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Edit Comment Close Premium member Presentation Transcript LIFE-SPAN DEVELOPMENT: LIFE-SPAN DEVELOPMENT 11 A Topical Approach to John W. Santrock The Self, Identity, and Personality The Self, Identity, and Personality: The Self, Identity, and Personality The Self Identity Personality Self-Understanding: Self-Understanding Self — All characteristics of a person Self-understanding, self-esteem, self-concept Identity — who a person is, representing a synthesis of self-understanding Personality — enduring personal characteristics of individuals The Self Self-Understanding: Self-Understanding Cognitive representation of the self, substance of self conceptions Visual self-recognition tests infants Young children perceive self as external characteristics Older children recognize difference between inner and outer states The Self Development of Self-Understanding in Children: Development of Self-Understanding in Children The Self Self-Recognition in Infancy: Self-Recognition in Infancy Fig. 11.1 The Role of Perspective-Taking: The Role of Perspective-Taking Perspective-taking — ability to assume another’s perspective and understand his or her thoughts and feelings Selman: 5 stages — age 3 to adolescence Affects peer status and quality of friendships The Self Selman’s Stages of Perspective-Taking: Selman’s Stages of Perspective-Taking Fig. 11.2 Self-Understanding in Adolescence: Self-Understanding in Adolescence Abstract and idealistic Self-conscious; preoccupied with self Fluctuating across situations Compare real and ideal selves Possible selves: what persons may be, would like to be, and are afraid of becoming Self-integration in sense of identity The Self Changes in Self-Understanding in Adulthood: Changes in Self-Understanding in Adulthood Self-Awareness Awareness of strengths and weaknesses Improves in young and middle adulthood Possible Selves Get fewer and more concrete with age Some revise throughout adulthood Life Review Some in middle age, common in older adults Evaluations of successes and failures The Self Self-Esteem and Self-Concept: Self-Esteem and Self-Concept Self-esteem Global evaluative dimension of the self Same as self-worth or image Self-concept Domain-specific evaluations of the self The Self Issues with Self-Esteem: Issues with Self-Esteem Modest correlations link self-esteem and school performance; links vary between adult job performance and self-esteem Self-esteem related to perceived physical appearance across life-span Depression lowers high self-esteem The Self Issues with Self-Esteem: Issues with Self-Esteem Persons with high self-esteem Increased happiness Have greater initiative Prone to both prosocial and antisocial actions Undeserved high self-esteem Narcissism: self-centered, self-concerned Conceited Lack of awareness linked to adjustment problems The Self Self-Esteem in Childhood and Adolescence: Self-Esteem in Childhood and Adolescence Accuracy of self-evaluations increases across the elementary school years Majority of adolescents have positive self-image cross-culturally Girls’ self-esteem is significantly lower than boys’ by middle school years The Self Self-Esteem in Adulthood: Self-Esteem in Adulthood Some researchers find drops in self-esteem in late adulthood; others don’t Older adults with positive self-esteem May not see losses as negatively Decrease in knowledge-related goals Increase in emotion-related goals Compare themselves to other older adults The Self Self-Esteem Across the Lifespan: Self-Esteem Across the Lifespan Prenatal Development Fig. 11.4 Increasing Self-Esteem: Increasing Self-Esteem Identify causes of low self-esteem Provide/seek emotional support and social approval Develop self-confidence and initiative Achieve Develop coping skills The Self Self-Regulation: Self-Regulation Ability to control one’s behavior without having to rely on others for help Includes self-generation and cognitive monitoring of thoughts Self-regulation linked to higher achievement and satisfaction over the lifespan The Self Self-Regulation in Infancy and Early Childhood: Self-Regulation in Infancy and Early Childhood 12-18 months 2-3 years Preschool Depend on caregivers for reminder signals about acceptable behaviors Begin to comply with the caregiver’s expectations in the absence of monitoring Learn to resist temptation and give themselves instructions that keep them focused The Self Self-Regulation in Middle/Late Childhood and Adolescence: Self-Regulation in Middle/Late Childhood and Adolescence Self-regulation increases from about 5 or 6 years up to 7 or 8 years of age Across elementary school years, children increase beliefs that behavior is result of own effort and not luck From 8 to 14 years of age, children increase perception of self-responsibility for failure The Self Selective Optimization with Compensation: Selective Optimization with Compensation Successful self-regulation in aging linked to Selection: reduction in performance Optimization: continue practice, use of technology Compensation: concealment; offsetting or counterbalancing a deficiency The Self Personal Control: Personal Control Primary control striving One’s efforts to change external world to fit needs and desires Attain personal goals, overcome obstacles Secondary control striving Targets one’s inner worlds: motivation, emotion, and mental representation The Self Changes In Primary and Secondary Control Strategies Across the Life Span: Changes In Primary and Secondary Control Strategies Across the Life Span The Self Fig. 11.6 Erikson’s Ideas on Identity: Erikson’s Ideas on Identity Identity versus identity confusion Adolescents examine who they are, what they are about, and where they are going in life Psychosocial moratorium Gap between childhood security and adult autonomy, part of adolescent identity exploration Identity Identity’s Components: Identity’s Components Achievement/intellectual identity Vocational/career identity Cultural/ethnic identity Relationship identity Religious identity Physical identity Interest Personality Sexual identity Political identity Identity Contemporary Views of Identity: Contemporary Views of Identity Gradual, lengthy process Identity formation neither begins nor ends with adolescence Appearance of attachment Development of a sense of self Emergence of independence in infancy Resolution does not mean lifetime stability Identity Identity Statuses: Identity Statuses According to Marcia: Individuals go through periods of Crisis: exploring alternatives during identity development Commitment: individuals show personal investment in what they are going to do Identity Marcia’s Identity Statuses: Identity Marcia’s Identity Statuses Fig. 11.9 Developmental Changes in Identity Status: Developmental Changes in Identity Status Young adolescents primarily in statuses of diffusion, foreclosure, or moratorium Important for achieving positive identity Confidence in parental support Established sense of industry Able to adopt self-reflective stance of future Identity Developmental Changes in Identity Status: Developmental Changes in Identity Status Most important changes occur ages 18 to 25 'MAMA' cycle: pattern for positive identity moratorium • achievement • moratorium • achievement Family influences on identity development Individuality has two dimensions Connectedness has two dimensions Identity Family Influences : Family Influences Identity Culture and Ethnicity: Culture and Ethnicity Erikson very sensitive to role of culture Ethnic minority groups struggle to blend into dominant culture and keep cultural identities Aware of Negative appraisals and stereotyping Restricted opportunities Conflicting values influencing life choices Two existing value systems Identity Trait Theories and the Big Five Factors of Personality: Trait Theories and the Big Five Factors of Personality Trait Theories Personality is broad dispositions or traits that tend to produce characteristic responses Big Five Factors of Personality theory Led to advancements in assessing personality Most believe personality is result of trait-situation interaction Personality Big Five Factors of Personality: Big Five Factors of Personality Personality Fig. 11.10 Views On Adult Development: Views On Adult Development Stage-Crisis View Levinson’s Seasons of a Man’s Life Stage and transitions occur in life span Tasks or crisis in each stage shape personality Levinson’s midlife crisis in 40s: try to cope with gap between past and future Vaillant’s Grant Study Personality Levinson’s Seasons of Life: Levinson’s Seasons of Life Personality Emotional Instability and Age: Emotional Instability and Age Personality Fig. 11.12 Age and Well-Being: Age and Well-Being Personality Fig. 11.13 The Life-Events Approach: The Life-Events Approach Now contemporary life-events approach; alternative to the stage approach How a life event influences individual’s development depends on: The life event Individual’s adaptation to the life event Life-stage context Sociohistorical context Personality Life Events Framework: Life Events Framework Personality Fig. 11.14 Generativity versus Stagnation: Generativity versus Stagnation Seventh stage in Erikson’s life-span theory Generativity Encompasses adults’ desire to leave legacy to next generation Middle-aged adults develop in number of ways Stagnation Also self-absorption, develops when one senses s/he has done nothing for next generation Personality Changes In Generativity from the Thirties to the Fifties: Changes In Generativity from the Thirties to the Fifties Personality Fig. 11.15 Stability and Change: Stability and Change Many longitudinal studies have found evidence for both change and stability in personality in adulthood Neugarten’s Kansas City Study Costa and McCrae’s Baltimore Study Berkley Longitudinal Studies Helson’s Mills College Study Vaillant’s studies Personality Stability and Change: Stability and Change Cumulative Personality Model With time and age, people become more adept at interacting with environment in ways that promote stability Overall, personality is affected by Social contexts New experiences Sociohistorical changes Personality Openness to Experience, Age, and Culture: Openness to Experience, Age, and Culture Personality Fig. 11.17 Links Between Characteristics at Age 50 and Health and Happiness at Ages 75-80: Links Between Characteristics at Age 50 and Health and Happiness at Ages 75-80 Fig. 11.18 The End: The End 11 You do not have the permission to view this presentation. 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santTOPch11 WoodRock Download Post to : URL : Related Presentations : Share Add to Flag Embed Email Send to Blogs and Networks Add to Channel Uploaded from authorPOINT Insert YouTube videos in PowerPont slides with aS Desktop Copy embed code: (To copy code, click on the text box) Embed: URL: Thumbnail: WordPress Embed Customize Embed The presentation is successfully added In Your Favorites. Views: 1575 Category: News & Reports.. License: All Rights Reserved Like it (2) Dislike it (0) Added: August 11, 2007 This Presentation is Public Favorites: 1 Presentation Description No description available. Comments Posting comment... By: deborah56engle (36 month(s) ago) How can I dowhload life span development 11th edition john santrock the power point and book. please send it to mu e-mail deborah56engle@yahoo.com Saving..... Post Reply Close Saving..... Edit Comment Close Premium member Presentation Transcript LIFE-SPAN DEVELOPMENT: LIFE-SPAN DEVELOPMENT 11 A Topical Approach to John W. Santrock The Self, Identity, and Personality The Self, Identity, and Personality: The Self, Identity, and Personality The Self Identity Personality Self-Understanding: Self-Understanding Self — All characteristics of a person Self-understanding, self-esteem, self-concept Identity — who a person is, representing a synthesis of self-understanding Personality — enduring personal characteristics of individuals The Self Self-Understanding: Self-Understanding Cognitive representation of the self, substance of self conceptions Visual self-recognition tests infants Young children perceive self as external characteristics Older children recognize difference between inner and outer states The Self Development of Self-Understanding in Children: Development of Self-Understanding in Children The Self Self-Recognition in Infancy: Self-Recognition in Infancy Fig. 11.1 The Role of Perspective-Taking: The Role of Perspective-Taking Perspective-taking — ability to assume another’s perspective and understand his or her thoughts and feelings Selman: 5 stages — age 3 to adolescence Affects peer status and quality of friendships The Self Selman’s Stages of Perspective-Taking: Selman’s Stages of Perspective-Taking Fig. 11.2 Self-Understanding in Adolescence: Self-Understanding in Adolescence Abstract and idealistic Self-conscious; preoccupied with self Fluctuating across situations Compare real and ideal selves Possible selves: what persons may be, would like to be, and are afraid of becoming Self-integration in sense of identity The Self Changes in Self-Understanding in Adulthood: Changes in Self-Understanding in Adulthood Self-Awareness Awareness of strengths and weaknesses Improves in young and middle adulthood Possible Selves Get fewer and more concrete with age Some revise throughout adulthood Life Review Some in middle age, common in older adults Evaluations of successes and failures The Self Self-Esteem and Self-Concept: Self-Esteem and Self-Concept Self-esteem Global evaluative dimension of the self Same as self-worth or image Self-concept Domain-specific evaluations of the self The Self Issues with Self-Esteem: Issues with Self-Esteem Modest correlations link self-esteem and school performance; links vary between adult job performance and self-esteem Self-esteem related to perceived physical appearance across life-span Depression lowers high self-esteem The Self Issues with Self-Esteem: Issues with Self-Esteem Persons with high self-esteem Increased happiness Have greater initiative Prone to both prosocial and antisocial actions Undeserved high self-esteem Narcissism: self-centered, self-concerned Conceited Lack of awareness linked to adjustment problems The Self Self-Esteem in Childhood and Adolescence: Self-Esteem in Childhood and Adolescence Accuracy of self-evaluations increases across the elementary school years Majority of adolescents have positive self-image cross-culturally Girls’ self-esteem is significantly lower than boys’ by middle school years The Self Self-Esteem in Adulthood: Self-Esteem in Adulthood Some researchers find drops in self-esteem in late adulthood; others don’t Older adults with positive self-esteem May not see losses as negatively Decrease in knowledge-related goals Increase in emotion-related goals Compare themselves to other older adults The Self Self-Esteem Across the Lifespan: Self-Esteem Across the Lifespan Prenatal Development Fig. 11.4 Increasing Self-Esteem: Increasing Self-Esteem Identify causes of low self-esteem Provide/seek emotional support and social approval Develop self-confidence and initiative Achieve Develop coping skills The Self Self-Regulation: Self-Regulation Ability to control one’s behavior without having to rely on others for help Includes self-generation and cognitive monitoring of thoughts Self-regulation linked to higher achievement and satisfaction over the lifespan The Self Self-Regulation in Infancy and Early Childhood: Self-Regulation in Infancy and Early Childhood 12-18 months 2-3 years Preschool Depend on caregivers for reminder signals about acceptable behaviors Begin to comply with the caregiver’s expectations in the absence of monitoring Learn to resist temptation and give themselves instructions that keep them focused The Self Self-Regulation in Middle/Late Childhood and Adolescence: Self-Regulation in Middle/Late Childhood and Adolescence Self-regulation increases from about 5 or 6 years up to 7 or 8 years of age Across elementary school years, children increase beliefs that behavior is result of own effort and not luck From 8 to 14 years of age, children increase perception of self-responsibility for failure The Self Selective Optimization with Compensation: Selective Optimization with Compensation Successful self-regulation in aging linked to Selection: reduction in performance Optimization: continue practice, use of technology Compensation: concealment; offsetting or counterbalancing a deficiency The Self Personal Control: Personal Control Primary control striving One’s efforts to change external world to fit needs and desires Attain personal goals, overcome obstacles Secondary control striving Targets one’s inner worlds: motivation, emotion, and mental representation The Self Changes In Primary and Secondary Control Strategies Across the Life Span: Changes In Primary and Secondary Control Strategies Across the Life Span The Self Fig. 11.6 Erikson’s Ideas on Identity: Erikson’s Ideas on Identity Identity versus identity confusion Adolescents examine who they are, what they are about, and where they are going in life Psychosocial moratorium Gap between childhood security and adult autonomy, part of adolescent identity exploration Identity Identity’s Components: Identity’s Components Achievement/intellectual identity Vocational/career identity Cultural/ethnic identity Relationship identity Religious identity Physical identity Interest Personality Sexual identity Political identity Identity Contemporary Views of Identity: Contemporary Views of Identity Gradual, lengthy process Identity formation neither begins nor ends with adolescence Appearance of attachment Development of a sense of self Emergence of independence in infancy Resolution does not mean lifetime stability Identity Identity Statuses: Identity Statuses According to Marcia: Individuals go through periods of Crisis: exploring alternatives during identity development Commitment: individuals show personal investment in what they are going to do Identity Marcia’s Identity Statuses: Identity Marcia’s Identity Statuses Fig. 11.9 Developmental Changes in Identity Status: Developmental Changes in Identity Status Young adolescents primarily in statuses of diffusion, foreclosure, or moratorium Important for achieving positive identity Confidence in parental support Established sense of industry Able to adopt self-reflective stance of future Identity Developmental Changes in Identity Status: Developmental Changes in Identity Status Most important changes occur ages 18 to 25 'MAMA' cycle: pattern for positive identity moratorium • achievement • moratorium • achievement Family influences on identity development Individuality has two dimensions Connectedness has two dimensions Identity Family Influences : Family Influences Identity Culture and Ethnicity: Culture and Ethnicity Erikson very sensitive to role of culture Ethnic minority groups struggle to blend into dominant culture and keep cultural identities Aware of Negative appraisals and stereotyping Restricted opportunities Conflicting values influencing life choices Two existing value systems Identity Trait Theories and the Big Five Factors of Personality: Trait Theories and the Big Five Factors of Personality Trait Theories Personality is broad dispositions or traits that tend to produce characteristic responses Big Five Factors of Personality theory Led to advancements in assessing personality Most believe personality is result of trait-situation interaction Personality Big Five Factors of Personality: Big Five Factors of Personality Personality Fig. 11.10 Views On Adult Development: Views On Adult Development Stage-Crisis View Levinson’s Seasons of a Man’s Life Stage and transitions occur in life span Tasks or crisis in each stage shape personality Levinson’s midlife crisis in 40s: try to cope with gap between past and future Vaillant’s Grant Study Personality Levinson’s Seasons of Life: Levinson’s Seasons of Life Personality Emotional Instability and Age: Emotional Instability and Age Personality Fig. 11.12 Age and Well-Being: Age and Well-Being Personality Fig. 11.13 The Life-Events Approach: The Life-Events Approach Now contemporary life-events approach; alternative to the stage approach How a life event influences individual’s development depends on: The life event Individual’s adaptation to the life event Life-stage context Sociohistorical context Personality Life Events Framework: Life Events Framework Personality Fig. 11.14 Generativity versus Stagnation: Generativity versus Stagnation Seventh stage in Erikson’s life-span theory Generativity Encompasses adults’ desire to leave legacy to next generation Middle-aged adults develop in number of ways Stagnation Also self-absorption, develops when one senses s/he has done nothing for next generation Personality Changes In Generativity from the Thirties to the Fifties: Changes In Generativity from the Thirties to the Fifties Personality Fig. 11.15 Stability and Change: Stability and Change Many longitudinal studies have found evidence for both change and stability in personality in adulthood Neugarten’s Kansas City Study Costa and McCrae’s Baltimore Study Berkley Longitudinal Studies Helson’s Mills College Study Vaillant’s studies Personality Stability and Change: Stability and Change Cumulative Personality Model With time and age, people become more adept at interacting with environment in ways that promote stability Overall, personality is affected by Social contexts New experiences Sociohistorical changes Personality Openness to Experience, Age, and Culture: Openness to Experience, Age, and Culture Personality Fig. 11.17 Links Between Characteristics at Age 50 and Health and Happiness at Ages 75-80: Links Between Characteristics at Age 50 and Health and Happiness at Ages 75-80 Fig. 11.18 The End: The End 11