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Psychology 111 Notes, Chapter 10 Personality Development section notes

by: Hannah Fricke

Psychology 111 Notes, Chapter 10 Personality Development section notes Psychology 111

Marketplace > Crafton Hills College > Psychology > Psychology 111 > Psychology 111 Notes Chapter 10 Personality Development section notes
Hannah Fricke

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About this Document

These notes cover the Personality Development section of Chapter 10: Socio-emotional Development in Adolescence. Covers identity in adolescence and influences on adolescence development
Developmental Psychology: Lifespan 111
Sandra B. Moore
Class Notes
adolescence, Identity, identitydevelopment, genderidentity, ethnicidentity
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This 3 page Class Notes was uploaded by Hannah Fricke on Monday October 10, 2016. The Class Notes belongs to Psychology 111 at Crafton Hills College taught by Sandra B. Moore in Fall 2016. Since its upload, it has received 3 views. For similar materials see Developmental Psychology: Lifespan 111 in Psychology at Crafton Hills College.


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Date Created: 10/10/16
Chapter 10: Socioemotional Development in Adolescence: PERSONALITY DEVELOPMENT 10/12/2016 ▯ So here’s how my notes work: ▯ ▯ All my notes are in an outline form. The titles in red signify the main sections within each chapter, while subheadings of each section are in blue. The VOCABULARY WORDS are in all caps and are highlighted in pink. Additionally, words that aren’t considered “vocabulary” (aren’t defined in the glossary), but are probably important to know, are bolded and in pink text. Names and organizations (the “who”) are bolded and put into orange text. Important information is in yellow highlighter, and examples, data, and quotes are highlighted in blue. Sometimes, while reading the textbook, these two options (important info/data) can be a little difficult to differentiate between, so I apologize if you think it should be a different color category. Next, dates and specific time periods can be found in green highlighter. Concepts/steps/theories and things or the like are in white text with purple highlighter. Underlined or bold text basically just means, “Hey, in this super long excerpt of something that’s important, this section is extra important and vital to know”. ▯ ▯ I know the plethora of color can be intimidating at first, but trust me, it works in the long run. When going back to study notes for an exam, it makes it a heck of a lot easier. For example, if you know that the exam is going to be strongly vocabulary based, all you have to search your notes for are the pink terms. In the long run, it helps save you time; your precious time that should be saved for cramming, not searching! ▯ ▯ I hope these notes successfully help you reach your academic goal for this course! Happy studying! ▯ ▯ -Han ▯ ▯ Personality Development I. Adolescence A. G. Stanley Hall 1. Originated and described the adolescence lifestyle 2. 1900s working lifestyles a. legal adulthood was 16 b. children went to work between ages 10 and 15 and helped contribute to family income i. Industrial Revolution  Jobs during this time attracted young people old enough to live independently but young enough to not have any families of their own o Child labor laws were passed  Hall’s work responded to role of mandating education and restricting employment II. Identity In Adolescence A. IDENTITY: an individuals understanding of self in relation to his or her social content 1. Erik Erikson’s stage of identity versus role confusion a. IDENTITY VERSUS ROLE CONFUSION: Erikson’s fifth stage of psychosocial-development, during which the adolescent must adopt a coherent and integrated sense of self i. IDENTITY CRISIS: a crisis that entails an evaluation of possible choices concerning vocation, relationships, and self-understanding  Frequent changes in musical taste, clothing, friends, and hairstyles Adolescent identity crisis is actually good and beneficial to the adolescent in helping them find who they are ii. ROLE CONFUSION: an adolescents inability to define an identity, resulting in a lack of direction and focus  Dylan Klebold o One of the shooters in Columbine 2. James Marcia’s identity statuses a. 4 distinct statuses i. IDENTITY MORATORIUM: Marcia’s term to describe an individual who has begun to explore his or her identity but has yet to make a commitment  Choosing a religion ii. IDENTITY DIFFUSION: Marcia’s term to describe an individual who has neither made a commitment about nor begun to explore his or her identity  Political preference iii. IDENTITY FORECLOSURE: Marcia’s term to describe an individual who has made a commitment about his or her identity without even exploring options  Committed to becoming a doctor like their parents iv. IDENTITY ACHIEVEMENT: Marcia’s term to describe an individual who has made a commitment about his or her identity following a process of exploration v. Exploration: involves a positive search for options vi. Commitment: refers to an individuals conscious choice about a particular aspect of identity III. Influences on Identity Development A. ETHNIC IDENTITY: a component of identity and self concept that acknowledges a unique connection to a specific ethnic group and the values and beliefs associated with that group 1. Jean Phinney a. Based on Marcia’s identity statuses b. Three stage model of ethnic minority identity formation i. Unexamined ethnic identity  Accepts w/o question  Similar to Marcia’s identity foreclosure ii. Ethnic identity search/moratorium  Often triggered by an experience of prejudice or discrimination  Consistent w/ Erikson’s identity crisis and Marcia’s moratorium iii. Ethnic identity achievement  Develops a secure sense of background 2. Acculturation: the process of a minority culture adopting the values of the majority culture B. GENDER IDENTITY: a person’s perception of his or her gender category 1. Gender intensification: shift towards stereotypical gender specific behaviors 2. Gender schema theories C. Sexual Orientation 1. Dr. Alfred Kinsey a. 1 to conduct research on sexual orientation and behavior b. Kinsey Institute, 1947 2. COMING OUT: the process by which a homosexual person makes his or her orientation known to self, family and friends ▯ ▯ ▯


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