Module5-devofself

7/27/2019 Module5-devofself

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Who am I?

The search for the self-Self expression and identity


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Module Objectives

The development of identity

How do we develop self-esteem?

How do children describe others?


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Who am I?

Self: A conceptual system made up of onesthoughts and attitudes about ones self,including ones:

Body

Possessions

Thoughts Psychological functioning


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Do Infants have Self-awareness?


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Self-Awareness: Infancy

Early in infancy, infants demonstrate a rudimentary senseof self

8 months Self-awareness becomes more distinct when infants respond to

separation from their mother

12 months Self-awareness becomes more distinct when infants show joint

attention with others

18 20 months

Self-awareness becomes more distinct when children can look into amirror and realize that the image they see is themselves

2 years Self-awareness becomes more distinct when children can recognize

themselves in photographs


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How would we know that infants recognize

themselves in a mirror?

The Rouge Test The mother places a red mark on her infants nose and

then the infant is placed in front of the mirror

12-month-olds: Touch the red mark on the mirror, showing that they

notice the mark on the face in the mirror

15-month-olds:

Infants see the red mark in the mirror, and some thenreach up and touch their OWN noses

24-month-olds: Infants see the red mark in the mirror, and all then

touch their OWN noses


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Self-Awareness: Early Childhood

By 2-3 years: Children use language personal pronouns to refer to

the self Such as I and me

Children can construct narratives of the events in their

lives

Between 2 and 3 years of age, self-awareness isquite fragile

Toddlers self-awareness is not strongly linked acrosstime it is focused largely on the present


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Who am I ?Toddlers gradually develop an awarenessthat they are individual.

This awareness becomes the Self Concept

which is a persons understanding of whothey are:

I am a girl/boy I am a big brother I am 4 years-old I can tie my shoes!


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They talk mostly about concrete,observable behaviors, physical features,preferences, possessions, and membersof the family.

At this point, the descriptions arevery positive almost unrealistically

positive.


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By 2 years of age, most childrencan recognize themselves andrefer to themselves by name or

with I and me.


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My name is Harvey. I live in a blue housewith my mom, dad, and sister Linda. I have

a dog that is brown. His name is Bluto. Ihave a skateboard and a hockey stick. I canskate really fast. I can brush my teeth and

wash my hair all by myself. I can jump onone foot 50 times in a row want to see? Imnot even tired when I stop. I have green

eyes and lots of freckles. Most of thefreckles are on my nose.

lf h ldh d


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Self-Awareness in ChildhoodBy elementary school, children engage insocial comparison

Children compare themselves with others interms of characteristics, behaviors, and

possessions He can run faster than I can She scored higher on the test

They pay more and more attention todiscrepancies between their own behaviorand others behavior


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Self Awareness in ChildhoodBy middle to late elementary school,children use higher-order concepts tointegrate features of the self and attitudes ofothers

Their self descriptions contain a pronouncedsocial element and focus on personalitytraits or physical characteristics that mayinfluence their place in the social network.

I am helpful To be popular, I have to be nice and keep

secrets

S lf D i i


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Self-DescriptionIm a human being. Im an 11-year-old girl.

Im a truthful person. Im not pretty. I doso-so in my studies. Im the best pianist inmy class. Im a little tall for my age. I like

several boys. I like several girls. Im a verygood swimmer. I try to be helpful. Imalways ready to be friends with anybody.Mostly Im good, but sometimes I lose my

temper. I dont know if Im liked by boys ornot.


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Self-Awareness: AdolescenceIn adolescence, the self is defined by abstract

characteristics, social competence, and socialacceptance

Adolescents can conceive of themselves interms of a variety of selves, depending on thecontext

With friends, siblings, parents, etc

Adolescents create a variety of selves in their

search for identity

lf


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Self-DescriptionI'm sensitive, friendly, outgoing, though I can also be

shy, self-conscious, and even obnoxious. I'd like tobe friendly and tolerant all of the time. That's thekind of person I want to be , and I'm disappointedwhen I'm not. I'm responsible, even studious everynow and then, but on the other hand I'm a good-off

too, because if you're too studious, you won't bepopular. I'm a pretty cheerful person, especially withmy friends, where I can even get rowdy. I can be mytrue self with my close friends. I can't be my real selfwith my parents.

They don't understand me.

D l l Ch i


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Developmental Change inSelf-Concept

Preschoolers School-Age Adolescents

Possessions Emotions Attitudes

PhysicalCharacteristics

Social GroupsPersonality

Traits

PreferencesComparisons with

PeersBeliefs vary with

the Setting

Future-oriented

l h lf


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Two general changes in self-concept occurfrom preschool to adolescence:

1. Self-concept becomes richer as childrengrow. Adolescents simply know much moreabout themselves than preschoolers.

2. The type of knowledge that children have ofthemselves changes. Preschoolersunderstanding is linked to the concrete, thereal, and the here and now.


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Adolescents understanding ismore abstract, morepsychological, and sees the self as

evolving over time.


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Adolescent Thought

The adolescent thinker is more capable ofcomplex thought, as previously discussed,but they experience the return ofegocentrism.

Adolescents experience cognitivedistortions that effect the way adolescentssee the world.

Imaginary audience

Personal fable

Illusions of invulnerability


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Multiple personalities?

Teenagers can take on a number personasthat vary by situation and circumstances.

Their behavior can switch from rowdy toreserved, cooperative to antagonistic. Awareof the inconsistencies, teens often askthemselves which one is the real me?


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Marcias Identity Statuses

Identity achievement

Moratorium

Identity foreclosure

Identity diffusion


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Identity achievement

The ultimate status in adolescence is identityachievement.

Adolescents who achieve identity know whothey are and remain connected to all themorals and attitudes they have learned earlier,but are not bound to any of them.

F l


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ForeclosureSome teenagers never fully examine traditional

values, which leads to foreclosure.

This is premature identity formation, which

occurs when an adolescent adopts parents orsocietys roles and values, without question.


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Bobs father is an engineer. Bob

was always encouraged since hewas a very young child to followin his fathers footsteps.

So, what did Bob do?

He diligently took classes on math andscience to become an engineer.

N i Id i


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Negative IdentityThe negative identity is taken on with rebellious

defiance, simply because it is the opposite ofwhat the parents or society expect.

This identity is formed by direct rebellion and thefact that the child cannot find alternatives thatare truly their own.

Example: a teachers child refuses to go to college,the preachers child becomes a prostitute.

Id i Diff i


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Identity DiffusionOther adolescents experience identity diffusion

where they dont seem to care about theiridentity.

This is displayed by having few commitmentsor goals and are apathetic about taking on anyrole.

They usually have difficulty completingschool, finding a job and thinking about thefuture.

Id i M i


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Identity MoratoriumIn the search for identity some teens need a

time-out, which is seen in identity moratorium.

This is a pause in identity formation that

allows young people to explore alternativeswithout making final identity choices.

The most obvious example in the U.S is college,

which requires students to sample a variety ofacademic areas before concentrating on one.


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Self Awareness evolves

The self concept or self awareness turnsfrom factual to evaluative, becoming self

esteem.

Self esteem is self pride

A i S lf E t


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Assessing Self-EsteemThese feelings are based upon self-evaluations of manyaspects of ones life. Below are several aspects of an

individuals functioning. Add up the numbers for each of the10 items. This is your total self-esteem score.

1. Physical maturity2. Academic performance3. Work experiences4. Financial independence

5. Family relations6. Peer relations7. Role in community8. Sense of values and religiosity9. Romantic and intimate relationships10. Coping skills

Very Dissatisfied Very Satisfied

1 2 3 4 5 6


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Hows YOUR self-esteem?

Self-esteem refers to a persons judgmentsand feelings about his or her own worth

High self-esteem: 45-60

Moderate self-esteem: 25-45

Low self-esteem: 10-25


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Young childrens self-esteem is

measured by describing more andless competent people, then

asking preschool children whichperson is more like them.

D


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Harters Five DomainsScholastic competence

How competent or smart the child feels in doing schoolwork

Athletic competence How competent the child feels at sports and games requiring

physical or athletic ability

Social acceptance How popular or accepted the child feels in social interactions

with peers

Behavior conduct How adequate the child feels about behaving the way one is

supposed

Physical appearance How good looking the child feels and how much the child likes his

or her physical characteristics, such as height, weight, face, andhair

H S lf P i P fil F Child


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Harters Self-Perception Profile For Children

Some kids feel thatthey are very good

at their school work

Other kids worryabout

whether they can do theschool work assigned to

them

BUT

Some kids find it

hardto make

friends

Other kids find its pretty

easyto make friendsBUT

Some kids do very

wellat all kinds of

sports

Other kids dont feelthat

they are very good when

to comes to sports

BUT

Some kids arehappywith the way

they look

Other kids are not happy

with the way they lookBUT

Some kids often

do not like the

way they behave

Other kids usually like the

way they behave

BUT

Really True

for me

Sort of True

for me

Really True

for me

Sort of True

for me

Does Our Self-Esteem change as We


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Does Our Self-Esteem change as WeDevelop?

Self-esteem is at its peak in the preschoolyears

Children between 2 and 6 develop veryfavorable impressions of themselves, in factthey overestimate their abilities!

They believe they can win any race, countaccurately, sing perfectly.


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Children of this age enjoy showing off foran audience, grandparents, stuffedanimals, peers

Research suggests that children withrelatively high self-esteem tend to bemore accepted by peers over the years

(Verschueren, 2001).

How long can that last?


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How long can that last?Children during this time feel older, stronger,

and more skilled than younger children. One of the worst insults is to call a 4year-old

a baby

Self-esteem drops somewhat when children enterthe elementary-school years as they begin tocompare themselves with their peers

Self-esteem has usually stabilized by adolescence

It neither increases nor decreases in these

years


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H d I ??


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How do I measure up??Along with this development of social cognitioncomes the understanding of their own self.

School-age children start to make measurements ofthemselves, comparing themselves to peers

Increased understanding of themselves oftenresults in the development ofself criticism, whichtends to rise as self esteem starts to fall.

Ask a child, Are you good?, rather than simplyanswering yes, older children might use a specific

standard set by adults. This is social comparison

Social Comparison


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Social ComparisonSocial comparisonis the tendency to assess onesabilities, achievements, social status and attributesby measuring them against those of their peers.

Older children lose the rosy, imaginary

assessment of their behaviors that we saw inyounger children and they tend to feel personallyat fault for their shortcomings and they are lesslikely to blame someone else.

Children compare themselves against peers evenwhen no one else explicitly makes the comparison.

Social Contributions to Self-Esteem


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Social Contributions to Self-EsteemPeeracceptance is important to self-esteem

Childrens feelings of competence about theirappearance, athletic ability, and likeability is

more affected by peers than by parents

Children develop an internalized standard by

which to judge themselves


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A child with low self-esteem is a

likely candidate for being teased,rejected, or ignored

A child with high self-esteem islikely to be well liked


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Social Contributions to Self-Esteem


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Social Contributions to Self-EsteemOne of the most important influences on

childrens self-esteem is the approval and supportchildren receive from others

The Looking-Glass Self is the concept thatpeoples self-esteem is a reflection of what othersthink of them.

If children feel loved, they believe that they are worthyof others love

If children do not feel loved, they believe they are notworthy of others love

What are the Sources of Self Worth?


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What are the Sources of Self-Worth?

For children 8 to 12 years of age: Physical appearance most important

Social acceptance second

Less critical to self-worth were schoolwork,conduct and athletics

Harter found that American children judgethemselves more by good looks andpopularity


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What are the Consequences of Low Self


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What are the Consequences of Low Self-Esteem?

Children with low self-esteem are: More likely to have problems with their peers

(Hymel et al., 1990)

More prone to psychological disorders such asdepression (Garber, Robinson, &Valentiner, 1997)

More likely to be involved in antisocial behavior(Dubow, Edwards, & Ippolito, 1997)

More likely to do poorly in school

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