Development Through the Lifespan 2nd edition Laura E' Berk

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Development Through the Lifespan 2nd edition
Laura E. Berk

• Chapter 12

Emotional and Social Development in Adolescence
PowerPoint Presentations Produced by
Joe Rizzo - Professor of Behavioral Sciences Rick
Lizotte - Curriculum Developer Felix Rizvanov -
Instructional Designer
Northern Essex Community College
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Chapter 12 Emotional and Social
Development in Adolescence

• Development Through the Lifespan
• 2nd edition Berk

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ERIKSONS THEORY
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ERIKSON'S THEORY

• Basic conflict in adolescenceIdentity versus
  Identity Confusion
• Resolved positively by attainment of identity
  after exploration and inner soul-searching

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ERIKSONS THEORY

• Identity versus Identity Confusion
• Identity
• Well-organized conception of self made up of
  values, beliefs, and goals
• Identity confusion
• State in which adolescents appear shallow and
  directionless
• Identity crisis
• Temporary period of confusion and distress as
  adolescents experiment with alternatives before
  settling on values and goals. Common in complex
  societies.

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SELF-DEVELOPMENT

• Changes in Self-Concept
• In middle to late adolescence, teenagers combine
  traits into a system.
• More is placed emphasis on social virtues.
• Being friendly, considerate, kind, and cooperative

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Changes in Self-Esteem

• New dimensions
• Close friendship, romantic appeal, and job
  competence
• For most, self-esteem rises in adolescence.
• Low self-esteem if
• Off-time in pubertal development
• Heavy drug users
• Failures in school
• Fewer problems in school if with similar SES or
  ethnic group

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Paths to Identity

• Identity status
• Identity achievement
• Commitment to self-chosen values and occupational
  goals
• Moratorium
• Exploring alternative values and goals
• Identity foreclosure
• Acceptance of values and goals from authority
  figures
• Identity diffusion
• No firm commitments to values and goals
• Adolescents shift statuses.
• Girls show more sophisticated reasoning related
  to intimacy.

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Identity Status and Psychological Well-Being

• Identity achieved or still exploring
• High self-esteem, more abstract and critical
  thinking, greater similarity between ideal and
  real self, advanced in moral reasoning
• Foreclosed individuals
• Dogmatic, inflexible, and intolerant
• Long-term diffused
• Fatalistic, passive, likely to use and abuse drugs

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Identity Development Factors

• Determined by dealing with competing beliefs and
  values
• Enhanced when family is secure base
• Fostered by education that promotes high-level
  thinking, extracurricular and community
  activities, and vocational training programs
• Earlier in vocational choice and gender identity
  than politics and religion

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MORAL DEVELOPMENT

• Piaget
• Heteronomous morality (5 to 10 years)
• View moral rules as external and unchangeable
• Focus on consequences rather than intent
• Autonomous morality (10 and up)
• View rules as flexible, socially agreed-on
  principles that can be revised
• Intentions are considered in judging behavior.
• Concern for reciprocity
• Children are less rigid than Piaget originally
  thought.

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Kohlberg's Extension of Piaget's Theory

• Presented children, adolescents, and adults with
  moral dilemmas
• How an individual reasons, not the content of the
  response, determines moral maturity.
• Stages of Moral Development
• Three levels and six stages

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Moral Development Concepts

• Less Mature
• Egocentric
• More Mature Less Egocentric

• Less Mature Concrete , Less Rational
• More Mature Abstract, Rational

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Levels of Moral Development
Postconventional abstract principles and values
Conventional laws and rules of society
Preconventional consequences of behavior
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Preconventional Level

• Externally controlled based on rewards,
  punishments, authority figures
• Stage 1 The punishment and obedience orientation
• Stage 2 The instrumental purpose orientation
  Self-interest

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Conventional Level

• Conformity to social rules ensures good human
  relationships and societal order.
• Stage 3 Good boy-good girl"orientation
  Maintaining affection and approval
• Stage 4 Social-order orientation Rules the same
  for everyone

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Postconventional or Principled Level

• Morality is defined by abstract principles
  applying to all situations and societies.
• Stage 5 Social contract orientation Laws are
  freely followed when rights are respected.
• Stage 6 Universal ethical principle orientation
  Self-chosen principles define correct action.

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Research on Moral Understanding

• Longitudinal studies provide evidence for stages.
• Development is slow and gradual.
• Few move beyond Stage 5.
• There is no clear evidence of Stage 6.
• Real-life moral problems evoke a lower stage than
  hypothetical dilemmas.

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Sex Differences in Moral Reasoning?

• Carol Gilligan
• Feminine morality has ethic of care.
• Kohlberg's system devalues it.
• Justice and caring expressed by both sexes

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Relations Among Kohlbergs, Piagets, and
Selmans Theories
Table 12.2
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Environmental Influences on Moral Reasoning

• Child-Rearing
• Parents who listen, ask clarifying questions, and
  present higher-level reasoning produce teens with
  higher moral reasoning.
• Parents who lecture, threaten, or use sarcasm
  produce teens who change little.
• Schooling
• Years of schooling predicts moral development.
• College predicts continuing advance.

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Environmental Influences on Moral Reasoning
(cont.)

• Peer interaction promotes moral understanding.
• Individuals in industrialized nations move
  through stages more quickly and advance to higher
  levels.
• Moral development is advanced in cultures where
  young people participate in institutions of
  society at an early age.

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Moral Reasoning and Behavior

• Kohlberg believed moral thought and action are
  closer together at the higher levels of moral
  development.
• Higher-stage individuals more often engage in
  prosocial acts and are more honest.

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GENDER TYPING

• Gender intensification
• Increased stereotyping of attitudes and behavior
  in early adolescence
• Stronger for girls
• Magnified by appearance at puberty
• Magnified during dating
• Androgynous adolescents
• More self-confident, better liked, identity
  achieved

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FAMILY

• Autonomy
• Sense of a separate, self-governing individual
• Parent-Child Relationships
• These relationships balance togetherness and
  independence.
• Teenagers no longer bend as easily to parental
  authority.
• Disagreements are harder to settle.
• Parents' life transitions complicate this
  relationship.

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FAMILY (cont.)

• Parents give greater autonomy if
• they are financially secure, invested in work,
  and content with marriage.
• Less than 10 percent of families with adolescents
  have serious trouble.
• Early resiliency under stress in early life
  continues.
• Teenage siblings on more equal footing
• Interaction is less intense during adolescence,
  both positively and negatively.
• Sibling bonds intensify during the teenage years.

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PEER RELATIONS

• American teens average 18 nonschool hours per
  week with peers.
• Adolescent Friendships
• Psychological intimacy and loyalty
• Usually alike in age, sex, ethnicity, social
  class, attitudes, values

Figure 12.1 Intimate Disclosure
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Friendships

• Sex Differences
• Girls have more emotional closeness.
• Androgynous boys have intimate same-sex ties.
• Masculine boys are less likely to have intimate
  same-sex friends.
• Benefits
• Opportunities to explore self and others
• Help deal with stress
• Improve attitudes toward school

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Cliques and Crowds

• Peer groups increasingly common during
  adolescence
• Clique
• 5 to 7 adolescents who are close friends
• Crowd
• Large, loosely organized group of several cliques
  with similar norms
• A crowd grants identity in larger social
  structure.

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Cliques and Crowds (cont.)

• Family and cultural variations influence
  membership.
• Family affects how much adolescents become like
  their peers.
• As dating increases, boy and girl cliques come
  together, but influence declines.
• Clique allows for acquisition of new social
  skills and experimenting with values and roles.
• Crowd offers temporary identity.

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Dating

• Regulated by social expectations of peers
• Teaches etiquette, cooperation, and dealing with
  people
• By end of high school, gains in mutual sharing,
  but less intimate than same-sex best friendships
• For homosexual youths, challenge of peer
  harassment and rejection

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Peer Pressure and Conformity

• Varies with age, need for approval, and situation
  
• Dressing, grooming, and social activities
• Extreme parental behavior leads to peer
  orientation.

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PROBLEMS OF DEVELOPMENT

• Depression
• Most common psychological problem of teen years
• 15 to 20 percent of teenagers, comparable to
  adults
• Twice as common in girls as boys
• Associated with drug abuse, law breaking, and car
  accidents, and predicts future problems

Figure 12.2 Changes in Depression
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Depression (cont.)

• Misinterpreted by adults
• Hard to recognize in adolescents
• Biological and environmental factors
• Learned-helpless style
• Gender intensification promotes passivity and
  dependency in girls.
• Results in anxiety and helplessness

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Suicide

• Rises during adolescence.
• Third leading cause of death in young people
• Boys commit suicide at a rate 4 to 5 times that
  of girls.
• Girls have more unsuccessful attempts.
• Two types of people
• Highly intelligent but solitary and unable to
  meet own standards or those of others
• Those with antisocial tendencies

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Figure 12.3 Suicide Rates over the Lifespan
Figure 12.3
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Prevention and Treatment of Adolescent Suicide

• Attention to warning signs
• Medication, therapy, and hospitalization
• Teenage suicides often take place in clusters.

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Delinquency

• Juvenile delinquents are minors who commit crimes
  or acts only illegal for minors.
• These crimes account for 30 percent
• of police arrests.
• Most crimes are minor.
• Delinquency rises in early teenage years, remains
  high during middle adolescence, and declines into
  young adulthood.
• Adolescents commit 27 percent of violent crimes
  and 42 percent of property crimes.

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Factors Related to Delinquency

• Much more common for boys than girls
• Low-SES and minority youths more aggressively
  arrested, charged, and punished
• Correlates
• Difficult temperament
• Low intelligence
• Poor school performance
• Peer rejection in childhood
• Entry into antisocial peer groups

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Factors Related to Delinquency (cont.)

• Family environments
• Low in warmth
• High in conflict
• With lax, inconsistent discipline
• Schools
• Large classes
• Poor-quality instruction
• Rigid rules
• Young gangs often originate in poverty-stricken
  neighborhoods with fragmented community ties and
  adult criminal subcultures.

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Developmental Path to Delinquency
Figure 12.4
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Prevention and Treatment of Delinquency

• Prevention and treatment methods help parents to
  use authoritative parenting, schools to teach
  children more effectively, and communities to
  provide the economic and social conditions
  necessary for healthy development.
• Best treatment models Lengthy and intensive,
  using problem-focused methods that teach
  cognitive and social skills.
• Positive behavior changes after an institutional
  program often do not last on return to the same
  everyday environment.