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Week 6, EDPS 251: Fundamentals of Adolescent Development

by: Marshall DeFor

Week 6, EDPS 251: Fundamentals of Adolescent Development EDPS 251

Marketplace > University of Nebraska Lincoln > Educational Psychology > EDPS 251 > Week 6 EDPS 251 Fundamentals of Adolescent Development
Marshall DeFor
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This week, we discussed the concept of the self.
Fundamentals of Adolescent Development for Education
Class Notes
Psychology, adolescence
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This 2 page Class Notes was uploaded by Marshall DeFor on Sunday October 2, 2016. The Class Notes belongs to EDPS 251 at University of Nebraska Lincoln taught by Jarrett in Fall 2016. Since its upload, it has received 4 views. For similar materials see Fundamentals of Adolescent Development for Education in Educational Psychology at University of Nebraska Lincoln.

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Date Created: 10/02/16
EDPS 251: Fundamentals of Adolescent Development: Week 6 Week 6 Recap Hello, fellow students! Once again, it’s me, Marshall DeFor. This week, we discussed the concept of the self and did an in-class assignment on self-image. I wrote all of the following material, unless it is otherwise cited. Life gets crazy, so hopefully, this takes some of the pressure off of missing a day or missing a section of notes or reading! Table of Contents: Lectures Notes Monday Wednesday Friday Lectures Please keep in mind that this is supplemental material only. I am a human, and I make mistakes. I cannot write down everything that is said or presented. These notes should provide you with a large amount of what was discussed in class, but may not include all of the material that you need to know. The main goal of these lecture notes are to help you remember points of each lecture that are not included in the slides provided by the instructor. Monday There was a test today. No lecture, no notes. Wednesday The Self I. Self: All the characteristics of a person A. The goal of adolescence is to grasp the concept of individual self. B. Self is the central aspect of personality and includes self-understanding, self-esteem, and self-concept. C. The self can be real or imagined/envisioned. Part of goal-making utilizes envisioned selves. II. Self-understanding: a person’s cognitive representation of the self A. It is internal, but it is also a social-cognitive construction. B. Our book has eleven dimensions of self-understanding: 1. Abstraction and Idealism: describe self using abstract terms and focus on self-descriptors that align​ with personal values (​ ind person.) 2. Differentiation: understanding that self takes different forms depending on context 3. The Fluctuating Self: different versions within context, such as angry-around-friends self and happy-around-friends self 4. Contradictions Within the Self: different values between selves, such as the value of task-orientation at work and fun-orientation at home 5. Real Versus Ideal, True Versus False Selves: awareness of mask-wearing or inauthentic selves based on following social norms, awareness of difference between who one is and who one wants to be EDPS 251: Fundamentals of Adolescent Development: Week 6 6. Social Comparison: comparing self to other people to make sense of self; theorizing of how others see the self (important piece of adolescence, but often considered socially improper/vain) 7. Self-Consciousness: being attentive to details on how the self comes across to others 8. Self-Protection: the choice to look at the self more positively or in a way that makes one feel less distressed 9. The Unconscious Self: there are parts of us that are not within our control or awareness; one begins to sense and theorize about these parts of the self 10. Multiple Selves Versus Self-Integration: the coming together of different parts of oneself, moving towards self-unity 11. Not Quite Yet a Coherent, Integrated Self: the movement towards self-unity begins in adolescence but continues in Emerging Adulthood and Adulthood C. Self-Understanding and Social Contexts: self-understanding can vary across different relationships and social roles III. Self-Esteem and Self-Concept A. Self-concept: An individual’s belief about who he or she is, including specific attributions (i.e. I am a student.) B. Self-esteem: An individual’s subjective emotional evaluation of themself, this may be global or domain specific (i.e. I believe I am a good writer, and I feel good about that; I’m a terrible person.) C. Perception Versus Reality: 1. Self-esteem may reflect accurate perceptions of oneself, but it may not. 2. Low self-esteem can sometimes be a distorted sense of inferiority rather than accurate appraisal. 3. High self-esteem can sometimes indicate sense of superiority over others; i.e. narcissism a) excessively self-centered and self-congratulatory b) viewing own needs and desires as most important c) devaluing others to protect one’s own self-esteem d) often unaware that others perceive them as narcissistic e) lack empathy f) 1 in 16 people have had Narcissistic Personality Disorder D. Self-esteem decreases slightly in adolescence and then increases in the twenties 1. Response to pubertal changes, things level out 2. Early- and late-blooming in adolescence, in twenties everyone’s equally a mess 3. Adolescence happens in high school, where there is a lot of socio-physical comparison 4. Self-esteem also decreases with school transitions. E. Females report lower self-esteem than males in adolescence. Reasons: widespread media portrayal of women; women are told to fix mistakes; beauty’s relationship to attraction and worth; patriarchy Friday In-class assignment on self-image. No lecture, no notes!


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