Adolescent Personality & Identity Development

Question 1

Discuss idea that adolescence is s time of “storm and stress”

Answer 1

This has been refuted by research showing only about 20% of adolescents experience this as a time of excessive turmoil

Question 2

What is the rate of psychological disturbance like for adolescents?

Answer 2

Similar to rates of young children and adults

Question 3

Name Marcia’s 4 stages of adolescent identity development, i.e., “statuses”

Answer 3

Each status characterized by different experiences related to identity crisis & identity commitment

(1) Identity diffusion
(2) Identity foreclosure
(3) Identity (crisis) moratorium
(4) Identity achievement

Question 4

When do differences in physical development in children become most apparent?

Answer 4

Adolescence; children vary with regard to specific ages that they reach developmental milestones but generally during adolescence

Question 5

What are some gender differences in physical development?

Answer 5

Preadolescent boys & girls are about equal in strength & speed; however, in adolescence, boys become stronger & faster

Question 6

How does the timing of growth spurts vary between boys & girls?

Answer 6

For girls, adolescent growth spurt begins about 2 years earlier than for boys, i.e., 10.5 y.o. versus 12.5 y.o.

Question 7

Describe the effects of early & late maturation on psychological adjustment between boys & girls

Answer 7

Best adjustment outcomes (popularity, school performance, self-image) found among early-maturing boys; next “best off” = average-maturing boys & girls; followed by late-maturing girls; WORSE outcomes = late-maturing boys & early-maturing girls

Question 8

What are some problems of early-maturing girls?

Answer 8

Most severe problems; emotional instability, declines in academic achievement, drug & alcohol use

Question 9

What makes problems of early-maturing girls even more pronounced?

Answer 9

When perceptions about maturity are measured rather than actual physical maturity, that is, it is adolescent’s internal model of “normal” maturation that seems to be most important for adjustment outcomes

Question 10

Identity Diffusion

Answer 10

Haven’t undergone identity crisis & are not committed to an identity; “I haven’t given it much thought; I don’t know what I want to be”

Question 11

Identity Foreclosure

Answer 11

Strong commitment to identity that was not the outcome of identity crisis, but, instead, was suggested by another person or parent; “I’m going to be a therapist just like my dad”

Question 12

Identity (Crisis) Moratorium

Answer 12

Occurs when person is having identity crisis & actively exploring different options & beliefs; in response to question about career choice, adolescent might say she’s feeling very confused about kind of job she wants & is skeptical about there being one that fits her likes & dislikes

Question 13

Identity Achievement

Answer 13

Individual has resolved his/her identity crisis & committed to particular identity; “I’ve given it a lot of thought and I’ve decided I want to be a professional wrestler”

Question 14

What percentage of people have achieved a stable identity by age 24?

Answer 14

60%

Question 15

Are identity moratoriums common?

Answer 15

No, they’re relatively uncommon & when they do occur, it is most often during early years of college

Question 16

Who critiqued Kohlberg’s theory of moral development based on differences in females and why?

Answer 16

Carol Gilligan; she believed that moral judgments of females often rest on concerns about caring for others

Question 17

What causes the “loss of voice” according to Gilligan?

Answer 17

Females experience this as result of internalization of sexist messages

Question 18

When are females at highest risk for “relational crises” associated with “loss of voice”?

Answer 18

Adolescence

Question 19

What is meant by a “relational crisis”?

Answer 19

Females abandoning themselves (strengths & accomplishments) and others to conform to cultural expectations about femininity

Question 20

What is an example of pressure to conform to stereotypic female roles?

Answer 20

In middle school years when teachers call on boys more often in class & tolerate their interruptions while disapproving of girls who interrupt

Question 21

How does Gillian suggest that pressure to conform to stereotypic female roles can be addressed?

Answer 21

Parents, teachers, others working with adolescent girls must provide them with experiences that help them stay connected to themselves and others