Download to read offline
Adoloscent Socio - Emotional Development.pptx
- 1. ADOLESCENCE: SOCIAL AND EMOTIONAL DEVELOPMENT Preparedby: Marie Jhazene Laman Francen Mae A. Go Harriet Mangante
- 2. LEARNING OUTCOMES: After studyingthis chapter, the student will be able to: • Discuss the formation of identity in adolescence • Describe the relationships with parents and peers during adolescence • Discuss sexuality during adolescence, focusing on sexual orientation, sexual behavior, and teenage pregnancy • Discuss the characteristics of juvenile delinquents • Discuss risk factors in adolescent suicide
- 3. DEVELOPMENT OF IDENTITY: “WHOAM I?” In this chapter, we explore social and emotional development in adolescence. We begin with the formation of identity.
- 4. • Erik Erikson’sfifth stage of psychosocial development is called ego identity versus role diffusion. • The primary task is for adolescents to develop ego identity: a sense of who they are and what they stand for. • They are faced with choices about their future occupations, political and religious beliefs, gender roles, and more. ERIKSON AND IDENTITY DEVELOPMENT
- 5. ERIKSON AND IDENTITYDEVELOPMENT • One aspect of identity development is a psychological moratorium during which adolescents experiments with different roles, values, beliefs, and relationships (Erikson, 1968). • During this time, adolescents undergo an identity crisis in which they examine their values and make decisions about their life roles.
- 6. • Building onErikson’s approach, James Marcia (2010) theorized four identity statuses that represent the four possible combinations of the dimensions of exploration and commitment that Erikson believed were critical to the development of identity (Kroger and Marcia, 2011; Marcia, 2010) • Exploration involves active questioning and searching among alternatives to establish goals, values, or beliefs. • Commitment is a stable investment in one’s goals, values, or IDENTITY STATUSES
- 7. • Identity diffusionis the least advanced status and includes adolescents who neither have commitments nor are trying to form them. • Foreclosure status, individuals make commitments without considering alternatives. IDENTITY STATUSES
- 8. • Moratorium statusrefers to a person who is actively exploring alternatives in an attempt to make choices. Such individuals are often anxious and intense. • Identity achievement refers to those who have explored alternatives and developed relatively firm commitments. IDENTITY STATUSES
- 9. DEVELOPMENT OF IDENTITYSTATUSES • Before high school, children show little interest in questions of identity. Most are either in identity diffusion or foreclosure statuses. • During the high school and college years , adolescents increasingly move from the diffusion and foreclosure statuses to the moratorium and achievement statuses ( Marcia 2014; Moshman 2013)
- 10. • Ethnic identityrefers to a sense of belonging to a particular cultural, national, or racial group that shares common elements like language, religion, or traditions. ETHNICITY AND DEVELOPMENT OF IDENTITY
- 11. Jean Phinney’s Three-Stage Model for ethnic identity development provides a framework for understanding this process. These stage are: • Unexamined (or diffused) ethnic identity: The adolescent does not actively consider the meaning of their ethnic identity. ETHNICITY AND DEVELOPMENT OF IDENTITY
- 12. • Ethnic IdentitySearch (moratorium) - The adolescent actively explores their ethnic identity, researching history, learning the language, and participating in cultural activities. • Achieved Ethnic Identity - After a period of exploration, the adolescent develops a secure sense of ethnic identity, integrating it into their overall self-concept. ETHNICITY AND DEVELOPMENT OF IDENTITY
- 13. • Erikson believedthat there were gender differences in the development of identity. • He wrote Identity development relates to relationships and occupational choice, among other matters. • Erikson (1968, 1975) assumed that relationships were more important to women’s development of identity, while occupational and ideological matters were relatively more important to men’s. GENDER AND DEVELOPMENT OF IDENTITY
- 14. • Before adolescence,children describes themselves primarily in terms of their physical characteristics and their actions. • As they approach adolescence, children begin to incorporate psychological characteristics and social relationships into their self-descriptions (Arnett, 2015). • According to Susan Harter’s Self-Perception Profile of academically talented adolescents many factors come into play. DEVELOPMENT OF THE SELF-CONCEPT
- 15. DEVELOPMENT OF THESELF-CONCEPT
- 16. • Self-esteem tendsto decline as the child progresses from middle childhood to about the age of 12 or 13 (Harter & Whitesell, 2003). • Adolescent increasingly become aware of the disparity between their ideal selves and their real selves, especially in terms of physical appearance ( Fourchard & Courtinat- Camps, 2013; Stieger et al..,2014). SELF-ESTEEM
- 17. • After hittinga low point at about age 12 or 13, self esteem gradually improves ( Harter & Whitesell, 2003). • Adolescents adjust their ideal selves to better reflect reality. Also, as adolescents they develop academic physical, and social skills, they may grow less self-critical (Schwartz et al..,2011) • For most adolescents, low self-esteem produces temporary discomfort. SELF-ESTEEM
- 18. RELATIONSHIPS WITH PARENTSAND PEER • Although most adolescents get along with their parents, they spend less time with their parents than they did in childhood. Adolescents continue to interact more with their mothers than their fathers. RELATIONSHIPS WITH PARENTS
- 19. • Teenagers havemore conflicts with their mothers, but they also view their mothers as being more supportive and knowing them better. Adverse relationships with fathers are often associated with depression in adolescents, but good relations with fathers contribute to psychological well-being. • The decrease in time spent with family may reflect the adolescents' striving for independence. A certain degree of distancing from parents may be adaptive as adolescents form relationships outside the family. However, adolescents continue to maintain love, loyalty, and respect for their parents. And adolescents who feel close to their parents have more self-reliance and self-esteem, better school performance, and fewer adjustment problems.
- 20. • The relationshipbetween parents and teens in not always rosy. Early adolescence, in particular, is characterized by increased bickering and a decrease in shared activities and expressions of affection. Conflicts typically center on the everyday details of family life, such as chores, homework, curfews, personal appearance, finances, and dating- often because adolescents believe that they should manage matters that were previously controlled by parents . But parents, especially mothers, continue to believe that they should retain control in most areas. As adolescents get older, they and their parents are more likely to compromise.
- 21. • On theother hand, parents and adolescents are usually quite similar in their values and beliefs regarding social, political, religions, and economic issues. Even though the notion of a generation gap between adolescents and their parents may persist as a stereotype, there is little evidence of one. • As adolescents grow older, parents are more likely to relax controls and less likely to use punishment. Although parent-child relationships change, most adolescents feel that they are close to and get along with their parents, even though they may develop a less idealized view of them.
- 22. PARENTING STYLE • Differencesin parenting styles continue to influence the development of adolescents. Adolescents from authoritative homes whose parents are willing to exert control and explain the reasons for doing so show the most competent behavior. They are more self-reliant, do better in school, have better mental health, and show the lowest incidence of psychological problems and misconduct, including drug use.
- 23. RELATIONSHIPS WITH PEERS •The transition from childhood to adolescence is accompanied by as shift in the relative importance of parents and peers. Although relationships with parents generally remain positive, the role of peers as a source of activities, influence, and support increases. Parents are perceived as the most frequent providers of social and emotional support by 4th graders- by 7th grade, friends of the same genders are seen to be as supportive as parents. By 10th same gender friends are viewed as providing more support than parents.
- 24. FRIENDSHIPS IN ADOLESCENCE •Adolescents have more friends than younger. Most adolescents have one or two “best friends” and several good friends. Teenagers see, text, or spend time with their friends on the phone of the internet frequently, usually several hours a day. • According to the Pew Research Center, Facebook is used by more than half (57%) of U.S adults, and almost three out of four (73%) of U.S adolescents aged 12-17.
- 25. • The fourtop dislikes of Facebook users are: 1. People share too much information about themselves (36%) 2. Other people post information including photos about you without your permission (36%) 3. Other people see comments or posts that you meant to keep private (27%) 4. There is pressure to disclose too much information about yourself (24%) • Many adolescent Facebook users reported that they were concerned that more and more adults were using Facebook, that it was crucial that they manage their self presentation carefully. The burden of “drama” and friends sharing too much information.
- 26. An overwhelming percentage(94%) of teenagers who are social media users have Facebook profiles, as compared with 26% who report having Twitter profiles or the 11% who report having Instagram profiles. • Adolescents and young adults report having more Facebook friends than all adults combined whereas 15% of all adults report having more than 500 friends, nearly twice that amount (27%) of users aged 15-20 report having more than 500 friends. Sixty-five-year-olds also use Facebook, but nearly three in four of them (72%) have 100 friends or fewer. This finding is consistent with research that finds that older people have fewer (actual) friends than younger people have, but that their friends have more in common with them and are more deeply committed to them at advanced ages.
- 27. Friendships in adolescencediffer from the friendships of childhood. Adolescents are more likely to stress acceptance, intimate self-disclosure and mutual understanding. There are some gender differences. Adolescent girls are more likely to stress the importance of loyalty, intimacy and companionship but status having friends on one’s level of social dominance was more important for males. • Adolescents and their friends are similar in many respects. They typically are the same age and race. They almost always are the same gender. Even though romantic attachments increase during the teen years, most adolescents still choose members of their own gender as best friends. Friends are often alike in school attitudes, educational aspirations and grades. Friends also tent to have similar attitudes about drinking, drug
- 28. • Friendship contributesto psychological adjustment. Adolescents who have a close friend have higher self-esteem than adolescents who do not. Intimacy and closeness appear to be more central to the friendships of girls than boys. Adolescents and adult females also are generally more likely than males to disclose secrets, personal problems, thoughts and feelings to their friends. • Friendships networks among girls are smaller and more exclusive than networks among boys. Girls tend to have one or two close friends, whereas boys tend to congregate in larger, less intimate groups. The activities of girls’ and boys’ friendship networks differ as well. Girls are more likely to engage in unstructured activities such as talking and listening to music. Boys are more likely to engage in organized group
- 29. PEER GROUPS • Mostadolescents belong to one or more peer groups: Cliques consist of five to ten individuals who hang around together, sharing activities and confidences. Crowds are larger groups who may or may not spend much time together and are identified by their activities or attitudes. Crowds are usually given labels by other adolescents “jocks”, “brains”, “druggies” or “nerds” .
- 30. DATING AND ROMANTICRELATIONSHIPS • It usually begin during early and middle adolescence, and most adolescents start dating or going out by the time they graduate from high school. For heterosexuals, the development of dating typically takes the following sequence: putting oneself in situations where peers of the other gender probably will be present, group activities including peers of the other gender and then traditional two-person dating.
- 31. • Dating servesa number of functions. First and foremost, people date to have fun. Dating, especially in early adolescence, also serves to enhance prestige with peers. Dating gives adolescents additional experiences in learning to relate to people. Finally, dating prepares adolescents for adult courtship. • Dating relationship tend to be casual and short-lived in early adolescence. In late adolescence, relationships tend to become more stable and committed. Eighteen years old are more likely than 15 years old to mention love, trust and commitment when describing romantic relationships.
- 32. • Peer pressureis fairly weak in early adolescence. It peaks during mid- adolescence and declines after about age 17. peer influence may increase during adolescence because peers provide a standard by which adolescents measure their own behavior as they develop independence from the family. Peers also provide support in times of trouble. PEER INFLUENCE
- 33. • Parents andpeers also seem to exert influence in different domains. Adolescents are more likely to conform to peer standards in matters pertaining to style and taste, such as clothing, hairstyles, speech patterns and music. They are more likely to agree with their parents on moral principles and future educational and career goals. • Adolescents influence each other positively and negatively. Yet many times adolescents discourage one another from doing well or from doing too well in school. Adolescents who smoke, drink, use drugs and engage in sexual activity also often have friends who engage in these behaviors, but adolescents tend to choose friends and peers who are like them to begin with.
- 34. SEXUALITY A sexual feelings,thoughts, attractions, and behaviours towards other people.
- 35. • Sexual self-stimulation •About three-quarters of adolescent males and half of adolescent females masturbate (Robbins et al., 2011). MALE-FEMALE SEXUAL BEHAVIOR • Adolescents today start dating and going out earlier than in past generations. Teens who date earlier are more likely to engage in sexual activity during high school (Temple et al., 2014). MASTURBATION
- 36. • Kissing andtouching the breasts and genitals. • Girls are more likely than boys to be pushed into petting and to feel guilty about it (Slotboom et al., 2011) • The incidences of kissing, "making out, oral sex, and sexual intercourse all increase with age. PETTING
- 37. EFFECTS OF PUBERTY •The hormonal changes of puberty probably are partly responsible for the onset of sexual activity. In boys, levels of testosterone are associated with sexual behavior. In girls, however, testosterone levels are linked to sexual interests but not to sexual behavior. Social factors may therefore play a greater role in regulating sexual behavior in girls than boys (De Rosa et al., 2010).
- 38. PARENTAL INFLUENCES • Teenagerswho have close relationships with their parents are less likely to initiate sexual activity at an early age (Bynum, 2007) • Adolescents who communicate well with their parents also delay the onset of sexual activity (Aspy et al., 2007). • If these youngsters do have sexual intercourse, they are more likely to use birth control and have fewer partners.
- 39. PEER INFLUENCES • Agood predictor of sexual activity for adolescents is the sexual activity of their best friends. When teenagers are asked why they do not wait to have sex until they are older, the main reason reported is usually peer pressure (Ali & Dwyer, 2011). • Adolescents report that they are somewhat more likely to receive information about sex from friends and media sources-TV shows, films, magazines, and the Internet-than from sex education classes or their parents (Kaiser Family Foundation et al., 2003).
- 40. SEXTING • short forses texting, and refers sending or receiving text messages with sexual content. • Sexting can be used to titillate the recipient, to highlight the intimacy of one's relationship, to humiliate someone or to ask or arrange for a sexual encounter (Walrave et al., 2015).
- 41. What about you? Beforepressing “send”
- 42. Consider: Don't believethat what you sext will remain private. Many teens say they have received a sext that was meant to be private. Whatever you sext may never go away. Resist pressure to sext. Many adolescent girls say that "pressure from guys" is a reason they sext. Consider the recipient's reaction before you press send. A girl may send sexually suggestive content for a "joke," but guys may think that the girl will hook up in real life. Nothing you post or send will necessarily remain anonymous.
- 43. TEENAGE PREGNANCY • Inthe United States today, the great majority of single adolescents who become pregnant do so accidentally and without committed partners (America's Children, 2013). • Adolescent girls typically get little advice in school or at home about how to deal with boys sexual advances. Another reason is failure to use contraception. Some initiate sex at very early ages, when they are least likely to use contraception (Martin et al., 2015; Martinez & Abna, 2015).
- 44. CONSEQUENCES OF TEENAGEPREGNANCY • Actually, the outcome of teenage pregnancies for young women who want their babies and have the resources to nurture them are generally good (Rathus et al., 2017). • Females tend to be healthy in late adolescence. However, the medical, social, and economic costs of unplanned or unwanted pregnancies among adolescents are enormous both to the mothers and to the children. Adolescent moth4ers are more likely to experience medical complications during the months of pregnancy and their labor is likely to be prolonged. The babies are at greater risk of being premature and of low birth weight (Mathews & MacDorman, 2007)
- 45. PREVENTING TEENAGE PREGNANCY •Prevention efforts include educating teenagers about sexuality and contraception and providing family planning services. How successful are sex education programs? The better programs increase students' knowledge about sexuality. Despite fears that sex education will increase sexual activity in teenagers, some programs seem to delay the onset of sexual activity (Bennett & Assefi, 2005; Kirby, 2011).
- 46. SEXUALLY TRANSMITTED INFECTIONS(STI) • Each year an estimated 2 1/2 million adolescents contract a sexually transmitted infection (STT), including about six million new infections caused by the human papilloma virus (HPV) (Genital HPV Infection- CDC Fact Sheet, 2014), which causes genital warts and is associated with cervical cancer. At least 50% of sexually active women and men contract HPV at some time in their lives. A vaccine is available that prevents most young women from being infected with HPV and is best administered before they become sexually active.
- 47. SEXUALLY TRANSMITTED INFECTIONS(STI) • HIV/AIDS is the most devastating STI. Long-term prospects of those who do receive treatment remain unknown. HIV the virus that causes AIDS-has spread rapidly around the world and some 37 million people are living with HIV/AIDS, of which 2.5 million are children under the age of 15 (World Health Organization, 2015).
- 48.
- 49. DEVELOPMENT OF SEXUALORIENTATION Theories of the origins of sexual orientation look both at nature and nurture the biological makeup of the individual and environmental factors. Some theories bridge the two. Social cognitive theorists look for the roles of fac tors such as reinforcement and observational learning, From this perspective, reinforcement of sexual behavior for with members of one's own gender as in reaching orgasm with them when members of the other gender are unavailable might affect one's sexual orientation.
- 50. SEXUAL ORIENTATION ANDIDENTITY Heterosexual or straight - attracted to the opposite sex o gender Homosexual - referring to an erotic orientation one's own gender. toward members of one’s own gender Bisexual - are attracted to both genders Transgender - psychologically other gender-that is, the gender that is inconsistent with one's sexual anatomy. LGBT- acronym for lesbian, gay, bisexual, and transgender Sexual Identity - the label a who she or he is as a sexual being, especially concerning her or his sexual orientation.
- 51. • Juvenile Delinquency- refers to children or adolescents who engage in illegal activities and come into contact with the criminal justice system. • At the most extreme end, juvenile delinquency includes serious behaviors such as homicide, rape, and robbery. • Less serious offenses, such as truancy, underage drinking, running away from home, and sexual promiscuity, are considered illegal only when performed by minors (status offenses). JUVENILE DELINQUENCY
- 52. • Many delinquentacts do not result in arrest or conviction. And when adolescents are arrested, their cases may be disposed of informally, as by referral to a mental health agency ( Snyder & Sickmund, 2006). • Boys are much likely that girls to engage in delinquent behavior, especially crimes of violence. • On the other hand, girls are more likely to commit status offenses such as truancy or running away ( Snyder & Sickmund, 2006 ). JUVENILE DELINQUENCY
- 53. SUICIDE • Adolescence issuch an exciting time of life. For many, the future is filled with promise. Many count the days until they graduate high school, until they enter college. Many enjoy thrilling fantasies of what might be. And then there are those who take their own lives. Suicide is the second leading cause of death among adolescents. Since 1960, the suicide rate has more than tripled for young people aged 15 to 24.
- 54. • Most suicidesamong adolescents and adults are linked to feelings of depression and hopelessness. Suicidal adolescents experience four areas of psychological problems: (1) confusion about the self, (2) impulsiveness, (3) emotional instability and (4) interpersonal problems. Many teenagers throw themselves into feelings of depression and hopelessness by comparing themselves negatively with others, even when the comparison are inappropriate. RISK FACTORS IN SUICIDE
- 55. • Adolescent suicideattempts are more common after stressful life events, especially events that entail loss of social support, as in the death of a parent or friend, breaking up with a boyfriend or girlfriend, or a family member’s leaving home. Others contributors to suicidal behavior include concerns over sexuality, school grades, problems at home and substance abuse. • Researchers have found the ff. warning signs of suicide among adolescents:
- 56. Belief thatit is acceptable to kill oneself Drug abuse and other kinds of delinquency Victimization by bullying Extensive body piercing Stress Hostility Depression and other psychological disorders Heavy smoking Low self-esteem Increasing age from 11 to 21
- 57. ETHNICITY, GENDER ANDSUICIDE • Rates of suicide and suicide attempts vary among different ethnic groups. Native American and Latin American teenagers have the highest suicide rates, in part because of the stresses to which they are exposed, in part because of their lack of access to health care. European Americans are next. African American teens are least likely to attempt suicide or to think about it. • About three times as many adolescent females as males attempt suicide, but about four times as many males complete a suicide.
Editor's Notes
- #36 Petting involves cuddling………………………………. To express intimacy Adolosence used petting to express.