1 Adolescent Socio-emotional Development

 During adolescence, self consciousness takes center stage!  Teens focus on wondering “Who am I?” and “Where do I belong in the world?”  WHY?? ◦ Teens begin to become more like adults intellectually  Realize the importance of establishing self in society, and shaping their individuality ◦ Teens become more like adults physically  Dramatic changes during puberty make teens acutely aware of their own bodies 3

 Self concept broadens during adolescence to include both one's own assessment of who you are and also includes others' views. ◦ The view of self becomes more organized and coherent. ◦ Adolescents can look at themselves in terms of traits and can see multiple aspects of themselves (which can be confusing at first).  During adolescence, teens become increasingly accurate in understanding who they are (they develop their self concept) ◦ The increase in self-concept does not mean that they like themselves any better (self esteem may still be low) 4

 Gender - especially in early adolescence, girls have lower self-esteem  SES - higher SES leads to more self-esteem (especially in late adolescence when one can buy things of value) 5

 Identity is a new way of thinking about oneself that emerges during adolescence.  Identity involves a sense of self-unity, accompanied by a feeling that the self has continuity over time.  A firmly established identity also provides a sense of uniqueness as a person. 6

 Changes occurs  influence adolescent to find and form own identity (differs from their parents).  Changes that occurs forced adolescent to “adjust and re-arrange” their lives  formed a new identity.  The physical, cognitive and socio-emotional development  its impact and influence on adolescent.  Form own perception on self  include peers evaluation. 7

 Involve the cognitive element ◦ Self-concept  Involve emotion element ◦ Self-value or self-image  Involve personal element ◦ Questions about self 8

 According to Erikson:- ◦ A teenager effort to make sense of the self is a:-  Part of a healthy, vital process that builds on the achievement of earlier stages.  Groundwork for coping with the crisis of adult life. ◦ A man needs a stable identity before reaching intimacy, whereas, women define themselves through marriage and motherhood ( may be different now). 9

 According to Erik Erikson, adolescents may encounter substantial psychological difficulties in their search for identity (“the adolescent identity crisis”) ◦ Erikson's stage is IDENTITY-VERSUS-IDENTITY- CONFUSION STAGE, where adolescents seek to determine what is unique and distinctive about themselves.  He defined identity as a "subjective sense of an invigorating sameness and continuity," as well as a "sense of feeling active and alive.“  According to Erikson's psychosocial model of development, identity must not only be perceived by the individual, but also recognized and confirmed by others 10

 Those who do not find a suitable identity, tend to follow a dysfunctional path because their sense of self is "diffuse".  There are a lot of social pressures to achieve a secure identity (or at least have clear career or major goals). ◦ Which job track to follow? ◦ Attend college? Which one?  Now, adolescents rely more on friends and peers than adults. 11

 8 series of stages  begin with infancy and ending with old age. Each stage is named for the particular psychosocial crisis/challenge that a person must resolve before moving to the next stage. 1.Basic Trust Versus Basic Mistrust (0-1 yr) 2.Autonomy Versus Shame (1-3 yrs) 3.Initiative Versus Guilt (3-6 yrs) 4.Industry Versus Inferiority (6-12) 5.Identity Versus Identity Diffusion (12-19) 6.Intimacy Versus Isolation (19-25) 7.Generativity Versus Self-Absorption (25-50) 8.Integrity Versus Despair (50 & above) 12

 Focus on: ◦ Formation of identity ◦ Coherent 13

 Marcia argued that ◦ identity could be viewed as a structure of beliefs, abilities and past experiences regarding the self. ◦ "The better developed this structure is, the more individuals appear to be of their own...strengths and weaknesses.... ◦ The less developed this structure is, the more confused individuals seem to be about their own distinctiveness from others and the more they have to rely on external sources to evaluate themselves.“  Identity is a dynamic, not static psychological structure.  The formation of identity in adolescence sets the stage for continual changes in the content of identity through the adult years. 14

 In Marcia's model, identity involves the adoption of ◦ a sexual orientation, ◦ a set of values and ideals and ◦ a vocational direction  A well-developed identity gives on a sense of one's strengths, weaknesses, and individual uniqueness.  A person with a less well-developed identity is not able to define his or her personal strengths and weaknesses, and does not have a well articulated sense of self. 15

 Crisis & Commitment  influence individual identity status.  Identity formation  a long term process. ◦ Choose ◦ Arrange ◦ Try ◦ Push out ◦ Re-built ◦ Finally  choose (unique to him/her self) 16

 Foreclosure.  Diffusion.  Moratorium.  Achievement.  * Not progressive  based on experience and exploration 17

Foreclosure  Commitment without crisis  Lack exploration of alternatives  Commitment has been made, but without exploration of alternatives, identity is not attained  Developmentally unsophisticated level of achievement  Adopt parents' characteristics Diffusion  Lack of commitment  Lack of exploration of alternatives  Least sophisticated level of development  Typically the level at which identity formation is begun  Do not feel accepted by parents

Moratorium  Active exploration of alternative identities  Commitment is desired, but it is not yet attained  Sophisticated level of development Achievement  Individual has explored alternatives.  Commitment is at a high level  According to individual's in this status, "The parts of my self feel as though they have finally come together.“  Most developmentally sophisticated status of identity formation.  Perceive parents as supportive

 Identity problem  Autonomy problem  Attachment problem  Sexuality problem  Achievement problem 20

 Family ◦ Discipline & relationship  Environment ◦ Socio-cultural ◦ Diet ◦ Education ◦ Peers ◦ Status symbol ◦ Mass media 21