Section 2: Personal Development Chapter 4: Adolescence Section 2: Personal Development

A. Introduction 1. Sense of identity and self-esteem important 2. Involves changes in reasoning 3. Changes in moral thinking 4. Adjustments in personality 5. Adjustments in sexual behavior

B. Cognitive Development 1. Piaget’s formal operations thinking begins a. Can comprehend hypotheticals What is life like on another planet? b. Can understand abstract principles Analogies Metaphors c. Overpowering emotional feeling dealt with through rationalization-what is it?

a. Finding fault with authority figures b. Argumentativeness 2. Dr. David Elkind--Problems as a result of immaturity and abstract thought processes: a. Finding fault with authority figures b. Argumentativeness c. Indecisiveness d. Apparent hypocrisy e. Self-consciousness f. Invulnerability

C. Moral Development Adolescents go through important moral changes Kohlberg—Stages 4-5—maybe even 6 Moral laws more important than written laws Little changes during high school—more during college

D. Identity—Erickson’s Identity Crisis 1. Unique to adolescence 2. Period of inner conflict and intense worry about who you are 3.Factors contributing to onset a. Physiological changes b. Cognitive development c. Sexual awakening

4. Identity formation vs. identity confusion Adolescents need to organize their needs, abilities, talents, interests, background, culture, peer demands Identity formed when issues can be resolved – occupation, values, sexual identity Role confusion is normal Hour 2 ended at start of this slide

E. James Marcia’s View 1. 4 attempts to achieve a sense of identity A. identity moratorium Considering the issues; have not made commitment on any important decisions B. identity foreclosure Made a firm commitment to decisions made by others C. identity confused or diffused No decisions, no identity D. identity achievement Considered many identities, have freely committed

Note: Not all psychologists agree Erikson studied troubled teens

F. Other Theories A. Peterson—crisis not normal; due to external circumstances B. Bandura– social learning view—human development one continuous process; interactions with others help to form identities C. Mead—development is continuous; no crisis, no sudden change

G. Conclusion Erikson did not include a social factor All theories must be included to explore personality development