1. Social and Personality Development in Adolescents

2. Identity versus Role Confusion Stage Primary developmental task: Achievement of personal identity  Reflects understanding of one’s unique traits and how they manifest across ages and social roles

3. Statuses

4. Components of self-understanding  More abstract definition of psychological self  Academic self-concepts from internal comparisons and external comparisons  Social self-concepts predict behavior

5. Figure 12.2 Changes in Teens’ Self-Descriptions As they grow older, children and adolescents define themselves less and less by what they look like and more and more by what they feel.

6. Self-esteem: Sense of global self-worth Self-esteem patterns High self-esteem correlates Gender differences throughout adolescence

7. Preconventional reasoning: Judgments based on positive or negative consequences to the child  Protocol response to moral dilemmas  3 levels with 2 substages each

8. Write a brief description of and example for each stage.

9. Figure 12.5

10. Causes  Progression in age and corresponding cognitive development  Decline of egocentrism  Improvement in role-taking  Support from social environment

11. Fill in the blanks  Growth of moral reasoning associated with ______in adolescent prosocial behaviors and ______ in antisocial behavior.

12. Nancy Eisenberg Empathy: Ability to identify with others’ emotions both cause and consequence of moral development  Inability to control emotional triggers (antisocial behaviors)  Age-related and individual differences in ability to regulate emotions

13.  Tennessee Self Concept Scale (TSCS:2)  2 nd -8 th grade, 9 th -12 th grade  Scales, Validity  Inconsistent Responding  Self criticism  Faking good  Response distribution

14.  Self Concept Scales  Physical self concept  Moral self concept  Personal self concept  Family self concept  Social self concept  Academic/work self concept  Identity  Self concept correlated with self esteem

15.  BarOn Emotional Quotient Inventory: Youth Version (BarOn EQ-i: YV)  Ages 7-18  4 th grade reading level  20-30 minutes to complete  7 classifications, markedly low to markedly high

16.  Scales  Total emotional intelligence  Intrapersonal scale  Interpersonal scale  Adaptability scale  Stress management scale  General Mood Scale  Positive impressing (faking good)  Inconsistency index

17. Delinquency: Adolescent behavior that breaks laws  Two sub-variations by age of delinquency onset  Child onset is more serious and likely to present into adulthood  Adolescent onset is milder and more transitory; peer group influenced

18. Deliquents:  Lack empathy (for parents, victims)  Behind peers in moral reasoning  Deficits in role-taking skills

19.  Adolescents have two contradictory tasks: establish autonomy and maintain relatedness  Conflicts with parents increase but attachment still high Individual traits and cultural factors affect degree and meaning of parent–teen conflict

20. Strong attachment to parents matter! Sense of well-being more strongly correlated with quality of parent than peer attachment Strong attachments associated positive short- term and long-term outcomes

21. Friendships  Increasingly intimate  More stable than those of younger children  Shared interests and activities important

22. Clique Crowds Reputation- based group

24.  Where to live: Parents v. Friends v. Siblings  How much consideration to give an adolescent’s opinion?  EQ  Best Interest of the Child Factors