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+ FMST 210 > Chapter 11: Self and Identity > Flashcards

Chapter 11: Self and Identity Flashcards

1
Q

What is self-concept?

A

ways we describe ourselves

  • our assessment of our abilities, traits, and characteristics
  • may not be in line with how others see us
  • an ever-changing process, becoming more complex over our lifespan
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2
Q

What is infant self-awareness?

A

see themselves as physically separate from the world around them, and understand their behavior can be described and evaluated by others

emerges between birth and 3 months

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3
Q

What is self-recognition?

A

ability to recognize or identify the self, particularly in a mirror

  • advances self-awareness
  • leads toddlers to begin experiencing more complex emotions (ie. self-conscious emotions)
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4
Q

What is the categorical self?

A

self-description based upon broad categories such as sex, age, and physical characteristics

  • emerges around the same time as self-recognition at 18-30 months
  • goes beyond self-recognition due to language development and cognitive development
  • begin to use personal pronouns and adjectives
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5
Q

Describe self-concept in early childhood.

A
  • understand self in concrete terms
  • focus on appearance, general abilities, favorite activities, possessions, and simple psychological traits
  • includes positive traits
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6
Q

Describe self-concept in middle childhood.

A
  • self-concept shifts to trait-like psychological constructs (ie. nice, helpful, being a good sibling)
  • includes positive and negative traits
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7
Q

What is self-confidence in adolescence primarily influenced by?

A

their relationships with parents, peers, and teachers

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8
Q

Describe self-concept in adolescence.

A
  • recognize that their feelings, behaviours, and attitudes can change with the situation (related to abstract thought in cognition)
  • use qualifiers that contradicts how they might be in a different situation (ie. I am _____, unless _____)
  • how they think others see them
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9
Q

What is the ideal self?

A

a self one aspires to be (made up of characteristics that the individual values and wants to achieve)

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10
Q

What is the real self?

A

one’s actual self

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11
Q

What is self-esteem?

A

based on evaluation on feelings of self-worth, self-acceptance, and self-respect

  • relies on cognitive development and a sense of self that emerges over the course of childhood
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12
Q

Describe self-esteem in preschoolers.

A
  • have a very positive sense of self

- believe they will be successful at anything and at any time

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13
Q

Describe self-esteem in school-age children.

A
  • have a more accurate and comprehensive description of themselves
  • can organize their observations of their behaviours, abilities, and experiences in more complex way
  • recognize contextual fluctuations in their abilities and how they evaluate their abilities (helps become more realistic)
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14
Q

What is social comparison?

A

process by which children compare their abilities and skills with other children

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15
Q

Describe social comparison in preschoolers.

A

they can see that others are doing things differently, but do not recognize whether or not it’s a better way

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16
Q

Describe social comparison in school-age children.

A

more likely to see what others are doing, and compare themselves to them to increase or decrease self-esteem

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17
Q

Describe self-esteem in adolescence.

A

beliefs about self become more closely related to behavior and relationships

  • social comparison still occurring
  • evaluate self with respect to multiple dimensions and relationships
    self-esteem embedded in friendships, relationships, academics, athletic abilities, other extracurriculars
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18
Q

What is global self-esteem in adolescents?

A

overall evaluation of self-worth

drops in adolescence (attributed to the multiple transitions adolescents go through), and then rises

19
Q

What is identity?

A

coherent sense of self, comprehensive and mature combination of self-concept and self-esteem

  • once you get it, it will likely remain your identity for a long time
20
Q

What is identity achievement?

A

(ultimate goal) establishing a coherent sense of self after exploring many possibilities

21
Q

How does an individual reach identity achievement?

A

individual must be able to construct a sense of self through reflection, critical examination, exploration, and forming a commitment to a particular set of ideas, values, and beliefs

22
Q

What is associated with individuals who reach identity achievement?

A

positive well-being and overall functioning

23
Q

What is identity moratorium?

A

time-out period providing more freedom and autonomy than childhood but is without the full autonomy and responsibilities of adulthood

  • allows adolescents to explore possibilities of who they might become
  • characterized by sense of openness to possibilities, coupled with sense of anxiety
  • often working their way to identity achievement
24
Q

What is emerging adulthood?

A

(18-24 years old) extended transitional period between adolescence and adulthood

  • more high school graduates, therefore traditional markers of adulthood are being delayed compared to prior generations
25
Q

What is identity diffusion?

A

not having explored or committed to a sense of self

  • identity is not clear
    little motivation to come to an - identity, did not take advantage of opportunities
26
Q

What is identity foreclosure?

A

chosen an identity without engaging in exploration

  • prematurely stopped, or never engaged, in process of exploration
27
Q

Why does identity foreclosure often occur?

A

individual has parents that are over-controlling and decides for them (ie. this is the family, values, job you will have)

  • problematic for some individuals, but not others
28
Q

Are the stages of finding one’s identity universal?

A

not universal

they are more for individualistic cultures (ie. Western cultures) than collectivistic cultures

29
Q

What are the 2 main contextual influences on identity development?

A

relationship with parents

SES

30
Q

How do relationships with parents influence identity development?

A

more positive relationship = better able to reach identity achievement

  • when parents provide sense of security, autonomy, support, unconditional love, the adolescent is more likely to fully explore their identity and use their parents as a secure base
31
Q

How does SES influence identity development?

A

higher SES = more time for exploration

  • may have fewer responsibilities (ie. having a part-time job) outside of home and inside the home, which gives them more free time to explore
  • more extracurricular opportunities
  • have parents who can help make connections for internships
  • much more likely to attend university
32
Q

What is ethnic identity?

A

sense of membership in or connection to an ethnic group

33
Q

How can an individual develop an ethnic identity?

A

exploring and internalizing values from the ethnic group by reading, attending cultural events, talking to members of the culture

34
Q

What is the role of discrimination on ethnic identity?

A
  • minorities who face discrimination can find it difficult to find a positive sense of identity (ie. feel negative, embarrassed)
  • individuals who have a strong sense of ethnic identity can reduce negative effects of discrimination
35
Q

What is the role of parents on ethnic identity?

A

parents that provide positive ethnic socialization will have children with strong ethnic identity

36
Q

What is Erikson’s Stages of Psychosocial Development?

A
  • throughout the lifespan we all proceed through a series of psychosocial crises or developmental tasks
  • how well each crisis is resolved influences psychological development
37
Q

Erikson’s Stages of Psychosocial Development

  1. Trust Versus Mistrust (birth-1 yr)
A

views world as safe place where basic needs will be met

  • if individual is able to form a secure attachment, they achieve a sense of trust
38
Q

Erikson’s Stages of Psychosocial Development

  1. Autonomy Versus Shame and Doubt (1-3 yrs)
A

confident in ability to explore

  • must be confident in learning how to crawl, walk, feed themselves, use the washroom by themselves to develop sense of autonomy
39
Q

Erikson’s Stages of Psychosocial Development

  1. Initiative Versus Guilt (3-6 yrs)
A

takes pride in accomplishments (iniative)

40
Q

Erikson’s Stages of Psychosocial Development

  1. Industry Versus Inferiority (6-11 yrs)
A

feeling competent

  • doing well in school = feelings of industry
41
Q

Erikson’s Stages of Psychosocial Development

  1. Identity Versus Role Confusion (adolescence)
A

figuring out who one is (sense of self)

42
Q

Erikson’s Stages of Psychosocial Development

  1. Intimacy Versus Isolation (early adulthood 20-40)
A

developing capacity for intimacy and making a permanent commitment to romantic partner

  • no secure attachment, and internal working model is thinking you are not worthy of life, you will not have a capacity for intimacy
43
Q

Erikson’s Stages of Psychosocial Development

  1. Generativity Versus Stagnation (middle adulthood 40-60)
A

concern and sense of responsibility for future generations and society

generativity:
- individuals start giving back to others (ie. volunteering)
- developed a career, may be training the next generation of workers
- connecting with the next generation
- finding hobbies

stagnation:
- disengage from next generation because they don’t feel a connection and don’t think they can contribute

44
Q

Erikson’s Stages of Psychosocial Development

  1. Ego Integrity Versus Despair (older adults 60)
A

find sense of coherence in life experiences; conclude their lives are meaningful and valuable

ego integrity:
- believing they lived their lives successfully

despair:

  • feel like they failed a lot, and don’t have an opportunity for a do-over
  • poor relationships with adult children

+ FMST 210 (17 decks)

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