Self and Identity
The self;
· The self consist of all the characteristics of a person.
· Self is the central aspects of the individual’s personality.
· İntegrative dimension to our understanging of different personality characteristics.
· Several aspects of the self, self-esteem and self-concept.
The self;
· The self consist of all the characteristics of a person.
· Self is the central aspects of the individual’s personality.
· İntegrative dimension to our understanging of different personality characteristics.
· Several aspects of the self, self-esteem and self-concept.
Who are self-esteem and self-concept;
· Self esteem, also referred to as self-worth or self-image, it is the global evaluate dimensions of the self. For example, an adolescent or emerging adult might perceive that she is not merely a person, but a good person.
· Self-concept, refers to domain-specific evaluations of the self. For example, an adolescent may have a negative academic self-concept because he is not doing well at school, but have a positive athletic self-concept because he is a star swimmer.
· Self esteem, also referred to as self-worth or self-image, it is the global evaluate dimensions of the self. For example, an adolescent or emerging adult might perceive that she is not merely a person, but a good person.
· Self-concept, refers to domain-specific evaluations of the self. For example, an adolescent may have a negative academic self-concept because he is not doing well at school, but have a positive athletic self-concept because he is a star swimmer.
Measuring self-esteem and self-concept;
· Susan Harter developed a measure for adolescents, the self-perception profile for adolescent. It assesses eight domains. Scholastic competence, athletic competence, social acceptance, physical appearance, behavioral conduct, close friendship, romantic appeal and job competence, plus global self-worth.
· Susan Harter developed a measure for adolescents, the self-perception profile for adolescent. It assesses eight domains. Scholastic competence, athletic competence, social acceptance, physical appearance, behavioral conduct, close friendship, romantic appeal and job competence, plus global self-worth.
Self-esteem: perception and reality;
· Self-esteem may reflect perceptions that do not always match reality. Bolstered self-esteem, narcissism/unwarranted sense of superiority over the others, self-centered and self-concerned approach. Insecurity-inferiority, inaccurate perception of one’s own shortcomings.
· Self-esteem may reflect perceptions that do not always match reality. Bolstered self-esteem, narcissism/unwarranted sense of superiority over the others, self-centered and self-concerned approach. Insecurity-inferiority, inaccurate perception of one’s own shortcomings.
Self-esteem change during adolescence;
· Self-esteem fluctuates across the life span.
· During and just after many life transitions.
· According to a longitudinal study, self-esteem decreased during adolescence. Increased in the twenties, leveled off in the thirties, rose in the forties through the mind-sixties. At most ages, males reported higher self-esteem than females, especially during adolescence.
· Self-esteem fluctuates across the life span.
· During and just after many life transitions.
· According to a longitudinal study, self-esteem decreased during adolescence. Increased in the twenties, leveled off in the thirties, rose in the forties through the mind-sixties. At most ages, males reported higher self-esteem than females, especially during adolescence.
Social context and self-esteem;
· Social context such as the family, peers, and schools contribute to the development of an adolescent’s self esteem. Authoritative parenting.
· Peer judgement gain increasing importance in adolescence. The link between peer approval and self-worth increase during adolescence.
· Social context such as the family, peers, and schools contribute to the development of an adolescent’s self esteem. Authoritative parenting.
· Peer judgement gain increasing importance in adolescence. The link between peer approval and self-worth increase during adolescence.
Consequences low self-esteem;
· For most adolescents, the emotional discomfort of low self-esteem is temporary.
· Low self-esteem has been implicated in depression, suicide, anorexia nervosa, deliquency, and other adjustment problems, and even suicide.
· Increasing adolescent’s self-esteem, self-esteem often increases when adolescents face a problem and try to cope with it rather than avoid it.
· Facing problems realistically, honesty, and non-defensively produces favorable self-evaluative thoughts, which lead to the self-generated approval that raises self-esteem.
· For most adolescents, the emotional discomfort of low self-esteem is temporary.
· Low self-esteem has been implicated in depression, suicide, anorexia nervosa, deliquency, and other adjustment problems, and even suicide.
· Increasing adolescent’s self-esteem, self-esteem often increases when adolescents face a problem and try to cope with it rather than avoid it.
· Facing problems realistically, honesty, and non-defensively produces favorable self-evaluative thoughts, which lead to the self-generated approval that raises self-esteem.
Identity;
· Identity is who a person is.
· Most comprehensive theory of identity development is that of Erik Erikson.
· Erikson’s ideas on identity, who i am?, what am i all about?, what am i going to do with my life?, what is different about me?, how can i make it on my own?.
· These questions not usually considered in childhood, surface as a common, virtually universal concern during adolescence.
· Revisiting Erikson’s views on identity, identity versus identity confusion, adolescents are faced with who they are, what they are all about, and where they are going in life.
· Identity is who a person is.
· Most comprehensive theory of identity development is that of Erik Erikson.
· Erikson’s ideas on identity, who i am?, what am i all about?, what am i going to do with my life?, what is different about me?, how can i make it on my own?.
· These questions not usually considered in childhood, surface as a common, virtually universal concern during adolescence.
· Revisiting Erikson’s views on identity, identity versus identity confusion, adolescents are faced with who they are, what they are all about, and where they are going in life.
Erikson’s views on identity;
· As a part of their identity exploration adolescents experience.
· Psychosocial moratorium: The gap between childhood security and adult autonomy. Personality and role experimentation. A deliberate effort on the part of adolescent to find their place in the world.
· During the moratorium and before they reach a stable sense of self, adolescents try out different roles and personalities.
· They might be argumentative one moment, cooperative the next.
· They might dress neatly one day and sloppily the next day.
· There are many roles for adolescents to try out.
· İdentitity is composed of many pieces: Vocational/career identity, political identity, religious identity, relationship idetity, achievement, intellectual identity, sexual identity, cultural/ethnic identity, interest, personality characteristics.
· As a part of their identity exploration adolescents experience.
· Psychosocial moratorium: The gap between childhood security and adult autonomy. Personality and role experimentation. A deliberate effort on the part of adolescent to find their place in the world.
· During the moratorium and before they reach a stable sense of self, adolescents try out different roles and personalities.
· They might be argumentative one moment, cooperative the next.
· They might dress neatly one day and sloppily the next day.
· There are many roles for adolescents to try out.
· İdentitity is composed of many pieces: Vocational/career identity, political identity, religious identity, relationship idetity, achievement, intellectual identity, sexual identity, cultural/ethnic identity, interest, personality characteristics.
The four statuses of identity;
· James marcia claims that Erikson’s theory of identity development implies four ways of resolving the identity crisis.
· A period of identity development during which the adolescent is choosing among alternatives, a state of exploration.
· Identity diffusion: Identity crisis is not yet experienced, undecided about occupational and ideological choices, Show little interest in such matters.
· Identity foreclosure: Commitment is made to occupational and idealogical positions, but the adolescent has not experienced an identity crisis. This status ocur when parents hand down commitments to their adolescents, usually in an authoritarian way. They take over patterns of identity from their parents. For example, parents want him/her to be a doctor, but the adolescent has not explored any other options.
· Identity moratorium: Identity crisis, and not commitment is made to a certaing identity. Not being sure about what life path to follow.
· Identity achievement: Adolescent has been through an identity crisis and made a commitment. Different career options are explored and acted upon them.
· Marcia’s approach has been criticized by some researchers that is distorts and oversimplifies Erikson’s concept of crisis.
· Recent theorizing suggests that effective identity development involves evaluating identity commitments on a continuing basis.
· Gathering information and talking to others about current choices
· James marcia claims that Erikson’s theory of identity development implies four ways of resolving the identity crisis.
· A period of identity development during which the adolescent is choosing among alternatives, a state of exploration.
· Identity diffusion: Identity crisis is not yet experienced, undecided about occupational and ideological choices, Show little interest in such matters.
· Identity foreclosure: Commitment is made to occupational and idealogical positions, but the adolescent has not experienced an identity crisis. This status ocur when parents hand down commitments to their adolescents, usually in an authoritarian way. They take over patterns of identity from their parents. For example, parents want him/her to be a doctor, but the adolescent has not explored any other options.
· Identity moratorium: Identity crisis, and not commitment is made to a certaing identity. Not being sure about what life path to follow.
· Identity achievement: Adolescent has been through an identity crisis and made a commitment. Different career options are explored and acted upon them.
· Marcia’s approach has been criticized by some researchers that is distorts and oversimplifies Erikson’s concept of crisis.
· Recent theorizing suggests that effective identity development involves evaluating identity commitments on a continuing basis.
· Gathering information and talking to others about current choices
Developmental changes in identity;
· Many of the key changes in identity are most likely to take place in emerging adulthood, from 18 to 25 years of age.
· Many young adolescents are identity diffused by the time they reach their twenties.
· In the last few years of college identity achievement increases.
· Although identity is more stable during adulthood does not mean that identity will be stable throughout life.
· The process of refining and enhancing the identity choices continues into early and middle adulthood.
· Many of the key changes in identity are most likely to take place in emerging adulthood, from 18 to 25 years of age.
· Many young adolescents are identity diffused by the time they reach their twenties.
· In the last few years of college identity achievement increases.
· Although identity is more stable during adulthood does not mean that identity will be stable throughout life.
· The process of refining and enhancing the identity choices continues into early and middle adulthood.
Family influences on identity;
· Parents are influential figures in an adolescent’s search for identity. Family environment that promotes both individuality and connectedness is important in identity development.
· Individuality, self-assertion- to have and communicate a point of view. Separeteness- expressing how one is different from others.
· Connectedness, mutuality – sensitivity to and respect for others’ views. Permeability – opennes to others’ views.
· Attachment to parents might play a role in identity development.
· Securely attached adolescents are more likely to be identity achieved than their counterparts who are identity diffused or identity foreclosed.
· Parents are influential figures in an adolescent’s search for identity. Family environment that promotes both individuality and connectedness is important in identity development.
· Individuality, self-assertion- to have and communicate a point of view. Separeteness- expressing how one is different from others.
· Connectedness, mutuality – sensitivity to and respect for others’ views. Permeability – opennes to others’ views.
· Attachment to parents might play a role in identity development.
· Securely attached adolescents are more likely to be identity achieved than their counterparts who are identity diffused or identity foreclosed.
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