Chapter 15: Adolescence – Social Emotional Development
Chapter 15: Adolescence – Social Emotional Development
Chapter Objectives
After this chapter, you should be able to:
- Compare Erikson and Marcia’s Theories
- Explain Identity and Self-concept
- Summarize the Stages of Ethnic Identity Development
- Explain the Development of Gender Identity
- Summarize Sexuality Identity and Orientation
- Describe Antisocial Behaviors
- Explain the Developmental Stage of Emerging Adulthood
Introduction
Adolescents continue to refine their sense of self as they relate to others. Adolescent’s main questions are “Who am I?” and “Who do I want to be?” Some adolescents adopt the values and roles that their parents expect of them. Other teens develop identities that align more with the peer groups rather than their parents’ expectations. This is common as adolescents work to form their identities. They pull away from their parents and the peer group becomes very important (Shanahan, McHale, Osgood, & Crouter, 2007). Despite spending less time with their parents, most teens report positive feelings toward them (Moore, Guzman, Hair, Lippman, & Garrett, 2004). Warm and healthy parent-child relationships have been associated with positive outcomes for the adolescent, such as better grades and fewer school behavior problems, in the United States as well as in other countries (Hair et al., 2005).1
Figure 15.1 –The relationships between this teen and his mom will have positive outcomes for him. 2
Erik Erikson – Theory of Psychosocial Development
Erikson proposed that each period of life has a unique challenge or crisis that a person must face. This is referred to as a psychosocial development. According to Erikson, successful development involves dealing with and resolving the goals and demands of each of these crises in a positive way. These crises are usually called stages, although that is not the term Erikson used. If a person does not resolve a crisis successfully, it may hinder their ability to deal with later crises. For example, an individual who does not develop a clear sense of purpose and identity (Erikson’s fifth crisis – Identity vs. Role Confusion) may become self-absorbed and stagnate rather than working toward the betterment of others (Erikson’s seventh crisis – Generativity vs. Stagnation). However, most individuals are able to successfully complete the eight crises of his theory.3
Identity vs. Role Confusion
Identity vs. Role Confusion is a major stage of development where the child has to learn the roles he will occupy as an adult. In adolescence, children (ages 12–18) face the task of identity vs. role confusion. Success in this stage will lead to the virtue of fidelity. Fidelity involves being able to commit one’s self to others on the basis of accepting others, even when there may be ideological differences. According to Erikson, an adolescent’s main task is developing a sense of self. Adolescents struggle with questions such as “Who am I?” and “What do I want to do with my life?” Along the way, most ado