personality development during adolescence theme 3

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Personality Development during adolescence Theme 3

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Page 1: Personality Development during adolescence Theme 3

Personality Development during adolescence

Theme 3

Page 2: 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

Page 3: Personality Development during adolescence Theme 3

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

Page 4: Personality Development during adolescence Theme 3

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

Page 5: Personality Development during adolescence Theme 3

The Multiple Self

School

Family

Romantic Relations

Peers

Individual differences in coherence

Less coherence in early adolescence

Page 6: Personality Development during adolescence Theme 3

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

Page 7: Personality Development during adolescence Theme 3

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

Page 8: Personality Development during adolescence Theme 3

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

Page 9: Personality Development during adolescence Theme 3

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

Page 10: Personality Development during adolescence Theme 3

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

Page 11: Personality Development during adolescence Theme 3

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

Page 12: Personality Development during adolescence Theme 3

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

Page 13: Personality Development during adolescence Theme 3

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

Page 14: Personality Development during adolescence Theme 3

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

Page 15: Personality Development during adolescence Theme 3

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

Page 16: Personality Development during adolescence Theme 3

CHANGES IN IDENTITY STATUS

DIFUSSIÓN

PROGRESSIVE MODEL

MORATORIUM

LOGRO

MORATORIUM

ACHIEVEMENT ACHIEVEMENT

FORECLOSURE

MORATORIUM

ACHIEVEMENT

Page 17: Personality Development during adolescence Theme 3

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

Page 18: Personality Development during adolescence Theme 3

CHANGES IN IDENTITY STATUS

STAGNATION MODEL

Individuals who remain in difussion or foreclosure statuses

FORECLOSURE DIFUSSIÓN

Page 19: Personality Development during adolescence Theme 3

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?

Page 20: Personality Development during adolescence Theme 3

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

Page 21: Personality Development during adolescence Theme 3

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.

Page 22: Personality Development during adolescence Theme 3

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

Page 23: Personality Development during adolescence Theme 3

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

Page 24: Personality Development during adolescence Theme 3

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

Page 25: Personality Development during adolescence Theme 3

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

Page 26: Personality Development during adolescence Theme 3

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

Page 27: Personality Development during adolescence Theme 3

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

Page 28: Personality Development during adolescence Theme 3

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

Page 29: Personality Development during adolescence Theme 3

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

Page 30: Personality Development during adolescence Theme 3

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”

Page 31: Personality Development during adolescence Theme 3

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

Page 32: Personality Development during adolescence Theme 3

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”

Page 33: Personality Development during adolescence Theme 3

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

Page 34: Personality Development during adolescence Theme 3

MORAL DEVELOPMENT

• Qualitative differences

• Overall structure

• Invariant sequence

• Hierarchical Integration

• Universal sequence

CONCEPT OF STAGE IN KOHLBERG MODEL

Page 35: Personality Development during adolescence Theme 3

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

Page 36: Personality Development during adolescence Theme 3

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