1. Socioemotional Development in Adolescence Chapter 12 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

2. 12 - 2 Chapter Outline The self, identity, and religious/spiritual development Families Peers Culture and adolescent development Adolescent problems © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

3. 12 - 3 The Self, Identity, and Religious/Spiritual Development Self esteem – Self-esteem of girls declines more during adolescence – Indicate a perception about whether he or she is intelligent and attractive – Narcissism: Self-centered and self-concerned approach toward others © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

4. 12 - 4 The Self, Identity, and Religious/Spiritual Development Identity – Self-portrait composed of many pieces Vocational/Career Political Religious Relationship © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

5. 12 - 5 The Self, Identity, and Religious/Spiritual Development Achievement, intellectual Sexual Cultural/ethnic Interests Personality Physical Identity – Erikson’s view Identity versus identity confusion © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

6. 12 - 6 The Self, Identity, and Religious/Spiritual Development – Psychosocial moratorium - Gap between childhood security and adult autonomy – Adolescents experiment with different roles and personalities – Adolescents who cope with conflicting identities emerge with a new sense of self – Adolescents who do not successfully resolve the identity crisis suffer identity confusion © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

7. 12 - 7 Figure 12.1 - Marcia’s Four Statuses of Identity © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

8. 12 - 8 The Self, Identity, and Religious/Spiritual Development Identity – Emerging adulthood and beyond Key changes in identity are more likely to take place in emerging adulthood than in adolescence Identity does not remain stable throughout life – “MAMA” - Repeated cycles of moratorium to achievement © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

9. 12 - 9 The Self, Identity, and Religious/Spiritual Development Identity – Ethnic identity: Enduring aspect of the self that includes: Sense of membership in an ethnic group Attitudes and feelings related to that membership – Many adolescents develop a bicultural identity Identify in some ways with their ethnic group and in other ways with the majority culture © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

10. 12 - 10 The Self, Identity, and Religious/Spiritual Development Religious and spiritual development – Religion and identity development – Cognitive development and religion in adolescence Increase in abstract thinking lets adolescents consider various ideas about religious and spiritual concepts – The positive role of religion in adolescents’ lives © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

11. 12 - 11 Figure 12.2 - Developmental Changes in Religiousness from 14 to 24 Years of Age © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

12. 12 - 12 Families Parental monitoring and information management – Supervising adolescents’ choice of: Social settings Activities Friends Academic efforts – When parents engage in positive parenting practices: Adolescents are more likely to disclose information © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

13. 12 - 13 Families Autonomy and attachment – Parents must weigh needs for autonomy and control, independence and connection – The push for autonomy May puzzle and anger many parents Adolescents’ ability to attain autonomy is acquired through appropriate adult reactions to their desire for control Boys are given more independence © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

14. 12 - 14 Families Role of attachment – Securely attached adolescents are less likely to have emotional difficulties and to engage in problem behaviors: Juvenile delinquency and drug abuse Balancing freedom and control © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

15. 12 - 15 Figure 12.3 - Old and New Models of Parent-Adolescent Relationships © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

16. 12 - 16 Peers Friendships – Most teens prefer a smaller number of friendships that are more intense and more intimate – Friends become increasingly important in meeting social needs – Developmental advantages occur when adolescents have friends who are: Socially skilled, supportive, and oriented toward academic achievement © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

17. 12 - 17 Figure 12.4 - Developmental Changes in Self-Disclosing Conversations © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

18. 12 - 18 Peers Peer groups – Peer pressure Young adolescents conform more to peer standards than children do Adolescents with low self-esteem and high social anxiety are most likely to conform to peers © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

19. 12 - 19 Peers Peer groups – Cliques and crowds Cliques: Small group averaging 5 or 6 individuals that may form among adolescents – Engage in similar activities Crowds: Larger than cliques and less personal – Members are based on reputation – May not spend much time together © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

20. 12 - 20 Peers Dating and romantic relationships – Developmental changes in dating and romantic relationships Three stages – Entry into romantic attractions and affiliations at about 11 to 13 years of age – Exploring romantic relationships at approximately 14 to 16 years of age – Consolidating dyadic romantic bonds at about 17 to 19 years of age © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

21. 12 - 21 Peers Dating and romantic relationships – Dating in gay and lesbian youth Many date other-sex peers, which can help clarify their sexual orientation or disguise it from others – Sociocultural contexts and dating Values, beliefs, and traditions dictate the age at which dating begins © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

22. 12 - 22 Peers Dating and romantic relationships – Dating and adjustment Linked with measures of how well-adjusted adolescents are © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

23. 12 - 23 Culture and Adolescent Development Cross-cultural comparisons – Health – Gender – Family – Peers – Time allocation to different activities – Rites of passage © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

24. 12 - 24 Culture and Adolescent Development Ethnicity – Immigration High rates of immigration are contributing to the growth of ethnic minorities in the U.S. Immigrants experience stressors uncommon to longtime residents © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

25. 12 - 25 Culture and Adolescent Development – Ethnicity and socioeconomic status Interact in ways that exaggerate the influence of ethnicity Ethnic minority adolescents experience: – Prejudice, discrimination, and bias – Stressful effects of poverty © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

26. 12 - 26 Figure 12.5 - Developmental Changes in the Amount of Time U.S. 8-to 18-Year-Olds Spend with Different Types of Media © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

27. 12 - 27 Culture and Adolescent Development The media – Technology and digitally mediated communication e-mail, instant messaging, social networking sites: – Facebook, chat rooms, video sharing and photo sharing, Multiplayer online computer games, and virtual worlds © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

28. 12 - 28 Adolescent Problems Juvenile delinquency – Juvenile delinquent: Adolescent who breaks the law or engages in behavior that is considered illegal – Delinquency rates Males more likely to engage in delinquency than females Rates among minority groups and lower-SES youth are especially high © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

29. 12 - 29 Adolescent Problems Juvenile delinquency – Causes of delinquency Lower class culture Parents less skilled in discouraging antisocial behavior Siblings and delinquent peers © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

30. 12 - 30 Adolescent Problems Depression and suicide – Depression Factors contributing to depression – Genes – Certain family factors – Poor peer relationships Treatment – Drug therapy using serotonin reuptake inhibitors – Cognitive behavior therapy – Interpersonal therapy © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

31. 12 - 31 Adolescent Problems Depression and suicide – Suicide is the 3 rd leading cause of death in 10-to 19-year-olds – Adolescents contemplate or attempt it unsuccessfully than actually commit it – Females are more likely to attempt suicide, but males are more likely to succeed © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

32. 12 - 32 Adolescent Problems Depression and suicide – Other risk factors History of family instability and unhappiness Lack of supportive friendships Cultural contexts Genetic factors Depressive symptoms © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

33. 12 - 33 The Interrelation of Problems and Successful Prevention/Intervention Programs Four problems that affect the most adolescents: – Drug abuse – Juvenile delinquency – Sexual problems – School-related problems © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

34. 12 - 34 The Interrelation of Problems and Successful Prevention/Intervention Programs Successful intervention programs include: – Intensive individualized attention – Community-wide multiagency collaborative approaches – Early identification and intervention © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.