ch.9

Question 1

possible selves

Answer 1

People’s sense of the different selves they might become under various circumstances and with various courses of action.

Question 2

Looking-glass self vs Generalized other

Answer 2

Cooley’s term to indicate that we find out about ourselves by observing the way others respond to us in our interactions.
ex. If a student gives a presentation and sees that the audience is engaged and nodding in approval, they might conclude that they are a good speaker and feel a sense of pride.

vs

For Mead, a person’s internalized summary of the ways others have responded to them in social interactions.
ex. When deciding how to behave in a library, an individual understands that the social norm is to be quiet and not disturb others. This understanding comes from the generalized other—the composite of societal expectations.

Question 3

Baseline self-esteem

Answer 3

A level of positive or negative feelings about the self that is fairly stable over time.

Question 4

Barometric self-esteem

Answer 4

Temporary changes in positive or negative feelings about the self that occur in response to particular incidents.

Question 5

Identity crisis

Answer 5

For Erikson, an adolescent’s response to the tension between the need to explore what is unique about oneself and the wish to become someone who will get respect and validation from family, friends, and community.

Question 6

Psychosocial moratorium

Answer 6

A period in which adolescents are given a degree of freedom to explore their impulses, talents, interests, social roles, and beliefs without fear that minor offences against convention will bring drastic consequences.

ex. Many students take a gap year after high school to travel, work, or volunteer before starting college. This can be seen as a form of psychosocial moratorium, where they explore different paths and learn more about themselves in a relatively low-stakes environment.

Question 7

Identity foreclosure

Answer 7

A process in which adolescents commit themselves to the identities assigned to them by their parents and community, while shutting off other possible paths of development.

ex.A common scenario might involve a teenager whose parents are both doctors. From an early age, the expectation set by the family is for the child to also become a doctor. The child adopts this identity, focusing their education and extracurricular activities around this goal without considering other potential interests or careers. They might enter medical school and become a doctor, all the while never truly exploring other career paths or personal interests that might have been a better fit.

Question 8

Identity diffusion

Answer 8

A reluctance or refusal to consider identity issues; also called identity confusion.

ex.An adolescent who has finished high school but has no desire to pursue further education, employment, or any other goals, and shows little interest in exploring options for their future might be experiencing identity diffusion.

Question 9

Negative identity

Answer 9

Acting in ways that are guaranteed to arouse disapproval, but that also guarantee attention and concern.

ex.An adolescent might adopt a negative identity by engaging in behaviors such as delinquency, opposing academic achievement, or rebelling against cultural or familial values as a form of differentiation from their parents or community.

Question 10

Identity exploration vs Identity commitment

Answer 10

For Marcia, examining alternatives in a particular area of activity, such as occupation or beliefs and values.

vs

Choosing a belief or course of action and making a personal investment in it.

Question 11

Identity status

Answer 11

For Marcia, the presence or absence, in different areas of activity, of exploration efforts and commitment.

Question 12

Ethnocultural identity

Answer 12

An understanding of oneself in terms of one’s ethnic and cultural background.

Question 13

Code switching

Answer 13

The cognitive and linguistic changes that take place when someone who is bilingual moves from speaking one language to another.

Question 14

Cultural frame

Answer 14

The attitudes, ways of thinking, and manners of relating to others that are associated with speaking a particular language.

Question 15

Heteronomous morality

Answer 15

Piaget’s term for the earlier phase of moral development, in which authority figures determine what is right and wrong.

Question 16

Immanent justice

Answer 16

The belief that wrongdoing is always punished.

Question 17

Autonomous morality

Answer 17

Piaget’s term for the later phase of moral development, in which rules are seen as changeable and an actor’s intentions are given more weight than the outcome of an action.

Question 18

Preconventional morality vs Conventional morality

Answer 18

For Kohlberg, a level of judgment in which right and wrong are defined in terms of external punishments and rewards.

vs

For Kohlberg, a level of judgment in which right and wrong are defined in terms of the standards of others, such as parents and society.

Question 19

Postconventional morality

Answer 19

For Kohlberg, a level of judgment in which right and wrong are defined in terms of internalizing universal principles of ethics and justice.

Question 20

Justice orientation vs Care orientation

Answer 20

For Gilligan, approaching moral questions with the primary goal of finding fair, objective resolutions to conflicts.

vs

For Gilligan, approaching moral questions with the primary goal of preserving positive relationships among people.

Question 21

Superego

Answer 21

In Freud’s theory, the structure of personality that incorporates the moral standards of parents and society and enforces them through feelings of guilt.

Question 22

Induction

Answer 22

A disciplinary approach in which parents explain the effects of an action, stressing how it affected others and its connection to moral values.

A child grabs a toy from a playmate, making the playmate cry. Using induction, a parent might explain, “When you took her toy without asking, it made her feel sad because she was playing with it. How would you feel if someone did that to you? We should treat others as we want to be treated.”

Question 23

Power assertion

Answer 23

A disciplinary approach in which parents use their dominant position to control the child’s actions.

A child refuses to clean up their toys. Using power assertion, a parent might respond by taking away the child’s favorite toy until they clean up, emphasizing that the parent is in charge and the child must follow orders.

Question 24

Love withdrawal

Answer 24

A disciplinary approach in which parents threaten the child with a loss of affection or approval.

After a child lies about completing their homework, a parent might say, “I’m really disappointed in you,” and avoid interacting with the child for the rest of the day, showing coldness to signify disapproval.

Question 25

Moral identity

Answer 25

The extent to which someone believes that being moral and acting morally are essential characteristics of their sense of self.

Question 26

Moral exemplar

Answer 26

An individual whom others regard as outstanding in moral commitment, personality, and character.

Question 27

What are the definitions of self-concept and self-identity?

Answer 27

Self-concept is the organized set of thoughts, ideas, and perceptions that people hold about themselves, becoming more complex and integrated during adolescence. Self-identity is the psychological structure that gives a sense of personal continuity across situations and history, helping individuals establish a clear sense of who they are and how they fit into the world.

Question 28

What is Erikson’s theory of identity development and its significance?

Answer 28

Erikson’s theory suggests that adolescents go through an identity crisis, where they must resolve issues of identity versus confusion. This involves stages like Identity Foreclosure, Diffusion, Moratorium, and Achievement, each representing different handling of personal exploration and commitment.

Question 29

What are some influences on self-identity during adolescence?

Answer 29

Influences include family dynamics, peer relationships, societal expectations, and cultural background. These factors can shape how adolescents see themselves and their place in the world, impacting their self-esteem and identity development.

Question 30

How does ethnic identity develop according to Jean Phinney?

Answer 30

Ethnic identity development involves stages such as unexamined ethnic identity, exploration (moratorium), and achievement, where individuals move from a lack of awareness about their ethnic background to actively exploring and finally integrating their ethnic identity into their overall self-concept.

Question 31

: Can you provide an example of Identity Diffusion?

Answer 31

Identity Diffusion is characterized by a lack of exploration and commitment in personal identity, such as a teenager saying, “I’m not worried about what to do after school…who cares.”

Question 32

What is the concept of a psychosocial moratorium according to Erikson, and why is it important for adolescents?

Answer 32

A psychosocial moratorium is a period during which adolescents are allowed to experiment and explore their identities without having to take on adult roles. This stage is crucial because it provides the freedom necessary for adolescents to explore different identities, values, and experiences, which aids in the formation of a stable adult identity.]

Question 33

Describe the four identity statuses proposed by James Marcia.

Answer 33

Marcia identified four identity statuses: Identity Diffusion (no exploration, no commitment), Identity Foreclosure (commitment without exploration), Identity Moratorium (exploration without commitment), and Identity Achievement (exploration followed by commitment).

Question 34

How do peer relationships influence adolescent identity development?

Answer 34

Peers influence identity development by providing a social context where adolescents can experiment with different roles, receive feedback, and develop their self-concepts. Positive peer interactions can support identity achievement, while negative interactions can contribute to identity confusion.

Question 35

What are some of the changes in self-concept that occur during adolescence?

Answer 35

During adolescence, self-concept becomes more differentiated (more aspects of self are recognized), more abstract (thinking of self in terms of broader traits like values), more complex (recognizing contradictions within self), and more integrated (forming a unified sense of identity despite these complexities).

Question 36

How does cultural background impact the development of self-identity in adolescents?

Answer 36

Cultural background influences identity by providing a set of norms, values, and expectations that shape how adolescents see themselves and their future roles in society. Adolescents from different cultural backgrounds may experience different identity challenges and supports based on the cultural context and societal attitudes.

Question 37

Outline the stages of ethnic identity development as proposed by Jean Phinney.

Answer 37

Jean Phinney proposes three stages of ethnic identity development: Unexamined Ethnic Identity (lack of exploration of ethnic roots), Ethnic Identity Search (active exploration and questioning of ethnic background), and Ethnic Identity Achievement (clear understanding and acceptance of one’s ethnic background).