Ch. 7 Psy Dvlp in Adolescence Flashcards
Erickson’s demands - crises
PP 313
The society in which one lives makes certain psychic demands at ea stage of dvlp.
In ea. psychosocial stage, the indv must seek to adjust to the stresses and conflicts involved in these crisis.
Eric Erikson’s Psychosocial Theory
- based on a variety of cultures
PP 313-314
- Development continues through the entire life span.
- Personality development is determined by internal maturation of the individual and external demands from society.
- There are eight stages of development. They occur in a specific order based on biological timing. *At each stage, people face a particular major challenge.
- Challenges are met by a combination of internal psychological forces and external social supports.
- When the challenge is successfully met, the person moves on to the next challenge.
- Present and future behavior has roots in the successful mastery of particular stages.
- We return to a few key issues throughout the life span.
Epigenetic principle of Psychosocial theory
- means that each psychosocial strength has its own special time of emerging and period of importance.
Erickson’s definition of IDENTITY
major adolescent crisis or challenge influenced by the social environment and individual’s biological development.
Adolescent and identity
adolescent and young adult works on creating an identity by getting to know who one is by experimentation and evaluation or experience and ideas
Erikson’s theory of psychological development : 8 stages
Stage 1: Basic Trust vs Basic Mistrust
PP314
birth to one yr. (18mo according to the textbook)
to develop a sense that the world is a good place.
Certain people can be depended upon.
Important event: Feeding
Erikson’s theory of psychological development : 8 stages
Stage2: Autonomy vs. Shame and doubt
PP 314
1-3yrs (18mo - 3yrs) according to the text
to recognize that one is an independent person who can do things. Not constantly restricted or punished.
Important event: Toileting
Erikson’s theory of psychological development : 8 stages
Stage 3: Initiative vs Guilt
PP 314
3-6 yrs
Preschoolers like to explore, to develop ability to try new things and handle failure. Must face the crisis of taking their own initiative
Important event: Locomoting
Erikson’s theory of psychological development : 8 stages
Stage 4: Industry vs Inferiority
PP 314
6-12 yrs
To learn basic academic skills and to wk w/ others
comparison w/ peers becomes exceptionally important
Important event: School
Erikson’s theory of psychological development : 8 stages
Stage 5: identity vs role confusion
PP 315
Adolescence
explore who they are and establish their identity, they examine the various roles they play (e.g. child, sibling, student…)
Important event: peer relationship
Best resolved through integrating early identity
Erikson’s theory of psychological development : 8 stages
Stage 6: Intimacy vs Isolation
PP 315
Stages 6-8 ( will be cover next semester)
Young Adulthood
Quest for intimacy w/ the ability to share w/ and give to another P w/out being afraid of sacrificing one’s own id.
Important event: love relationship
Stage 6 - 8 will be learn next semester
Erikson’s theory of psychological development : 8 stages
Stage 7: Generativity vs Stagnation
PP315
Middle Adulthood (Maturity - according to text)
to contribute to younger people through child rearing, child care or creative/productive work for the future.
Important event: parenting and creating
Erikson’s theory of psychological development : 8 stages
Stage 8: Ego Integrity vs Despair
PP 315
Late Life
to view ones life as satisfactory and worth living in old Age. At peace w/ one’s life and one’s id.
Important event: reflecting on and accepting one’s life
The primary danger of identity formation in adolescence is
PP 315-316
identity confusion: confusion can be expressed by 1. delay acting like a responsible adult, 2. commit oneself to poorly thought-out courses of action. 3. regress into childishness to avoid assuming the responsibilities of adulthood.
Looking-glass self or labeling
PP 317
people develop their self-concept in terms of how others relate to them. i.e., troublemaker, delinquent, lazy, special etc.
Labels have a major impact on our lives, if a child is frequently called stupid, that child is apt to develop a low self-concept, anticipate failure in may areas.
Marcia’s 4 categories of identity
4 major ways in which people cope with identity crises.
PP 318
- Achievement: after exploring alternatives the individual decides on a specific identity and career choice.
- Moratorium: includes people who experience intense anxiety during their identity crisis, yet have not made decisions regarding either personal values or a career choice
- Foreclosure: People who never experience an identity crisis as much. Inv who form their id by adult input rather than their own experimentation & conclusions.
- Diffusion: Individuals who are overwhelmed and confused about forming their id and do little to achieve one. Lack of direction and decision making.
People may be classified into Marcia’s 4 identity status on the basis on 3 primary criteria
PP 318
- Has difficulty achieving an identity
- has a career goal.
- has commitment to a set of values or belief.
Criticism of Erikson and Marcia’s theories
PP 319
Limited theories due to their Westernized perspective on how people should develop.
both emphasize the importance of identity forming.
Critical thinking when applying theories:
PP 319
How does the theory fit in with social work values?
How does the theory apply to the consumer’s situation?
What research supports the theory?
Are there more relevant theories for a particular practice situation?
Moral Development
PP. 319
Morality involves a set of principles regarding what is right and what is wrong.
Often there is not a right or wrong ethical decision but morals may come in shades of gray depending on a situation.
Especially critical in adolescence and young adulthood as values may remain in force throughout one’s life.
Kohlberg’s theory of development
PP 322
.
3 levels and 6 stages through which people progress and they develop their moral framework with ea level having 2 stages
Level 1 of Kohlberg’s theory of development
with stage 1 and 2
PP 322
Level 1: Preconventional or premoral level - 4-10yrs old.
- preference for self interest
- decisions based on external standards
- behavior governs by whether a child will receive a reward or punishment.
Stage 1: based on receiving punishment and avoiding punishment.
Stage 2: based on receiving a reward, focus on rewards instead of punishment.
Level 2 of Kohlberg’s theory of development
with stage 3 and 4
PP324
Level 2: Conventional Level - 10-13yrs old; desire to please others and receive social approval. Based on conformity to conventional roles.
Stage 3: based on what others dictate and pleasing others. Relationship become very important
Stage 4: based on the law which is necessary in order to maintain the social order.
Level 3 of Kohlberg’s theory of development
with stage 5 and 6
PP 324
Level 3: Postconventional Level - development of a moral conscience that goes beyond what others say. Decide on morality based one’s own views.
Stage 5: law is for the most part good but subject to change and interpretation - caring about the welfare of others.
Stage 6: morality is completely internalized. decisions based on personal conscience, transcends laws and regulations. Free of the thoughts and opinions expressed by others.
Criticism of Kohlberg
PP 324-325
Places primary emphasis on how people think as opposed to what they do. e.g., discrepancy b/w what you think is right and what you would really do.
culturally biased - some cultures have more collective thrust, and his research participants were fro the most part men. e.g. stage 6 may not apply a cross all cultures, societies and situations.
Gilligan’s Perspective
PP 325
women view morality from a care perspective emphasizing the connectedness of people and emphasizes interpersonal communication, relationship with others and concern for others.
Gilligan’s 3 levels and transitions of Moral development for woman’s self-interest (Personal survival)
PP 326
Level 1: Orientation to personal survival; focus purely on woman’s self-interest
Transition 1: Transition from personal selfishness to responsibility (her choices affects others)
Level 2: Goodness as Self-Sacrifice. The “good” thing is to sacrifice herself so that others may benefit. depending on what other people think
Transition 2: From Goodness to reality, they draw away from depending on others to tell them what they should do
Level 3: The morality of nonviolent responsibility; thinking in terms of repercussions, involves accepting responsibility for making one’s own decisions and not caring what others think
Critical Thnking: Evaluation of Gilligan’s theory
PP 327
reason and emotion, justice and caring make for our best moral decisions.
Much research says there are little differences b/w men’s and women’s moral decision making
Gilligan and NASW code of ethics
PP 327
Ethics gives the SW guidelines for practice w/ clts.
Ethics involve making decisions about what is right and what’s wrong
SWs should strive to be sensitive to the needs of their clts.
take responsibility for effective practice w/ clts
provide help and nurturance to meet their clt’s needs.
Gilligan’s morality theory is congruent w/ the NASW code of ethics in that SW must be sensitive to their clts’ needs, take responsibility, care for their clts and provide nurturance.
Social Learning Theory and Moral Dvlp (Albert Bandura)
PP 327
interested in what we do when faced with temptation.
moral behavior is learned through observation, re-enforcement and punishment
strongly influenced by situational factors: when encounter situations in which one must make moral decisions on how to behave, we use these internalized values… learned by parents and others.
gradually learn to behave morally and internalize moral conduct.
Erickson’s Theory - Stage 5
Role Confusion
PP. 315
when people are unable to integrate their many roles and have difficulty coping with conflicting roles.
Erikson’s : Psychosocial moratorium
PP. 317
a period of free experimentation before a final sense of id is achieved.
Ideally, this moratorium allows young P the freedom to experiment with values, beliefs, and roles so that they can find a role in society that maximizes their personal strengths and affords positive recognition from the community.
How is the crisis of Identity vs role confusion best resolve (Erickson’s theory)
PP 317
best resolve through integrating earlier identifications, present values, and future goals into a consistent self-concept.
How is a sense of identity achieved according to Erickson
PP 317
after a period of questioning, reevaluation, and experimentation, these efforts may cause emotional involvement, overzealous commitment, alienation, rebellion or playful wandering.
According to Erickson, If Identity is not achieve, people are apt to be
PP 317
depressed, anxious, indecisive and unfulfilled
Gilligan’s care perspective
PP 325
views people in terms of their connectedness with others and emphasizes interpersonal communication, relationship with others, and concerns for others
Gilligan’s women view of morality
PP 326
based on an ethics of caring, personal situations rather than a morality of justice, laws and universal right (Kohlberg)
Suicide and Adolescence
PP 337-338
third leading cause of death for adolescence ages 15-24
almost 20% (19%) of adolescents have thought about suicide.
1/10,000 adolescents in the US successfully complete a suicide
Native American adolescents are most likely to commit suicides in US, and Whts commit suicide at a higher rate than Blacks in the US.
Causes of Adolescent Suicide
PP 338
Adolescents who threaten or try to commit suicide tend to experience problems in one of the three areas: Increase stress, family issues, depression and other mental illness
e.g. of increase stress
PP 338
problems in peer relationships feeling of unwanted or isolation pressure to succeed-over achievers at greatest risk fam economic or social problems peer pressure to conform lack of coping strategies and give up pregnancy loss of a loved one divorce fam relocation national disaster loss of a romantic relationship
e.g. of family issues
PP 338
poor communication parental substance use parental mental health issues physical or sexual abuse lack of a stable hm environment contributes to the sense of loneliness and isolation
e.g. Psychological issues
PP 338-339
depression, poor self-esteem-no internal strength to cope w/ outside pressures peer pressure to conform to the norms helplessness hopelessness impulsivity confusion insufficient life experience and may behave impulsively trivial incidents can become monumental
Lesbian and Gay Adolescents and Suicide
PP 339
More likely to think about and commit suicide 15% vs 7% of heterosexual adolescents
may feel more isolated as grapple w/ sexuality
many gay and lesbian youth cope well w/ stressors and do not contemplate suicide.
Suicide Risks
PP 342
previous attempts, ethanol and other drug use, causing illogical thinking and emotional stress to escalate
rational thinking loss-impulsivity and emotions can take over
social support lacking- loneliness, isolation, useless, hopeless when no one cares
organized plan - when and how
no spouse
sickness
Suicidal Symptoms
PP 340-342
Sex: females r much more likely to try to kill
themselves than males
Age: 15-24 or 76 or older are in the high-risk gps.
Older wht males are especially at risk
Depression: depressive disorder
Previous attempts:
Ethanol and other drug abuse
Rational thinking loss: hallucinations, delusions,
extreme confusion, anxiety
Social support: loneliness and isolation
Organized Plan:
No Spouse: single P have higher risk: highest risk
are divorced, than widowed, than single
and married indiv have the lowest rate.
Sickness
Other symptoms: rapid change in mood- too down or too cheerful, giving away articles
Guidelines for helping suicidal people
PP 344
two levels of intervention are possible for dealing with a potentially suicidal person
- keeping person alive
- learning what is behind the feelings and helping
Reactions to a suicide threat
PP 344
- Remain calm and rationale
- Be supportive: respect the depth and degree of pain reported by a youth.
- identify the immediate problem: recognized the problem before it can be examined.
- identify strengths: id and emphasize the indv’s positive qualities.
- decrease isolation:
- explore past coping mechanisms: emphasize how the person has survived such previous tough times before.
- Avoid clichés: don’t argue w/ the suicidal person: this type of approach only makes people feel like you’re on a different wavelength and don’t understand how they feel.
- examine potential options: police, hospital emergency, mental health, personal, professional
Professional counseling of suicidal people
PP 346
- make the environment safe
- negotiate safety - schedule often and make future appts.
- Plan for future support
- Minimize loneliness and seclusion
- provide more intensive care through hospitalization
- suicide hotlines
- Peer supportive services
- Education and training for those involved with youth
- ultimately you may not be able to prevent a suicide from occurring.
