SlideShare una empresa de Scribd logo
1 de 29
Descargar para leer sin conexión
Cognition and
Development
Conceptualisations of Self
and Identity
Dr Simon Bignell

Simon Bignell, N208
s.bignell@derby.ac.uk
1
Learning Outcomes

By the end of today‟s lecture, with the help of
private study you should be able to:
•
•
•

Define the concept of self and
identity.
Identify key milestones in the
development of self.
Outline theories of identity
development.
Two quick fun tasks….
1. Draw a picture of yourself (in 30 seconds).
2. Write a few sentences that describe who
you really are (in 60 seconds).
*Optional
1. Show the picture to a person sitting near
you. *
2. Read out the description you wrote to the
person. *

How did that feel?
Two quick fun tasks….
Self Description:
I am a lecturer, husband and a parent with
broad interests. I am often socially quiet but
can adapt fairly easily to new situations. I like
to think that I’m a creative and mindful person
who enjoys his own company and learning
about new things.
Defining the Self
 “…conceptual system made up
of one‟s thoughts and attitudes
about oneself. It encompasses
ones thoughts on their physical
being, social roles and
relationships, and spiritual or
internal
characteristics”.Siegler, DeLoache
and Eisenberg (2003 p. 424)

 Therefore, studying the self is
important as the way we view
and feel about ourselves
influences our overall sense 5
of
well being.
The Developing Sense of Self
 Children‟s sense of self emerges in the
early years of life and continues to
develop into adulthood, becoming
more complex as the individual‟s
emotional and cognitive development
deepens.
 Adults contribute to the child‟s selfimage by providing descriptive
information about the child.
 Self-esteem grows in relation to these
factors.

6
Self-concept

Self-awareness
Self-esteem
7
The „Self‟
 Self-concept
 A multi-dimensional construct that
refers to an individual‟s perception
of „self‟ in relation to any number of
characteristics, e.g. gender roles
and sexuality, racial identity, and
many others.
 Self-awareness
 An individual‟s awareness of their
self.
 Self-esteem
 The evaluative element of the selfconcept.
8
The „Self‟
 Self / ‘not others’

 Conceptions of the Self

 A conceptual system made up of one‟s thoughts and attitudes
about oneself.
 An individual‟s conceptions about the self can include thoughts
about one‟s own physical being, social roles and relationships,
and „spiritual‟ or internal characteristics.
 Conceptions of ‘Identity’
 Used interchangeably with Self.
 The idea of selfhood based on the uniqueness and individuality
which makes a person distinct from others.

9
The Rouge (Mark) Test
 A self-recognition test that identifies
a child‟s ability to recognise a
reflection in a mirror as his or her
own.

 A measure of self-concept; the child
who touches the rouge on their own
nose upon looking into a mirror
demonstrates basic ability of
understanding global awareness.

Amsterdam (1972)

 Using makeup, an experimenter surreptitiously places a dot on
the nose of the child.
 The child is then placed in front of a mirror and their reactions
are monitored; depending on the child‟s development, distinct
categories of responses are demonstrated.
The Rouge (Mark) Test
 6 to 12 months - the child simply
sees a „sociable playmate‟ in the
mirror‟s reflection.
 12 months - self-admiring and
embarrassment begin.
 14 to 20 months - most children
demonstrate avoidance behaviours.
 18 months half of children recognise
the reflection in the mirror as their
own.
 20 to 24 months self-recognition
climbs to 65 percent.

Video

11
The Developing Sense of Self
 Infants have a rudimentary
sense of self in the first months of
life, as evidenced by their control of
objects outside of themselves.
 Their sense of self becomes more

distinct at about 8 months of
age, when they respond to
separation from primary caregivers
with separation distress.

12
The Developing Sense of Self
 By 18 to 20 months of age, many children can look
into a mirror and realise that the image they see there
is themselves.

 By 30 months of age, almost all children recognise
their own photograph.
 By Two-years-old children‟s exhibition of
embarrassment and shame, their self-assertive
behaviour, and their use of language also indicate
their self-awareness.

13
The Developing Sense of Self
 At age 3 to 4, children understand themselves
in terms of concrete, observable characteristics related
to physical attributes, physical activities and abilities,
and psychological traits.
 Their self-evaluations during the preschool years are
unrealistically positive.
 Children begin to refine their conceptions of self in
primary school, in part because they increasingly
engage in social comparison, the process of comparing
aspects of one‟s own psychological, behavioural, or
physical functioning to that of others in order to evaluate
oneself.

14
The Developing Sense of Self
 By middle to late primary
school, children‟s
conceptions of self begin to
become integrated and
more broadly
encompassing, reflecting
cognitive advances in the
ability to use higher-order
concepts.

 In addition, older children can coordinate opposing selfrepresentations and are inclined to compare themselves
with others on the basis of objective performance.

15
The Developing Sense of Self
 The ability to use abstract
thinking allows adolescents to
think of themselves in terms of
abstract characteristics that
encompass a variety of
concrete characteristics and
behaviours.
 Adolescents can also
conceive of themselves in
terms of a variety of selves,
depending on the context.

16
The Developing Sense of Self
 In early adolescence, thinking about the self is
characterised by a form of egocentrism called the personal
fable, a story that adolescents tell about themselves that
involves beliefs in the uniqueness of their own feelings and
their immortality.
 The kind of egocentrism that forms the basis for
adolescents‟ personal fables also causes many adolescents
to be preoccupied with what others think of them.

 The imaginary audience refers to the belief that
everyone is focused on the adolescent‟s appearance
and behaviour.
17
The Developing Sense of Self
 In their middle teens,
adolescents often begin to
agonise over the
contradictions in their
behaviour and
characteristics.
 Most, however, still do not
have the cognitive skills
needed to integrate their
recognition of these
contradictions into a
coherent conception of self .
The Developing Sense of Self
 In late adolescence and early adulthood, the
individual‟s conception of self becomes both
more integrated and less determined by what
others think.
 Older adolescents‟ conceptions of self also
frequently reflect internalised personal values,
beliefs, and standards.
 Support and tuition from parents, teachers,
and others is important in helping adolescents
understand the complexity of personalities.
19
Erikson‟s Views
 Erik Erikson argued that the
resolution of these many
issues, the crisis of identity
versus identity confusion, is
the chief developmental task in
adolescence.
 During this stage, the
adolescent or young adult
either develops an identity or
experiences one of several
negative outcomes:

"Human personality in principle
develops according to steps
predetermined in the growing
person's readiness to be driven
toward, to be aware of and to
interact with a widening social
radius"

20
Erikson‟s Views
 Identity confusion: An incomplete and sometimes
incoherent sense of self, with resulting feelings of
isolation and depression.
 Identity foreclosure: Can arise if adolescents
prematurely commit themselves to an identity without
adequately considering their choices.
 Negative identity: An identity that represents the
opposite of what is valued by people around the
adolescent.

21
Erikson‟s Views
 Due to the complexity of achieving an identity in modern
society, and because of the negative consequences of
failing to do so, Erikson argued for the importance of a
psychosocial moratorium.
 A time-out period during which the adolescent is not
expected to take on adult roles and can pursue
activities that lead to self-discovery.
 Only possible in some cultures and only to the more
privileged classes.
22
23
Marcia’s Categories
Based on Erikson‟s work on identity formation, James Marcia developed
a method of classifying adolescents and young adults into one or other of
four identity-status categories:

1. Identity-diffusion status: The individual does not have firm
commitments and is not making progress toward them.
2. Foreclosure status: The individual is not engaged in any identity
experimentation and has established a vocational or ideological
identity based on the choices or values of others.
3. Moratorium status: The individual is in the phase of
experimentation with regard to occupational and ideological choices
and has not yet made a clear commitment to them.
4. Identity-achievement status: The individual has completed a
period of exploration and has achieved a coherent and consolidated
identity based on personal decisions regarding occupation, ideology,
and the like.
Marcia’s Categories
 On the whole, adolescents and young
adults who have attained identityachievement status are socially more
mature and higher in achievement
motivation than their peers
 In the course of adolescence and
early adulthood, people in identitydiffusion and moratorium statuses
tend to move into identityachievement status, whereas those in
a foreclosed state often remain there.
Josselson’s (1980) Individuation Theory

Individuation is the process by which a unique
personal identity or sense of self, one that is
different and distinct from others is developed.
Individuation consists of four separate phases:
1. DIFFERENTIATION (early adolescence): Recognizes psychological difference
between self and parents.
2. PRACTICE AND EXPERIMENTATION (14- 15 YRS.): Feels all-knowing, selfsufficient; actively challenges parents and seeks approval of peers.
3. RAPPROCHEMENT (mid-adolescence): After achieving a fair degree of
separateness from parents, returns to home base and conditionally and partially
reaccepts parents' authority.
4. CONSOLIDATION OF SELF (until end of adolescence): Develops a sense of
personal identity, which serves as the basis for self-understanding and for
maintaining a sense of autonomy, independence, and individuality.
26
Cognition & Development: Conceptualisations of Self and Identity
Summary
This lecture has looked at the following:
•
•
•
•

Self Recognition
Concept of self and identity.
Key milestones in the development of self.
Some theories of identity development.
• Erikson suggests that in order to obtain a coherent
sense of self adolescents must successfully resolve
the identity versus role confusion crisis.
• Josselson‟s individuation theory suggests that the
search for ourselves is a natural process which
involves
differentiation, practice, experimentation, rapprochem
ent & consolidation of self.
• Marcia‟s four categories were developed from
28
Erikson‟s work.
Recommended Reading
 Shaffer, D. and Kipp, K. (2010) Developmental
psychology. Childhood and adolescence 8th edition.
Wadsworth: Belmount (chapter 12).
 Siegler, R, DeLoache, J.S. and Eisenberg, N. (2006)
How children develop (2nd Ed.) NY: Worth (chapter
11).
 Bee, H. (1998). Lifespan development (2nd Ed)
London: Harper Collins. (Chapter 6).
 Jaffe, M.L. (1998). Adolesence. New York: Wiley.
 Seifert, K., Hoffnung, R., and Hoffnung, M. (2000)
Lifespan Development (2nd ed.). Houghton Mifflin:
London. (Chapter 11).
29

Más contenido relacionado

La actualidad más candente

Lesson 3 adler's individual psychology
Lesson 3   adler's individual psychologyLesson 3   adler's individual psychology
Lesson 3 adler's individual psychologyJasmine Nadja Pinugu
 
Full Psychological Report.Sample
Full Psychological Report.SampleFull Psychological Report.Sample
Full Psychological Report.Sampledebrajean333
 
Psychology powe point adolescence and adulthood
Psychology powe point adolescence and adulthoodPsychology powe point adolescence and adulthood
Psychology powe point adolescence and adulthoodMrTimBradley
 
Humanistic Theories: Carl Rogers
Humanistic Theories: Carl RogersHumanistic Theories: Carl Rogers
Humanistic Theories: Carl Rogersgetyourcheaton
 
Erikson’s eight stages of life theory
Erikson’s eight stages of life theoryErikson’s eight stages of life theory
Erikson’s eight stages of life theoryEnu Sambyal
 
Adlerian theory of personality
Adlerian theory of personalityAdlerian theory of personality
Adlerian theory of personalityMejirushi Kanji
 
Trust vs Mistrust & Autonomy vs Shame & Doubt
Trust vs Mistrust & Autonomy vs Shame & DoubtTrust vs Mistrust & Autonomy vs Shame & Doubt
Trust vs Mistrust & Autonomy vs Shame & DoubtDonna Claire Bachinilla
 
Social self & socialization
Social self & socialization Social self & socialization
Social self & socialization Arnold Delfin
 
GEC 1 Understanding the Self (Module 11: Setting Goals for Success)
GEC 1 Understanding the Self (Module 11: Setting Goals for Success)GEC 1 Understanding the Self (Module 11: Setting Goals for Success)
GEC 1 Understanding the Self (Module 11: Setting Goals for Success)NancyJaneDVictorino
 
Erik Erikson's Eight Stages of Psychosocial Development
Erik Erikson's Eight Stages of Psychosocial DevelopmentErik Erikson's Eight Stages of Psychosocial Development
Erik Erikson's Eight Stages of Psychosocial Developmentannpallifrone
 

La actualidad más candente (20)

Lesson 3 adler's individual psychology
Lesson 3   adler's individual psychologyLesson 3   adler's individual psychology
Lesson 3 adler's individual psychology
 
Full Psychological Report.Sample
Full Psychological Report.SampleFull Psychological Report.Sample
Full Psychological Report.Sample
 
Early adulthood
Early adulthoodEarly adulthood
Early adulthood
 
Prejudice (Social Psychology)
Prejudice (Social Psychology)Prejudice (Social Psychology)
Prejudice (Social Psychology)
 
Psychology powe point adolescence and adulthood
Psychology powe point adolescence and adulthoodPsychology powe point adolescence and adulthood
Psychology powe point adolescence and adulthood
 
The Social Self
The Social SelfThe Social Self
The Social Self
 
Gordon allport psychology of individual
Gordon allport psychology of individualGordon allport psychology of individual
Gordon allport psychology of individual
 
Humanistic Theories: Carl Rogers
Humanistic Theories: Carl RogersHumanistic Theories: Carl Rogers
Humanistic Theories: Carl Rogers
 
Erikson’s eight stages of life theory
Erikson’s eight stages of life theoryErikson’s eight stages of life theory
Erikson’s eight stages of life theory
 
Adlerian theory of personality
Adlerian theory of personalityAdlerian theory of personality
Adlerian theory of personality
 
The self
The selfThe self
The self
 
Trust vs Mistrust & Autonomy vs Shame & Doubt
Trust vs Mistrust & Autonomy vs Shame & DoubtTrust vs Mistrust & Autonomy vs Shame & Doubt
Trust vs Mistrust & Autonomy vs Shame & Doubt
 
Identity Development
Identity DevelopmentIdentity Development
Identity Development
 
Social self & socialization
Social self & socialization Social self & socialization
Social self & socialization
 
Henry Murray
Henry MurrayHenry Murray
Henry Murray
 
Sack s sentence completion test report
Sack s sentence completion test reportSack s sentence completion test report
Sack s sentence completion test report
 
GEC 1 Understanding the Self (Module 11: Setting Goals for Success)
GEC 1 Understanding the Self (Module 11: Setting Goals for Success)GEC 1 Understanding the Self (Module 11: Setting Goals for Success)
GEC 1 Understanding the Self (Module 11: Setting Goals for Success)
 
Erik Erikson's Eight Stages of Psychosocial Development
Erik Erikson's Eight Stages of Psychosocial DevelopmentErik Erikson's Eight Stages of Psychosocial Development
Erik Erikson's Eight Stages of Psychosocial Development
 
Sullivan's interpersonal theory
Sullivan's interpersonal theory Sullivan's interpersonal theory
Sullivan's interpersonal theory
 
Identity formation
Identity formationIdentity formation
Identity formation
 

Destacado

IGNOU Super-Notes: MPC2 LifeSpan Development_3 Development During Adolescence...
IGNOU Super-Notes: MPC2 LifeSpan Development_3 Development During Adolescence...IGNOU Super-Notes: MPC2 LifeSpan Development_3 Development During Adolescence...
IGNOU Super-Notes: MPC2 LifeSpan Development_3 Development During Adolescence...PsychoTech Services
 
CT2010: Dialogue session 3: Who am I? Media, Identity & Worldviews
CT2010: Dialogue session 3: Who am I?  Media, Identity & WorldviewsCT2010: Dialogue session 3: Who am I?  Media, Identity & Worldviews
CT2010: Dialogue session 3: Who am I? Media, Identity & WorldviewsTony Watkins
 
Basking in his fullness
Basking in his fullnessBasking in his fullness
Basking in his fullnessScott Odigie
 
Flipbook- The Construction of Self Through Social Media
Flipbook- The Construction of Self Through Social Media Flipbook- The Construction of Self Through Social Media
Flipbook- The Construction of Self Through Social Media Jenny Wright
 
Social Psychology Final Project
Social Psychology Final ProjectSocial Psychology Final Project
Social Psychology Final Projectdtan97
 
Ses social comparison theory
Ses   social comparison theorySes   social comparison theory
Ses social comparison theoryAaron Levy
 
Bignell_&_Cain_(2007)
Bignell_&_Cain_(2007)Bignell_&_Cain_(2007)
Bignell_&_Cain_(2007)Simon Bignell
 
Section 7 - Comorbidity in ADHD and Autism
Section 7 - Comorbidity in ADHD and AutismSection 7 - Comorbidity in ADHD and Autism
Section 7 - Comorbidity in ADHD and AutismSimon Bignell
 
Social Media U: The Role of Social Media and your Identity
Social Media U: The Role of Social Media and your IdentitySocial Media U: The Role of Social Media and your Identity
Social Media U: The Role of Social Media and your IdentityDouglas Strahler
 
Self and Identity: Social Psychology
Self and Identity: Social PsychologySelf and Identity: Social Psychology
Self and Identity: Social PsychologyLiberalArtsProfessor2
 
Birtud Para sa Kabutihang Panlahat, Aking NiIinang
Birtud Para sa Kabutihang Panlahat, Aking NiIinangBirtud Para sa Kabutihang Panlahat, Aking NiIinang
Birtud Para sa Kabutihang Panlahat, Aking NiIinangLea Sandra F. Banzon
 
Chapter 4 - The Earth's Atmosphere
Chapter 4 - The Earth's AtmosphereChapter 4 - The Earth's Atmosphere
Chapter 4 - The Earth's AtmosphereLea Sandra F. Banzon
 

Destacado (20)

IGNOU Super-Notes: MPC2 LifeSpan Development_3 Development During Adolescence...
IGNOU Super-Notes: MPC2 LifeSpan Development_3 Development During Adolescence...IGNOU Super-Notes: MPC2 LifeSpan Development_3 Development During Adolescence...
IGNOU Super-Notes: MPC2 LifeSpan Development_3 Development During Adolescence...
 
Media and identity_islam2
Media and identity_islam2Media and identity_islam2
Media and identity_islam2
 
CT2010: Dialogue session 3: Who am I? Media, Identity & Worldviews
CT2010: Dialogue session 3: Who am I?  Media, Identity & WorldviewsCT2010: Dialogue session 3: Who am I?  Media, Identity & Worldviews
CT2010: Dialogue session 3: Who am I? Media, Identity & Worldviews
 
Media And Identity
Media And IdentityMedia And Identity
Media And Identity
 
Basking in his fullness
Basking in his fullnessBasking in his fullness
Basking in his fullness
 
Flipbook- The Construction of Self Through Social Media
Flipbook- The Construction of Self Through Social Media Flipbook- The Construction of Self Through Social Media
Flipbook- The Construction of Self Through Social Media
 
Social Psychology Final Project
Social Psychology Final ProjectSocial Psychology Final Project
Social Psychology Final Project
 
Online identity and social media
Online identity and social mediaOnline identity and social media
Online identity and social media
 
Through The Looking Glass.Ppt
Through The  Looking  Glass.PptThrough The  Looking  Glass.Ppt
Through The Looking Glass.Ppt
 
Ses social comparison theory
Ses   social comparison theorySes   social comparison theory
Ses social comparison theory
 
Identity and self
Identity and selfIdentity and self
Identity and self
 
Bignell_&_Cain_(2007)
Bignell_&_Cain_(2007)Bignell_&_Cain_(2007)
Bignell_&_Cain_(2007)
 
Section 7 - Comorbidity in ADHD and Autism
Section 7 - Comorbidity in ADHD and AutismSection 7 - Comorbidity in ADHD and Autism
Section 7 - Comorbidity in ADHD and Autism
 
5 x 7 in. (2)
5 x 7 in. (2)5 x 7 in. (2)
5 x 7 in. (2)
 
Social Media U: The Role of Social Media and your Identity
Social Media U: The Role of Social Media and your IdentitySocial Media U: The Role of Social Media and your Identity
Social Media U: The Role of Social Media and your Identity
 
Self and Identity: Social Psychology
Self and Identity: Social PsychologySelf and Identity: Social Psychology
Self and Identity: Social Psychology
 
Social Comparison
Social ComparisonSocial Comparison
Social Comparison
 
Birtud Para sa Kabutihang Panlahat, Aking NiIinang
Birtud Para sa Kabutihang Panlahat, Aking NiIinangBirtud Para sa Kabutihang Panlahat, Aking NiIinang
Birtud Para sa Kabutihang Panlahat, Aking NiIinang
 
Chapter 4 - The Earth's Atmosphere
Chapter 4 - The Earth's AtmosphereChapter 4 - The Earth's Atmosphere
Chapter 4 - The Earth's Atmosphere
 
Art and identity
Art and identityArt and identity
Art and identity
 

Similar a Cognition & Development: Conceptualisations of Self and Identity

The Development Of Self |Psychology | Presentation | By: Faizan Tanoli
The Development Of Self |Psychology | Presentation | By: Faizan TanoliThe Development Of Self |Psychology | Presentation | By: Faizan Tanoli
The Development Of Self |Psychology | Presentation | By: Faizan TanoliFaizan Tanoli
 
Chapter 7 - Understanding the Self and Others
Chapter 7 - Understanding the Self and OthersChapter 7 - Understanding the Self and Others
Chapter 7 - Understanding the Self and OthersEhsan Muctar
 
Development of self and social cognition
Development of self and social cognitionDevelopment of self and social cognition
Development of self and social cognitionTerrie Loye
 
Personal Development.....pptx
Personal Development.....pptxPersonal Development.....pptx
Personal Development.....pptxJovelBugnos4
 
Socialization.pptx
Socialization.pptxSocialization.pptx
Socialization.pptxMRazaBhatti1
 
Chapter 4
Chapter 4Chapter 4
Chapter 4MEEvans
 
theories of development psychology
theories of development psychologytheories of development psychology
theories of development psychologyayesha noor
 
Social and Emotional Development
Social and Emotional DevelopmentSocial and Emotional Development
Social and Emotional DevelopmentRobert Saculles
 
10410569 personality-development
10410569 personality-development10410569 personality-development
10410569 personality-developmentNgaire Taylor
 
Contributions Of Socialization And Self
Contributions Of Socialization And SelfContributions Of Socialization And Self
Contributions Of Socialization And SelfVickie Western
 
Social & emotional development
Social & emotional developmentSocial & emotional development
Social & emotional developmentethan1hunt
 
Social and Emotional Development
Social and Emotional DevelopmentSocial and Emotional Development
Social and Emotional Developmentco coy
 
Theories of growth and development.ppt
Theories of growth and development.pptTheories of growth and development.ppt
Theories of growth and development.pptMelba Shaya Sweety
 
Module5-devofself.ppt
Module5-devofself.pptModule5-devofself.ppt
Module5-devofself.pptkapilshah34
 
G325 sec. b colletive identity l2 blog
G325 sec. b colletive identity l2 blogG325 sec. b colletive identity l2 blog
G325 sec. b colletive identity l2 bloghasnmedia
 

Similar a Cognition & Development: Conceptualisations of Self and Identity (20)

The Development Of Self |Psychology | Presentation | By: Faizan Tanoli
The Development Of Self |Psychology | Presentation | By: Faizan TanoliThe Development Of Self |Psychology | Presentation | By: Faizan Tanoli
The Development Of Self |Psychology | Presentation | By: Faizan Tanoli
 
Chapter 7 - Understanding the Self and Others
Chapter 7 - Understanding the Self and OthersChapter 7 - Understanding the Self and Others
Chapter 7 - Understanding the Self and Others
 
Development of self and social cognition
Development of self and social cognitionDevelopment of self and social cognition
Development of self and social cognition
 
Personal Development.....pptx
Personal Development.....pptxPersonal Development.....pptx
Personal Development.....pptx
 
Socialization.pptx
Socialization.pptxSocialization.pptx
Socialization.pptx
 
Theories of personality
Theories of personalityTheories of personality
Theories of personality
 
PERDEV2.pptx
PERDEV2.pptxPERDEV2.pptx
PERDEV2.pptx
 
Chapter 4
Chapter 4Chapter 4
Chapter 4
 
theories of development psychology
theories of development psychologytheories of development psychology
theories of development psychology
 
Social and Emotional Development
Social and Emotional DevelopmentSocial and Emotional Development
Social and Emotional Development
 
10410569 personality-development
10410569 personality-development10410569 personality-development
10410569 personality-development
 
Contributions Of Socialization And Self
Contributions Of Socialization And SelfContributions Of Socialization And Self
Contributions Of Socialization And Self
 
Personality development public relation
Personality development public relationPersonality development public relation
Personality development public relation
 
SELF CONCEPT
SELF CONCEPTSELF CONCEPT
SELF CONCEPT
 
Social & emotional development
Social & emotional developmentSocial & emotional development
Social & emotional development
 
PROF-ED1.pptx
PROF-ED1.pptxPROF-ED1.pptx
PROF-ED1.pptx
 
Social and Emotional Development
Social and Emotional DevelopmentSocial and Emotional Development
Social and Emotional Development
 
Theories of growth and development.ppt
Theories of growth and development.pptTheories of growth and development.ppt
Theories of growth and development.ppt
 
Module5-devofself.ppt
Module5-devofself.pptModule5-devofself.ppt
Module5-devofself.ppt
 
G325 sec. b colletive identity l2 blog
G325 sec. b colletive identity l2 blogG325 sec. b colletive identity l2 blog
G325 sec. b colletive identity l2 blog
 

Más de Simon Bignell

MCS Info Sheet 1 Download
MCS Info Sheet 1 DownloadMCS Info Sheet 1 Download
MCS Info Sheet 1 DownloadSimon Bignell
 
The Psychology of Human-Computer Interaction
The Psychology ofHuman-Computer InteractionThe Psychology ofHuman-Computer Interaction
The Psychology of Human-Computer InteractionSimon Bignell
 
Using Multi-User Virtual Worlds for Research and Education
Using Multi-User Virtual Worlds for Research and Education Using Multi-User Virtual Worlds for Research and Education
Using Multi-User Virtual Worlds for Research and Education Simon Bignell
 
Technology in Teaching, Research & Admin’: Some Quick Wins & Data Protection
Technology in Teaching, Research & Admin’: Some Quick Wins & Data ProtectionTechnology in Teaching, Research & Admin’: Some Quick Wins & Data Protection
Technology in Teaching, Research & Admin’: Some Quick Wins & Data ProtectionSimon Bignell
 
Autism Asperger's & ADHD - Introduction to the Module (2014)
Autism Asperger's & ADHD - Introduction to the Module (2014)Autism Asperger's & ADHD - Introduction to the Module (2014)
Autism Asperger's & ADHD - Introduction to the Module (2014)Simon Bignell
 
Cognition & Development: Social Development
Cognition & Development: Social DevelopmentCognition & Development: Social Development
Cognition & Development: Social DevelopmentSimon Bignell
 
Cognition & Development: Vygotsky
Cognition & Development: VygotskyCognition & Development: Vygotsky
Cognition & Development: VygotskySimon Bignell
 
3D Virtual Avatars and Machinima to Educate Students about Sustainability
3D Virtual Avatars and Machinima to Educate Students about Sustainability3D Virtual Avatars and Machinima to Educate Students about Sustainability
3D Virtual Avatars and Machinima to Educate Students about SustainabilitySimon Bignell
 
Social and Problem-Based Learning in Cyberspace: Tools, Techniques & Technolo...
Social and Problem-Based Learning in Cyberspace: Tools, Techniques & Technolo...Social and Problem-Based Learning in Cyberspace: Tools, Techniques & Technolo...
Social and Problem-Based Learning in Cyberspace: Tools, Techniques & Technolo...Simon Bignell
 
Sustainability Education Using an Online Virtual World: The PREVIEW-Sustain...
Sustainability Education Using an Online Virtual World:  The  PREVIEW-Sustain...Sustainability Education Using an Online Virtual World:  The  PREVIEW-Sustain...
Sustainability Education Using an Online Virtual World: The PREVIEW-Sustain...Simon Bignell
 
Using Second Life Avatars and Machinima to Introduce Sustainability into the ...
Using Second Life Avatars and Machinima to Introduce Sustainability into the ...Using Second Life Avatars and Machinima to Introduce Sustainability into the ...
Using Second Life Avatars and Machinima to Introduce Sustainability into the ...Simon Bignell
 
MyChild Services Information Sheet (755kb)
MyChild Services Information Sheet (755kb)MyChild Services Information Sheet (755kb)
MyChild Services Information Sheet (755kb)Simon Bignell
 
AAA Section 04 Asperger's Disorder Ver 04 2013
AAA Section 04 Asperger's Disorder Ver 04 2013AAA Section 04 Asperger's Disorder Ver 04 2013
AAA Section 04 Asperger's Disorder Ver 04 2013Simon Bignell
 
AAA Section 03 Autism Spectrum Disorder Ver 03 2013
AAA Section 03 Autism Spectrum Disorder Ver 03 2013AAA Section 03 Autism Spectrum Disorder Ver 03 2013
AAA Section 03 Autism Spectrum Disorder Ver 03 2013Simon Bignell
 
AAA Section 02 ADHD and Hyperkinetic Disorder Ver 04 2013
AAA Section 02 ADHD and Hyperkinetic Disorder Ver 04 2013AAA Section 02 ADHD and Hyperkinetic Disorder Ver 04 2013
AAA Section 02 ADHD and Hyperkinetic Disorder Ver 04 2013Simon Bignell
 
AAA Section 01 Introduction to the Module Ver 02 2013
AAA Section 01 Introduction to the Module Ver 02 2013AAA Section 01 Introduction to the Module Ver 02 2013
AAA Section 01 Introduction to the Module Ver 02 2013Simon Bignell
 
FOP2 Supplementary Coursework Instructions
FOP2 Supplementary Coursework InstructionsFOP2 Supplementary Coursework Instructions
FOP2 Supplementary Coursework InstructionsSimon Bignell
 
AAA Section 11 Revision and the Campus Exam
AAA Section 11 Revision and the Campus ExamAAA Section 11 Revision and the Campus Exam
AAA Section 11 Revision and the Campus ExamSimon Bignell
 
The literature review
The literature reviewThe literature review
The literature reviewSimon Bignell
 
Critically reading a paper
Critically reading a paperCritically reading a paper
Critically reading a paperSimon Bignell
 

Más de Simon Bignell (20)

MCS Info Sheet 1 Download
MCS Info Sheet 1 DownloadMCS Info Sheet 1 Download
MCS Info Sheet 1 Download
 
The Psychology of Human-Computer Interaction
The Psychology ofHuman-Computer InteractionThe Psychology ofHuman-Computer Interaction
The Psychology of Human-Computer Interaction
 
Using Multi-User Virtual Worlds for Research and Education
Using Multi-User Virtual Worlds for Research and Education Using Multi-User Virtual Worlds for Research and Education
Using Multi-User Virtual Worlds for Research and Education
 
Technology in Teaching, Research & Admin’: Some Quick Wins & Data Protection
Technology in Teaching, Research & Admin’: Some Quick Wins & Data ProtectionTechnology in Teaching, Research & Admin’: Some Quick Wins & Data Protection
Technology in Teaching, Research & Admin’: Some Quick Wins & Data Protection
 
Autism Asperger's & ADHD - Introduction to the Module (2014)
Autism Asperger's & ADHD - Introduction to the Module (2014)Autism Asperger's & ADHD - Introduction to the Module (2014)
Autism Asperger's & ADHD - Introduction to the Module (2014)
 
Cognition & Development: Social Development
Cognition & Development: Social DevelopmentCognition & Development: Social Development
Cognition & Development: Social Development
 
Cognition & Development: Vygotsky
Cognition & Development: VygotskyCognition & Development: Vygotsky
Cognition & Development: Vygotsky
 
3D Virtual Avatars and Machinima to Educate Students about Sustainability
3D Virtual Avatars and Machinima to Educate Students about Sustainability3D Virtual Avatars and Machinima to Educate Students about Sustainability
3D Virtual Avatars and Machinima to Educate Students about Sustainability
 
Social and Problem-Based Learning in Cyberspace: Tools, Techniques & Technolo...
Social and Problem-Based Learning in Cyberspace: Tools, Techniques & Technolo...Social and Problem-Based Learning in Cyberspace: Tools, Techniques & Technolo...
Social and Problem-Based Learning in Cyberspace: Tools, Techniques & Technolo...
 
Sustainability Education Using an Online Virtual World: The PREVIEW-Sustain...
Sustainability Education Using an Online Virtual World:  The  PREVIEW-Sustain...Sustainability Education Using an Online Virtual World:  The  PREVIEW-Sustain...
Sustainability Education Using an Online Virtual World: The PREVIEW-Sustain...
 
Using Second Life Avatars and Machinima to Introduce Sustainability into the ...
Using Second Life Avatars and Machinima to Introduce Sustainability into the ...Using Second Life Avatars and Machinima to Introduce Sustainability into the ...
Using Second Life Avatars and Machinima to Introduce Sustainability into the ...
 
MyChild Services Information Sheet (755kb)
MyChild Services Information Sheet (755kb)MyChild Services Information Sheet (755kb)
MyChild Services Information Sheet (755kb)
 
AAA Section 04 Asperger's Disorder Ver 04 2013
AAA Section 04 Asperger's Disorder Ver 04 2013AAA Section 04 Asperger's Disorder Ver 04 2013
AAA Section 04 Asperger's Disorder Ver 04 2013
 
AAA Section 03 Autism Spectrum Disorder Ver 03 2013
AAA Section 03 Autism Spectrum Disorder Ver 03 2013AAA Section 03 Autism Spectrum Disorder Ver 03 2013
AAA Section 03 Autism Spectrum Disorder Ver 03 2013
 
AAA Section 02 ADHD and Hyperkinetic Disorder Ver 04 2013
AAA Section 02 ADHD and Hyperkinetic Disorder Ver 04 2013AAA Section 02 ADHD and Hyperkinetic Disorder Ver 04 2013
AAA Section 02 ADHD and Hyperkinetic Disorder Ver 04 2013
 
AAA Section 01 Introduction to the Module Ver 02 2013
AAA Section 01 Introduction to the Module Ver 02 2013AAA Section 01 Introduction to the Module Ver 02 2013
AAA Section 01 Introduction to the Module Ver 02 2013
 
FOP2 Supplementary Coursework Instructions
FOP2 Supplementary Coursework InstructionsFOP2 Supplementary Coursework Instructions
FOP2 Supplementary Coursework Instructions
 
AAA Section 11 Revision and the Campus Exam
AAA Section 11 Revision and the Campus ExamAAA Section 11 Revision and the Campus Exam
AAA Section 11 Revision and the Campus Exam
 
The literature review
The literature reviewThe literature review
The literature review
 
Critically reading a paper
Critically reading a paperCritically reading a paper
Critically reading a paper
 

Último

Benefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationBenefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationMJDuyan
 
Ultra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxUltra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxDr. Asif Anas
 
Patterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxPatterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxMYDA ANGELICA SUAN
 
General views of Histopathology and step
General views of Histopathology and stepGeneral views of Histopathology and step
General views of Histopathology and stepobaje godwin sunday
 
How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17Celine George
 
How to Solve Singleton Error in the Odoo 17
How to Solve Singleton Error in the  Odoo 17How to Solve Singleton Error in the  Odoo 17
How to Solve Singleton Error in the Odoo 17Celine George
 
Philosophy of Education and Educational Philosophy
Philosophy of Education  and Educational PhilosophyPhilosophy of Education  and Educational Philosophy
Philosophy of Education and Educational PhilosophyShuvankar Madhu
 
Practical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxPractical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxKatherine Villaluna
 
5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...CaraSkikne1
 
CAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptxCAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptxSaurabhParmar42
 
How to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesHow to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesCeline George
 
Diploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdfDiploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdfMohonDas
 
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptxSandy Millin
 
How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17Celine George
 
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxAUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxiammrhaywood
 
The Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsThe Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsEugene Lysak
 
How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17Celine George
 
Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...raviapr7
 
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRADUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRATanmoy Mishra
 
HED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdfHED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdfMohonDas
 

Último (20)

Benefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationBenefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive Education
 
Ultra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxUltra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptx
 
Patterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxPatterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptx
 
General views of Histopathology and step
General views of Histopathology and stepGeneral views of Histopathology and step
General views of Histopathology and step
 
How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17
 
How to Solve Singleton Error in the Odoo 17
How to Solve Singleton Error in the  Odoo 17How to Solve Singleton Error in the  Odoo 17
How to Solve Singleton Error in the Odoo 17
 
Philosophy of Education and Educational Philosophy
Philosophy of Education  and Educational PhilosophyPhilosophy of Education  and Educational Philosophy
Philosophy of Education and Educational Philosophy
 
Practical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxPractical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptx
 
5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...
 
CAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptxCAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptx
 
How to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesHow to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 Sales
 
Diploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdfDiploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdf
 
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
 
How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17
 
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxAUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
 
The Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsThe Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George Wells
 
How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17
 
Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...
 
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRADUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
 
HED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdfHED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdf
 

Cognition & Development: Conceptualisations of Self and Identity

  • 1. Cognition and Development Conceptualisations of Self and Identity Dr Simon Bignell Simon Bignell, N208 s.bignell@derby.ac.uk 1
  • 2. Learning Outcomes By the end of today‟s lecture, with the help of private study you should be able to: • • • Define the concept of self and identity. Identify key milestones in the development of self. Outline theories of identity development.
  • 3. Two quick fun tasks…. 1. Draw a picture of yourself (in 30 seconds). 2. Write a few sentences that describe who you really are (in 60 seconds). *Optional 1. Show the picture to a person sitting near you. * 2. Read out the description you wrote to the person. * How did that feel?
  • 4. Two quick fun tasks…. Self Description: I am a lecturer, husband and a parent with broad interests. I am often socially quiet but can adapt fairly easily to new situations. I like to think that I’m a creative and mindful person who enjoys his own company and learning about new things.
  • 5. Defining the Self  “…conceptual system made up of one‟s thoughts and attitudes about oneself. It encompasses ones thoughts on their physical being, social roles and relationships, and spiritual or internal characteristics”.Siegler, DeLoache and Eisenberg (2003 p. 424)  Therefore, studying the self is important as the way we view and feel about ourselves influences our overall sense 5 of well being.
  • 6. The Developing Sense of Self  Children‟s sense of self emerges in the early years of life and continues to develop into adulthood, becoming more complex as the individual‟s emotional and cognitive development deepens.  Adults contribute to the child‟s selfimage by providing descriptive information about the child.  Self-esteem grows in relation to these factors. 6
  • 8. The „Self‟  Self-concept  A multi-dimensional construct that refers to an individual‟s perception of „self‟ in relation to any number of characteristics, e.g. gender roles and sexuality, racial identity, and many others.  Self-awareness  An individual‟s awareness of their self.  Self-esteem  The evaluative element of the selfconcept. 8
  • 9. The „Self‟  Self / ‘not others’  Conceptions of the Self  A conceptual system made up of one‟s thoughts and attitudes about oneself.  An individual‟s conceptions about the self can include thoughts about one‟s own physical being, social roles and relationships, and „spiritual‟ or internal characteristics.  Conceptions of ‘Identity’  Used interchangeably with Self.  The idea of selfhood based on the uniqueness and individuality which makes a person distinct from others. 9
  • 10. The Rouge (Mark) Test  A self-recognition test that identifies a child‟s ability to recognise a reflection in a mirror as his or her own.  A measure of self-concept; the child who touches the rouge on their own nose upon looking into a mirror demonstrates basic ability of understanding global awareness. Amsterdam (1972)  Using makeup, an experimenter surreptitiously places a dot on the nose of the child.  The child is then placed in front of a mirror and their reactions are monitored; depending on the child‟s development, distinct categories of responses are demonstrated.
  • 11. The Rouge (Mark) Test  6 to 12 months - the child simply sees a „sociable playmate‟ in the mirror‟s reflection.  12 months - self-admiring and embarrassment begin.  14 to 20 months - most children demonstrate avoidance behaviours.  18 months half of children recognise the reflection in the mirror as their own.  20 to 24 months self-recognition climbs to 65 percent. Video 11
  • 12. The Developing Sense of Self  Infants have a rudimentary sense of self in the first months of life, as evidenced by their control of objects outside of themselves.  Their sense of self becomes more distinct at about 8 months of age, when they respond to separation from primary caregivers with separation distress. 12
  • 13. The Developing Sense of Self  By 18 to 20 months of age, many children can look into a mirror and realise that the image they see there is themselves.  By 30 months of age, almost all children recognise their own photograph.  By Two-years-old children‟s exhibition of embarrassment and shame, their self-assertive behaviour, and their use of language also indicate their self-awareness. 13
  • 14. The Developing Sense of Self  At age 3 to 4, children understand themselves in terms of concrete, observable characteristics related to physical attributes, physical activities and abilities, and psychological traits.  Their self-evaluations during the preschool years are unrealistically positive.  Children begin to refine their conceptions of self in primary school, in part because they increasingly engage in social comparison, the process of comparing aspects of one‟s own psychological, behavioural, or physical functioning to that of others in order to evaluate oneself. 14
  • 15. The Developing Sense of Self  By middle to late primary school, children‟s conceptions of self begin to become integrated and more broadly encompassing, reflecting cognitive advances in the ability to use higher-order concepts.  In addition, older children can coordinate opposing selfrepresentations and are inclined to compare themselves with others on the basis of objective performance. 15
  • 16. The Developing Sense of Self  The ability to use abstract thinking allows adolescents to think of themselves in terms of abstract characteristics that encompass a variety of concrete characteristics and behaviours.  Adolescents can also conceive of themselves in terms of a variety of selves, depending on the context. 16
  • 17. The Developing Sense of Self  In early adolescence, thinking about the self is characterised by a form of egocentrism called the personal fable, a story that adolescents tell about themselves that involves beliefs in the uniqueness of their own feelings and their immortality.  The kind of egocentrism that forms the basis for adolescents‟ personal fables also causes many adolescents to be preoccupied with what others think of them.  The imaginary audience refers to the belief that everyone is focused on the adolescent‟s appearance and behaviour. 17
  • 18. The Developing Sense of Self  In their middle teens, adolescents often begin to agonise over the contradictions in their behaviour and characteristics.  Most, however, still do not have the cognitive skills needed to integrate their recognition of these contradictions into a coherent conception of self .
  • 19. The Developing Sense of Self  In late adolescence and early adulthood, the individual‟s conception of self becomes both more integrated and less determined by what others think.  Older adolescents‟ conceptions of self also frequently reflect internalised personal values, beliefs, and standards.  Support and tuition from parents, teachers, and others is important in helping adolescents understand the complexity of personalities. 19
  • 20. Erikson‟s Views  Erik Erikson argued that the resolution of these many issues, the crisis of identity versus identity confusion, is the chief developmental task in adolescence.  During this stage, the adolescent or young adult either develops an identity or experiences one of several negative outcomes: "Human personality in principle develops according to steps predetermined in the growing person's readiness to be driven toward, to be aware of and to interact with a widening social radius" 20
  • 21. Erikson‟s Views  Identity confusion: An incomplete and sometimes incoherent sense of self, with resulting feelings of isolation and depression.  Identity foreclosure: Can arise if adolescents prematurely commit themselves to an identity without adequately considering their choices.  Negative identity: An identity that represents the opposite of what is valued by people around the adolescent. 21
  • 22. Erikson‟s Views  Due to the complexity of achieving an identity in modern society, and because of the negative consequences of failing to do so, Erikson argued for the importance of a psychosocial moratorium.  A time-out period during which the adolescent is not expected to take on adult roles and can pursue activities that lead to self-discovery.  Only possible in some cultures and only to the more privileged classes. 22
  • 23. 23
  • 24. Marcia’s Categories Based on Erikson‟s work on identity formation, James Marcia developed a method of classifying adolescents and young adults into one or other of four identity-status categories: 1. Identity-diffusion status: The individual does not have firm commitments and is not making progress toward them. 2. Foreclosure status: The individual is not engaged in any identity experimentation and has established a vocational or ideological identity based on the choices or values of others. 3. Moratorium status: The individual is in the phase of experimentation with regard to occupational and ideological choices and has not yet made a clear commitment to them. 4. Identity-achievement status: The individual has completed a period of exploration and has achieved a coherent and consolidated identity based on personal decisions regarding occupation, ideology, and the like.
  • 25. Marcia’s Categories  On the whole, adolescents and young adults who have attained identityachievement status are socially more mature and higher in achievement motivation than their peers  In the course of adolescence and early adulthood, people in identitydiffusion and moratorium statuses tend to move into identityachievement status, whereas those in a foreclosed state often remain there.
  • 26. Josselson’s (1980) Individuation Theory Individuation is the process by which a unique personal identity or sense of self, one that is different and distinct from others is developed. Individuation consists of four separate phases: 1. DIFFERENTIATION (early adolescence): Recognizes psychological difference between self and parents. 2. PRACTICE AND EXPERIMENTATION (14- 15 YRS.): Feels all-knowing, selfsufficient; actively challenges parents and seeks approval of peers. 3. RAPPROCHEMENT (mid-adolescence): After achieving a fair degree of separateness from parents, returns to home base and conditionally and partially reaccepts parents' authority. 4. CONSOLIDATION OF SELF (until end of adolescence): Develops a sense of personal identity, which serves as the basis for self-understanding and for maintaining a sense of autonomy, independence, and individuality. 26
  • 28. Summary This lecture has looked at the following: • • • • Self Recognition Concept of self and identity. Key milestones in the development of self. Some theories of identity development. • Erikson suggests that in order to obtain a coherent sense of self adolescents must successfully resolve the identity versus role confusion crisis. • Josselson‟s individuation theory suggests that the search for ourselves is a natural process which involves differentiation, practice, experimentation, rapprochem ent & consolidation of self. • Marcia‟s four categories were developed from 28 Erikson‟s work.
  • 29. Recommended Reading  Shaffer, D. and Kipp, K. (2010) Developmental psychology. Childhood and adolescence 8th edition. Wadsworth: Belmount (chapter 12).  Siegler, R, DeLoache, J.S. and Eisenberg, N. (2006) How children develop (2nd Ed.) NY: Worth (chapter 11).  Bee, H. (1998). Lifespan development (2nd Ed) London: Harper Collins. (Chapter 6).  Jaffe, M.L. (1998). Adolesence. New York: Wiley.  Seifert, K., Hoffnung, R., and Hoffnung, M. (2000) Lifespan Development (2nd ed.). Houghton Mifflin: London. (Chapter 11). 29