Lecture 1: The self and resilience Flashcards
(28 cards)
when is adolescence
- early adolescence: 10 (beginning of puberty) -14
- late adolescence: 15-18
- emerging adulthood: 18-25 (full responsibilities)
wat verandert er in adolescence: heel overzicht
- cognition: more abstract and third person thinking
- brain: prefrontal development, self-control, abstract thinking
- hormones: bodily changes
- identity exploration: study, friendships, romantic relationships, risk taking
- optimism: many future directions possible
- emotional instability: fluctuations in mood
- focus on the self: learn independence, less family ties, not yet own family
- feeling in between: not a child, not an adult
- importance of peers: less of parents
wat leidt tot problemen in typically developing adults
- conflict with parents
- fluctuations in mood
- risk behaviour
theorieen over deze storm and stress
- Hall: normal & renenactment of human evolution (dus geen genen die worden doorgegeven maar experiences)
- Anna Freud: normal & healthy
- Mead: not universal (cultural perspective)
fluctuations in mood door:
1) increased emotional impulses, yet still insufficient control
2) changes: schools, friends, romantic partners
authoritative parenting voordelen voor ontwikkeling
- stimuleert autonomie
- stimuleert zelfregulatie
why problem based learning?
- Perception of learning worse in active classroom.
- Learn better in active classroom.
➔Perceive cognitive effort as poorer learning, but yields better learning
waarom zijn er meer ouder-adolescent conflicten in adolescence?
- meer abstract denken -> betere argumenten
- meer autonomie
- bepaalde topics zijn lastig (sexuality, drugs)
maar..
- neemt weer af in latere adolescentie
- ouders en kinderen zijn het ook WEL eens over een hoop onderwerpen
the self bestaat uit….
- self-concept (who am i?)
- self-esteem (what am i worth)
- identity (how do my capacities fit opportunities?)
hoe ontstaat de zelf in adolescentie
hogere cognitieve capaciteit
self-concept ontwikkeling
- cognitive development -> meer abstract en complexe zelf
- cultuur shaped de beschrijving van self concept (independent vs. interdependent)
- actual and possible selves (echte en mogelijke zelf) = ideal and feared
- discrepancy tussen ideal and actual self: depression, or period of possibilities (optimisme)
- false self
self esteem early adolescence
neemt af in adolescence, door:
- capaciteit om in te zien hoe anderen jou zien en judgen
- focus op peer evaluaties
- peers kunnen heel hard zijn op deze leeftijd
self-esteem increases later on in adolescence…
- betere acceptatie door peers
- minder conflicten met familie
- control your own context: je zoekt mensen uit die goed bij je passen
self esteem and culture
self-esteem is not valued in every culture (African > Asian Americans)
Harter self-perception profile
8 domeinen (e.g. fysiek uiterlijk, athletisch) -> general self esteem only affected by domains considered to be important -> often physical appearance and acceptance by peers.
meiden: appearance vooral, door thin norms and appearance being an important factor in evaluation of romantic partners
self esteem causes
- feelings accepted by peers, family and teachers
- self esteem and performance are mutually reinforcing in school
- praise alone does not help
erik erikson identity
- How do my capacities fit opportunities?
- Who am I and how do I fit into the world?
- ‘Crisis’: healthy path (“identity”) or unhealthy path (“identity confusion”)
- Explore in: love (partners), work (studies, jobs) and ideology (politics, religion)
Theory of Erik Erikson: Identity status model
commitment vs exploration:
- moratorium = explore but no adult responsibilities
- diffusion = do not explore, do not commit (negative identity)
- foreclosure = do not explore, do commit (conformity)
- achievement = explore and eventually commit
adolescents often to either moratorium, diffusion or foreclosure
critique on erik erikson
- identity may change across contexts, so not that stable (e.g. assertive at work vs. not with family)
- biased towards male development (females constrain exploration to maintain relationships)
- exploration is not possible or valued in many cultures (collectivist: predetermined path e.g. joining a family business)
ethnic identity in case of minority culture
bicultural: high identification with both
assimilated: low identification with ethnic group
separated: low identification with majority culture
marginal: low identification with both
effects of school on identity development
1) Unintentional: selection, teaching strategy, teacher expectations, peer norms
2) Intentional: broad or in depth exploration, self-reflection
3) Conditions for effective exploration:
* allign with student’s interests
* supportive classroom (allowed to make mistakes)
sexual identity patterns
identity, attraction and behaviour: all may vary over time (large fluidity!)
the big five
Openness to experience: inventive & curious vs consistent & cautious
Conscientiousness: efficient & organized vs careless
Extraversion: outgoing & energetic vs solitary & reserved
Agreeableness: friendly & compassionate vs critical & rational
Neuroticism: sensitive & nervous vs resilient & confident
empirical! development originates in gene*environment interactions
development of traits during life
- mean level change of traits: most traits remain the same change, some have temporal dips
- rank-order stability of traits: becomes increasingly stable until middle adulthood
- there is no co-development in traits in friendships (een omhoog op agreeableness betekent niet dat de ander dat ook doet)
