Adolesacent Psyc

the behaviors that are associated with and come to be expected of people in a given position

these roles play a central part in the lives of adolescents
Role Ambiguity may result from the confusion of blended families

Family Member
Friend
Student

Personality is shaped by inner forces and conflicts about which adolescents have little awareness and control.
Associated with Freud

the raw, unorganized portion that seeks to fulfill the primitive urges

the part that seeks to balance the desires of the id with reality--keeps the id in check

the rights and wrongs of society
compels moral behavior

the pattern of enduring characteristics that differentiate people

O.C.E.A.N.
Openness to Experience
Conscientiousness
Extroversion
Agreeableness
Neuroticism (Emotional Stability)

Independent--Conforming
Imaginative--Practical
Preference for Variety--Preference for Routine

Careful--Careless
Disciplined--Impulsive
Organized--Disorganized

Talkative--Quiet
Fun-loving--Sober
Sociable--Retiring

Sympathetic--Fault-finding
Kind--Cold
Appreciative--Unfiendly

Stable--Tense
Calm--Anxious
Secure--Insecure

patterns of arousal and emotionality that are consistent and enduring

while the traits are somewhat more less stable during adolescence than adulthood, they are relatively consistent

Temperaments are affected by heredity and therefore are more stable throughout the life of a person--
irritability
inhibition to the unfamiliar (shyness)

Identical Twins show the importance of heredity in personality development

Genetics play a role in what traits are present, but environments play a role in how the traits are strengthened

changes in one's sense of justice and what is right and wrong, and our behavior related to moral issues

1. Pre-conventional morality
2. Conventional morality
3. Post-conventional

Rewards and Punishments:
Results occur because there is a reward offered

Becoming good members of society:
Do things because a certain way because society says it is ok

uses principles broader than society
Do what is right because of a sense of obligation

on moral reasoning
--mainly in boys

morality of caring

1. Orientation toward individual survival
2. Goodness as self-sacrifice
3. Morality of nonviolence

Social Learning over Cognitive focus on how environment in which adolescents operate produce moral behavior

Helping behavior that benefits others

The understanding of what another individual feels

a connection with a communtiy

people are expected to behave a certain way because of expectations

certain rights are assumed -- they don't have to be earned--they are a birth-right

centering on an interest in relationships and community

focus on individual and getting things done

Self concept

They can begin to see a broader view of themselves

1. Academic
2. Social
3. Emotional
4. Physical

the understanding of a differentiated self and a multifaceted self

those aspects of the self that relate to the future

The desire to evaluate one's own behavior, abilities, expertise, abilities, and opinions by comparing themselves to others

the understanding that is derived from how others act, think, feel, and view the world

Compare to those better than yourself in order to improve yourself

Compare to those you are better than so you can feel better about yourself

Identity vs. Role Confusion

Positive: Awareness of uniqueness of self, knowledge of role to be followed

Negative: Inability to identify appropriate roles in life

Crisis and Commitment

Crisis: identity development in which adolescents consciously choose between various alternatives and make decisions

Commitment: psychological investment in a course of action or an ideology

1. Identity Achievement
2. Identity Foreclosure
3. Moratorium
4. Identity diffusion

successful exploration of who they are and what they want to do--committed to an identity

committed to an identity, but did not come to it from a period of crisis -- accepted others' decisions about them

Have explored, but are still uncertain

have neither explored or committed to an identity

Holds the notion that the all of the individual cultures will assimilate into one

individual cultures living along side one another

One who draws from their own culture while integrating into the dominant culture too--very common in the U.S.

individual first--personal identity, uniqueness, freedom, and individual worth are central

well-being of the group is put before the individual

the affective component of self, an individual's general and specific positive and negative self-evaluations

What am I like?

learned expectation that one is capable of carrying out a behavior or producing a desired outcome in a particular situation

ability to monitor one's self

Low: Respond more negatively to failure-- cycle of failure

High: Respond more positively--Cycle of Success

Occurs during Adolescence

Boys generally higher than girls during adolescence

higher SES = higher self-esteem

Offering a range of experiences in which they can develop competency-- Raise self-efficacy

prepare adolescence for action
they can shape future behaviors
help people to interact with others

implicit rules that define what type of nonverbal behavior is appropriate in a given situation

share in a deep love and affection for each other

over ordinary situations

cleaning up, talking on the phone, completing household chores, clothes, body art

encourage a quest for autonomy

the development of expression of independence

1. Emotional Autonomy--the ability to separate and understand their emotional responses
2. Behavioral Autonomy: ability to make their own decisions and carry them out
3. Attitudinal and value autonomy: development of independence in the realms of attitude and value

positive emotional bond--

1. Securely Attached: consistent and warm
2. Avoidant: distant, aloof, ignores
3. Ambivalent: inconsistent

the ability to overcome

1. Authoritarian: high demands; low responsiveness--not tolerable
2. Authoritative: high demands; high responsiveness--reason
3. Permissive: Low demands; high responsiveness--no control
4. Uninvolved: Low demands; low responsiveness--neglect

parents socialize children while the children socialize the parents

excessive control that impedes the psychological development of adolescents

the degree to what extent the parents monitor their child's activities, and provide clear guidelines for acceptable behavior

the process by which a mother and father coordinate their child rearing practices

better adjusted
lower conflicts
more positive emotions

kids close in age and the same gender

family members participate in a variety of subunits