Unit 2:Unit 2:Chapter 4, Section 2Chapter 4, Section 2

Personal DevelopmentPersonal Development

Mr. Young Mr. Young

PsychologyPsychology

Different developmentsDifferent developments

• A sense of A sense of identityidentity and and self-esteemself-esteem are very important and depend very are very important and depend very much on friendsmuch on friends

• Three different developments:Three different developments:

1.1. CognitiveCognitive

2.2. MoralMoral

3.3. IdentityIdentity

Cognitive DevelopmentCognitive Development

• ThinkingThinking patterns of adults patterns of adults emerge, such as emerge, such as abstractabstract thinking (Piaget called this thinking (Piaget called this formalformal operations operations

• Start to think more about Start to think more about their their ownown life life

• RationalizationRationalization- a process - a process whereby an individual whereby an individual seeks to explain an often seeks to explain an often unpleasant emotion or unpleasant emotion or behavior in a way that will behavior in a way that will preserve his/her self-preserve his/her self-esteemesteem

Cognitive Cont.Cognitive Cont.

• Usually see a change Usually see a change in in personalitypersonality and and socialsocial interactions interactions

• Become Become idealisticidealistic, , rebelliousrebellious, “, “messiahmessiah complex”complex”

• Lots of Lots of risk-takingrisk-taking, , impatience with the impatience with the previous generationprevious generation

• David David ElkindElkind came up came up with 6 different with 6 different problems faced by problems faced by adolescentsadolescents

Finding fault with authority Finding fault with authority figuresfigures

• People they admire may fall short of People they admire may fall short of who they really are.who they really are.

ArgumentativenessArgumentativeness

• Are not afraid to express their viewsAre not afraid to express their views

IndecisivenessIndecisiveness

• Many choices create many indecisive Many choices create many indecisive momentsmoments

Apparent HypocrisyApparent Hypocrisy

• Have tough time living up to their Have tough time living up to their idealideal

Self-ConsciousnessSelf-Consciousness

• Everyone and everything is focuses Everyone and everything is focuses on youon you

InvulnerabilityInvulnerability

• I am Invincible, i can’t die, risk-takingI am Invincible, i can’t die, risk-taking

Lawrence KohlbergLawrence Kohlberg

• Stage 1:Stage 1: totally egocentric, avoid totally egocentric, avoid punishment at all costpunishment at all cost

• Stage 2: Stage 2: Receive rewards and avoid Receive rewards and avoid punishmentpunishment

• Stage 3:Stage 3: want social approval, worry about want social approval, worry about what others thinkwhat others think

• Stage 4:Stage 4: law and order, moral issues law and order, moral issues• Stage 5: Stage 5: law is fair or just, it is good for law is fair or just, it is good for

society as a wholesociety as a whole• Stage 6Stage 6: ethical principles that apply to : ethical principles that apply to

everyone, such as the golden ruleeveryone, such as the golden rule

Moral DevelopmentMoral Development

• A person’s moral A person’s moral development depend development depend on on manymany factors. factors.

• Most important: Most important: relationship he has with relationship he has with this this parentsparents or or significantsignificant others others

• Most moral Most moral development occurs development occurs not during high school not during high school but during but during collegecollege

Erik EriksonErik Erikson

Identity DevelopmentIdentity Development

• Erik Erikson-Erik Erikson- shown how identity is shown how identity is key to adolescent developmentkey to adolescent development

Erikson theory of Identity Erikson theory of Identity CrisisCrisis• Building an Building an identityidentity is is

unique to teens by thinking unique to teens by thinking about the future as about the future as realityreality

• Identity crisisIdentity crisis- a period of - a period of inner conflict during which inner conflict during which adolescents worry intensely adolescents worry intensely about who they areabout who they are

• Several factors: Several factors: physiologicalphysiological, cognitive, sex , cognitive, sex drives, drives, intimacyintimacy

• Focused his study on Focused his study on disturbeddisturbed teens who were teens who were seeking helping seeking helping

Erikson Cont.Erikson Cont.• Feel torn by choice of Feel torn by choice of

being being uniqueunique and and trying to just trying to just fitfit in in

• Crisis between Crisis between Identity Identity formationformation vs. vs. Identity Identity confusionconfusion

• Task of adolescence is Task of adolescence is to become unique to become unique individualindividual with a valid with a valid sense of self in sense of self in societysociety

Erikson Cont.Erikson Cont.• Identity Identity formsforms when the when the

adolescent can resolve adolescent can resolve issues and answer the issues and answer the questions, “Who Am I?”questions, “Who Am I?”

• Role confusion is Role confusion is normalnormal

• Confusion is represented Confusion is represented by by childishchildish behavior to behavior to avoid resolving conflicts avoid resolving conflicts and by being and by being impulsiveimpulsive in decision makingin decision making

Marcia’s view of Identity Marcia’s view of Identity CrisisCrisis• James Marcia agreed with EriksonJames Marcia agreed with Erikson1.1. Identity moratorium adolescentsIdentity moratorium adolescents: :

considering issues but no decisions made considering issues but no decisions made yetyet

2.2. Identity foreclosure adolescentsIdentity foreclosure adolescents: made : made commitment based on suggestion of otherscommitment based on suggestion of others

3.3. Identity confused/diffused adolescents: Identity confused/diffused adolescents: no no serious thought to decisions or identityserious thought to decisions or identity

4.4. Identity achievement adolescents:Identity achievement adolescents: have have thought about and made decisions freelythought about and made decisions freely

Social Learning ViewSocial Learning View

• A.C. PetersonA.C. Peterson say say that crisis is not that crisis is not the normal viewthe normal view

• Crisis is generally a Crisis is generally a change in change in externalexternal circumstances circumstances rather than rather than biologicalbiological such as such as divorcedivorce

Albert BaduraAlbert Badura

• Albert Bandura, Albert Bandura, Social learning Social learning theorytheory- emphasizes interaction with - emphasizes interaction with othersothers

Margaret MeadMargaret Mead

• Human development is Human development is a a continuous continuous process, process, not one marked by not one marked by radicalradical change change

• In remote countries, In remote countries, adolescence not adolescence not expected to act much expected to act much differentdifferent than they did than they did as kids or will as as kids or will as adults.adults.

• Also, have gender Also, have gender rolesroles that are the same that are the same as adultsas adults