1. A Conceptual Framework for Examining Adolescent Identity, Media Influence and Social Development Blake Te’Neil Lloyd
Prepared by: Kath Casey
Martha Muryanto [ ]

2. Presentation Outline Introduction Background/Objectives
Theoretical framework
Suggested framework
Further Study/Research recommendations
Strengths of the article
Weaknesses of the article
Conclusion
Discussion

3. Why we chose this article
Both Martha and I are interested in the influence of media on the development of adolescents
Martha has a friend that is consumed by the media negatively
I work with students are strongly influenced by the media from how they act, what they wear and their goals in life. They have superficial reasons for their selection of role models.
We both chose this article and that’s why we’re presenting it together. (Thanks to wikispace.com for making it easier! )

4. Background to research
Development of adolescent identity
External influences on adolescent development
Influence of mass media devices on adolescent development
Increase of media on the social development of adolescents (how they act)
Change in the study of adolescents
Need for a comprehensive model that closely considers aspects of the 21st Century.
Theories of mass media are embedded in the origins of sociology
Adolescents attracted to forms of mass media - assist to understand their environment

5. Objectives of the article
Offer a theoretical understanding of adolescent consumption of media
Review of mass communication theory, development theory and ecological theory.
Linkages between media exposure and adolescent development (social competence and identity formation).
Consideration of positive and negative aspects of adolescent cognition and behaviours.

6. Theories First theories of mass communication (S-R)
Brofenbrenner’s ecological perspective:
Behaviour
Four major systems of behaviour including:
Microsystem
Mesosystem
Exosystem
Macrosystem
Identity and adolescent relationship

7. Theorists continued….. Blos’ Sullivan, Cooley and Mead’s Elkind
“Character” refers to “identity”
Four challenges to get to adolescent stage
Sullivan, Cooley and Mead’s
Interpersonal relationship
Three modes of experiences
Elkind
Adolescents expectations
Adolescent egocentrism

8. A few more theories…. Erikson’s identity formation Stages Identity
Relationship between media and identity
Ethnic identity
Cooley and Mead’s symbolic Interactionist Theory
Comparison between theories
The development of ideas toward a focus on the processes that can account for human development across settings is a major step toward offering more precision regarding how macrosystem attitudes might influence individuals.

9. Recap of the theories….
Behaviour : a function of the interaction between the person and the environment
Human behaviour in context: situational, interpersonal, sociological, cultural, historical, and, of course, theoretical
Bronfenbrenner’s multiple layers of contextual influences
Blo’s theory
Sullivan, Cooley and Mead’s interpersonal relationship
Elkind’s expectations and egocentrism
Erikson’s identity formation theory
Ethnic Identity
Cooley and Mead’s symbolic interactionist
Recognize the multiple layers of contextual influences on child development.
Microsystem : where interactions occur between the developing person and the environment. The most proximal level of context to the individual. Typical components of a microsystem for an adolescent include interpersonal relationships with family members, a peer network, and other social groups such as neighbours.
Mesosystem: An example of this level of ecology might be the linkage between home and school. Furthermore, these interwoven relationships can be supportive of each microsystem or in opposition to each microsystem. For instance, Muuss (1988, p. 304) described an “impoverished mesosystem” in which parents are not familiar with their adolescent child's peer group.
Within the exosystem, the adolescent does not directly participate in these interactions; however, decisions made at this level of context often greatly affect the adolescent. For example, interactions that occur within a parent's place of employment often have a significant impact on the microsystem level of the family.
The macrosystem is described as a broad societal blueprint that contains the core structures and values that compose a particular culture. Features of the macrosystem include political, religious, and educational values; health practices; appropriate standards for behavior and appearance; and roles according to age, gender, and ethnicity.
These levels of context simultaneously affect the individual and interact with one another.

10. AIMSS framework What does it stand for?
AIMSS: An integrated Framework for examining Identity, Media and Socio-cognitive Schema.
Cognitive responses from adolescents to mass media
Framework could assist further research (discuss later)
Application of developmental theory
Preventative intervention
Analysis of pro-social messages to adolescents from the media

11. Components of AIMSS framework
Theoretical Perspectives
Analysis of interaction between components
Application of AIMSS to adolescents
Social competence
Cognitive process
What if scenarios
Considerations of socio-cognitive schemas
Proactive
Reactive
Reactive coping methods

12. Further research/study considerations
Theoretical frameworks
Hypothetical situation
Four considerations outlined by the author
Development of instruments
Development theory
Conceptualisation of key developmental tasks
Study of study who identify pro-social influence of media.

13. Stay focussed…..not long to go.

14. Summary/ Conclusion Considerations of theoretical frameworks
Over time, mass communication theories change.
Several researchers believe that adolescent general feelings of well being are influenced by:
Social development
Biological development
Cognitive development
Study of adolescent development has moved from a narrow focus to a study of different developmental processes

15. Strengths Influences of changing environment
Considerations of the broad perspectives of adolescence
Consideration of the rapid advancement of mass communication
Balanced consideration of positive and negative influences of mass media on adolescent development
Appropriate versus inappropriate behaviours.

16. Weaknesses Generalisation of adolescence
Importance of gender considerations – Erika Frydenberg (1997)
Considerations of the idea of ‘self’ – James E. Cote (2002)
Theoretical and hypothetical – specific considerations for research

17. References:
Blake, Te’Neil Lloyd (2002) A conceptual framework for examining adolescent identity, media influence, and social development, Review of General Psychology, 6(1):
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18. References:

19. Discussion Questions:
1a.DISCUSS an experience when media have help you engage with your study. e.g When you listen to music or use TV as ambient background b. HOW did this influence the effectiveness of your study?
2. Do you think the use of media increased your motivation to study or decreased it?

20. Discussion Questions:
3. Did media have any influence on your perspective about achievement? e.g Are you motivated to strive for better or it set you back? Throughout your adolescence, did you preference of mass media devices change? WHAT is your preference as an adult?

21. Discussion Questions:
5. We often focus on the reactive responses of adolescents to mass media influences (aggressive anti-social behaviour, violent video games etc.). In groups of 3-4, LIST some proactive responses adolescences may experience from media influences (empathy etc.). -If possible, PROVIDE specific examples Different cultures may have different views on the effectiveness of media as a tool for study and learning. In your experience, HOW does your culture view/portray the effectiveness (or pro or cons) of following forms of media?: