all characteristics of a person; includes self-understanding, self-regulation, self-esteem and self-concept Show
who am i? what is my place? Where do I fit in? what do I believe in? what is my direction in life? · enduring personal characteristics of individuals; unique& consistent pattern of thinking, feeling and behaving · a person’s cognitive representation of the self/ who they are based on roles and membership categories (the substance of self-conceptions) infancy self understanding visual self-recognition positive toward own image in mirror at 3 months, but doesn’t recognize own physical characteristics in mirror until 2nd year early childhood self understanding five main characteristics of self-understanding in young children confusion, concrete, physical, active, unrealistic.
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Confusion of self, mind and body think self is part of the body describe themselves with concrete terms “I can count” “I live in a big house”, instead of psychological traits use physical descriptions to describe their self and notice how they’re different than others describe themselves in terms of activities, ex play Unrealistic positive overestimations say they can do more/ know more than they actually do middle and late childhood self understanding five key changes in self-understanding; define perspective-taking · the ability to assume other people’s perspectives and understand their thoughts and feelings Psychological characteristics and traits use more psychological traits (popular, nice, helpful, mean, smart) than younger children who use more concrete self-descriptions social groups as self-description self-understanding about what they can do in comparison with others differential between what they're actually capable of and what they aspire to have/do self evaluations become more realistic because of increased perspective taking and social comparison. describe six ways the adolescent's self-understanding differs from that of a child including the concept of possible selves abstract, self conscious, contradictions, fluctuating self, real and ideal selves, self integration what adolescents hope to be as well as what they dread they will become abstract and idealistic thinking describe themselves in a more abstract way “I am a human being. I am indecisive. I don’t know who I am.” contradictions with the self describe self with contradictory characteristics “caring and uncaring” “ugly and attractive” self-understanding changes over time. Doesn’t construct an unified theory until late adolescence or early adulthood the real and ideal selves includes imagined, possible self. Future positive selves can direct future positive states. Future negative selves identify what is to be avoided. older adolescents are more likely to detect inconsistencies in their earlier self-descriptions as they attempt to construct a general theory of self how much a young adult is aware of his or her psychological makeup, including strengths and weaknesses. Many people do not have very good self-awareness but could benefit greatly if they recognized and improved some of their weaknesses. More possible selves when younger (in 20s), fewer possible selves as individuals get older (because they’re more realistic). Middle age, described by what they have already performed or hoped-for selves. Continue to be revised through adult years. looking back at one’s life experiences, evaluating them, interpreting them, and often reinterpreting them. Prominent in Erikson’s final stage: integrity vs. despair. · global evaluations/ overall image of the self, self-worth and self-image domain-specific evaluations of the self (ex: academic, athletic, appearance) · self-centered and self-concerned approach toward others. Unaware of their actual self and how others perceive them. high in childhood, dropped in adolescence, increased through early and middle adulthood, dropped in 70s and 80s strategies for increasing self-esteem 1. Identify cause of low self-esteem and the domains important to the self 2. Provide emotional support and opportunities for social approval 3. Take responsibility for one’s own self esteem 4. Achieve goals 5. Develop effective coping strategies the ability to control one’s behavior without having to rely on others’ help selective optimization with compensation theory successful aging is linked with three main factors selection, optimization, compensation · reduction in performance in most life domains because functioning, memory & physical skills decrease possible to maintain performance in some areas through continued practice and use of new technologies (crossword puzzles/ exercising) life tasks require a level of capacity beyond the current level of the older adults’ performance potential personal life investments 25-34: work, friends, family, independence 35-54: family, work, friends, cognitive fitness 55-65: family, health, friends, cognitive fitness 70-84: family, health, cognitive fitness, friends 85-105: health, family, thinking about life, cognitive fitness Primary control strategies · individuals efforts to change external world to meet their needs and desires, ex: attaining personal goals, overcoming obstacles. Increases during child, adolescent and early adulthood years. Level off in middle adulthood and decline in late adulthood. Secondary control strategies targets individual’s inner worlds and their own motivation, emotion, and mental representation, ex: when expectations aren’t being met I lower them. Increases in beginning like primary control but continues to increase through adulthood instead of decreasing. trust vs mistrust, shame/doubt vs autonomy, initiative vs guilt, industry vs inferiority, identity vs role confusion, intimacy vs isolation, generativity vs stagnation, integrity vs despair Strengths or Eriksons stages · stimulated more work on socioemotional development, moved theory beyond Freud’s psychosexual emphasis, first lifespan theory weaknesses of eriksons stages research base of entire theory not established because a lot was taken from Freud, concepts general and vague gap between security of childhood and independence of adulthood, searching/ experimentation of diff roles identity formation involves experiencing a crisis and making a commitment Identity diffusion (garcia) no crisis and no commitment/ process hasn’t begun (haven’t really thought about things/ don’t have opinions/ don’t really know what they believe) Identity moratorium (garcia) 1. active crisis and no commitment, still exploring (haven’t made up mind yet, evaluating positives and negatives of beliefs) identitiy foreclosure (garcia) no crisis and commitment has been made, premature identification supplied by others and not self-chosen (acquire other people’s beliefs, ex: parents) Identity achievement (garcia) crisis experienced and commitment made, self-chosen identifications (you search and find out what you believe) 1. Identity diffusion: high at age 12, declines steadily through early adulthood asserting one’s own point of view, how one is different than others sensitivity to, respect for, and openness to other’s views · Families that encourage both individuality and connectedness help lead to .... personality consists of broad dispositions called traits that tend to produce characteristic responses. People can be described by the basic ways in which they behave · Big five factors of personality: OCEAN 1. Openness: variety vs. routine, independent vs. conforming, imaginative vs. practical 2. Conscientiousness: organized vs. disorganized, careful vs. carelessness, disciplined vs. impulsive 3. Extraversion: sociable vs. retiring, fun-loving vs. somber, affectionate vs. reserved 4. Agreeableness: softhearted vs. ruthless, trusting vs. suspicious, helpful vs. uncooperative 5. Neuroticism: calm vs. anxious, secure vs. insecure, self-satisfied vs. self-pitying Trait-situation interaction both traits and situational factors must be considered to understand personality 17-22 Early Adult Transition leave the family, establish independence, explore possibilities of adult identity, form the dream- vision of life goals 22-28 Entering the Adult World build first adult life structure; initial self-definition as a man; career, marriage, hard work; reliance on spouse, mentor question goals and direction: make adjustments or keep plugging away 33-40 Culmination of Early Adult Life Structure earlier: settling down- peak of early adulthood; making it, realize the dream. Later: become one’s own man, feels independent; seek more autonomy, drop mentor, go for promotion 40-45 Mid-life Transition major turning point, reassess dream, soul-searching; “transitional partner” affair; decide to reaffirm or change direction 45-50 Entering Middle Adulthood estabilization, follow decisions of mid-life transition; new life structure emerges · Levinson= midlife is a crisis= reassesses the truth about adolescent and adulthood years. Vaillant= only a majority of adults experience a midlife crisis & they are greatly exaggerated: in study emotional stability of over 2,000 people involved in research did not significantly increase during their middle-aged years… opposite actually occurred. Greater sense of control and power · do not adequately address individual variations in adult development, some people will experience a midlife crisis while others wont strengths of levinsons theory fits many professional men, dominant themes at diff ages, framework for analyzing adult development and first to look at this weaknesses of levinsons theory 1. little scientific research on stages, too much emphasis on crisis, midlife crisis idea has been exaggerated and has little support, under-emphasizes individual variation, transitions more related to events and not age how specific events influence adult development, ex: marriage, widowhood, job change, birth of child Takes in account: 1. Mediating factors 2. How individual adapts to event 3. Life stage context (timing of events in relation to age norms, ex: widowhood) 4. Sociohistorical context (historical and generational norms) allows for individual variation, interplay between levels of influence over emphasizes change, under-emphasizes stability, major events are not the only things that can be stressful, ordinary daily hassles can be as, or even more influential What theory or approach emphasizes the influence of life experiences on personality development?Psychosocial theories
Psychosocial theory explains changes in self-understanding, social relationships, and one's relationship to society from infancy through later life. Erik Erikson is the primary theorist identified with the development of psychosocial theory.
What do most researchers now believe regarding the concept of a midlife crisis quizlet?Terms in this set (26) What do most researchers believe regarding the concept of a midlife crisis? The idea of midlife crisis has been exaggerated. Which of the following is the central aspect of an individual's personality?
Which of the following is the central aspect of an individual's personality quizlet?Self: all of the characteristics of a person; it is the central aspect of individual's personality. social experience. Identity + self concepts + self esteem + personality.
Which is true regarding personality during adulthood?Which is true regarding personality during adulthood? Broad personality dimensions, such as extroversion and neuroticism, are fairly stable across adulthood.
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In the individual variations view of middle adulthood development, it is important to recognize that
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