Ch 11/12 moving into Ch 13/14

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Ch 11/12moving into Ch 13/14

• Adolescence/Early Adulthood
• Psyc311 Developmental
• Dr. Wright

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Identity development

• Adolescence ? identity crisis
• Identity
• Sense of individual self
• Selection of commitments, beliefs, values
• Interpersonal process
• Taking their place in the adult community

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cognitive changes

• Piagets Formal Operational Thought
• Logical, abstract thinking
• Thinking about possibilities
• If-then thinking
• Connection between how things are and how they
  could be.
• (Also, relatedly, how things should be).
• Thinking about thinking
• Understanding knowledge (how/when gained)
• Monitoring ones own mental states

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relativism

• Not everything is black and white
• Recognition of importance of perspective
• Death of childish realism/absolutism
• Can result in extreme skepticism
• Rejection of authority
• Rejection of cultural/social norms
• Everything is ok no right/wrong
• Tolerance for different beliefs
• Though less tolerance for actual
  interaction/helping

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• Increased introspection, self-consciousness,
  rationalization
• Responsible for adolescent version of
  egocentrism.
• Imaginary audience
• Personal fable
• Importance of personal individuality

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• Identity Status
• Crisis never begins diffusion
• Crisis begins gt ends with foreclosure
• Crisis begins gt ends with achievement
• Requires period of psychosocial moratorium
• Period of exploration
• Importance in contemporary society?

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• What are some of the grounds of identity?
• Gender
• Sexual orientation
• Ethnicity/culture
• Age group
• Vocation
• Political ideology
• Religious/moral values

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• What is gender identity?
• Function of gender roles
• Adolescence Early adulthood
• Gender intensification
• Social/cultural pressures
• Peer pressures
• Parental pressures
• Biological pressures

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Sexual identity

• Developing a Sexual Identity Involves
• Learning to manage sexual feelings
• Developing new forms of intimacy
• Learning skills to regulate sexual behavior
• Sexual Identity Includes
• Activities
• Interests
• Styles of behavior
• Indication of sexual orientation

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Sexual identity
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• What is ethnic identity?
• Identification
• Physical/psychological characteristics
• Cultural practices/beliefs
• Racial socialization
• Majority vs. minority status
• Dislocation from native lands
• Cultural heritage
• Positive vs. negative identity
• Assimilation vs. marginality
• Bi-culturalism

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Religious identity

• Aspect of identity associated with religious
  belief system.
• Being a Christian or Buddhist
• Being an atheist

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• Downtrend in religious interest among adolescents
  has occurred in the 21st century
• Adolescents higher in religiosity are
• Less likely to smoke, drink, use marijuana
• Less likely to be truant from school and engage
  in delinquent activities
• Less likely to be depressed

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• Vocational identity
• Aspect of identity associated with career.
• Being a lawyer
• Being a janitor
• Age identity
• Aspects of identity associated with age group.
• Being a teenager
• Being an elderly person

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Identity and stereotypes

• Identities commonly incorporate/activate
  stereotypes
• Common characteristics associated with
• Being female
• Being Native American
• Being a plumber
• Being a liberal
• Some characteristics positive, others negative.
• Stereotype activation makes these characteristics
  salient.
• This can have incredibly powerful effects on
  behavior.

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• Gender and ethnicity stereotypes
• Influence on academic performance
• When gender made salient
• Females under-perform on math exams
• When ethnicity made salient
• Blacks under-perform on academic tests
• Whites over-perform on academic tests
• Can be activated by something as simple as asking
  ethnicity on demographic form!

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• Clash of multiple identities
• Asian females
• Baseline math performance
• When gender made salient, perform less well
• When ethnicity made salient, perform better

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Other effects

• When primed with racial stereotypes people were
  more likely to perceive a power tool as a gun.
• People primed with elderly stereotype will
  perceive hills to be steeper and distances
  longer.
• Theyll also walk more slowly when leaving the
  room!
• People primed with stereotype of obesity
  perceived people to be less intelligent, more
  lazy.
• Priming with gender influences perception of
  artistic pieces and writing.
• Priming of identity stereotypes facilitate
  specific interpretations of behavior.

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Becoming an adult

• What makes the transition into adulthood go
  smoothly?
• Assets linked to well-being during transition to
  adulthood
• Intellectual academic success, ability to plan,
  good decision-making skills
• Psychological mental health, mastery motivation,
  confidence, identity, values, community
  contributions
• Social connectedness to others through
  friendship and positive peer relations

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• Negative aspects of high school to college
  transition
• Top-dog phenomenon
• Movement to a larger, more impersonal school
  structure
• Increased focus on achievement and assessment
• Positive aspects of transition
• More likely to feel grown up
• More subjects from which to select
• More time to spend with peers
• More opportunities to explore different
  lifestyles and values
• Greater independence from parental monitoring
• Intellectual challenges

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• Few chronic health problems
• Yet, young adults have more than twice the
  mortality rate of adolescents
• Best time to develop good health habits
• Easy time to develop poor health habits
• Effects of bad habits not felt for long time

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• As obesity rises, dieting is an obsession for
  many
• 1/3 to 2/3 of dieters regain more weight than
  they lost on their diets
• Eating disorders emerge

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• What causes eating disorders?
• Influence of family environment
• Influence of peer norms/behavior
• Influence of media (fashion industry)

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• Many factors predispose women (and men) towards
  eating disorders
• Stressful family environment
• Competitive involvement in athletics
• Personality traits
• Nonetheless, norm of beauty/health portrayed by
  media sets the standard that activates the
  disorder.

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• Current social norms are unattainable
• Achieving it is harmful
• Not achieving it is harmful
• Consequences of having unattainable norm?
• depression, anxiety, obsession, low self-esteem
• If our norms are unreasonable, why do we have
  them?
• Are other social norms equally unreasonable?

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• Young adults in college are less likely to use
  drugs than young adults not in college
• Exception alcohol
• Alcohol
• Binge drinking
• Drinking with intention of getting drunk
• 5 standard drinks (male)/4 (female) in one hour
• anytime one reaches a peak BAC of 0.08 or higher
  
• rapid consumption (shots, chugging, drinking
  games)
• Often increases in college
• More common among men than women
• Peaks at about 21 to 22 years of age and then
  declines
• Increases risk of having unprotected sex,
  injuries/death due to accidents/drunk driving,
  falling behind in school, losing jobs.

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Attractiveness

• Most emerging adults look vital and attractive
  because of overall health, strength, and activity
• oily hair, pimpled faces, and awkward limbs of
  adolescence are gone
• wrinkles and hair loss of adulthood have not yet
  appeared
• muscles are stronger and obesity is less common
  in emerging adulthood than earlier or later in
  life

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• During emerging adulthood, most individuals are
  both sexually active and unmarried
• Patterns of Heterosexual Behavior
• 60 emerging adults have had sexual intercourse
  with only 1 individual in the last year
• 25 report having sexual intercourse only a
  couple of times a year or not at all
• Casual sex is most common in emerging adulthood
• Males have more casual sex partners, while
  females report being more selective
• Males think about sex more
• 54 males several times/day
• 67 females few times/week or month

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Key Findings from 1994 Sex in America Survey

• Americans tend to fall into three categories
• 1/3 have sex twice a week or more
• 1/3 a few times a month
• 1/3 a few times a year or not at all
• Married (and cohabiting) couples have sex more
  often than non-cohabiting couples
• Most do not engage in kinky sexual acts
• unusual, abnormal, or deviant sexual practices
• Adultery reported to be the exception rather than
  the rule
• Really??

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• Rape forcible sexual intercourse without consent
• Date or Acquaintance Rape coercive sexual
  activity directed at someone with whom the victim
  is at least casually acquainted
• 2/3 of college freshmen report having been
  date-raped or having experienced an attempted
  date rape

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Identity -gt Intimacy

• Intimacy Self-disclosure and the sharing of
  private thoughts are hallmarks of intimacy
• Identity serves as foundation for next
  psychosocial development intimacy.
• Erikson Intimacy vs. Isolation
• Intimacy should occur after one is well into
  establishing a stable and successful identity
• Failure to achieve intimacy results in social
  isolation

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intimacy

• Desire to share life with someone
• Goes beyond desire for physical intimacy
• Need for sharing of values, experiences
• psychological/emotional intimacy
• Need for enduring, self-sacrificing commitment
• Something larger than oneself
• Lack of which can lead to profound loneliness and
  depression

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• Adult Attachment Styles
• Secure Adults
• Have a positive view of relationships and find it
  easy to get close to others
• Are not overly concerned with or stressed out
  about romantic relationships
• Tend to enjoy sexuality in the context of a
  committed relationship
• Romantic partners fulfill some of the same needs
  for adults as parents do for children
• Adults may count on their romantic partners to be
  a secure base

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• Attachment-related anxiety
• Insecurity about whether someone else will be
  responsive, available, attentive.
• Demand closeness are less trusting
• Are more emotional, jealous, and possessive
• Attachment-related avoidance
• Insecurity about relying on others, opening up to
  them, achieving intimacy.
• Are hesitant about getting involved in romantic
  relationships
• Tend to distance themselves from their partner
• Securely attached adults are low in both anxiety
  and avoidance.

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• Sternbergs Triangular Theory of Love
• Triangle with three main dimensions
• Passion physical and sexual attraction to
  another
• Intimacy emotional feelings of warmth,
  closeness, and sharing
• Commitment cognitive appraisal of the
  relationship and the intent to maintain the
  relationship even in the face of problems

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• Types of Love
• Romantic love also called passionate love, or
  eros
• Strong components of sexuality and infatuation
• Different emotions anger, fear, passion, sexual
  desire, joy, jealousy
• Affectionate love also called companionate love
• Based on a deep and caring affection
• Passion tends to give way to affection
• Consummate love the strongest form of love

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Types of Love Passion Intimacy Commitment
Infatuation
Affectionate
Fatuous
Consummate