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Chapter 11&13

CH.11 & 13 - SELF & PEERS.docx

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Department
Psychology
Course
PSYC 315
Professor
Andrew Baron
Semester
Fall

Description
SELF & PEERS Chapter 11 – Attachment to other and development of self (p.438-446) The self in childhood  Children age 3-4 understand themselves in concrete observable characteristics related to physical attributes/activities/abilities, social relationships, & psychological traits  Self-evaluation is unrealistically positive  Social comparison: comparing aspects of own psychological, behavioral, or physical functioning to that of others to evaluate oneself o Conception of self refined once they engage in more social comparison o Begins in elementary school  By middle elementary their self-conception is more broadly encompassing o Can also coordinate opposing self-representations o More realistic & balanced assessment of self o Self description also based on how others evaluate them The self in adolescence  Able to describe self in abstract characteristics that encompasses concrete characteristics & behaviors  Social competence intensifies in adolescence  Can have a variety of self depending on context o Personal fable: egocentrism – belief in uniqueness of one’s own feelings & thoughts o Imaginary audience: belief stemming from adolescent egocentrism that everyone is focused on the adolescent’s appearance & behavior  Middle teen: too many contradictions causing confusion o Feel conflicted with all the inconsistencies  Late adolescence/early adulthood – self concept is more integrated  rely less on what others think Identity in adolescence – Erikson psychosocial stages of development  Identity achievement: integration of various aspects of the self into a coherent whole that is stable over time & across events o Successful resolution of identity crisis (crisis  commit)  Identity confusion: incomplete and sometimes incoherent sense of self o Adolescent may feel lost, isolated & depressed  Identity foreclosure: premature commitment to an identity without adequate consideration of other options o EX. Adopting role of what parents want them to be  Negative identity: chose an identity that stands in opposition of what is valued by people around the adolescent  Psychosocial moratorium: a time-out period during which the adolescent is not expected to take on adult roles & can pursue activities that lead to self- discovery o During this period of exploration adolescent can try different identities & style of living Research on identity fo
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