W6L2 - AB1 Social & Emotional Development

Question 1

What is Self-concept

Answer 1

• Conceptual system of thoughts and attitudes about himself
  
  • Physical Self
    
    • Body, Possessions
  • Social Self
    
    • Relationships, personalities, social roles
  • Internal Self
    
    • Thoughts, psychological functioning

Question 2

Difference between “I’ and “Me”.

What are some aspects of the me self

Answer 2

“I”

• Knower, not accessible to others

“Me”

• Self as object of evaluation
  
  • Material (“Mine”)
  • Social (“How others perceive”)
  • Spiritual (“Values; Enduring Aspects”)

Question 3

What purpose does self-concept serve?

Answer 3

Regulation of all behaviour

• Lens for interpreting all stimuli
• Self-expectations, goals, beliefs guide behaviour

*How we interpret things and how we respond to things

Question 4

Does self-concept develop over time? Is it qualitative or quantiative?

Answer 4

Self-concept develops over time

• Increasing complexities of the “material”, “social” and “spiritual” selves
  
  • Qualiative or Quantitative

Question 5

Self-Concept: Infancy (0-1 yo)

Answer 5

Gaze and facial expressions to show preference

Question 6

Self-Concept: Toddlerhood (1-2 yo)

Answer 6

• Pronouns
• Body control
  
  • Toddlers learn that their bodies are part of themselves, and that they can manipulate their bodies to express themselves
  • (Image in mirror)

Question 7

Self-Concept: Early ch. (3-5 yo)

Answer 7

• Observable descriptions
  
  • I am a boy
• Unrealistic abilities
  
  • I am super fast

Question 8

Self-Concept: Mid. ch. (6-9 yo)

Answer 8

• Realistic abilities
• Social comparisons
  
  • I can run faster than Tom
  • Underpins a lot of further development

Question 9

Self-Concept: Late ch. (9-11 yo)

Answer 9

• Some grouping of descriptors
  
  • Grouping together of realistic abilities (I am athletic, not just fast)
• Others’ perceptions
  
  • My whole class say I run faster than Tom (not just I)
• Values
  
  • Start of spiritual self

Question 10

Self-Concept: Early adol. (12-14 yo)

Answer 10

• Abstract descriptors, which may be conflicting
  
  • Different ways of describing ourselves that don’t fit
  • Especially in different contexts
• Egocentrism
  
  • Personal Fable (“Can’t understand me”)
  • Overly differentiate their feelings from those of others and come to regard themselves, and especially their feelings, as unique and special

Question 11

Self-Concept: Late adol. (15-18 yo)

Answer 11

• Higher order, integrated abstract descriptors
  
  • Resolve conflict from early adol

Question 12

What are the two definitions of identity?

Answer 12

Active perspective: Existenial idea

• A person’s sense of who they are, where and how they belong, what they value, and directions they choose to pursue in life.

Passive perspective

• A description of self often externally imposed (e.g. part of a group)

Question 13

What is the difference between identity and self-concept

Answer 13

Self-concept

Who am I

Identity

More socially embedded. Who am I in the context of the broader society

Question 14

Why is identity so important in adoloscene?

Answer 14

Erikson: Identity vs Identity Confusion

• Identity develops across different domains

Question 15

Exploring and Commiting to identities. What are the 4 statuses?

Answer 15

• Identity Achivement
  
  • Explore + Commit
• Moratorium
  
  • Explore + No commit
• Foreclosure
  
  • No Explore + Commit
• Diffusion
  
  • No Explore + No Commit

Question 16

Is there a correct identity status? What is the developmental trajectory

Answer 16

No.

Not linear/sequential.

Question 17

Outcomes of Long-term Statuses

Answer 17

Achivement and Moratorium

• Positive self-esteem
• Critical thinking
• Advanced moral reasoning

Foreclosure

• Intolerance, indifference, regard other opinion as threat

Diffusion

• Apathy, depression, going along w/ crowd, hopelessness, risky behaviour

Question 18

Additional details of Identity Diffusion

Answer 18

• Not ideal for long term
• Most early adolescence are in diffusion

Question 19

Additional details of Foreclosure

Answer 19

Foreclosure is the most accepted experience in some cultures some family circumstances

Question 20

Additional details of Moratorium

Answer 20

• Can be necessary for exploring alternatives
  
  • Not always possible (Circumstances, etc)
• Can be overwhelming

Question 21

Details of Identity Achievement

Answer 21

• Autonomous, rewarding
• Difficult to achieve
• Not permanent

Question 22

What are the 2 conceptions of Ethnic Identity

Answer 22

1. Sense of belonging to an ethnic group (shared cultural traditions)
2. Degree to which a person associates his/her thinking, perceptions, feelings, and behaviour with membership in that group

• Exploring = Exploring their own ethnicity
• Commitment = Commiting to their own etnicity

Question 23

Ethnic Identity Study on 239 Bulgarian and Romany high school students (aged 17 and 18). What were the results?

Answer 23

• Ethnic commitment was higher than ethnic exploration
  
  • Not significant
• Ethnic Identity weakly correlated with self-esteem (r = .24, r = .26).

Question 24

Ethnic Identity and National Identity Outcomes

Answer 24

High Ethnic and High National

• Integration, Achieved
• High Psych, High Social

High Ethnic and Low National

• Separation, Ethnic
• High Psych, Low Social

Low Ethnic and High National

• Assimiliation, National
• Low Psych, Normal Social

Low Ethnic and Low National

• Marginalisation, Diffuse
• Low Psych, Low Social

*pysch here refers to adaptation