1. The Self OVERVIEW Self-concept and self-esteem in adolescence and emerging adulthood Self-concept and self-esteem in adolescence and emerging adulthood Emotional variability Emotional variability Globalization and identity issues Globalization and identity issues

2. Self-reflection in Adolescence Enhanced cognitive capacity and brain development in adolescence means that adolescents change in their self-conceptions self-esteem emotional understanding

3. Adolescent Self-image Much of this work done by Susan Harter A’s begin to view themselves in terms of personal beliefs and standards (less in terms of social comparisons) A’s evaluate selves both globally and along several distinct dimensions e.g., physical appearance; scholastic & athletic competence (see Table 6.1 on Harter’s Self-Perception Profile) Multiple role-related selves (classmates’ presentation)

4. Self-esteem The term “Self-esteem” was first coined by Wm James in the late 19 th century. Self-esteem more important in cultures that promote independent, individualistic self Example: National Association for Self-Esteem (NASE) http://www.self-esteem-nase.org/ The purpose of NASE is "to fully integrate self-esteem into the fabric of American society so that every individual, no matter what their age or background, experiences personal worth and happiness" (NASE, 2000).

5. Self-esteem in Early Adolescence Self-esteem can go in a variety of different directions; generally researchers have found decreases in S-E in early adolescence. Across most groups, high S-E is related to Parental approval Peer support Adjustment Success in school

6. Self-esteem in Emerging Adulthood For most people, self- esteem rises during emerging adulthood.

7. Emotions in the adolescent self Experience Sampling Method (ESM) Experience Sampling Method (ESM) Method: Adolescents are beeped randomly during the day and asked to record their emotional stateMethod: Adolescents are beeped randomly during the day and asked to record their emotional state Findings:Findings: Adolescents record feeling “self-conscious” and “embarrassed” 2-3 times more than adults Adolescents record feeling “self-conscious” and “embarrassed” 2-3 times more than adults Adolescents are “moodier” (and have more negative moods) than preadolescents Adolescents are “moodier” (and have more negative moods) than preadolescents

8. Culture and Identity Erikson (1968) Erikson (1968) “Identity crisis” – why crisis? (what assumptions does he make?)“Identity crisis” – why crisis? (what assumptions does he make?) Now seen more positively as “self-exploration”Now seen more positively as “self-exploration” Timetable – identity “work” comes late A or early adulthoodTimetable – identity “work” comes late A or early adulthood Identity confusion may be the result of difficulty handling all the choices available and an inability to decide among them Identity confusion may be the result of difficulty handling all the choices available and an inability to decide among them

9. Culture and Identity Identification with Ethnic Group Identification with Ethnic Group Identification with Majority Culture HighLow HighBiculturalAssimilated LowSeparatedMarginal StatusExamplesBicultural “Being both Mexican and American is the best of both worlds.You have different strengths you can draw on in different situations.” Assimilated “I don’t really think of myself as Asian American, just as American.” Separated “I am not part of two cultures. I am just Black.” Marginal “When I’m with my Indian friends, I feel White, and when I’m with my White friends, I feel Indian. I don’t really feel I belong with either of them.”