3) Chapter 8

StudyBlue printing of 3) Chapter 8 html, body, div, span, applet, object, iframe, h1, h2, h3, h4, h5, h6, p, blockquote, pre, a, abbr, acronym, address, big, cite, code, del, dfn, em, font, img, ins, kbd, q, s, samp, small, strike, strong, sub, sup, tt, var, b, u, i, center, fieldset, form, label, legend, table, caption, tbody, tfoot, thead, tr, th, td { margin: 0; padding: 0; border: 0; outline: 0; font-size: 100%; background: transparent; } body { line-height: 1; } blockquote, q { quotes: none; } blockquote:before, blockquote:after, q:before, q:after { content: ''; content: none; } /* remember to define focus styles! */ :focus { outline: 0; } /* remember to highlight inserts somehow! */ ins { text-decoration: none; } del { text-decoration: line-through; } /* tables still need 'cellspacing="0"' in the markup */ table { border-collapse: collapse; border-spacing: 0; } /* end RESET */ .header { min-width:800px; } .logo { padding:6px 20px 2px 20px; margin:0; font-size:25px; font-weight:bold; color:#808285; position:relative; border-bottom: 1px solid #c5c5c5; } .logo-blue { color:#70adc4; } .logo-desc { font-weight:normal; font-size:19px; color:#cccccc; margin-top:50px; position:absolute; display: none; } .back-button { position:absolute; top:20px; right:20px; font-size:13px; line-height:25px; color:rgb(0,175,225); font-weight:normal; } .back-button a { color:rgb(0,175,225); } .instructions { padding:0; margin:0; width:100%; position:relative; color:rgb(100,100,100); } .step-holder { border-left:1px solid #ededed; margin-left:20px; } .steps { padding:15px 0; float:left; width:24%; border-right:1px solid #ededed; text-align:center; } .steps-01 { } .steps-02 { } .steps-03 { } .steps-04 { } .label { padding:5px 10px; } .print-button { } .print-button a { background-color:rgb(0,175,225); color:white; line-height: 19px; padding:9px 8px 5px 30px; font-size:14px; text-decoration:none; background-image: url(images/printer.png); background-repeat: no-repeat; background-position: 7px 50%; -moz-border-radius: 5px; -webkit-border-radius: 5px; } .print-button a:hover { background-color:black; } .theNote .content { width: 8.0in !important; margin: 5px auto; padding:20px; background-color:white; } .theNote .header { border-bottom: 1px dashed #C8C8C8; font-size: 17px; padding: 0 0 10px; line-height: 19px; color: #00ADE1; min-width:500px; } .theNote .body { font-size: 14px; line-height: 19px; padding: 10px 0; } .theNote{ padding:6px 0; clear:both; background-color: rgb(200,200,200); } .theNote h3{ color: rgb(100,100,100); } .theNote h1, .theNote h3{ background-color:white; padding:2px 20px; width:8.0in !important; margin: 0 auto; font-size: 15px; } .theNote h1{ padding-top: 10px; font-size: 15px; } .theNote h1:first-child{ font-size: 20px; } .theNote h3 { font-size: 14px; font-weight: normal; } #options { border: 3px double #ccc; padding: 5px 12px; margin: 10px 50px 10px 20px; float: left; } #info { border-top: 1px solid #ccc; padding-top: 5px; font-style: italic; } li { margin: 5px 10px 5px 25px; } ul li { list-style: disc; } ol li { list-style: decimal; } img { border: 0; } table { clear: both; width: 100%; border: 1px solid #c5c5c5; border-width: 1px 0; margin: 0; page-break-after: always; } table#page { page-break-after: auto; } td { text-align: center; font-size: 12px; border-bottom: 1px dashed #c5c5c5; height: 1.75in; width: 50%; padding-left: 15px; } .leftside { border-right: 1px solid #cccccc; padding: 0 15px 0 0; } .bottom td { border-bottom: none; } .clearfix { clear:both; line-height:1px; height:1px; } img { max-width:80%; max-height:150px; margin:20px; } @media print {.header { display: none; } .content .header{ display:inherit; } table { border: 1px dashed #bbb; border-width: 1px 0; } .theNote{ background-color:white; } } Chapter 8: Identity Development Changes from childhood through adolescence in the organization and integration of self concept self conceptions become more differentiated and better organized realization that personality is expressed in different ways in different situations self descriptions begin to take into account who is doing the describing aspects of self concept become more logical, and coherently whole more abstract and more psychological self conceptions more complicated sense of self is one way of dealing with faults distinguishing between actual, ideal, and feared selves Structure of personality; degree of stability in personality from childhood through adolescence five basic dimensions extraversion agreeableness conscientiousness neuroticism openness stability increases with age our basic, underlying traits are very stable Stability/fluctuations in self esteem across adolescence becomes increasingly stable between childhood and early adulthood day to day fluctuations become smaller changes in self perceptions are greater in early adolescence average mood becomes less positive throughout adolescence early adolescents have lower self esteem, are more self conscious, and have a more unstable self image than other youngsters the mot marked fluctuations occur during transition to adolescence, not during adolescence fluctuations in early adolescence are due to... egocentrism makes adolescents more aware of others' reactions adolescents learn that it is not always possible to tell what people are thinking on the basis of how they act or what they say adolescents are more interested in their peers' opinions because of increased orientation towards peers Components of self esteem; how components of self esteem relate to overall self esteem the context of the relationship makes a difference in self esteem levels physical self esteem (and then esteem about relationships with peers) are most important predictor of overall self esteem self esteem about academic ability, athletic ability, and moral conduct are less important predictors Gender and ethnic differences in self esteem; factors explaining these differences sex differences girls self esteem is lower because their degree of self consciousness is higher and their self image is shakier than boys sex differences become smaller over the course of adolescence girls may be caught between doing well academically and socially not as true for black girls ethnic differences black adolescents have higher self esteem than white adolescents hispanic, asian, and native american youth all have lower levels asian american youth have especially low self esteem black teens benefit from support and feedback of adults in the black community blacks may respond to their poor school performance by lessening the importance of academics strong sense of ethnic identity enhances blacks' self esteem Influences of the social context on identity development the more alternatives available to a young person, the more arenas in which decision must be made, the more difficult establishing an identity will be society influences which identities are desirable prolonged and difficult identity crisis' are more likely in today's US society -> psychosocial moratorium needed (erikson) Erikson's three problems in identity development identity diffusion incoherent, disjointed, incomplete sense of self characteristic of not having resolved the identity crisis marked by disruptions in the individual's sense of time, excessive self consciousness, problems in work and school, difficulties in forming intimate relationships, and concerns over sexuality reflected in problems of identity, autonomy, intimacy, sexuality, and achievement identity foreclosure the premature establishment of a sense of identity, before sufficient role experimentation no psychosocial moratorium roles adopted usually revolve around goals set by parents/authority figures negative identity the selection of an identity that is obviously undesirable in the eyes of significant others and the broader community a sign that problems in identity development have arisen represents an attempt to forge some sense of self definition in an environment that has made it difficult to establish an unacceptable identity (cant be noticed so they turn to adopting a negative identity) Processes and consequences of ethnic identity development follows the process of identity development precipitating event involves an experience during which the individual encounters prejudice, becomes aware of his/her group's underrepresentation in some activity/setting, or suddenly feels different from adolescents from other backgrounds following crisis, individuals engage in period of exploration, during which they may immerse themselves in learning about their ethnic heritage eventually, as ethnic identity becomes strong, personal identity becomes more coherent racial socialization may speed up process, but doesnt result in a stronger identity strong ethnic identity is associated with higher self esteem, stronger self efficacy, and better mental health among minorities Ethnic identifications of biracial adolescents individuals with one black parent were significantly more likely to identify as black individuals with one white parent were more likely to identify as the minority group based on physical appearance and the ethnic background of the adolescents' friends many change their racial identity over time (esp. Native Americans) Effects of gender role identity (masculine, feminine, androgynous) on well being boys and girls who behave in gender typical ways are more accepted costs of being gender atypical are greater for boys than girls masculinity is predictive of mental health androgynous girls and masculine boys feel best about themselves