BECOMING AN ADULT

1. BECOMING AN ADULT Unit 2 – Chapter 4 (Continued)

2. Klaus Riegel • Psychologist • Development in adulthood does not occur in predictable stages • Individuals respond to an internal biological clock and a changing external social clock

3. 4 Interrelated Internal & External Dimensions of Development • Individual Psychological Dimension: describes emotional maturity and independence, and the maturity of mental processes • Individual Biological Dimension: describes physical and sexual maturity • Cultural-Sociological Dimension: describes the expectations and opportunities that each society defines for individuals • Environmental Dimension: describes the physical, economic, and political environment in which the individual lives

4. Klaus Riegel’s Interpretation of Development • Development occurs when a change in one dimension requires an adjustment in one or more of the other dimensions  Systems Theory • Pace of adult development varies to reflect the influence of a changing social clock

5. Leonard Pearlin • Sociologist • Development can be unique to each individual yet appear to occur in a common pattern • Disagreed with stage theories • Adulthood is not a series of transitions from one period of stability to another • Adulthood is a lifetime of continuous change which individuals might experience occasional periods of stability

6. Leonard Pearlin’s Theory of Psychological Distress • Continued change that causes distress occurs throughout life • Distress is a stimulus that requires a psychological response • Individuals might experience occasional periods of stability in their lives if there was no distress at that time

7. Leonard Pearlin’s Theory of Psychological Distress • 4 elements determine the path that individual lives will take • Individual characteristics Ex. Gender, race, intelligence, family background, personality and education • Range of skills individuals have for coping with distress • Availability of social support networks • The nature and timing of stress that requires response

8. Leonard Pearlin’s Theory of Psychological Distress • Many stresses are scheduled by the social clock of society and are predictable Ex. Graduating, leaving home, starting work, getting married • Individuals can anticipate role changes • Societies support individuals in their development by socializing them for the scheduled events

9. Leonard Pearlin • Suggests that the patterns that developmental theorists (Erikson/Levinson) have observed are a cohort effect • Cohort Effect: changes in behaviour result from socialized responses to a common social clock rather than from age-linked inner changes

10. Socialization for Adulthood • Socialization is the process by which people learn appropriate role behaviours, values, attitudes and expectations in order to participate in a society • Becoming an adult requires that individuals alter their behaviour as they take on new adult roles in life

11. Socialization for Adulthood • When an individual makes a transition to a new role, resocialization enables a person to discard old behaviour and to change his/her behaviour • In preparation for major role changes, anticipatory socialization allows people to learn and practice role behaviour before actually taking on a new role

12. Socialization Within the Family • Family homes are the first environment in which people are socialized • Family members are the primary role models for children and play a major role in identity formation • Adolescents whose families both support them and encourage them to participate in challenging activities develop a sense of control and self-esteem

13. Socialization Within the Family • Family background determines the extent to which children can benefit from the opportunities available to participate in society and is a significant factor in identity formation • Children acquire the status of their family of origin and identify with the race, religion and ethnicity of their parents

14. Socialization Within the Family • Individuals often acquire the same expectations of life as their parents by participating in various activities with them • Parents are role models for their children and provide feedback concerning their behaviour • People acquire a sense of who they are, what they can do and what they believe from their families

15. Socialization Within the Family • Family background can also determine the paths that individuals take in adolescence and early adulthood • How much independence families allow their children depends on how parents perceive their own autonomy • Parents who feel they have little control over their lives are more likely to raise their children to be obedient and not self-reliant

16. Socialization Within the Family • Family background can act as a filter that selects which socio-economic and socio-cultural environmental factors will influence their children Ex. Filtering explains why some individuals play the piano or speak three languages or eat sushi or have no interest in sports

17. Role of School in Socialization • Going to school is the first step a child takes in separating from the family • When children enter the school system, they acquire 2 distinct sets of significant others outside the family who will provide feedback on their behaviour: • Teachers • Peers

18. Role of School in Socialization • The school system requires students to participate in various tasks to acquire the knowledge and develop the skills that are essential for taking on appropriate adult roles • Schools give students feedback about their competence through formal assessment

19. Role of School in Socialization • The socialization role of the school is defined in the form of the curriculum • Teachers are expected to transmit the knowledge and skills required by society and to assess the students’ performance so they can acquire a perception of what they excel in • During adolescence, the peer group exerts a stronger influence than teachers

20. Role of School in Socialization • Since the social behaviour and expectations within the peer group can be negotiated, or alternative peer groups can be chosen, adolescents have an opportunity to decide by whom they want to be influenced • Symbolic Interactionism suggests that school experiences challenge individuals to develop a consistent identity by interpreting feedback from a wider range of role models among their peers

21. The Role of the Family in Forming an Occupation • Until the last century, people were not required to choose an occupation • This was because young people would follow in their parents’ footsteps • The knowledge and skills required to work were learned throughout childhood in the home

22. The Role of the Family in Forming an Occupation • Now that work is separated from home and there are so many occupations to consider, parents no longer have the diversity of knowledge and skills, nor the time, to prepare their children for employment • The school has taken over a major role of socializing individuals for an occupation

23. The Role of the Family in Forming an Occupation • Families provide the inherited intellectual potential and the social and cultural attitudes and skills that enable young people to succeed • School and the community provide opportunities for anticipatory socialization • Society determines the job opportunities

24. The Role of the Family in Forming an Occupation • Families play a major role in transmitting the basic values and attitudes that determine the likelihood of success in adulthood • Parents’ level of education, family income and parents’ employment history are linked to their children’s level of education and their income as adults • Young adults from immigrant families are more likely to attend university