personality development during adolescence
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Personality Development during adolescence
Theme 3
CHANGES IN SELF-CONCEPT: CONTENTS
Physical
Changes
New body image New physical skills
Review of physical self-concept Many references to physical traits and competences
Social Changes
Changes in relationships with parents New social contexts New roles
Multiple self-concept Many references to social aspects
CHANGES IN SELF-CONCEPT: CONTENTS
Cognitive Changes
Competence to classify, abstraction, instrospection, planning
More references to psychological traits, plans of future and aspirations, use of abstract concepts
Primeras abstracciones que integran características relacionadas; abstracciones compartimentalizadas, no se detectan ni integran las incompatibilidades
Primeras conexiones entre las abstracciones y entre rasgos opuestos; confusión ante la existencia de características contradictorias.
Abstracciones de orden superior que integran abstracciones más elementales y que resuelven las contradicciones.
CAMBIOS EN EL AUTOCONCEPTO: ESTRUCTURA
ADOLESCENCIA INICIAL
ADOLESCENCIA MEDIA
ADOLESCENCIA TARDÍA
The Multiple Self
School
Family
Romantic Relations
Peers
Individual differences in coherence
Less coherence in early adolescence
The False self and the real self
The real self and the ideal self
Trying to please and be accepted
Search and exploration of alternatives
Incentive for change
Influence on self-esteem
SELF-ESTEEM DURING ADOLESCENCE
Diversification: new areas related to new roles and new concerns
Global self-esteem versus partial self-esteem
Gender Differences:
girls: physical attractiveness & social/interpersonal skills
boys: sport competence
DETERMINANTS OF SELF-ESTEEM
Relationships with parents
* Parents support & affection
* Excessive criticism and demands
High Self-esteem
Low Self-esteem
Estilo parental
indiferente
autoritario
permisivo
democrático
AU
TO
ES
TIM
A
31,0
30,5
30,0
29,5
29,0
28,5
DETERMINANTS OF SELF-ESTEEM
Good peer relationshiops: being popular
APEGO A IGUALES
altomediobajo
AU
TO
ES
TIM
A
31,5
31,0
30,5
30,0
29,5
29,0
28,5
28,0
DETERMINANTS OF SELF-ESTEEM
Relations between self-concept and expectancies: High discrepancy = low self-esteem
High school achievement = High self-esteem
Physical illness and handicaps = low self-esteem
Belonging to minority groups: results are contradictory
CHANGES IN SELF-ESTEEM DURING ADOLESCENCE
Decreases in early adolescence due to:
* Puberal physical changes
* Changes in school context
* Beginning of romantic relationships
Gender differences in self-esteem
PERSONAL IDENTITYERIK ERIKSON (1902-1994)
• He gave more importance to social and cultural factors than to sexuality
• He underscored the importance of adolescence for forging personality
• His theory on psychosocial development expanded to the life-span
• Eight stages: every stage included a developmental task (sucess or failiure)
• His concept of stage was less strict than Piaget’s
• Developmental task for adolescence is search for identity (Identity achievement versus confusion) and importance of moratorium
PERSONAL IDENTITY
- Identity crisis: a) breaking bonding with parents and search for identification models b) Dealing with new roles and taking important decisions
- Crisis is necessary for self reestructuration
- For Erikson adolescence is a psychosocial moratorium in which boy or girl, far from adulthood responsibilities must search for identity through experimentation with new roles and identities
Identity requires a personal consistency and stability over time and situations that allow the adolescent to recognize himself
PERSONAL IDENTITY: EMPIRICAL APPROACH
JAMES MARCIA
* He refined and expanded Erikson’s model on identity
* His dissertation: “Determination and construct validity of Ego Identity Statuses”
* He developed a structured interview to evaluate identity status in adolescents
* He found four identity statuses
IDENTITY STATUS
The criteria for attainment of a mature identity is based on two esential variables: crisis and commitment.
¿NEGATIVE-IDENTITY?
Status Crisis Commitment
Ident. Difussion No No
Foreclosure No Yes
Moratorium Yes No
Ident. Achievement Yes Yes
CHANGES IN IDENTITY STATUS
DIFUSSIÓN
PROGRESSIVE MODEL
MORATORIUM
LOGRO
MORATORIUM
ACHIEVEMENT ACHIEVEMENT
FORECLOSURE
MORATORIUM
ACHIEVEMENT
CHANGES IN IDENTITY STATUS
REGRESSIVE MODEL
ACHIE-VEMENTACHIEVE-
MENT
MORATORIUM
Regression of disequilibrium
MORATORIUM
Regression of rigidification
FORECLOSURE
Regression of disorganization
ACHIE-VEMENT
DIFUSSI0N
FORECLOSURE
MORATORIUM
CHANGES IN IDENTITY STATUS
STAGNATION MODEL
Individuals who remain in difussion or foreclosure statuses
FORECLOSURE DIFUSSIÓN
IDENTITY STATUS
Timing for resolution of identity crisis: ¿early, medium or late adolescence, or emergent adulthood?
Promote or hinder this resolution the current social conditions?
IDENTITY STATUS
¿Consistency or gaps in identity achievement?
Gaps or imbalance... but from a relevant domain can consistently build other
SOCIAL ATTITUDE
POLITICAL IDEAS
PROFESSIONAL CHOICE
estilo educativo padres
indiferente
autoritario
permisivo
democrático
logr
o de
iden
tidad
34,5
34,0
33,5
33,0
32,5
32,0
31,5
31,0
Factors influencing identity achievement
Family context
estilo educativo padres
indiferente
autoritario
permisivo
democrático
Iden
tidad
hip
otec
ada
24
23
22
21
20
19
18
17
AUTHORITARIAN FORECLOSURE AUTHORITATIVE ACHIEV.
Factors influencing identity achievement
Socio-cultural context: Traditional cultures and ethnic minorities
Assigned and chosen components of identity
Gender:
boys are more advanced in ideological components
girls are more advanced in interpersonal components
PROCESAMIENTO DE INFORMACIÓN, ESTILO DE AFRONTAMIENTO Y ESTATUS DE IDENTIDAD
ESTILO DE PROCESAMIENTO
INFORMACIONAL
NORMATIVO
EVITATIVO
ESTILO DE AFRONTAMIENTO
CENTRADO EN EL
PROBLEMA
NORMATIVO
EMOCIONAL-EVITATIVO
ESTATUS DE IDENTIDAD
MORATORIA
LOGRO
HIPOTECADA
DIFUSIÓN
IDENTITY STATUS AND ADOLESCENT ADJUSTMENT
More maldjusted individuals Anxiety and lack of control Low self-esteem and autonomy Possible psychological troubles Conformity to peer pressure High sustance use
Conformist, convenctional, rigid Low anxiety Steretyped relationships Dificulties for intimate relationshps Obedients & dependents from parents Low sustance use
DIFUSSION
FORECLOSURE
IDENTITY STATUS AND ADOLESCENT ADJUSTMENT
High anxiety Flexibles and undecided Shared with achieved adolescents some positive characteristics
Mature and autonomous subjects High self-esteem and confidence Low anxiety and good emotional adjustment Cooperative, prosocial and interested in others Advanced moral development
MORATORIUM
ACHIEVEMENT
MORAL DEVELOPMENT
•Piaget model on moral development was focused on childhood
•Kohlberg studied moral development beyond childhood, during adolescence and adulthood
His research
* 72 boys aged 10, 13 & 16 years
* Recorded interviews about 10 moral dilemmas
* He found three levels with two stages in every one (six stages)
Preconventional, conventional y postconventional
MORAL DEVELOPMENT
CONVENTIONAL LEVEL
3 STAGE
• Interpersonal approach
• Begins at early adolescence
• Importance of meeting the expectations of family and society of appropiate behavior
• Importance of intentions ans feelings
MORAL DEVELOPMENT
CONVENCIONAL level
Stage 3 :
“La culpa fue del farmacéutico, fue injusto cobrando tanto por el medicamento y permitiendo a alguien morir. Heinz amaba a su mujer y quería salvarla. Yo creo que todos lo harían. No creo que deba ir a la cárcel. El juez debería tener en cuenta que el farmacéutico se estaba pasando con el precio”
Iván, 13 años
MORAL DEVELOPMENT
CONVENTIONAL LEVEL
4ª STAGE
•Begins at late adolescence or adulthood
•Perspective focused on social order
• The important thing is society as a whole
•We must respect the laws, authority and perform the duties of citizens, to ensure order
• Moral is what society defines as right
MORAL DEVELOPMENT
CONVENTIONAL LEVEL STAGE 4
“Si cada uno hiciera lo que quisiera de acuerdo con sus ideas de lo que está bien y mal, habría un gran caos. Lo único que tenemos en nuestra civilización hoy día es un tipo de estructura legal que la gente debe respetar. La sociedad necesita un marco o regulación determinados democráticamente”
MORAL DEVELOPMENT
POSTCONVENTIONAL LEVEL
5ª STAGE
• Only some subjects reach it
•Perspective focused on individual human rights
• These basic human rights (life, freedom) are above the society and the laws.
• Democratic proceduresto change unfair laws and social contracts
MORAL DEVELOPMENT
POSTCONVENTIONAL
Stage 5:
“Es el deber del marido salvar la vida de su mujer. El hecho de que su vida esté en peligro está por encima de que cualquier norma que puedas usar para juzgar su acción. La vida es más importante que la propiedad”
EL DESARROLLO DEL RAZONAMIENTO MORAL
NIVEL POSTCONVENCIONAL
6ª ETAPA
• Only some subjects reach it
• Democratic procedures do not ensure justice and minority rights
• Respect for all individuals
• Civil Disobedience
• Cancelled by Kohlberg in his last formulations
MORAL DEVELOPMENT
• Qualitative differences
• Overall structure
• Invariant sequence
• Hierarchical Integration
• Universal sequence
CONCEPT OF STAGE IN KOHLBERG MODEL
MORAL DEVELOPMENT
FACTORS OF INFLUENCE ON MORAL DEVELOPMENT
•Cognitive development: abstraction and perspective taking
• Social relations: the sociocognitive conflict, participation in peer groups
• Educational level
• Gender: girls Stage 3
boys Stage 4
CAROL GILLIGAN AND MORAL DEVELOPMENT IN WOMEN
She said that Kohlberg only studied privileged white boys and men causing, in her opinion, a biased opinion against women
Boys: thinks in terms of rules and justice as abstract concepts
Girls : Thinks in terms of caring and relations: interpersonal perspective
Egocentric Perspective Concerned with their own interests
Interpersonal/prosocial Perspective Concerned with others’ needs
Interpersonal Perspective Balancing satisfaction own needs and those of others
Preconventional
Conventional
Postconventional
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