1. Chapter 9 The Self and Identity

2. What is self understanding? n The adolescent’s cognitive representation of the self n The substance and content of the adolescent’s self-conceptions n What do they believe to be true about themselves n Self-understanding is the underpinning of the adolescent’s identity

3. Dimensions of Adolescent’s self understanding n The abstract self vs the idealistic self n The real self vs the idealized self n The true self and the false self n Social comparisons, being genuine, acting in roles n Hiding self as self-protection; expressing self as emotional security

4. Dimensions of adolescent self understanding n The conscious self vs. the unconscious self n Who are you really? n What do you do enjoy doing? n What do other people think you do well? n What do people ask you to do? n What do people not ask you to do?

5. Self esteem and self concept n Self esteem is the global, evaluative dimension of the self n Also called self-worth or self-image n http://www.wellnessnet.com/testesarticl e.htm n Self-concept is built on domain-specific evaluations

6. Self concept and self esteem n Measurement of self concept and self esteem have not received the attention it should but this is changing and is important n Harter’s self-perception profile for adolescents n repeated assessments and observations are good for reliability

7. Myers-Briggs Test n http://www.universityoflife.com/personali tytests.htm n RATIONAL NTs, being ABSTRACT in communicating and UTILITARIAN in implementing goals, can become highly skilled in STRATEGIC ANALYSIS.

8. Myers-Briggs Test n IDEALIST NFs, being ABSTRACT in communicating and COOPERATIVE in implementing goals, can become highly skilled in DIPLOMATIC INTEGRATION.

9. Myers-Briggs Test n ARTISAN SPs, being CONCRETE in communicating and UTILITARIAN in implementing goals, can become highly skilled in TACTICAL VARIATION.

10. Myers-Briggs test n GUARDIAN SJs, being CONCRETE in communicating and COOPERATIVE in implementing goals, can become highly skilled in LOGISTICS.

11. Myers-Briggs Test n INTP: The INTPs' distant goal is always to rearrange the environment somehow, to shape, to construct, to devise, whether it be buildings, institutions, enterprises, or theories. They look upon the world -- natural and civil -- as little more than raw material to be reshaped according to their design, as a formless stone for their hammer and chisel.

12. Domains of self concept n Perceived physical appearance is an especially strong contributor to global self-esteem n Peer acceptance follows perceived physical appearance in contributing to global self-esteem in adolescence. n Authoritative parenting produces the highest self esteem in adolescents.

13. Self esteem n Peer judgements gain increasing importance among older children and adolescents n Classmate support is more strongly linked to self-esteem than best-friend support

14. Consequences of low self esteem n Low self esteem usually results in temporary emotional discomfort for most teens n If low self esteem persists it can be linked to depression, suicide, anorexia nervosa, and delinquency n Build on strengths

15. Improving self esteem n Identify cause of low self esteem n Find domains of competence n provide emotional support and social improvements n help adolescent to achieve and succeed n improve the adolescents’ coping abilities