DIFFERENCES:

F:Intimacy matters more; sense of self develops through establishing relationships - judge themselves on their handling of responsibilities and ability to care for others and for themselves

*connection with others

+self assertion collaborative

M: Erikson's theory male-oriented, Western: individuality, autonomy, competitiveness

*individual achievement

+self assertion competitive

("*" and "+" relate to basis of self-esteem)

ADOLESCENT REBELLION

• 1 out of 5 adolescents fit this pattern:
• (of) emotional turmoil, characteristic of a minority of adolescents, which may involve conflict with family, alienation from adult society, reckless behavior and rejection of adult values
• G. Stanley Hall: efforts to adjust to their changing bodies and to imminent demands of adulthood usher in a period of emotional "storm and stress" which produces conflict between the generations
• Sigmund and Anna Freud: "storm and stress" universal and inevitable, growing out of a resurgence of early sexual drives towards the parents (okayyy)
• but: MARGARET MEAD: when a culture provides a gradual, serene transition from childhood to adulthood, "storm and stress" is not typical
• full-fledged rebellion uncommon
• adolescents may defy parental authority with some regularity
• emotions attending this transition do not normally lead to family conflict of major proportions or to a sharp break with parental or social standards
• The second quote here, therefore, is an instance of misunderstanding
• usually happy and relaxed, enjoyed life, felt able to exercise self-control; enjoyed relationships, school and work; and looked forward to the future, confident of their ability to cope with the problems life might bring
• it IS a difficult time:

1. family conflict, depression and risky behavior are more common than during other parts of the life span
2. many adolescents feel awkward, lonely, nervous, or ignored and most take occasional risks
3. negative emotionality and mood swings are most intense during early adolescence

• adults who assume that adolescent turmoil is normal and necessary may fail to heed the signals of the occasional young person who needs special help

CHANGING TIME USE AND CHANGING RELATIONSHIPS

-discretionary time (amount available differs in cultures but) usually spent "hanging out" with peers

-This disengagement is not a rejection of the family, but a response to developmental needs

-require time alone to step back from the demands of social relationships, regain emotional stability, and reflect on identity issues

-ethnic and cultural variations in time use tell us about how culture affects psychosocial development

PARENTING STYLES:
Authoritative parenting still seems to work best
-insist on important rules, norms, and values but are willing to listen, explain and negotiate
-exercise control over conduct but not sense of self
-show disappointment (about misbehavior) rather than punishing them harshly
-may bolster child's self-image - children of authoritative parents positively evaluate their own general conduct, psychosocial development and mental health
-self-confident and competent in both academic and social realms
-want to achieve and believe they can do whatever they set out to do