Chapter 12 Adolescence: Social and Emotional Development Flashcards
ego identity
individuals sense of who they are and what they stand for occurs in adolescence, they face choices
psychological moratorium
adolescents experiment with different roles, values, beliefs and relationships, undergo identity crisis in which they examine their values
identity crisis
a turning point in development during which people examine their values and make decisions about life roles
marcia
chart
identity diffusion
least advanced status, adolescents have no commitments, nor trying to form them
foreclosure
commitments are made without considering alternatives; made early in life; based on identifications with parents, teachers or religious leaders, taking over the family farm
moratorium
actively exploring alternatives in an attempt to make a choice; individuals are often anxious and intense
identity achievement
alternatives are explored and firm commitments developed; have high self-esteem and self-acceptance
development of identity statuses children before highschool
in identity diffusion or foreclosure
development of identity statuses in college
movement from diffusion and foreclosure to moratorium and achievement statuses
who has more of a sense of identity crisis of college students ?
last year of study students have more of a sense of identity
self-identity complex
more complex fro adolescents who are members of non-dominant cultural, religious, racial, or ethnic group
stage 1 in the development of ethnic identity
unexamined ethnic identity- similar to diffusion or foreclosure
stage 2 in the development of ethnic identity
ethnic identity search- similar to moratorium; based on an incident that makes the adolescent aware of their own ethnicity
stage 3 in the development of ethnic identity
achieved ethnic identity- inlines self-acceptance as a member of one’s ethnic group
self-concept
overall evaluation of self in terms of self-perceptions of abilities; evaluate whiter adequate or inadequate in academic and non-academic domains
self-esteem
defines as a child progresses from middle childhood to about the age 12 or 13; they being aware of the difference between the ideal self and their real self in terms of physical appearence
clique
5 to 10 individuals who hang around together and share actives and confidences
crowd
large groups, may not spend too much time together but show higher levels In drug use or illegal behaviour
Less serious offences such as truancy, underage drinking, running away from home, and sexual promiscuity (when shown by minors) are referred to as
status offences
restorative justice
Holds community healing as the cornerstone
Acknowledges and repairs harm that victims experience while holding the young person accountable in meaningful ways
sexual harassment victims
may suffer physical illness, resign from their jobs, or drop courses/switch programs in college due to the harassment.
crystallized intelligence
(represents one’s lifetime of intellectual attainments) increases with age;
fluid intelligence
(mental flexibility, the ability to process information rapidly) is more likely to decrease with age.
dualistic thinking
(absolute judgments)
relativistic thinking
(more abstract judgments)
a new way of thinking
Students move from dualistic thinking (absolute judgments) to a more relativistic thinking (more abstract judgments) to commitment as they mature.
pragmatic thought
Adults must narrow possibilities into choices
cognitive-affective complexity
The harbouring of both positive and negative feelings about their career choices or partners (Labouvie-Vief, 2006); adults function best when they can accept reality, but choose goals that allow positive feelings
postformal thinking
Young adults maintain most of the benefits of their general secondary education; if they have gone on to higher education, they have gained specialized skills. decreasing egocentric approach
extrinsic motives
(earn a living, fringe benefits, security)
intrinsic motives
(opportunity to engage in stimulating and satisfying activities).
Intrinsic reasons for working:
work ethic (morally obligated to avoid idleness), self-identity (occupational identity intertwined with self-identity), self-fulfillment (work allows us to express personal needs and interests), self-worth (recognition and respect for a job well done contributes to self-esteem), socialization (extension of social contacts), and public roles (work roles identify functions of community)
Donald Super’s theory of career development-fantasy stage
Involves a child’s unrealistic conception of self-potential and of the world of work; dominates until age 11; more glamorous and unrealistic fit with abilities
Donald Super’s theory of career development (cont’d)-tentative choice stage
From ages 11 to 17, the focus is based on interests, abilities, limitations, and glamour
Donald Super’s theory of career development (cont’d)-realistic choice stage
Choices narrow after age 17 as students weigh job requirements and rewards against interests, abilities, and values; educational plans may be directed to gain knowledge and skills in a particular field; could follow paths of models (parents or respected members of the community); career choice is based on what is available; several career paths/“job hops”
Donald Super’s theory of career development (cont’d)- maintenance stage
Person settles into their career role, which normally occurs in the second half of their 30s; career continues to develop and there is a feeling of moving forward; may change positions but have a sense of career; people can also feel “trapped” in a dead-end job
Donald Super’s theory of career development (cont’d) - retirement stage
the individual severs bonds with the workplace; retirees often undertake second or third careers
Career challenges may include:
learning how to carry out the job tasks
accepting your subordinate status within the organization or profession
learning how to get along with co-workers and supervisor
showing that you can maintain the job, make improvements, and show progress
