lecture 19- social

Question 1

identity

Answer 1

Sense of who you are, what you value, and directions you choose to pursue in life
Erik Erickson: adolescent identity “crisis”, today prefer to refer to as a period of exploration
Adolescents’ identity status is determined by the extent that they have committed to an identity and engaged in exploration to achieve that identity
Identity statuses:
I. achievement: commitment after period of exploration
Moratorium: no commitment, still in process of exploring
I. foreclosure: premature commitment w/o exploration
I. diffusion: no commitment, may or may not have explored

Question 2

identity development

Answer 2

Over time adolescents usually move from lower to higher stages of identity development
Today, period of exploration often includes college and several years afterwards

Question 3

Correlates of Long-Term Identity Status

Answer 3

I. achievement & moratorium related to positive self-esteem, critical thinking, advanced moral reasoning
Foreclosure related to intolerance, inflexibility, regarding difference of opinion as threat
Diffusion related to “don’t care” attitude, going along w/ crowd, drug use, hopelessness, depression, suicide

Question 4

adolescent suicide

Answer 4

Suicide rates lowest in childhood, highest in old age, w/ steep rise in adolescence
Risk factors: negative family environment, life stress, depression & other psychological disorders
Males 4-5 times more likely to commit suicide but …
Females have higher rates of depression and more suicide attempts
Insuring safety of adolescents at risk for suicide
contracting
Guns: most frequent and deadly suicide method

Question 5

understanding others

Answer 5

Person perception: development similar to self description
concrete characteristics, actions, general traits
Perspective taking: imagining what other people may be thinking or feeling
Promoted by
Hearing adults and peers explain their viewpoints
Encouraging child to take another’s perspective
Collectivist culture

Question 6

solving conflicts with others

Answer 6

Information Processing (circular process)
Crick & Dodge (1994) p. 359 of text, ch. 9
1.Encode social cues
2.Interpret social cues (aggressive children often show hostile attribution bias), perspective taking involved in this step
3,Formulate social goals (e.g., maintaining friendship vs. revenge, focusing on long-term not just short-term)
4.Generate problem-solving strategies
5.Evaluate probable effectiveness of strategies
6.Enact response
7.Peer Responds

Question 7

What is missing from this information processing model?

Answer 7

6 yrs later in the flagship journal CD, developmental psychologists Lemerise & Arsenio proposed a revision of this social information processing model in which they integrated emotional and cognitive processes
For example, they illustrate how temperament and emotion regulation influence every phase of information processing.
So that is how the previously indescribable relations between emotion & cognition have been described at large in developmental psychology.

Question 8

Example of Strategies Taught in an Information Processing Intervention

Answer 8

Taking it (Receiving Anger)
Stay calm and listen to what the person has to say
Ask the person to explain if you don’t understand
Ask what the person wants you to do
Tell the person you understand
Agree or apologize OR
Ask if you can tell your side

Giving it (Communicating Anger)
Stay calm and ask if you can talk to the person
Say something positive, if you can
Tell the person what’s on your mind
Ask if the person understands
Ask for a change OR
Ask about how the person feels about it
Thank the person for listening, if you can