Chapter 10 Flashcards
Discuss the process of identity development in adolescence. What components
does it consist of? Does it happen all at once, or over a long period of time?
self-composed with a variety of domains: vocations/careers, politics, religion,
relationships, achievement/intellect, sexual, cultural/ethnic, interests, personality,
appearance/physicality
does not happen all at once, but takes place in bits and pieces
negations + affirmations of various roles and faces (aka parts of denial + omg this is so
me!)
decisions have to be made again and again and again. doesn’t happen neatly but doesn’t
happen chaotically
Describe Erikson’s identity versusidentity confusion stage.
identity vs. identity confusion:
adolescents are faced with deciding who they are, what
they are about, and where they are going
- aided by psychosocial moratorium: gap between childhood security and adult
autonomy
- basically where society lets adolescents do what they want + they can try out
different identities to figure out where they fit in the world
- adolescents filter what works out and what doesn’t
- identity confusion: adolescents do not resolve identity crisis, and they withdraw /
isolate themselves or immerse themselves and conform to crowds
Explain Marcia’s theory of identity development. What are the four stages, and
how do people move between them?
- identity diffusion: no crisis or commitment
a. undecided about future but also uninterested - identity foreclosure: no crisis with commitment
a. know what they want for their future but have not gone through a crisis.
often, parents place commitments on their children - identity moratorium: crisis with no commitment
a. have no idea what’s in store for the future + are exploring their options - identity achievement: undergone crisis with a present sense of commitment!
a. have explored their options and are confident with what they have planned
:)
ethnic identity:
aspect of the self that includes a sense of membership in an ethnic group
and the attitudes + feelings related to that membership
bicultural identity:
based on their ethnic group + majority culture (ex. me being
Filipino-American)
having a strong ethnic identity and pride in one’s respective ethnic identity group =
positive outcomes :)
individuals confront their ethnicity for the first time in adolescence or emerging
adulthood
- adolescents + emerging adults can interpret ethnic + cultural information, reflect
on the past, and speculate on their future
feeling “American”: dependent on whether or not they learn English, develop social
networks beyond ethnic groups, or are culturally competent
- second gen immigrants = more likely to think of themselves as “American”
Based on research, how do adolescents tend to respond to higher levels of
parental monitoring? What is the relationship between parenting practices and
adolescents’ voluntary disclosure of information about their activities?
monitoring: supervising adolescents’ choices of social settings, activities, friends,
academic efforts, etc.
positive parenting practices (relationship built on trust and acceptance) → adolescents
are more likely to disclose information. linked to positive adolescent adjustment
engagement in problem behaviors = more secretive and disclose less to parents
How does attachment in adolescence relate to relationships later in adulthood?
adolescents evidently want to be more independent and prove to parents that they are
responsible for their own successes and failures
adults relinquish their control in some areas but continue to monitor / guide adolescents
in other ones
- boys are given more independence than girls :(
adolescents who had secure attachment to their parents at 14 years of age = exclusive
relationships, comfortable with intimacy, and financial independence at the age of 21
- generally less likely to have emotional problems and engage in problem behaviors
Describe the typical evolution of parent-adolescent conflict over the course of
this life stage.
conflict with parents escalate during early adolescence and lessens around the ages of
17-20 (but they are rarely major dilemmas)
- conflicts can serve to be a positive developmental function → smoother transition
to more independence and autonomy
relationships become more positive between parents and children if the child moves out
of home for college
Discuss several ways that peer relationships tend to change from childhood to
adolescence.
old model: autonomy + detachment from parents. isolation between parent and peer
worlds. intense, stressful conflict throughout adolescence that are filled with chaos and
strife on a daily basis
new model: attachment + autonomy. parents are still important support systems +
attachment figures with connections to adolescent alongside peers. moderate
parent-adolescent conflict is common and can serve a positive function with conflict being
greater in early adolescence
What factors affect the likelihood of an adolescent conforming to peer
pressure? Compare this behavior to “juvenile delinquency,” and discuss factors
that correlate with (or help prevent) delinquency.
more likely to conform to peer pressure when an individual is unsure about their identity,
are experiencing times of drastic change, or are in the presence of someone they perceive
to have a higher social status
cliques:
small groups that range from 2-12 individuals and 5-6 individuals on average.
usually of the same sex and age
crowds:
larger than cliques and less personal
10.Describe the stages of the development of romantic relationships, including the
typical age range for each.
10.Describe the stages of the development of romantic relationships, including the
typical age range for each.
early bloomers:
15-20% of 11 to 13 year olds who are currently in a romantic relationship
+ 35% who have indicated that they have prior experience in romantic relationships
late bloomers:
10% of 17-19 year olds who say they have had no romantic relationship
experience and 15% who report that they have not engaged in romantic relationships that
have lasted more than 4 months
