identity

Question 1

puberty and identity development

Answer 1

• fundamental biological, cognitive, and social change
• fluctuations in self esteem and self conceptions

Question 2

cognitive change and identity development

Answer 2

• possible selves: people’s sense of different selves they might become under various circumstances and with various courses of action
• future orientation: the extent to which and individual is bale and inclined to think about the potential consequences of decisions and choices

Question 3

self concept

Answer 3

• the organized set of thoughts, ideas, and perceptions that people hold about themselves

Question 4

self esteem

Answer 4

• the set of +’ve or -‘ve evaluations and feelings that people hold about themselves
• baseline: the level of +’ve or -‘ve feelings about the self that is fairly stable over time
• barometric: temporary changes in +’ve or -‘ve feelings about the self that occur in response to particular incidents

Question 5

identity

Answer 5

• the psyo structure that gives people a sense of personal continuity across situations and across their individual history

Question 6

barometric self-esteem

Answer 6

• is: temporary swings up, down
• drops sharply after puberty
• decline more for girls
• physucak aooearance, peer acceptance greatest sources
• low self esteem linked to aggression, antisocial behaviour, poor school achievements

Question 7

stability

Answer 7

• the extent to which individuals’ relative ranking within a group in particular trait stays more or less the same over time
• self esteem becomes more stable during ado after the 1st drop

Question 8

self consciousness

Answer 8

• the degree to which an individual is preoccuipied with their self image

Question 9

self image

Answer 9

• the degree to which an individual’s self image changes from day to day
• self image fluctuations are most likely between the ages of 12 and 14

Question 10

factors related to fluctuations in self image

Answer 10

• egocentrism may make young ados painfully aware of other’s reactions to their behaviour
• ados learn that it is not always possible to tell what people are thinking on the basis of how they act or what they say
• ados are especially interested in their peers’ opinions of them

Question 11

components of self esteem

Answer 11

• ados have different views of themselves
• self esteem contributes to the overall self image
• ados are usually unaware of what contributes most to their self esteem

Question 12

sex differences in self esteem

Answer 12

• boys generally have higher self esteem than girls
• sex diff becomes smaller over the course of ado
• more pronounced among white and hispanic teens
• less pronounced among black teens
• likely linked to physical attractiveness girls face

Question 13

group difference in self esteem

Answer 13

• black ados have higher esteem than white ados
• white ados have higher esteem than hispanics
• blacks have more +’ve feedback from communities
• strong sense of ethnic identity enhances self esteem
• different groups have different changes in esteem
• minority groups are prone to self esteem problems

Question 14

influences on self esteem

Answer 14

• approval of others (especially parents and peers) enhances it
• success in school enhances
• same influences are found in almost all ethnic and cultural groups
• when approval of others has too much power, ados are at risk of self image problems
• self esteem derived from peers, rather than teachers or parents, leads to more behavioural problems and poorer school achievements

Question 15

consequences of high or low self esteem

Answer 15

• academic success leads to improvement in how ados feel about themselves, but the reverse is not true
• high esteem enhances ados well being
• low self esteem may lead to mental health, emotional, and behavioural problems, but the relationship is complicated

Question 16

as ados mature intellectually…

Answer 16

• the come to conceive of themselves in more sophisticated and differentiated ways
• more capable of considering abstract concepts than children
• more able to process large amounts of info
• more likely to use complex, abstract, psyo self-char

Question 17

differentiation of the self concept

Answer 17

• link traits and attributes describing themselves to specific situations
• take into accound who is doing the describing

Question 18

organization and integration of the self concept

Answer 18

• shift towards differentiation in self conceptions accompanied by better organization and integration
• recognition of multifaceted, contradictory personality
• inital stress about inconsistencies; recognition of advantages in long run
• able to distinguish between 1’s self (who they really are), ideal self (who they would like to be), and feared self (who they most dread becoming)

Question 19

false self behaviour

Answer 19

• behaviour that intentionally presents a false impression to other
• they dislike false self behaviour, but also believe it sometimes acceptable
• ados differ in the degrees of and reason for presenting false fronts
• false self behaviour is linked to increased depression and hopelessness

Question 20

5 factor model

Answer 20

• the thoery that there are 5 basic dimensions to personality (extraversion, agreeablemess, conscientiousness, neuroticism, and openness to experience)
• both genetic and enviromental influences on personality
• both temperament and personality become increasingly stable as we grow older
• despite popular stereotypes, research does not show that ado is a time of tumultuous upheaval in personality

Question 21

erkison’s theoretical framework

Answer 21

• erikson viewed the person as moving through 8 psyo crises throughout lifetime
• identity v. identity diffusion (the 5th stage, predominant during ado)
• no until ado does the mental or emotional capacity to achieve a balanced, coherent sense of identity
• developing an identity is a social and mental process
• ado’s identity results from mutual recognition between the young person and society

Question 22

social context of identity development

Answer 22

• the course of identity development varies by culture and historical era
• affects whether the search for self definition will be a manageable challenge or full blown crisis
• the more alternatives are available, the more difficult it is to establish a sense of identity
• the rapid rate of social change, the likelihood of experiencing a prolonged and difficult idenity crisis is greater today than perviously

Question 23

psychosocial moratorium

Answer 23

• a period during which individuals are free from excessive obligatinos and responsibilities and can therefore experiement with different roles and personalitites

Question 24

foreclosure, diffusion, -‘ve identity

Answer 24

• premature commitment to assigned identity
• reluctance to deal with identity issues
• compeling notice by outraging others

Question 25

identity diffusion

Answer 25

• mild or severe
• disruptions in sense of time
• excessive self-consciousness and difficulty making decisions
• work and school issues
• difficulties forming intimate relationships
• concerns over sexuality

Question 26

identity foreclosure

Answer 26

• some skip exporation and experimentation that leads to sense of identity
• roles adopted in identity foreclosure often revolve around goals set by parents or other authority figures
• it interferes with individual’s discovery of full range of potential

Question 27

-‘ve identity

Answer 27

• usually, this is an attempt toforge sense of self-definition when it is difficult to establish an acceptable identity
• most would rather be somebody “bad” than nobody at all

Question 28

identity exporation, identity commitment, and combination

Answer 28

• examining alternatives in a particular area of activity, such as occupation or beliefs and values
• choosing a belief or course of action and making a personal envestment in it
• combination creates 4 categories of identity status

Question 29

ethnicity, ethnocultural identity

Answer 29

• a persons cultural background and the customs, values, and attitudes that go with it
• an understanding of oneself in terms of one’s ethnic and cultural background

Question 30

development of ethnic identity

Answer 30

• similar to the process of development
  1. unquestioing view of oneself is displaced or upset by a crisis
  2. period of exploration occurs after crisis
  3. development of ethnic identity is strongly influenced by context

Question 31

ethnocultural socialization

Answer 31

• the process through which individuals develop an understanding of their ethnic or racial background

Question 32

ethnocultural’s 3 themes

Answer 32

• understanding and valuing one’s culture
• dealing with racism
• succeeding in mainstream society

Question 33

bioculturalism

Answer 33

• ados who are members of an ethnocultural minority grow up being exposed to 2 different cultures

Question 34

social context of minority and -‘ve effects of discrimination

Answer 34

social: racial stereotypes, discrimination, mixed messages about identitfying with majority culture
-‘ve effect: conduct problems, depression, poor sleep, lower school achievement

Question 35

what researches wanted to know about indigenous canadian youth

Answer 35

• describe racial and ethnic identity development among indigenous youth who lived in and attended schools in their indigenous communitites
• examine if identity development was stronger among older youth, in line with developmental predictions
• examine if identity development was related to +’ve aspects of development (as determined in consultation with the indigenous communities)

Question 36

what researches did about indigenous canadian youth

Answer 36

• surveyed over 200 indigenous youth (grade 5-12) who attended schools in 4 indigenous communitities in central canada
• measured: bicultural identity, multi-group ethnic identity, racial identity, +’ve behaviours, “compromising” behaviours

Question 37

what researches found about indigenous canadian youth

Answer 37

• identity development was not related to ado age or bio sex
• could be related to cross-sectional design or restreicted age range
• having a stromg sense of indigenous identity was associated with greater: affiliation and belonging to their communtity, achievement in schools
• having a strong sense of white identity was: associated with lower achievement in schools, associated with lower indigenous identity, not related to affiliation/belonging in their community