2. 1 Psychology 1230: Psychology of Adolescence Don Hartmann Fall 2005 Lecture 11: ©Identity

3. 2 Administrative Announcements The extra-credit points for Supplemental Project #1 (out of 10) are as follows: 8.5 (3), 8 (1), and 6.5 (2). Quite well done, but don’t forget the project evaluation! If you performed well on Quiz 1 and are interested in tutoring (for extra credit), please contact me ASAP. I would like to explore with those who received Ds and below how we might work to improve their performances. Please contact me for an appointment. Some of you took Quiz 1 under unusual circumstance. If you need the answers, the test form, or your score, please check with me.

4. 3 WEB Discussion Topic #15 #15. Gender Differences. MAJACS II (Summary-Evaluation due on Thursday, September 13th ). The text mentions a variety of physical, cognitive, and socio- emotional differences between males and females. But certainly there are other differences, some of perhaps substantial importance. List at least one unmentioned gender difference and discuss its importance. Feel free to comment on the remarks of other contributors.

5. 4 WEB Discussion Process Group#1 due#2 due#3 due#4 due#5 due Whippets09/12 (09/19)10/03 Hotties09/13 (No takers)10/05 4 ♀ +1 ♂ 09/19 (09/19)10/04 GypsyMafia09/20 (09/20)10/07 JusticeLeague09/21 (09/28) Psyched09/22 (09/22)10/12 PithHelmets09/23 (09/23)10/10 MAJACS09/26 (09/26)10/13 ---------- Note: Anyone can contribute to any WEB discussion; group members are responsible to summarizing the discussion. The last day to contribute to any discussion is 3 days before the due date. Dates in parenthesis indicate the date handed in. Bolded dates indicate that material handed in was incomplete; more is required.

6. 5 Handout Summary Handout WEB Date Date 17. Lect. #4: Introduction to Theory09/02 18. Lect. #5: Bandura09/02 19. Supplemental Lecture: Termpaper09/06 20. Lect. #6: Method I09/07 21. Lect. #7: Method II09/09 22. Lect. #8: Puberty09/13 23. Lect. #9: Piaget09/16 24. Lect. #11a: Social Inform. Process.09/20 25. Lect. #10: Social Cognition 09/26 26. Study Guide #509/30 27. Lect. #11: Identity10/03 ----- *Indicates handouts discussed in class.

7. 6 Returns: Quiz I Possible points=38; 100%=37 Range= 18-37; Mdn.≈30 Score Int.#Grade Range >36 7A+ 32-3511A to B+ 28-3125B to C 24-2710C to D 20-23 4D to E <20 2E ----- To find your percent, divide your # correct by 37 and multiply by 100. As=27%; Bs=31%; Cs=24%; Ds=12%; & Es=7% The following students should contact me by Tuesday: JB, SC, SF, CH, JH, MJ, KM, JP, AT, AT, & JW 80% of 37=29, a B-

8. 7 Supplementary References Erickson, E. H. (1968). Identity: Youth and crisis. New York: W. W. Norton. Marcia, J. (1980). Ego identity development. In J. Adelson (Ed.), Handbook of adolescent psychology. New York: Wiley.

9. 8 Overview: Identity Goals: To familiarize you with Erickson’s theory of identity, the grace of his writing, and research directed to his theory. Intersects with text, pp. 178-188 Lecture: Introduction Erickson's theory James Marcia: 4 modes of resolution: Identity diffusion, foreclosure, moratorium, & achievement Research outcomes on classification: Personal characteristics, developmental trends, prerequisites, family correlates Next: Lecture #12a: Gender

10. 9 Moratorium or Foreclosure?

11. 10 Introduction Who am I Identity clearly important topic in adolescence Some theorists (e.g., Erickson) have essentially equated issues of identity with adolescence! ?

12. 11 Erickson Identity represents the 5 th stage in Erikson's 8 stages of the life cycles From Erickson’s Identity: Youth and crisis: The evidence in young lives of the search for something and somebody to be true to can be seen in a variety of pursuits more or less sanctioned by society. It is often hidden in a bewildering combination of shifting devotion and sudden perversity, sometimes more devotedly perverse, sometimes more perversely devoted. Yet in all youth’s seeming shiftiness, a seeking after some durability in change can be detected…

13. 12 From Erickson’s Identity: Youth and crisis (continued) This search is easily misunderstood, and often it is only dimly perceived by the individual himself, because youth, always set to grasp both diversity in principle and principle in diversity, must often test extremes before setting on a considered course. These extremes, particularly in times of ideological confusion and widespread marginality of identity, may include not only rebellious but also deviant, delinquent, and self-destructive tendencies. However, all of this can be in the nature of a moratorium, a period of delay in which to test the rock bottom of some truth before committing the powers of the mind and body to a segment of the existing (or a coming) order (1968, p. 235-36).

14. 13 More on Erickson’s Notions (1) Adolescents can experiment with various roles and senses of self trying them out or on, and seeing which ones they (and their peers) like. –Identity involves a variety of aspects: gender, sexual, occupational, political, religious, moral, etc. (see pp. 179-180) –identity concerns do not begin, nor end, with adolescence. But they are pivotal during that period –Women attach more importance than do men to sexuality, gender roles, and the issue of balancing family and career goals

15. 14 More on Erickson’s Notions (2) As a result of this experimentation (of their identity crisis ‑‑ yes, that is where it comes from), a new sense of self is consolidated. The adolescent who does not resolve this crisis of identity enters a phase of identity confusion—resulting in either isolation, or loosing one's identity in the crowd. Erickson was optimistic about the ages he expected youth to have achieved an identity (see Meilman, 1979, next slide)

16. 15 AGE % IN EACH IDENTITY STATUS 1215182124

17. 16 Thanks to Mary Ross

18. 17 James Marcia From Marcia’s “Ego identity development,” 1980: Although some identity crises are cataclysmic and totally preoccupying, identity formation usually proceeds in a much more gradual and unconscious way. It gets done by bits and pieces…The decisions may seem trivial at the time: whom to date, whether or not to break up, having intercourse…Each of these decisions has identity-forming implications. The decisions and the bases on which one decides begin to form themselves into a more or less consistent core or structure. Ob course, there are ways in which one can circumvent the decision-making process: one can let previously incorporated, parentally based values determine one’s actions; one can permit oneself to be pushed one way or the other by external pressures; or one can become mired in indecision. (pp. 60-61).

19. 18 Marcia Operationalization of Erickson’s Notions Marcia: identified crisis and commitment as the major variables leading to a state of identity. These two factors generated his four ‑ fold classification of statuses, or modes of resolution, in Erickson's theory: identity diffusion, foreclosure, moratorium, and achievement See picture, p. 181 (Figure 5.5)

20. 19 Marcia’s 2 X 2 Classification Commitment Present Absent Achieve. Moratorium Foreclosur e Diffusion Crises (Exploration) Absent Present

21. 20 What the 4 statuses look like Diffusion:I haven't chosen the occupation I really want to get into, but I'm working toward becoming a _____ until something better comes along. When it comes to religion, I just haven't found any that I'm really into myself. Foreclosure:I guess I'm pretty much like my folks when it comes to politics. I follow what they do in terms of voting and such. I've never really questioned my religion. If it's right for my parents, it must be right for me. Moratorium: I just can't decide how capable I am as a person and what jobs I'll be right for. There are so many different political parties and ideals, I can't decide which to follow until I figure it all out. Identity Achievement: A person's faith is unique to each individual. I've considered and reconsidered it myself and know what I can believe.

22. 21 Rounding out the picture: Diffusion Deal with existential anxiety with involvement in immediate, right now sensation More feelings of inferiority, alienation, and ambivalence; poorer self ‑ concept; less clear sex ‑ role identification. In general, less mature in cognitive complexity, emotional development, and general social development Less cooperative, more manipulative and deceptive. Associate with other uncommitted kids. Least likely to have intimate, long ‑ term relationships. Perceives parents as rejecting; youth and mother both describe the other as unaffectionate

23. 22 Rounding out the picture: Foreclosure More use of denial and repression. Quiet, orderly, and industrious lifestyle. Endorse authoritarian values (obedience, strong leadership and respect for authority). Often come from warm and affectionate homes, and the kids continue to be dependent upon their parents. Constricted personalities, rigid in their commitments. See Adams’ quote: –"are relatively immature in their social ‑ behavior styles, one perceives them as frozen in their developmental progression, rigid in their overcompliance, and generally unadaptive."

24. 23 Rounding out the picture: Moratorium The most anxious, and exploratory. Lack well ‑ defined goals and values; self ‑ conscious. Appear to be comfortable with others, and are generally socially adept and effective. Feelings of guilt and difficulty in maintaining dignity are common ‑‑ seem torn. High perceived companionship, physical affection, and support of parents. Parents perceive child as independent.

25. 24 Rounding out the picture: Identity Achievement A harmonious balance between individuation and social needs for relatedness. Self ‑ confidence, security, social adeptness, emotional maturity, advanced ego development. More intimate and long ‑ term relationships. High perceived companionship, physical affection, and support of parents. Parental perceptions of high levels of independence.

26. 25

27. 26 Criticisms of Marcia’s Approach Marcia has oversimplified Erickson's notion Many faucets to identity: gender, ideology, religion, occupational, etc. (See list, pp. 179- 180.) When individuals are assigned to one of the four cells in the table, all the domains are typically not considered. The age of assessment is obviously important. If people are changing ‑‑ more are becoming identity achieved ‑‑ it is obviously important to choose a critical age when one ascertains parent ‑ child relationship history information.

28. 27 What Makes Up or Identities? Cognitive influences Parenting influences—authoritative parents; provide opportunities for responsible freedom while providing a foundation of support Scholastic influences: college push people toward setting career goals and making stable vocational commitments, but may delay political and religious commitments Peer influences Cultural-historical influences—did identity crises occur in our hunter-gatherer history?

29. 28 Summary of Identity Introduction Erickson's theory James Marcia: 4 modes of resolution: Identity diffusion, foreclosure, moratorium, & achievement Research outcomes on modes of resolution Next: Lecture 12a--GENDER I Go in Peace