TAMU EPSY 321 Exam 3

BIOLOGICAL FACTORS OF UNDERSTANDING SELF

How physical changes (pubertal development) brings about changes in self-image

Cognitive factors of understanding oneself

We now have the intellectual capability to appreciate and understand the transition we are going through

Start thinking hypothetically, abstractly, and in the future

possible selves

* Various identities that an adolescent might envision or imagine for themselves


* Possible selves become more grounded in reality, and take in our traits, interest, attributes, characteristics and our emerging likes and dislikes

future orientation

An adolescence increasing ability or inclination to think about potential consequences of decisions or actions

Differentiation of self-concept

* Adolescents are able to note and distinguish between subtle and situational differences


* An adolescent that is more sensitive to the way that context or situation will interact or influence their internal state

Complexity of self-concept

* An individual's greater ability to list a greater number of traits about themselves that are diverse and perhaps represent some key distinctions
* Able to list more positive traits, but also list more negative traits (formed by the opinions and interactions with others)

looking glass self

the way that we learn aspects about ourselves by observing the ways that others respond to us in interactions

real self

your true self: i am

ideal self

Not who you are, but who you wish you were

Idealized version of oneself

Influenced by media

During middle adolescence, big gap between real and ideal self

false self

The way that you portray yourself, trying to be someone that you're not

Influenced by peers

barometric self-esteem

Changing self image

Fluctuations in self esteem

self-consciousness

Heightened sense of self-awareness

baseline self-esteem

a person's stable, enduring sense of worth and well-being

identity vs. identity confusion

healthy: develop a healthy sense of self

personality

Characteristics brought to an environment or social interactions

social context

Domains of interactions, where they occur

psychological moratorium

Critical, period during adolescence when adult responsibilities are delayed so that you can have the ability to explore various possible selves

College is the great psychological moratorium

identity achievement

high commitment, high exploration

identity foreclosure

high commitment, no exploration

identity moratorium

low commitment, high exploration

identity diffusion

low commitment, low exploration, low resolution

identity status

refers to the point in the identity development process that characterizes an adolescent at a given time.

Exploration

Commitment

exploration in depth

Making a commitment to identity and then exploring options

exploring in breadth

Exploring one's options and then making a further commitment

informational orientation

actively seek information and approach identity-related decisions with an open mind

normative orientation

attempt to conform to family and other social expectations and try to get identity-related decisions over as quickly as possible

diffuse/avoidant orientation

tend to procrastinate and avoid making identity-related decisions

agency

The sense that one has an impact on the world

ethnic socialization

The process through which individuals develop an understanding of their ethnic or racial background, also referred to as racial socialization.

Ethnic socialization in minority families typically focuses on at least three themes: understanding and valuing one's culture, dealing with racism, and succeeding in mainstream society

immigrant paradox

The fact that on many measures of psychological functioning and mental health, adolescents who have immigrated more recently to the United States score higher on measures of adjustment than adolescents from the same ethnic group whose family has lived in the United States for several generations.

multidimensional model of racial identity

A perspective on ethnic identity that emphasizes three different phenomena: racial centrality (how important race is in defining individuals' identity), private regard (how individuals feel about being a member of their race), and public regard (how individuals think others feel about their race).

Autonomy

the notion or nature of independence

Or the process of becoming a self-governing person

Or the development of a sense of individuation

the ability to give direction to one's own life

Or the freedom to carry out actions on one's own behalf

erikson autonomy

Autonomy as psychosocial concern

Can I do things on my own without a parent or assistance

Reliance on one's self or interdependence on others

emotional autonomy

Directly related to close relationships, most notably, parents

How do I feel like i'm my own person, and not controlled

behavioral autonomy

The capacity to make independent decisions and follow through with them

Evidence of independence (ability to say no, ability to do something because you want to)

cognitive autonomy

Cultivating individual decision or principles about right and wrong

Being able to individuality determine and prioritize what is important and what is not

And individual notions of ethics and morality

Independence of thought

Having your own opinions

detachment (freud)

Complete severing of a parent-child relationship

unhealthy

cut off reliance

Individuation (blos)

The appliance that an adolescent take increasing responsibility for who they are and what they can do

Represent a shift from relying on others for that info to now relying on oneself

Progressive sharpening of one's sense of self as a competent and separate individual from one's parents

de-idealization

The denotation as parents as people

Compares the actual parent to the ideal parent

Sets up the nature for arguments and interaction that are an adolescent requesting for leniency, because the adolescent realize their rules are subjective and opinions

non-dependency

Financial

Can I exist on my own, can I support myself

changes in conformity

Peer Pressure

Escalates very fast, and at 14,15,16 spikes, then starts to plateau, then when you become behaviorally autonomous your peer influence drops dramatically (college years)

preconventional reasoning

according to Kohlberg, the first and second stages of moral reasoning, which are focused on getting rewards and avoiding punishments, prominent during childhood

conventional reasoning

Dominant in late childhood and early adolescence

Based on the rules and conventions of society (how behavior will be judged by others)

Most adults and adolescents think this way about most behaviors

postconventional reasoning

Emerges during adolescence or young adult

The most rare

Society's rules and conventions are seen as subjective and relative

heteronomous

Unilateral non view of the power of an adult, there are people who are right and that set the rules and those others are beneath them

intimacy

an emotional sense of attachment to someone that is characterized by closeness (a feeling) and interconnectedness that is enhanced by communication (the sharing of personal knowledge)

interpersonal developmental theory

The challenge of responding to and satisfying changing interpersonal needs

What is shifting is the people we are interacting with

chumship - preadolescence

Same-sex early relationship in which we develop and cultivate the "need for intimacy"

The skills that we develop start getting targeted to romantic based relationships

Would describe as close friends

Very first real experience that we have of intimacy

early adolescence need for intimacy

Need for sexual contact/opposite sex peers

Peer of romantic interest

late adolescence need for intimacy

Need of integration into adult society

Formalization of a relationship

We move from nonsexual intimate to those more defined by romantic interest

Intimacy comes first and then we are able to take on identities

erikson intimacy

identity before true intimacy

erikson adolescence

identity vs identity confusion

erikson early adulthood

Intimacy vs. isolation

"Pseudointimacy"

Criticism of interpersonal theory

9-12 intimacy is not authentic

Not enough cognitive skills yet

litmus test

A truly intimate relationship - two separate identities are fused together

Happens in a way that an individual's unique aspects are not lost - sense of self is maintained

working models

We have an implicit (guides our actions beneath our awareness) model of interpersonal relationships that an individual forms throughout their life

If we have inconsistent meeting of our need then we mights have doubt about others meeting our needs in the future

rejection sensitivity

Either the inability or nondesire to form intimate friendships

Heightened vulnerability to the negative effects of intimacy

friendship similarity

commonalities among different dimensions

Selection vs. socialization

friendship repricocity

Deals with selfless service aspect

Do something for someone without the expectation of a returned favor

Built up through loyalty

"I'll be there for you"

friendship proximity

Dualistic

Key early on in the nature of friendships being formed, the more we are around someone the more likely to be friends

Is that relationship maintained when proximity is removed?

descriptive self-disclosure

Only surface level info

Private otherwise unavailable facts about oneself

evaluative self-disclosure

Second date

Share your likes and dislikes

More beyond than just facts

Deeper level of insight and contains more risk

topical self-disclosure

The information that talks about sensitive issues

Maybe about politics, getting vaccinated or not

Do this when you feel that there is a significant bond between someone else

Highest risk

quality of friendships

Through closeness, connectedness, and communication