Lecturen 8 - Social Dvelopment In Adolescence Flashcards
Overview: a trial of beaches in 6 accounts
Stanley Hall: storm and stress
Kurt Lewin: transition between child and adult groups membership
Anna Freud: ego is challenged by developing sexuality
Peter Blos: separation-individuating, growing independence and maintenance of parentual bonds
Harr bSullivan: importance of interpersonal needs: romantic and friendship
Erik Erikson: transition to adult identity - stable
Social domains in adolescence
More m=numerous
More complex
More challenging
More exiting
More dangerous
Intense interest
Disruption
Anxiety
Happiness
Achievement
Exciemtent
Confusion
Sadness
Social development
Growth: expanding experinces ad social/personal domains
Differentiation: differences between Individuals become greater
Synthesis: of the newness into a coherent approach to world
Key goals of adolescence
Be autonomous anf emotionally regulated
Have a sense of identity
Be able to form close relationships with peers
Key domains of development
Social enviornemnt - Lewin
Puberty - Freud
Family - Blos
Peer gorup - Sullivan
Self - Erikson
Stanley hall
Adolescence = time of storm and stress
Human development retraces its phylogenetic development through ontogenic (recapitulation)
Animal-like dispositions -> higher order functioning
Mediated in biology and brain maturation
Adolescence = second brith, evolutionary momentum reduced and gives way to new characteristics
Oscillation between inertness/excitement, self-confidence/humility, selfishness/altruism
Kurt Lewin
Development driven by social environment(s)
Field theory
Life space = the interaction between the individual and the environment (across both space and time) = all factors that influence an individual’s behaviour at any given time
Life space is divided into life space regions
Life space regions
Home - physical
Fmaily - social
Morality - concept
School friends - social
Sports team - social
Conflict arises when:
1. Different goals compete or the individuals locomotion within and between these regions
2. When a goal carried positive and negative valance e.g. a place in the A team means you’ll have less time for friends and fmaily
Individuals become more differentiated with maturation - more regions and they are less permeable
Durin g adolescent there is a lot of locomotion between regions as well as the formation of new unstructured regions
- a temporary shift in gorup beloningnss
- movement to unknown/unfamialr regions will create emotional instability
Anna Freud
Ego: part of the psyche that directs action, deals with external world and competing internal urges
Defence mechanisms: to protect ego from negative thoughts and feelings accosiated wth primary drives
Biology becomes psychology though socialstion
Puberty is a time of psychological upheaval: libidinal forces in case and threatens the intergrity of the ego
Temporary breakdown in ego - more ‘pirmative’ feelings and behaviours
Turning away from parents to new ‘love objects’
The ego must mature though itellectualisation and identification
- empirical evidence?-
Little empirical evidence of drastic chnages in personality or behvaiour during puberty
Adolescents are a little more moody than children but mood fluctuations only modestly associated with puberty
Sternberg (1987) reported that pubertal maturation was associated with increased emotional distance from parents and more conflict with mothers (for boys)
Early puberty in girls and late in boys is associated with more parental conflict
Early girls More at risk of later psychiatric problems - mediated by harsh parenting? - boiolgical chnages occur within a social context
Peter Blos
Psychoanalytical adolescent as separation-individualisation
Independence and parent bonds
Reactivation of primitive desires and ego skills
- boys concrete and action e.g. ora; greed, uncleanliness
- girls more private regressions in relation to relationships
A second period of individuation
Warns agasint following biology blindly. Instead extend the childhood stages
Autonomy
A process of reorganising relationships with the fmaily
Steinberg and silver berg (1986) 3 stages of auntomy
- individuation (more aware of who they are and read to take responsibility for own actions)
- deidealsie parents
- feel less dependent on parents
Ryan and Lynch (1989): auontomous adolescents who have close relationship with parents have higher psychological adjusted than those who are distance from parents
Patenting style
Diana Baumrind (1978)
- parental responsiveness (supportive, accepting, warm)
- parental demandingness (expect maturity and responsibility)
Dimensions of parenting
Scale on on demanding and low expectation, not responsive and responsive
Quadrants:
Top-right (demanding and responsive) = authoritative-reciprocal
Bottom-right (responsive and low expectations) = indulgent
Bottom-left (low expectations and not responsive) - negligent
Top-left (not responsive and demanding) = authoritarian
Authoritative-reciprocal parenting impacts
Higher social competence
More self-reliant
More self-controlled
More responsive
More creative
More intellectually curious
Do better at school
Effects hold in a wide range of ethnicities and socioeconomic backgrounds
Why is authoritative so good?
Warmth - responsiveness, affection, acceptance
Structure - demandingness, rules, expectations
Autonomy support - demandingness, encourage, individuality and independence
Balance bewteen restriction and autonomy
Verbal give and take - social competence, understanding of social systems, reasoning, empathy
Identify with parents
Harry Sullivan
Interpersonal process NOT Freud’s intrapsychic processes that Guide development
Interpersonal needs stimulate psychological growth:
- are ordered n
- emerge at specific times in development
- each has a key social relationship (age appropriate)
Inadequate relationships do not meet needs -> psychological maladjustment
- Sullivan’s Epochs -
Infancy - 0-2 years: need = tenderness
Childhood - 2-6 years: need = companionship
Juvenile - 9-12 years: Need = friendship intimacy
Early adolescence to late adolescence: Need=romantic intimacy
Adulthood: need = love relationship - Sullivan’s adolescence -
Preadolescence: need for peer intimacy - mutual validating closeness with peers ‘chumship’
Early adolescence: puberty -> sexual interest - need to manage lust, security and intimacy
- turbulent period
Late adolescence: more age appropriate management of lust, security and intimacy
Intimacy/love ‘is not the primary business of life, but principal source satisfaction in life’
Protective effect of friendship
Romantic development (Brown, 1999)
Romantic development in integral to identity formation
Firmly rooted in the social context
4 phases:
- initiation phase: a means to broaden self, self expansion
- status phase: self in relation to others/reputation, higher peer infleunces
- affection phase: focus now on relationship itself, more depth, companionship
- bonding phase: plans for the future./pragmatism/commitment
Erik Erikson: Development of identity
Influenced by psychoanalysis
Blueprint of psychological development - the epigenetic principle
Stage model of personality development of the Ego (directing action, dealing with external world and integrating competing urges) develops according to epigenetic principle
Particular emphasis on social and environmental factors rather than Freud’s basic/biological factors
Transition to adulthood
Transition towards adult roles, loses fir within current social roles
Individual struggles agaisnt a sense of identity confusion to attain a sense of identity
Personal and interpersonal experimentation to find indivualitty and sense of self
Period of moratorium = a normal part of psychological development during which individual is searching for stable identity
If identity crisis continues and is not resolved it can lead to the development of negative identity - delinquency
Need a balance of uniqueness of self and fit wth others
Delinquency
Minor crime, especially committed by young people
Delinquency in adloslecne is associated with a number of risk factors:
- poor school performance
- delinquent frinds, substance abuse
- early aggressive or hyperactive behaviours
- low verbal IQ, immature moral reasoning
- low self-esteem and impulsivity
- parents and/or siblings have been involved in antisocial behaviours
