lpt11 child adolescent develpment ab01.wb

7/31/2019 LPT11 Child Adolescent Develpment AB01.WB

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PART 4: PERSONALITY DEVELOPMENT CHAPTER 11: PERSONALITY DEV

Getting Started

Copyright 2007 Allyn & Bacon Mayers Personality: A Systems Approach

Personality Development in

Childhood and Adolescence

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Getting Started


Topics What Is Personality Development?

Do Infants Have Personality? How Does the Young Childs Personality

Develop?

What Are the Challenges of MiddleChildhood?

What Are Adolescents Doing?


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What Is Personality Development?


Stage Theories Erik H. Eriksons Stage Theory of Development

Development is psychosocial: The person

develops along paths expected by society Early development is in the home.

Development as a youth must meet the expectations

of schools and community groups

Later development in community, at work, with newly

formed family

Eight Stages of Development


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Stage TheoriesStages 1-3 of Eriksons Eight Stages

Stage and Age: Personal Social

Trust

Basic MistrustInfancy

Infant explores securely or feelsinsecure and unsafe

Family

AutonomyShameand Doubt

Ages 2-3

Toddler begins to control things

around him/her, toilet training,

feeding, etc.

Family

InitiativeGuilt

5-7 years

Develop plans and goals within

the and outside the family; inte-

grated within right and wrong

Family


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Stage TheoriesStages 4 and 5 of Eriksons Eight Stages


IndustryInferiority

Middle School Age

Becoming competent vs. feeling

inertia

Grade

School

Identity--Role

ConfusionPuberty

Choosing school; friends; majors;

vs. unable to choose

Senior Year

High SchoolCollege


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Stage TheoriesStages 6 through 8 of Eriksons Eight Stages


Intimacy vs.

IsolationYoung Adulthod

Forming intimate relationships

versus existing alone and inisolation

Occupations;

organizations

Generativity vs.Stagnation

Adulthood

Creation of a new family;contributing to society vs.repeating life on a day-to-day

basis with little growth andgiving

Occupation;family

Ego Integrity vs.DespairMaturity

Positive sense of self asgiving, productive vs. inabilityto accept his or her life

Family;occupation;institutions


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Do Infants Have a Personality?


The Infants Challenge Buzzing, blooming confusion? Not hardly

Facial recognition virtually from birth

6-10 weeks: Social smile

15-18 months: Self-recognition in mirror


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Do Infants Have a Personality?


Infant Temperament Easy Child

Rhythmic in hunger, sleep-wake, excretion

Positive approach to others Low or mild intensity of reactions

Positive mood

Difficult Child

Irregular in hunger, sleep-wake, excretion Withdrawal from others

High intensity of reactions

Negative mood


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How Does the Young Childs Personality Develop?


Self Concept 2 - 5 years

Infantile amnesia lifts Children have no cognitive organization of memories before

about 3 years of age

Now, sustained memories are laid down that form the basis ofthe persons life story

3, 4, & 5 year-olds were ushered from a daycare centerwhen a popcorn maker caught fire (Pillemer, Picariello &Pruett (1995). 7 years later, 4 & 5-year-olds clearly remembered the event

3 years old mistakenly recalled where they were


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Changes in Temperament In Infancy, a Big Three of temperament

are:

Positivity Negativity, and

Cuddliness

In Young Children, Self-Control replacesCuddliness

Important in social interactions, meal-time,having friends, toilet training


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Parents and the Family ContextStyles of Parenting

(modified from Maccoby & Martin, 1983)

Nurturance

Responsive,

child-centered

Rejecting,

Parent-centered

Control Demanding,

High on control

Authoritative Authoritarian

Undemanding,

Low on control

Permissive Uninvolved


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Birth Order Sulloway (1996)

First-born children may identify most closely with

parents As they grow, tend to be more conservative and to

uphold society as it stands

In one study: 83 scientist siblings (brothers, sisters, or brothers and

sisters), Both on record regarding an innovative scientific theory

First-borns supported innovation 50% of the time

Later-borns supported innovation 85% of the time

R RSO D O


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The Gendered World Sex and Gender

Sexual development diverges for the male and female fetus at 9 weeks

Upon birth, most children can be identified as one or the other sex

Social understandings of gender also come into play

Children were studied in 90 nations on an International Survey. Example; One of these people is emotional. They cry when something

good happens as well as when everything goes wrong. Which is theemotional person?

The pointed to male or female figure

Children indicate women more than men in response to the question by

5-years By Five Years of Age

Children play in same sex groups (through to adolescence)

Children take care to choose toys and television shows preferred byother members of their sex

PART 4 PERSONALITY DEVELOPMENT CHAPTER 11 PERSONALITY DEV


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What Are the Challenges of Middle Childhood?


Self Concept The child increasing focuses on life tasks

Doing well in school

If industry fails, individual may feel inferior

Making friends

If relationships fail, child may be victimized

Begins thinking about adult relationshipsand occupations



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From Temperament to the Big Five Traits

Dimensions

of Temperament

The Big Five Traits

Extrav. Neurot. Open Consc. Agree.Surgency .59 -.08 .40 .10 .30

Neg. Affect -.16 .49 -.17 -.16 .03

Sensitivity .19 .19 .54 .15 .20

Paying attention .09 -.34 .21 .44 -.04



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Friendship Patterns Children rely very much on their friendships

Some children are far more socially skilled and have moresuccessful relationships

Other children gradually become isolated

This can be teased out in the entry situation, in whichchildren are asked to join a dyad of children already atplay.

What will they do? Skilled children take on roles relevant to the dyad: Oh, you aresuperman and batman? Ill be spiderman

Unskilled children speak in unrelated terms: Oh, okay, my momis taking me to a restaurant today.



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Sex and Gender Adolescence begins with the sexual maturation

of puberty

For girls, vagina, uterus, and ovaries mature

menarche, the first menstrual cycle, occurs

Assume a more rounded appearance; breasts mature

For boys, testes and penis mature

Shoulders broaden

Facial hair grows; Childhood fat tissue change to muscle



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Sex and Gender With rapid physical maturation:

The child now looks much different

Often feels all eyes are on her or him

Reconcile inner and outer self

A new sense of identity emerges



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Sex and GenderAdolescent Women, Men, and Sexual Desire

Men Women

Peergroups

Often encourage sexualexperimentation; often

positive attitudes

toward casual sex

Often concerned with imageamong friends; often try to

restrain one anothers sexual

activity

Desired

SexualPartners

Average men desire 18

or more sexual partnersover their lives

Average women desire 4 to 5

sexual partners over theirlives

Thoughts

of sex

Struggle with thoughts,

often distracted,

disturbed.

Struggle with thoughts, but

not as badly as men



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Sex and GenderAdolescent Women, Men, and Personality Traits

Men Women

Aggression Are higher than womenin self-rated aggression

and aggressive

behavior

Are lower than men in self-ratedaggression and lower in

aggressive behavior

Thing

versusPerson

Are Thing oriented:

cars, electronics,houses

Are People oriented:

relationships, connections

Depression Rates of depression

are similar to women

before puberty

Rates of depression rise

relative to men after puberty



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Establishing Identity Identity

Who one is

Group memberships Beliefs that guide life

Identity Crisis (Erik H. Erikson) Inability to assemble an identity

Drifting Possible serious psychological crisis

Concept further developed by Marcia



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Marcias Concept of Identity Status

Commitment

Low High

Self-

Exploration

High Moratorium:

Prolonged

exploration

Achievement:

Finding a right

Identity

Low Diffusion:

Unfocussed,Unconcerned

Foreclosure:

Influenced bysomeone else



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Case of Identity Diffusion Kathy moved from her home in Ohio to the University of

Chicago (Littwin, 1986, p. 49, 61-62). Unfortunately duringher first years there, her financial aid was cut off. To makeends meet, she took three jobs: a research assistant to aprofessor, a departmental assistant in the philosophydepartment, and a cashier in a near by health food restaurant.It was the latter of the three jobs she enjoyed the most as itenabled her to deal with people in an off-campusenvironment. As time went on, she became focused onmatters other than school and dropped out in her fifth yearwithout a degree

She felt tired and depressed concerning her experiences, anddecided to move to New York. By coincidence, the professorshe worked with at the University of Chicago was starting abusiness in New York, and he hired her to assist with the

organizations computers. (cont.)



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Case of Identity Diffusion (Cont.) She did well at this, despite a lack of training, and began to earn

a respectable salary. At the same time, she didnt like thevalues of the Wall Street firm, or what she was doing, so, after asupervisor commented negatively on her informal dress, she

quit, and collected unemployment for five months. By now,Kathy was 25 years old, she appeared drawn, uncertainly,toward a number of different possible futures, including finishingschool and entering a Ph.D. program in history, doing New Agedance therapy, writing, public policy research, and yet, wasuncertain about doing any of them. Kathy seemed less involved

in exploring than in a somewhat chaotic maneuvering among avariety of uncertain possibilities.



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Establishing Identity Outcomes

Little is known, really

Josselson (1996)

Among 30 women, those with identity achievement

Were able to move ahead in 30s and 40s in a clearer

fashion

Better sense of meaning

Better coping with setbacks



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~end of Chapter 11~

lpt11 child adolescent develpment ab01.wb

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