Upload
rhea-farrell
View
42
Download
2
Tags:
Embed Size (px)
DESCRIPTION
Identity. Linqin Ji. Outline. Identity as an adolescent issue Changes in self-conception Changes in self-esteem The adolescent identity crisis Research on identity development The development of ethnic identity Gender-role development. Who am I like as a person? - PowerPoint PPT Presentation
Citation preview
1
Identity
Linqin Ji
2
Outline
Identity as an adolescent issue
Changes in self-conception
Changes in self-esteem
The adolescent identity crisis
Research on identity development
The development of ethnic identity
Gender-role development
3
Who am I like as a person?
Which kind of person I would like to be?
4
Identity as an adolescent issue
Changes in the way in which we see and feel about ourselves occur throughout the life cycle
Even a 4-year child can give some answers to the question “who are you”
5
Identity as an adolescent issue
If, in fact, changes in identity occur throughout the life cycle, why have researchers who are interested in identity development pain so much attention to adolescence?
6
Identity as an adolescent issue
Changes in identity that take place during adolescence involve the first substantial reorganization and restructuring of the individual’s sense of self at a time when he/she has the intellectual capability to appreciate fully just how significant the changes are
7
Identity as an adolescent issue
During adolescence, individuals experience dramatic changes biologically, cognitively, and socially During puberty, adolescents change dramatically in their
physical appearance, which may prompt fluctuation in their self-image and a reevaluation of who he /she really is
Development in intellectual abilities during adolescence permit individuals to think about themselves in new ways
Changes in social roles that occur at adolescence open up a new array of choices and decisions for the young person that were not concerns previously
8
Identity as an adolescent issue
Identity development is complex and multifaceted
It is better understood as a series of interrelated developments– rather than one single development– that all involve changes in the way we view ourselves in relation to others and in relation to the broader society in which we live
9
Identity as an adolescent issue
Researchers and theorists have taken three approaches to the question of how the individual’s sense of identity changes over the course of adolescence
10
Identity as an adolescent issue
Changes in self-conceptions The ideas that individuals have of themselves as
regards various traits and attributes
Adolescent self-esteem or self-image How positively or negatively individuals feel
about themselves
Changes in the sense of identity The sense of who one is, where one has come
from, and when one is going
11
Changes in self-conceptions
Self-conception(自我概念)(青少年发展心理学, P343)关于自己的能力、外表和社会接受性等方面的态度、情感和知识的自我知觉 (Byrne, 1986)
12
Changes in self-conceptions
Adolescents’ self-conceptions Compared with children, who tend to describe th
emselves in relatively simple, concrete terms, adolescents are more likely to use complex, abstract, and psychological self-characterizations (Harter, 1999)
During adolescence, self-conceptions become more differentiated and better organized structurally (Byrne & Shavelson, 1996; Marsh, 1989; Montemayer & Eliven, 1977)
13
Changes in self-conceptions
Adolescents’ self-conceptions become more differentiated: Realization that one’s personality is expressed
in different ways in different situations: “I’m friendly when I’m in good mood”
Adolescents’ self-descriptions take into account who is describing (Harter, 1999): “My parents think I’m quiet, but my friends know I really like to party a lot”
14
Changes in self-conceptions
With the shift toward increased differentiation in self-conceptions comes better organization and integration (Harter, 1999; Marsh, 1989a): The traits and attributes children list about
themselves remain somewhat disparate Adolescents are likely to organize and integrate
various aspects of their self-conception into a more logical, coherent whole
15
Changes in self-conceptions
Adolescents’ self-conceptions Although self-conceptions does not become even
more differentiated after early adolescence (Marsh, 1989a), the movement toward more abstract and more psychological self-conceptions continues well into the high school years
16
Changes in self-conceptions
Abstraction and psychological complexity of adolescents’ self-description The increased abstraction and psychological
complexity may present some difficulties for middle adolescents, who may be able recognize – but not yet quite understand or reconcile – inconsistencies and contractions in their personalities
17
Changes in self-conceptionsAbstraction and psychological complexity of adolescents’ self-description I guess I just think about one thing about myself at a time
and don’t think about the other until the next day. (early adolescent)
I really think I am a happy person and I want to be that way with everyone, but I get depressed with my family and it really bugs because that’s not what I want to be like. (middle adolescent)
You can be shy on a date, and then outgoing with friends because you are just different with different people; you can’t always be the same person and probably shouldn’t be. (late adolescent)
18
Figure 1 The multiple selves of a 15-year-old girl
19
Changes in self-conceptionsAlthough the recognition that one’s personality is multifaceted –even contradictory –may initially cause some distress, in the long run it probably has a number of advantages Adolescents who have more complex self-conceptions
are less likely to be depressed (Evans, 1993; Jordan & Cole, 1996)
Some psychologists have suggested that the development of a more complicated view of oneself is one way that individuals cope with the recognition of their faults and weakness, a recognition that comes with increased self-awareness of adolescents
20
Changes in self-conceptions
Although the recognition that one’s personality is multifaceted –even contradictory –may initially cause some distress, in the long run it probably has s number of advantages Having a more differentiated self-conception permits
adolescent to distinguish among his/her actual, ideal, and feared self, which will provide a motive for adolescent to improve toward ideal self
21
Changes in self-conceptions
False-self behavior –acting in a way that one knows is inauthentic Occurs most likely in romantic and dating
situations and with classmate, least likely in situations with close friends, and in the middle are situations with parents
In general, adolescents who report less emotional support from parents and peers, those who have low self-esteem, and those who are relatively more depressed and hopeless than their peers are more likely to engage in false-self behavior
22
Changes in self-conceptions
Dimensions of personality in adolescence Whereas many researchers have studied adolesce
nt personality development by examining young people’s views of themsevles, others have attempted to assess personality by administering standardized inventories designed to assess the most important aspects of personality
Five-factor model for assessment of personality
23
Changes in self-conceptions
Dimensions of personality in adolescence Big five:
Extraversion(外向性 ) Agreeableness(宜人性) Conscientiousness(谨慎性) Neuroticism(神经质) Openness to experience(开放性)
24
Changes in self-esteem
25
Changes in self-esteem
26
Changes in self-esteem
27
Changes in self-esteem
Sex, class, and ethnic differences in self-esteem
28
Changes in self-esteem
Sex, class, and ethnic differences in self-esteem
29
Changes in self-esteem
Antecedents and consequences of high self-esteem
30
Changes in self-esteem
Antecedents and consequences of high self-esteem
31
The adolescent identity crisis
自我同一性 (ego-identity) 是埃里克森的人格或自我发展理论体系中的概念,是埃里克森用来说明青少年时期心理发展的关键和人格成熟状态的一个术语
埃里克森认为,自我同一性是一种发展的结构,有时指一个人对其个体身份的自觉意识,有时指他对个体性格连续统一体的无意识追求,有时指自我综合的无言操作,有时则指对某一群体理想和特征的内心趋向
马西亚认为,同一性一旦形成,就会赋予个体曾经是谁的历史性感觉,现在是谁的有意义认识以及将来会成为谁的认识
32
The adolescent identity crisis
自我同一性同一性是指过去、现在和将来中,对“自己是谁?”、“自己还是原来的自己”、“自己自身是同一实体的存在”等问题的主观感觉或意识
同一性意味着以社会性存在确立的自我,即被社会认可的自己、所确立的自我形象
同一性是一种“感觉”当这三种自我同一性的意识在自己心中确立产生的时候,即为同一性形成或确立
33
The adolescent identity crisis
Erikson’s Theoretical Framework
34
The adolescent identity crisis
Identity versus identity diffusion “From among all possible and imaginable relati
ons, the young people must make a series of ever-narrowing selections of personal, occupational, sexual, and ideological commitments” (Erikson, 1968, p. 245)
35
The adolescent identity crisis
Identity versus identity diffusion The maturational and social forces that
converge at adolescence force young people to reflect on their place in society, on the ways that others view them, and on their options for the future
36
The adolescent identity crisis
The social context of identity development The key to resolving the crisis of identity versus
identity diffusion lies in the adolescent’s interactions with others
Forging an identity is a social as well as a mental process
The social context in which the adolescent attempts to establish a sense of identity exerts a tremendous impact on the nature and outcome of the process
37
The adolescent identity crisis
The social context of identity development The course of identity development varies in
different cultures, among different subcultures within the same society, and over historical eras
The social context in which an adolescent develops also determines, to a large extent, whether the youngster’s search for self-definition will take the form of a full-blown crisis or a more manageable challenge
38
The adolescent identity crisis
Psychosocial moratorium(心理社会延缓期) 在寻求自我发现的过程中青少年从各种过多的责任和义务中解脱出来,暂时地休息的时期
During the psychosocial moratorium, the adolescent can experiment with various roles and identities, in a context that permit and encourages this sort of exploration
The experimentation involves trying on various postures, personalities, and ways of behaving
Having the time to experiment with roles is an important prelude to establishing a coherent sense of identity
39
The adolescent identity crisis
Psychosocial moratorium According to Erikson, without a period of mora
torium, a full and thorough exploration of the options and alternatives available to the young person can not occur, and identity development will be somewhat impeded
In other words, according to Erikson, adolescents must grow into an adult identity– they should not be forced into one prematurely
40
The adolescent identity crisis
Problems in identity development
41
Research on identity development
Determining an adolescent’s identity status马西亚关注个体在三个领域的探索——职业、意识形态(价值观和信念)和人际关系
Two dimensions for rating adolescents’ ego-identity:
Commitment Exploration
四种同一性状态:同一性扩散、同一性提前完成、同一性延缓和同一性形成
42
Figure 3 Identity status categories derived from Marcia’s measure
43
Research on identity development
Studying identity development over time同一性并非像埃里克森所说的那样在 18岁前就确立
对不同年龄组的个体的比较显示, 18岁与 21岁的个体的同一性地位存在明显差异
这表明,对自我探索在青少年期就开始,但是一致的同一性建立是在青少年末期
44
Research on identity development
Shifts in identity status青少年的同一性是不断地丧失与获得的过程,同一性问题的解决不是一劳永逸的,它在人的一生中尤其是青少年期和成年初期会反复出现,个体也会从某一同一性状态转向另一状态
Figure 4
45
Figure 4 Changes in identity status over a four-year period
46
The development of ethnic identity
The process of ethnic identity development
47
The development of ethnic identity
The process of ethnic identity development
48
The development of ethnic identity
Alternative orientations to ethnic identity
49
The development of ethnic identity
Alternative orientations to ethnic identity
50
Gender-role development
Gender-role socialization during adolescence
51
Gender-role development
Masculinity, femininity, and androgyny