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PSYC 631

Reflection Paper Assignment Instructions

Overview

The purpose of this paper is to apply the course content of this module to your own life. Information can be better internalized and learned more fully when the content is found to be meaningful to the learner. Therefore, you will explore the theories covered this module by reflecting on your past personal experiences as an adolescent.

Instructions

Your paper will focus on the topic of Identity and Self Development in adolescence (see course reading Côté, 2009), and will require you to apply various theories and research findings of your choice to your personal experiences when you were navigating adolescence. Your paper needs to use and cite 3 sources: · The module reading by Côté (2009) · An outside scholarly source not included in module readings (academic books or peer-reviewed articles only) that has been published within the last seven years · At least one Biblical scripture reference Be sure that your paper demonstrates critical thinking and integration of course content. It should not be simply a collection of personal stories. Although the specific content of your papers will vary depending on your experiences, below is a list of some questions you may wish to consider when you are completing your reflection: · Did you progress through the various stages of identity development as theorized by Marcia (see module presentation and Côté, 2009, p. 272)? What stages were you in as you began/ended adolescence? · Do you feel your experiences were typical of most other adolescents? Why or why not? · What environmental factors might have contributed to or altered the trajectory of your identity or self development in adolescence (e.g., family, peer, school influences)? · How do findings related to positive or negative outcomes apply to your experiences? · How do findings regarding any age/gender/ethnicity differences reflect your experiences? · What were some of your experiences with self-esteem/self-concept during adolescence, and how well does this align with research? · How well do the major research findings/theories apply to your personal experiences? Do your experiences fit with what research suggests? What are the specific ways your experiences match or diverge from certain findings?

Additional paper requirements include:

· Your paper must be 2–3 pages (double-spaced) in current APA format. This length requirement does not include the title or reference pages. · An APA-style title page and reference page must be included. · First person is allowed for this assignment. Note: Your assignment will be checked for originality via the Turnitin plagiarism tool. In this presentation, we're going to be discussing cognitive development in adolescence. We're going to start with a brief review of Piaget and his theory and then move on to discussing adolescent judgment and decision-making and how that relates to risky behavior. Perhaps the most well-known theory of cognitive development is by Piaget. And most of this should be a review, so we're just gonna do a very brief summary here. Piaget believed that adolescents play an active role in constructing their cognitive worlds and that this is not just a passive process. He proposed for different stages of cognitive development through childhood, adolescence and beyond. The first three of these stages aren't really relevant to the adolescent period, so I just listed them there for you. But we're going to focus on the fourth proposed stage, which is the formal operational stage. This is where most adolescents will fall. Here we see an introduction of abstract reasoning. Adolescents are no longer just limited to concrete reasoning or limited to what they know from their concrete experiences. They can now reason using hypothetical possibilities, hypothetical scenarios. And we also see the use of more formal logic and reasoning. Piaget proposed that this stage begins around age is 11 or 12, and that is actually fully developed by about 14 or 15 years old and then continues to be used currently through adulthood. However, while the research does generally support the idea that there is formal operational development in adolescence and it does book began around age 11. Research doesn't support the idea that it's fully developed by age 14 or 15, but rather that it continues to develop through adulthood. Research also doesn't support the idea that it's used consistently and all the time in adulthood, as I'm sure many of you have experienced, adults that are not using full reasoning capacity. We're now going to transition to discussing adolescent decision-making and how it relates to risky choice. We've learned that adolescents are more likely to engage in risky behavior. And researchers tried to explain this in several ways. We're going to discuss some of the cognitive influences first, one possibility is that increased risky behavior is a breakdown somewhere in the decision-making process. That adolescents either don't perceive possible risks accurately or maybe they underestimate the seriousness of the consequences. But research actually shows that adolescents are no worse than adults at perceiving risks or consequences. So what are some other possibilities? Another is the impact of personal experience on decision-making. Adolescents who have experienced with certain risky behavior tend to report lower risk perceptions of that behavior. So as they engage in a behavior or see others do it with little consequence, they're less likely to focus on the possible risks. Also, when weighing benefits versus risks, the perception of benefit has more influence on behavior than the perception of risk. So e.g. the possibility of benefits like social status or pleasure outweighs the possible risks of behavior in the moment. The good news is that our perception of risk does mature over time. Eventually, sensitivity to punishment begins to outweigh the sensitivity to reward, and we're able to have more control over risky impulses. This leads us to a discussion of some possible social and emotional influences on decision-making and risk. You might remember that adolescents experience increased sensitivity in parts of the brain that process reward and pleasure. And this is especially true for social and emotional factors. Because of this, it makes some contextual variables, like the presence of peers or peer pressure, more powerful. Mood and emotion can also contribute. So both current emotion or background mood can influence a decision. An adolescent might make a different decision depending on whether they are feeling happy versus upset. To further explain this disconnect between adolescents apparently having good decision-making capacity, but not always using it well. Some have proposed that there are potentially two separate cognitive systems at work that developed differently and somewhat independently. This is the idea behind what are called dual process models of cognitive development. So they propose two different systems. The first system is the analytic system, and this includes more deliberative, controlled, reasoned, or quote-unquote cold thinking. This is the system lets you stop and think and analyze about a situation before making a decision. The second system is the experiential system. And this is more intuitive, automatic, or quote unquote hot. This is a more reactive system and it causes us to react to situations without fully thinking. Now both of these systems do mature over the course of development and adolescents are capable of using both systems. But research shows the experiential system is more heavily relied upon, especially again in social situations. So the take-home about decision-making in adolescents is that we do see that adolescents have the capacity for making good decisions. They often do not do to increase sensitivity to reward and pleasure and increase sensitivity, especially to social pressure. The good news is that as they age into adulthood and the prefrontal cortex develops, there are improvements and impulse control, delay of gratification, sensitivity to consequences, etc. And this ultimately leads to making better and less risky decisions. In this presentation, we'll be discussing identity development in adolescence. Before jumping in, we're just going to briefly discuss the differences between identity and the self as concepts. So first it's important to understand that there's no simple agreed upon definitions for these concepts. So we're going to try to describe some of the best definitions out there. You're reading refers to identity as the sameness and continuity of a person's psychological functioning, interpersonal behavior, and commitments to roles, values, and beliefs, which is quite a mouthful. But basically this means that a person with a strong sense of identity is going to experience themselves as basically the same across time. And in context. It's gonna deal with our commitments to roles are values that we internalize as being a part of us. In contrast, the self is based a little bit more on reflective appraisal. So this means that the self isn't internal and unified sense of being that we create based on reflective appraisal, which is reflection about who we think we are and about how others perceive us. It's unified meaning that it's not fragmented. We can understand the different aspects of who we are as being integrated into one person. Two important concepts under the self arc self-concept, which is more of a qualitative category that we place ourselves into and we can have multiple. So examples would be, I'm a student, I'm a mother, I'm a daughter, that sort of thing. Self-esteem is more of your assessment of the self-concepts that you create for yourself. So an example would be, I am a great student or I'm a poor student. Self-esteem can also be more global, just an assessment of ourself in general. Researchers at self-development seems to be more active in early adolescence and that identity development is more common in later adolescence. We're going to start by focusing on identity development. The pioneer of identity theory was Erik Erikson and he proposed eight psychosocial stages, where each stage represents a crisis or turning point in development that a person has to navigate through only one of these stages in adolescence. And that's the one that we're going to focus on today. During the adolescent period, he named this stage identity versus identity confusion. And obviously it focused on identity formation. He said this stage is where adolescents are faced with exploring their identity, deciding who they are, and experimenting with new roles. He proposed a psychosocial moratorium, which is a sort of gap between childhood dependency and full adult independence, where adolescents can explore these things. If an adolescent successfully navigates the stage, then they achieve a stable sense of identity. However, if they don't, Erik, Erikson said that they're going to suffer from identity confusion going into adulthood. The other major theory of identity development is from James Marcia. Marcia classified people into various stages of identity formation based on their level. Amendment versus exploration. Commitment means that they settled on an identity. And exploration means that they've gone through a period where they're having an internal struggle and trying to explore different identity possibilities. As you can see from the table, you can be classified into one of these based on the presence or absence of commitment or exploration. So we're gonna go through this pretty quickly. It should be review. First you have identity diffusion, and this is where you've made no commitments and you've had no exploration. You're not interested in thinking about identity right now. You're basically just living day by day and haven't really experienced any kind of crisis. Next, you have identity foreclosure. Here. You actually do have a commitment, but you haven't had any exploration or crisis you've committed without thinking about the possibilities. In these cases, commitment is generally imposed by someone else, usually an authority figure or a parent. It's not something that was self-chosen. Next, we have moratorium. This is where you're currently in the exploration phase, but you've not yet made any commitments, your questioning any previous commitments. So you might have made if you were foreclosed or if you are diffused than you're simply starting to explore different possibilities. Now, this is meant to be relatively unstable state. You're not meant to stay here for forever. From here, people are either going to go in one of two directions. They're either going to start there exploration and then give up, which would bump them back into the diffusion state. Or they might find what they're looking for and bump up to identity achievement when they make the commitment. Identity achievement is the last possibility in this status, you have actively explored already and you've made your commitment. And so you've achieved a relatively stable identity. Now certainly people can question their commitments from time-to-time and go back into moratorium. And that's fine. In general, diffusions related to worse outcomes. Moratorium is related to anxiety and uncertainty while you're in it, but it leads to achievement which is having the best outcomes all around. It's also possible to be in different categories for different areas of your identity. So you might be in one category for your ethnic identity, but in a different one for religion or politics or career. There are some criticisms of Marcia's theory. One of the biggest one is the question as to whether it's really normative meaning is the path that most people take. This question comes up because of research findings that many adults can't be classified as achieved. And that many leave adolescents still in diffusion or foreclosure.

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