LifespanDevelopment Chapter 6

Learning Objectives: Psychosocial Development in Adolescence

• Describe changes in self-concept and self-esteem during adolescence.

• Summarize Erikson’s fifth psychosocial task: identity vs. role confusion.

• Describe Marcia’s four identity statuses.

• Summarize the stages of ethnic identity development.

• Describe the parent-teen relationship.

• Describe the role of peers in adolescence.

• Describe dating relationships during adolescence.

Self-concept and Self-esteem in Adolescence

Development of Self-concept:

• The development of self-concept is a complex process that continues to evolve during adolescence, an important transitional phase characterized by significant physical, cognitive, and emotional changes.

• Adolescents become capable of abstract thinking, which allows them to engage in more sophisticated self-perception and self-analysis.

• During this phase, teens may feel contradictions in their self-view, for instance grappling with feelings of being outgoing in some situations but withdrawn in others, reflecting the fluidity of their emerging identities.

Contradictions in Identity:

• Understandings of the self may differ significantly based on the social context, leading to challenges in forming a stable identity.

• Many adolescents experience common feelings of fraudulence, questioning their authenticity due to varying behaviors in different settings, such as with family, friends, or at school.

• This phenomenon can contribute to anxiety, as they struggle to reconcile these discrepancies.

Influence of Peer Perceptions:

• There is an increasing concern among adolescents about how others perceive them. This heightened awareness can lead to a stronger focus on traits like friendliness or popularity as important aspects of their identity.

• Older teens often incorporate values, beliefs, and morals into their self-descriptions, which helps them construct a more coherent sense of self.

Changes in Self-esteem:

• Self-esteem encompasses various domains, including academic performance, social skills, and romantic relationships, making it multifaceted.

• There may be an initial drop in self-esteem during significant school transitions, such as moving from middle school to high school, but it typically recovers unless the individual faces additional stressors, such as ongoing family issues or social rejection.

• Over time, self-esteem generally rises as adolescents gain recognition for their competencies in social and physical skills, emphasizing the role of achievement in fostering a positive self-image.

Erikson: Identity vs. Role Confusion

Core Task of Adolescence:

• The core task of adolescence, according to Erik Erikson, revolves around establishing a solid identity while navigating various questions relating to appearance, career aspirations, interpersonal relationships, and deeply-held values.

• This process often leads to exploration, wherein teens seek answers to their identities, but it can also provoke confusion and instability about who they are and where they belong.

Psychological Moratorium:

• During this exploratory phase, adolescents often engage in a psychological moratorium— a period of deferred commitments that allows them to experiment with different identities and lifestyles.

• Successful exploration can lead to a coherent and cohesive self-view, while failure to do so may result in withdrawal, conformity to peer expectations, or a fragmented sense of identity.

Marcia’s Identity Statuses:

• James Marcia proposed four statuses of identity development, focusing on the dimensions of commitment and exploration:

  • Identity Diffusion: Characterized by a lack of exploration and commitment; individuals demonstrate aimless behavior and may feel lost regarding their direction in life.

  • Identity Foreclosure: Involves commitment to an identity without engaging in exploration; often heavily influenced by parental expectations or societal pressures, resulting in a premature closure of options.

  • Identity Moratorium: Refers to a state of active exploration where adolescents assess various identities and options without reaching a commitment, often accompanied by high levels of anxiety and uncertainty.

  • Identity Achievement: Denotes a commitment to an identity following a period of exploration of various possibilities; it is a lengthy process that is often still evolving well into adulthood.

Stages of Ethnic Identity Development

Phinney’s Model of Ethnic Identity Formation:

• According to Janet Phinney’s framework, ethnic identity development is rooted in both exploration of and commitment to one’s ethnic background. The stages include:

  • Unexamined Ethnic Identity: Characterized by a lack of awareness regarding one’s ethnic background, often accompanied by a preference for the dominant culture.

  • Ethnic Identity Search: Initiated when adolescents engage in active exploration of their ethnic identity, triggerd by personal experiences, societal events, or exposure to cultural differences leading to increased awareness and understanding.

  • Achieved Ethnic Identity: Represents a stage where individuals possess a deep understanding of their heritage, which fosters a positive sense of ethnic identity and pride.

Cultural Contextual Factors:

• The engagement with peers and others from diverse backgrounds can be limited depending on the demographic composition of one’s school or community, impacting the exploration of ethnic identity.

• The transition to college is often a pivotal moment for many youths, offering new opportunities for exploration and a more profound understanding of their ethnic identity through exposure to diverse perspectives and communities.

Parent-Teen Relationship: Autonomy and Attachment

Decreased Time with Parents:

• During adolescence, there tends to be a significant decrease in the amount of time adolescents spend with parents as they seek greater independence and autonomy.

• This shift is a critical aspect of development, preparing teens for adult relationships and responsibilities outside the familial unit.

• Common sources of conflict may arise over autonomy issues such as household responsibilities, curfews, and freedoms, leading to potential challenges in the parent-teen relationship.

The Role of Supportive Relationships:

• Adolescents who maintain supportive and low-conflict relationships with parents are found to have better emotional and psychological outcomes.

• Secure attachment to caregivers during childhood correlates with fewer emotional problems during adolescence and positive interactions with peers and romantic partners.

Peers as Influencers

Peer Interaction Increase:

• There is a notable increase in time spent with peers during adolescence, often occurring in unsupervised environments.

• As friendships deepen, the dynamics often shift from engaging in shared activities to more intimate exchanges of thoughts, feelings, and experiences.

Peer Influence:

• Peers can exert both positive and negative influences on behavior, with peer pressure sometimes leading to risky behaviors, such as substance use.

• Conversely, positive peer relationships contribute significantly to overall happiness, social adjustment, and well-being, fostering a sense of belonging and acceptance.

Crowds and Cliques:

• Crowds are characterized by shared reputations (e.g., being labeled as a ‘nerd’ or a ‘jock’) rather than specific friendships, and they play a significant role in influencing adolescents’ social status within the school environment.

• Cliques represent more intimate groups of friends and offer a sense of closeness and support, affecting individual behavior and decisions.

Dating Relationships in Adolescence

Emergence of Romantic Relationships:

• Romantic relationships often begin to emerge during adolescence, typically following informal mixed-gender group interactions, providing an initial context for dating experiences.

• Early relationships are generally less serious and more focused on social interactions and experimentation rather than committed partnerships.

Dating Stages:

• The progression of dating can be categorized into several stages, moving from casual group dating toward more serious, committed relationships as adolescents mature.

• Romantic relationships can significantly impact adolescents' emotional well-being, sometimes acting as a crucial part of their identity formation and social development as they navigate emotional complexities and relational dynamics during this critical period of growth.