1 Personality Development during adolescenceTheme 3
2 CHANGES IN SELF-CONCEPT: CONTENTSNew body image New physical skills Review of physical self-concept Many references to physical traits and competences Physical Changes Changes in relationships with parents New social contexts New roles Multiple self-concept Many references to social aspects Social Changes
3 Competence to classify, abstraction, instrospection, planningCHANGES IN SELF-CONCEPT: CONTENTS Competence to classify, abstraction, instrospection, planning More references to psychological traits, plans of future and aspirations, use of abstract concepts Cognitive Changes
4 CAMBIOS EN EL AUTOCONCEPTO: ESTRUCTURAADOLESCENCIA INICIAL Primeras abstracciones que integran características relacionadas; abstracciones compartimentalizadas, no se detectan ni integran las incompatibilidades ADOLESCENCIA MEDIA Primeras conexiones entre las abstracciones y entre rasgos opuestos; confusión ante la existencia de características contradictorias. ADOLESCENCIA TARDÍA Abstracciones de orden superior que integran abstracciones más elementales y que resuelven las contradicciones.
5 The Multiple Self Romantic Relations Peers School Family Individual differences in coherence Less coherence in early adolescence
6 The False self and the real selfTrying to please and be accepted Search and exploration of alternatives The real self and the ideal self Incentive for change Influence on self-esteem
7 SELF-ESTEEM DURING ADOLESCENCEDiversification: 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
8 DETERMINANTS OF SELF-ESTEEMRelationships with parents * Parents support & affection * Excessive criticism and demands High Self-esteem Low Self-esteem
9 DETERMINANTS OF SELF-ESTEEMGood peer relationshiops: being popular
10 DETERMINANTS OF SELF-ESTEEMRelations 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
11 CHANGES IN SELF-ESTEEM DURING ADOLESCENCEDecreases in early adolescence due to: * Puberal physical changes * Changes in school context * Beginning of romantic relationships Gender differences in self-esteem
12 PERSONAL IDENTITY ERIK 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
13 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
14 PERSONAL IDENTITY: EMPIRICAL APPROACHJAMES 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
15 IDENTITY STATUS The criteria for attainment of a mature identity is based on two esential variables: crisis and commitment. Status Crisis Commitment Ident. Difussion No Foreclosure Yes Moratorium Ident. Achievement ¿NEGATIVE-IDENTITY?
16 CHANGES IN IDENTITY STATUSPROGRESSIVE MODEL DIFUSSIÓN FORECLOSURE MORATORIUM MORATORIUM MORATORIUM ACHIEVEMENT LOGRO ACHIEVEMENT ACHIEVEMENT
17 Regression of disequilibriumCHANGES IN IDENTITY STATUS REGRESSIVE MODEL Regression of disorganization Regression of disequilibrium Regression of rigidification ACHIE-VEMENT FORECLOSURE ACHIEVE-MENT FORECLOSURE ACHIE-VEMENT DIFUSSI0N MORATORIUM MORATORIUM MORATORIUM
18 Individuals who remain in difussion or foreclosure statusesCHANGES IN IDENTITY STATUS STAGNATION MODEL Individuals who remain in difussion or foreclosure statuses DIFUSSIÓN FORECLOSURE
19 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?
20 ¿Consistency or gaps in identity achievement?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
21 Factors influencing identity achievementFamily context AUTHORITARIAN FORECLOSURE AUTHORITATIVE ACHIEV.
22 Factors influencing identity achievementAssigned and chosen components of identity Socio-cultural context: Traditional cultures and ethnic minorities Gender: boys are more advanced in ideological components girls are more advanced in interpersonal components
23 PROCESAMIENTO DE INFORMACIÓN, ESTILO DE AFRONTAMIENTO Y ESTATUS DE IDENTIDADESTILO DE PROCESAMIENTO INFORMACIONAL NORMATIVO EVITATIVO ESTILO DE AFRONTAMIENTO CENTRADO EN EL PROBLEMA NORMATIVO EMOCIONAL-EVITATIVO ESTATUS DE IDENTIDAD MORATORIA LOGRO HIPOTECADA DIFUSIÓN
24 IDENTITY STATUS AND ADOLESCENT ADJUSTMENTMore 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
25 IDENTITY STATUS AND ADOLESCENT ADJUSTMENTHigh 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
26 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
27 Begins at early adolescence 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
28 MORAL DEVELOPMENT CONVENCIONAL levelStage 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
29 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
30 CONVENTIONAL LEVEL STAGE 4MORAL 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”
31 POSTCONVENTIONAL LEVELMORAL 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
32 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”
33 NIVEL POSTCONVENCIONALEL 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
34 CONCEPT OF STAGE IN KOHLBERG MODELMORAL DEVELOPMENT CONCEPT OF STAGE IN KOHLBERG MODEL Qualitative differences Overall structure Invariant sequence Hierarchical Integration Universal sequence
35 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
36 CAROL GILLIGAN AND MORAL DEVELOPMENT IN WOMENShe 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