INDIVIDUATION AND IDENTITY DEVELOPMENT INDIVIDUATION Process by which
INDIVIDUATION AND IDENTITY DEVELOPMENT INDIVIDUATION: Process by which adolescent develops a unique personal identity or sense of self, distinct and separate from all others • DIFFERENTIATION (early adolescence): Recognizes psychological difference between self and parents • PRACTICE AND EXPERIMENTATION (14 - 15 YRS. ): Feels all-knowing, self-sufficient; actively challenges parents and seeks approval of peers • RAPPROCHEMENT (mid-adolescence): After achieving a fair degree of separateness from parents, returns to home base and conditionally and partially reaccepts parents' authority • CONSOLIDATION OF SELF (until end of adolescence): Develops a sense of personal identity, which serves as the basis for self-understanding and for maintaining a sense of autonomy, independence, and individuality (Josselson, 1980)
Crisis and Commitment in Marcia's Theory of Identity Status Crisis Commitment Achieved Present Diffused Present/absent Absent Moratorium In process Foreclosed Absent Present Source: Marcia, (1980)
Approximate Percentage of Adolescent Ethnic Minority Population Native American/Alaskan Native (>500 groups, including Cherokee, Navajo, Sioux Chippewa/Aleuts, & Eskimos) 2. 5% African American, African Caribbean, & Recent African Immigrant 16% 50% 33% Asian Pacific Americans (From China, Japan, Korea, Vietnam, Cambodia, Thailand, the Philippines, Laos, Burma, Samoa, and Guam) Hispanic (Puerto Rico, Mexico, Cuba, & Central and South America) Source: Adapted from Harrisonet et al. (1990), p. 350.
Mother only Father only Sibling only Combination of parents of parent(s) and sibling(s) Extended family Waking Hours (in percent) 20 15 10 5 6 7 8 9 Grade in School 10 11 12
Percentage of Families with Authoritative Parenting Styles in Different Social Classes, Ethnic Groups, and Parenting Situations Working-Class Family Structure Ethnic Group Biological Parents Middle-Class Family Structure Other* Biological Parents Other White 17. 2 11. 5 15. 0 17. 6 African-American 13. 4 12. 2 14. 0 16. 0 Hispanic 10. 7 9. 8 15. 8 12. 9 7. 5 6. 1 15. 6 10. 8 Asian Adapted from Steinberg et al. (1991), Table 1, p. 25. *Includes single parent, stepfamilies, and other family arrangements.
(f) (a) (c) Individual characteristics of parents (e. g. , personality, education, psychological problems) (i) Parent al distress Stressful life experiences/ economic change (e) Child/ adolescent adjustment (g) Social support Family process (b) Marital transitions; divorce and remarriage Family compositio n (h) Individual characteristics of child (e. g. , age, gender, temperament, intelligence)
Adolescent Television Habits • In a survey of 11, 631 students, grades 9 -12, representing every state: • More than one-third watch TV for 3 or more hours every school day. • 70% spend at least one hour per day watching TV. Source: National Centers for Disease Control and Prevention (1994)
Rates of Adolescent Sexual Activity by Gender, Ethnic Group, and Grade Ethnic Group Grade Gender White African American Male 56. 4% 87. 8% 63. 0% Female 47. 0 60. 0 Total 51. 6 72. 3 10 11 48. 7% 52. 5% 62. 6% 76. 3% 60. 8% 45. 0 31. 9% 42. 9 52. 7 66. 6 48. 0 53. 4 39. 6 47. 6 57. 3 71. 9 54. 2 Hispanic 9 Note: Percentages are of high school students who report ever having sexual intercourse Source: Center for Disease Control (1992) 12 Total
Summary of Adolescent Psychosocial Development • Freud’s genital psychosexual stage • Erikson crisis if identity vs. role confusion • Marcia’s four identity statuses: diffusion, foreclosure, moratorium, and achievement • Peer groups become more important than parents • Potential problems include eating disorders, drugs and alcohol, pregnancy, auto accidents, guns and violence, and suicide.
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