1. Self and Identity: Overview Changes in Self-Conceptions –Self Esteem –Self-descriptions –Self integration –True/false selves –Possible selves –Emotional self Identity models

2. Self-Esteem Overall evaluative feeling about oneself. Self- satisfaction, liking oneself, pride in onself Harter: Sense of competence in domains that are important to the individual results in high self-esteem (“global self-worth”). Domains of competence include scholastic, job, athletic, physical appearance, social acceptance, close friendship, romantic appeal, and behavioral conduct. Cooley, Mead: Perceptions of competence and evaluation are in large measure constructed in light of others’ evaluations: “Looking-glass Self”

3. Changes in Self-Descriptions Harter: Change from concrete to abstract –For example, personality description (I am tolerant a tolerant person) based on integration of a number of concrete descriptions (I am a good listener, I can see someone else’s point of view) More differentiated self descriptions –Vary across different social roles/contexts (e.g., self with mother, with close friend, in romantic relationship, etc.). E.g., with mother the self may be more sarcastic, with a close friend it may be more sensitive, etc.

4. Integrating the Self Beginning in middle adolescence, important question: How to integrate multiple self-concepts into a unified conception of self? –Early adolescents do not mind inconsistencies (e.g. with friends vs. parents) –Middle adolescents want internal consistency in their self- theories (Epstein) E.g.: A girl talking about romantic relationships: “I hate the fact that I get so nervous! I wish I wasn't so inhibited. The real me is talkative, I just want to be natural, but I can't.“ –Older adolescents can integrate (if they cannot, the self is overly fragmented (Erikson’s “Identity diffusion”). E.g.: You can be shy on a date and outgoing with friends, because you are just different with different people, you can’t always be the same person and probably shouldn’t be.”

5. True vs. False Self Harter: adolescents distinguish between “true” and “false” selves. More likely to display false behavior in romantic or dating situations and with classmates, and least likely to display it with close friends. Self with parents is in between the other two. Why do they engage in false behavior? a) To impress others; b) to try out new behaviors or roles; c) because others don't understand or don't like the true self.

6. Possible Selves Markus and Nurius: adolescents begin to be able to conceptualize discrepancy between ‘real self’ vs. ideal, hoped for, and feared selves. Possible selves provide an incentive for guiding future behavior (ideal and hoped for), and behaviors to avoid (feared self) However, can also be used as a basis for negative self-evaluations (e.g., real vs. ideal as a basis for shame)

7. Emotional Self ESM (Experience Sampling Method): Using beepers (Csikszentmihalyi, Larson). –Adolescents feel self-conscious and embarrassed 2x to 3x more often than parents. –Adolescents more likely to feel awkward, lonely, nervous, ignored. –Compared with 5 th graders, for 9 th graders the proportion of time described as “very happy” is 50% lower. –Adolescents spend about ¼ of their waking time alone. They initially feel lonely, but typically use the time in a restorative way. They listen to music, lie on their bed, reflect, fantasize. This is constructive as long as it is not unusually high, OR unusually low. In those cases, school problems and depression are more common.

8. Sense of Identity Sense of purpose Your long term plans Your values A sense of ‘knowing who you are’

9. Eight Eriksonian Stages of Identity Development

10. Erikson’s Model of Identity All people pass through 8 stages of identity, which include 8 psychosocial crises based on tensions that are prominent at that stage because of a combination of biological and social forces Each issue is present at all stages. Passing through a stage doesn’t mean it’s resolved (e.g., we can always learn more about trust--but, are we more trusting than not?) At adolescence, the development of a coherent sense of identity is most prominent issue Each crisis is normative, everyone must go through it Hierarchical model: The successful resolution of each challenge depends on the healthy resolution of the prior challenges.

11. Erikson on Adolescent Identity Task..."From among all possible imaginable relations, the young person must make a series of ever-narrowing selections of personal, occupational, sexual, and ideological commitments.” It is through interactions with others-- a social task, not just a psychological private soul-searching (as has sometimes been described)-- that one achieves an identity. –Through others’ responses to us, we learn who we are and what we should/shouldn’t keep doing; what is possible (what are the alternatives, and which are desirable). We are shaped by others’ reactions to us.

12. Moratorium For Erikson, a societal phase during which adolescents can take time to ‘figure out’ their identity –Time to experiment with different roles, delay making decisions about career, values, relationships. May not be possible for adolescents in lower socioeconomic (SES) levels –E.g., if a teen has to go to work to help with family finances, their chance to explore is cut short (“foreclosed”).

13. Moving Beyond Identity Phase Establishing an identity is a conscious achievement. Commitments made to occupation, ideology, religious life, romantic partner (or knowing what one wants in a partner). Period of crisis may last well into early adulthood. Person may gain, re-lose, regain identity. Easier each time, and more enduring.

14. Problematic Resolutions of Identity Phase Problematic resolution more likely if: –Adolescent has not successfully mastered previous stages, or… Environment, e.g. family, community, social, cultural [e.g., cultures which discourage exploration, especially in girls], economic pressures may prevent or cut short the moratorium.

15. Problematic Resolution, I: Identity Diffusion Disjointed personality, lack of sense of self –Similar to dissociative states (multiple personality) –Can vary from mild loss of sense of self, to more pathological fragmentation of self –Milder examples include: “Not-me” experiences Lack of normal orientation to time/place Lack of conviction, major difficulties making choices

16. Problematic Resolution, II: Foreclosure Skipping over the moratorium, and prematurely arriving at sense of identity –Could occur in families in which it is not permissible to make choices or think for oneself –Could also occur if adolescent must take on adult obligations prematurely –Could occur if adolescent is too emotionally fragile to experiment with different roles –May set the stage for crisis later in life (e.g., severe ‘mid-life’ crisis).

17. Problematic Resolution, III: Negative Identity Identity formed out of rebellion against parents’ wishes E.g., a son of conservative, religious parents who dresses in black trenchcoat, and listens to Marilyn Manson

18. Marcia’s Research Model Marcia’s work is the most influential work on Erikson’s theory Focuses on identity in occupation, ideology, and interpersonal relationships Two dimensions: (a) degree to which they have made commitments, and (b) the degree to which they have engaged in an ongoing search process (i.e., the crisis).

19. Marcia’s Classifications Identity Achievement (has made commitments, and has experienced a crisis). –For Marcia this is stable, for Erikson it fluctuates over time Moratorium (still in crisis, no commitment) –Note that for Marcia, this is a psychological state, but for Erikson it is social. For Marcia, crisis=turmoil; for Erikson, the crisis is more subtle, experimentation Foreclosure: Has made commitments but did not experience a crisis Diffused (no commitments, and has not engaged in exploration) –For Marcia, diffusion = random experimentation; for Erikson, it is fragmented personality