PSY210: 7. Guest Lecture Flashcards
Erikson: Identity versus Role Confusion
Identity major personality achievement of adolescence
in complex societies teenagers experience identity crisis, period of distress
Erikson: Identity versus Role Confusion
Process of inner self searching that builds on characteristics
Combined with emerging traits/capacities/commitments
Can be hindered → results in sense of confusion
Society expose pressure to find adult role
Sexual maturation also press towards different role of maturation
Identity
defining who you are, your values, your direction in life
choices about vocation, relationships, expression of one’s sexual orientation, moral ideals, religion
identity crisis
Identity
Necessary for adolescents to experience some kind of role confusion while undergoing identity process
Sobering task – resulting in sense of loss and confusion
Encountering new ways learning/ recognizing who are + will be/ actualizing self goals
Identity
2 polarities – ideally at end tilted towards more positive edge
constriction in identity → constriction in style of relationships as adult
corner stone on which healthy personality is formed
Role confusion
confusion about identity, uncertainty about direction societal constraints
earlier conflicts unresolved inner void, inability to move towards defining commitments
Issues with relationships in all levels
Inability to gain satisfaction of any activity
Lived passively rather than by own motivations
Erikson: Identity versus Role Confusion
Resolution lays ground-work for entry into adult life: sets the quality of resolution that is possible for subsequent psychosocial stages
formulation of identity cornerstone of healthy personality
Self-Concept and Self-Esteem
more abstract, generalized description of personality traits social work extends - social pressures on different scenarios
self esteem rising in adolescence
Self-Concept and Self-Esteem
self-descriptions may depend on situational context which could result in contradictory descriptors
use of qualifiers (“fairly quick temper’)
Self-Concept and Self-Esteem
in parallel, self-esteem rises (exception: school transitions)
authoritative parenting, encouragement from teachers predict high self- esteem; high self-esteem individuals tend to be well-adjusted, sociable and conscientious
Self-Concept and Self-Esteem
overly critical parenting, inconsistent and negative feedback from teachers predict low self-esteem; indiv tend to be anxious, unfocused + show adjustment difficulties or actually insulting parenting
teenagers may rely on peers not adults to affirm self esteem - make them more vulnerable
Marcia: Theory of Identity Achievement
all adolescents need room to grow - safe places to test newly emerging self
questioning values/priorities - is it a crisis? instead identity development a process of periods:
key factors in development of identity
need both processes - contribute differences in outcomes
Marcia: Theory of Identity Achievement
similarity with Erikson’s theory:
-certain events (“crises”) prompt movement along continuum
difference to Erikson’s theory: - mul)direc)onal movement between and among the iden)ty statuses
this drives development of identity
Marcia: Theory of Identity Achievement
each identity status represents a par)cular configura)on of youth’s progress with regard to iden)ty explora)on and commitment to the values, beliefs, and goals that contribute to iden)ty
-youth may have different iden)ty statues across different iden*ty domains such as work, religion, friendships, gender roles and poli)cs
Marcia: Theory of Identity Achievement
identity in variety life events - may vary which identity you are, life events/trigger this processes
4 unique identity points/statuses/stations
acounts for multidirectional movement between the stations - can reevaluate understanding of world and value systems - may cause retreat, more fluid movement
Marcia: Theory of Identity Achievement
not necessarily pass through/ experience all 4 - may only do 1 or 2
no assumption of uniform status across different domain’s (family/ work/ religion/ etc) –> can have more than 1 status at a time depending on domain
represent pts along continium from confused unclear sense of identity towards solid strong sense of self
Identity diffusion
pathetic state characterized by lack of both exploration and commitment
- may have some explora)ons but more of a “meandering” rather than inten)onal explora)on
Identity diffusion
-seem to be more of a carefree doing than explora)on.
haven’t considered identity at all
no meaningful life goals – reactive and passive
least developed – go along with the crowd/short term pressures, avoidant cog style
put trust in fate – time planning problems, sense of hopelessness
Identity foreclosure
commitment in absence of exploration
focused on well defined goals
- behavior conforms to expectations of authority
- lack flexibility + can be defensive
- adopt values, beliefs, etc. of authority figures
Identity foreclosure
not thought about it/explored any other school/career options
resist information that will contradict, dogmatic/inflexible cog style
not questioning
passively accept identity assigned to them
“good enough”
Identity moratorium
exploration without having reached commitment
engaged in explora)on of roles, values, etc.
tend to move between conformity and rebellion
tend to be more anxious than other statuses
healthy trajectory
crisis –> explore different goals
Identity achievement
commitment to the values beliefs + goals following a period of expiration
tend to have resolved questions about their own values, norms, etc.
more thoughtful and introspective
can explain their explorations and choices
perform well under stress
Identity achievement
tend to resolve moral dilemmas at high levels of moral reasoning
youth must feel positive and confident about identity values
assumption that mature and well adjusted person possess a well defined sense of self
Identity achievement
should be able to proritize what’s important to them, sorted out who want to be
experiemnted and amalyzed pathway in life
youth must feel positive and confident about values
health routes to mature self identification
Identity Status and Psychological Well-Being
identity achievement/moratorium: healthy trajectories; information- gathering cognitive style, high goals + aspiration
identity foreclosure/diffusion: maladaptive: fear rejection
short term pleasures - trust fate/luck
foreclosure: dogmatic, inflexible cognitive style
diffused: diffuse-avoidant cognitive style
high correlation drug abuse and anti social acts
Factors Affecting Identity Development
enhanced when family serves as “secure base”
parenting styles:
democratic parenting fosters identity achievement (teenagers feel free to voice their own opinion)
autocra)c paren)ng fosters iden)ty foreclosure (insufficient opportuni)es for healthy separa)on)
permissive paren)ng foster iden)ty diffusion (lack of certainty)
Kohlberg: Moral Development
building on Piaget’s Theory of Moral Development
used Piaget’s story-telling approach to tell people stories involving moral dilemmas
moral maturity is determined by the way an individual reasons about the dilemma, not so much the content of the response
Kohlberg: Heinz dilemma
Qualitatively different between stages
consequently in series of invariant sequences
3 levels of development each with 2 stages
principal everyone given full and equal respect – otherways just soloution could no be reached
Kohlberg: Heinz dilemma
important = reasoning behind response
different par)cipants might choose the same solu)on to Heinz’s moral dilemma, but for different reasons that revealed the differing founda)ons of their moral thinking
let wife die, so that Heinz would not go to prison
steal the drug because fate/God would punish Heinz for letting his wife die
Kohlberg: Heinz dilemma
let wife die because stealing is against the law
steal the drug because failing to help someone who is in danger is punishable by law
reach just decisions by looking at a situa)on through one another’s eyes (perspec)ve taking)
Kohlberg: Heinz dilemma
same solution but for different reasons
these reason show moral thinking level
reach just/moral decisions by looking at dilemma through all peoples povs
assume “bane of ignorance” - acting as if you do not know which role you will eventually occupy
all individuals must be given full and equal respect
-no life can be valued over another
Factors Affecting Identity Development
cause and consequence as identity development
- identity development enhanced when family serves as “secure base”
- paren)ng styles:
- democra)c paren)ng fosters iden)ty achievement (teenagers feel free to voice their own opinion)
- autocra)c paren)ng fosters iden)ty foreclosure (insufficient opportuni)es for healthy separa)on)
Factors Affecting Identity Development
- permissive paren)ng foster iden)ty diffusion (lack of certainty)
identity development enhance when family serves as secure base
how do people learn to make morally sound decisions?
How children develop ability?
Kohlberg: Moral Development
how do people larn to make morally sound desicions
- building on Piaget’s Theory of Moral Development
- used Piaget’s story-telling approach to tell people stories involving moral dilemmas
Kohlberg: Moral Development
- moral maturity is determined by the way an individual reasons about the dilemma, not so much the content of the response
- arrived at three levels of moral development, each with two stages
Kohlberg: Moral Development
consequently in series of invariant sequences
diff modes thinking/problem solvings at each level - qualitatively different
Kohlberg: Moral Development
get bike if saves enough money - lauren saves up money tells father and father reverses desision
and says to give him money for faster car - torn between obeying him and not supporting his destrictive
driving habts
Kohlberg: Moral Development
how make descision in moral develeopment - especially in children
moral maturity about way deal with moral development not actual content of response
Kohlberg: Stages of Moral Development: Level 2: The conventional level
Stage 4: Social-order-maintaining orientation (The Good Citizen)
conventions that guide behaviour expand to include wider rule of society
justice demands wrong doers be punished, precedant/consistancy must be maintained
following laws is rewarded
right = maintain order for its own sake
**most adults this is the max they attain
Kohlberg: Stages of Moral Development: Level 3: The post-conventional or principled level
Stage 5: social contract orientation (the philosopher)
Question: What is the just things to do given all the circumstances? What will bring the most good to the greatest number of people?
Heinz Dilemma: steal, the law needs to be reinterpreted; no anti stealing response
Kohlberg: Stages of Moral Development: Level 3: The post-conventional or principled level
Stage 5: social contract orientation (the philosopher)
applies to 10-15% of adults some teenagers but usually not till mid 30s or 40s
freely entire commitment
clear awareness of relativeness of personal values
right action is a matter of personal action and opinions
additional emphasis on changing law in terms of changing – outside free agreement/ free contract these are the binding elements (the official level of morality)
Kohlberg: Heinz dilemma
Kohlberg – agreed with piaget but wanted to further develop
Qualitatively different between stages
3 levels of development each with 2 stages
principal everyone given full and equal respect – otherways just soloution could no be reached
must be impartial
Kohlberg: Stages of Moral Development: Level 3: The post-conventional or principled level
Stage 6: universal ethical principle orientation (the prophet)
individual judgments of good and bad influenced by universal moral principals
consciousness – self chosen ethical principles appeal to universality
categorical imperative – not concrete moral rules
principals of justice, respect of human beings as individual persons
Kohlberg: Stages of Moral Development
people go through stages in above order
only 20-25% of the adult popula)on aWain the post-conven)onal level; in fact, even the conven)onal levels are already quite mature
Kohlberg: Stages of Moral Development
People reason below levels capable (e.g., emotional factors, situational context) – discussion can encourage development because these higher levels can be reasoned
As gains traction also gains criticism
Kohlberg: Stages of Moral Development: Problems with Methods
dilemmas are ar)ficial and hypothe)cal:
Most of the dilemmas are unfamiliar to most people. never been married and never been placed in a situa)on remotely like the one in the story. How should they know whether Heinz should steal the drug? dilemmas lack ecological validity.
Kohlberg: Stages of Moral Development: Problems with Methods
lack general validity: In a real situa)on what course of ac)on a person takes will have real consequences – and some)mes very unpleasant ones for themselves. Would par)cipants reason in the same way if they were placed in a real situa)on? We just don’t know.
Kohlberg: Stages of Moral Development: Problems with Methods
sample is biased:
Gilligan noted that all par)cipants in Kohlberg’s study were male; reflect male defini)on of morality (i.e., it is androcentric); abstract principles of law and jus)ce versus principles of compassion and care
Kohlberg: Stages of Moral Development: Problems with Methods
Need other variables to clarify the relationship – moral identity (moral reasoning integrated into moral behavior)
claims moral of male advanced to females – girls tend to be at stage 3 boys at stage 4
gender debate has large impacts - cannot be ignored
vs principals of passion/care 9may be found more in females?)
Kohlberg: Stages of Moral Development: Problems with Theory
-Dis)nct stages?: situa)onal, emo)onal, cultural factors
-moral reasoning equals moral behaviour
only modest connec)on to action; moral iden)ty as modulator
keep in mind: powerful theory, influen)al findings
Kohlberg: Stages of Moral Development: Problems with Theory
evidence doesn’t always support
cultural bias - main stream North American moral values
moral behavior more consistent more predictable at higher stages
Kohlberg: Stages of Moral Development: Problems with Theory
identity (how central morality central to self construct) –> driving decision making
Capable of great reasoning – but do you see it in actions?
scale or moral thinking not moral actions – may not behave accordingly to talk at high moral level
Kohlberg: Stages of Moral Development: Problems with Theory
jus)ce as most fundamental moral principle?
principle of compassion versus principle of jus)ce
women prioritize ethics of care over ethics of justice - challenges fundemental assumptions
central assumption that with age gain moral prowess - strong concept
Early adulthood: cognitive development
postformal thought:
- more flexible + logical; integra)ng moral and intellectual complexities
- researchers have observed that cogni)ve development occurs beyond Piaget’s formal opera)ons
- as personal effort and social experiences spark, increasingly ra)onal, flexible, and prac)cal ways of thinking