Lecture 3_Adolescence_Personality Development_Non-narrated

Adolescent Personality Development

Overview of Lecture Topics

• Temperament and Personality Traits

• Identity Development

• Erikson's theory: Identity vs. Identity Confusion

• James Marcia's theory: Identity Statuses

• Identity Development among South African Adolescents

• Forming Group Identity

• Self-Concept: Understanding Self

• Actual, Possible, and False Self

• Self-Esteem

• Emotions

• Career Choice

Temperament and Personality Traits

Big Five Dimensions of Personality

1. Extraversion:

   • Social dominance tends to increase while shyness decreases; changes can occur based on gender differences.

   • Higher extraversion is linked to social interactions and leadership roles, indicating a more outgoing personality.

2. Negative Emotionality and Neuroticism:

   • There are mixed findings relating to this dimension; some evidence suggests an increase in neuroticism among young girls prior to age 14.

   • Traits such as moodiness and anxiety become more prominent during this developmental stage.

3. Agreeableness:

   • Overall, there is little change in agreeableness during adolescence, but girls may show a slight increase, affecting relational dynamics and empathy.

4. Conscientiousness:

   • Generally decreases with age, often linked to risk-taking and impulsive behaviors in adolescents, emphasizing the need for structured environments.

5. Openness:

   • This trait generally increases over time, though there's some evidence of decrease; it encompasses creativity and risk-taking in thought processes.

Outcomes of Temperament and Personality

• Extraversion: Linked to high externalizing behaviors, such as aggression and substance use, but can reduce the risk for depression due to increased social interactions.

• Negative Emotionality: Often associated with high levels of internalizing problems such as depression and anxiety, creating a need for supportive interventions.

• Low Agreeableness: Strongly associated with severe externalizing behaviors and academic difficulties, indicating a potential barrier to social integration.

• Self-Regulation Traits: Linked to lower levels of externalizing behaviors, fostering academic achievement and positive social outcomes.

• Openness: The evidence concerning its correlation with academic success is mixed, suggesting diverse impacts based on context.

Identity Development

Erikson’s Theory:

• Personal identity is essential in shaping personality across the lifespan.

• Adolescents fall into Stage 5 (ages 12-18): this stage involves resolving earlier psychosocial crises to develop a clear identity.

• Key questions include: Who am I? What do I believe in? What is my direction in life?

Identity Crisis:

• Temporary confusions can arise during exploration of ideologies or values, regarded as healthy unless they become prolonged and disruptive.

• Psychosocial Moratorium: This refers to a period allowing adolescents to explore various adult roles and identities without immediate obligations.

Key Tasks in Adolescent Identity Formation

• Ego Synthesis: Gradual creation and recognition of a coherent self throughout development.

• Socio-Cultural Identity: Involves commitment to cultural values and acknowledgment of one’s background.

• Gender-Role Identity: Awareness and recognition of fitting into traditional gender roles vs. contemporary views.

• Career Identity: Gaining insight into realistic and achievable career choices based on personal interests and strengths.

• Value System: Commitment to personally chosen values reflecting one’s beliefs and ethics.

Successful vs. Unsuccessful Resolution

• Success results in independence, confidence, coherent self-image, and a sense of fidelity toward oneself and others.

• Failure leads to identity confusion, characterized by feelings of being lost, anxiety, or apathy regarding future aspirations.

• Identity Foreclosure: This involves prematurely adopting roles molded by external expectations without personal exploration.

Evaluation of Erikson’s View

• Identity formation is a gradual and ongoing process; it is not confined to one crisis or age.

• Many adolescents continue to explore identity beyond the age of 18, with development occurring across various domains (e.g., sex roles, religious beliefs).

James Marcia’s Identity Statuses

1. Identity Achievement: Strong commitment emerges after navigating through a crisis.

2. Identity Moratorium: The individual actively explores various aspects of identity while still experiencing a crisis.

3. Identity Foreclosure: Commitment occurs without experiencing a crisis; these individuals may adopt family or societal expectations.

4. Identity Diffusion: Lack of commitment and absence of active exploration, often leading to a sense of confusion concerning self-identity.

Fluctuation Between Statuses

• Adolescents may shift from foreclosure/diffusion to moratorium and eventually achieve a stable identity.

• Identity statuses can exhibit variation across different developmental contexts.

Factors Contributing to Identity Development

• Cognitive Development: Enhanced abstract reasoning abilities promote exploration and understanding.

• Parenting: Positive, validating relationships nurture confidence and enhance exploration.

• Peer Interactions: Engaging with healthy role models and discussions encourages exploration of identities.

• School Environment: Educational settings present opportunities that stimulate curiosity and deeper questioning.

• Socio-Cultural Events: Diverse challenges and opportunities can shape identity exploration based on context.

• Cyberworld: Online platforms expand avenues for identity experimentation and exploration in a contemporary format.

Group Identity

• Collective Cultural Identity: Incorporates racial, linguistic, and ethnic dimensions; challenges arise in forming identities within multicultural settings.

• National Identity: E.g., belonging to South African culture, reflecting collective identity significance.

Phinney’s Stages of Ethnic Identity Development

1. Unexamined Ethnic Identity: Lack of exploration regarding ethnicity.

2. Ethnic Identity Search/Moratorium: A central phase of exploration surrounding ethnic identity.

3. Ethnic Identity Achievement: Attainment of a clear understanding and acceptance of one’s ethnic background.

Self-Concept in Adolescence

• Changes in self-concept are aligned with cognitive function development; self-understanding becomes increasingly intricate.

• Move from concrete characteristics to abstract traits, e.g., identifying as ‘sensitive’ as opposed to ‘having long hair’.

Actual, Possible, and False Self

• Actual Self: Represents the true nature of the individual.

• Possible Selves:

  • Ideal Self: The aspiration for who one wants to be (e.g., seeking fame).

  • Feared Self: The dreaded self that one could become (e.g., fear of substance abuse).

• False Self: Presentation of an identity that doesn’t reflect the individual's true self.

Self-Esteem

• Definition: The overall sense of self-worth and value.

• A decline in self-esteem may occur during early adolescence due to puberty and social challenges; however, adjustments commonly restore a positive self-view.

• Baseline Self-Esteem: Reflects a stable sense and general evaluation of self-worth.

• Barometric Self-Esteem: A fluctuating evaluation based on day-to-day experiences, responding to external feedback and experiences.

Emotions in Adolescence

• Emotional volatility marks adolescence, often manifesting in more pronounced mood swings than younger children or adults.

• Frequent feelings of self-consciousness, loneliness, and nervousness can occur during this period.

Career Choice

• Career choice plays a crucial role in identity development; it requires introspection and exploration of various career options.

• External factors, including socio-economic status, can significantly impact career aspirations.

Career Development Stages

1. Exploratory Period: Development of interests and values surrounding potential careers.

2. Crystallisation Period: Coming together of options into a clearer focus for career decisions.

3. Specification Period: Making concrete choices regarding career paths based on awareness and insight.

Reflection Activity

• Engage in an individual reflection activity; feedback will not be provided to prompt self-analysis and growth.

References

Louw, D.A., & Louw, A.E. (2022). Child and Adolescent Development (3rd ed.). Bloemfontein: Psychology Publications.