Chapter 10: The Self and Identity

Learning Objectives

1. The Self
1. Explain why it is important to understand an adolescent's developing sense of self.
2. Define self-understanding
3. Define and contrast personal memories, representations, and theories about the self.
4. Compare and contrast children's and adolescents' self-understanding in terms of abstract, idealistic, and differentiated dimensions.
5. Define and distinguish between real and ideal, true and false, and possible selves and discuss their impact on socioemotional development.
6. Summarize the development of self-understanding in adolescence.
7. Discuss Marcia's concepts of deconstruction, reconstruction and consolidation phases of self.
2. Self Esteem and self-concept

1. Define and distinguish between self-esteem and self-concept.
2. Describe Harter's self-perception profile for adolescents.
3. Indicate the importance of parents versus peers to adolescents' self-esteem and distinguish between classmate support and close-friend support.
4. List correlates and consequences of self-esteem.
5. Discuss why some experts argue for the use of multiple measures of self-esteem.
6. Discuss the connection between appearance and self-esteem.
7. List parenting attributes associated with high self-esteem among boys.
8. List and describe four ways to increase adolescents' self-esteem.

1. Erikson's Ideas on Identity

1. Define and distinguish between identity, identity confusion, and psychological moratorium.
2. Define and distinguish between personality and role experimentation, and discuss their influence on identity development.
3. List and describe Erikson's seven dimensions that comprise the basis of an integrated sense of identity.
4. Discuss contemporary views of identity development with respect to length, crisis, complexity and identity's place in the life cycle.

1. Four Statuses of Identity

1. Define and distinguish crisis and commitment and discuss their connection with Marcia's four identity statuses.
2. Explain why researchers have criticized the identity status approach.

1. Developmental Change

1. Indicate whether evidence supports the development of identity during adolescence or youth.
2. Explain the concept of "MAMA."

1. Family Influence

1. Relate parenting styles to identity outcomes.
2. Define and distinguish between Cooper's concepts of individuality and connectedness.

1. Culture and Ethnicity

1. Explain why adolescence is special to the development of ethnic minority individuals.
2. Compare and contrast identity concerns of Asian, African American, and Hispanic American adolescents.
3. Define and distinguish between preencounter, encounter, immersion/emersion, and internalization/commitment stages (Helms and Cross).
4. Define and distinguish among contact, disintegration, reintegration, pseudo-independence, and autonomy stages of Helm's White Ethnic Identity model.

1. Gender

1. Explain how gender influences identity development.
2. Explain the differences faced by males and females in seeking an identity,

1. Intimacy

1. Explain how Erikson's intimacy versus isolation stage may influence relationships throughout life.
2. Discuss Orlofsky's concepts of intimate style, preintimate style, stereotyped style, pseudo-intimate style, and isolated style.
3. Discuss White's work in terms of self-focused level, role-focused level, and individuated-connected level.
4. Describe and discuss causes of loneliness in college freshman.
5. Discuss two ways to reduce loneliness.