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IDENTITY FORMATION. Adolescence entails a recapitulation of early development. PETER BLOS. Second individuation process. SECOND INDIVIDUATION PROCESS. Symbiotic phase late childhood. SECOND INDIVIDUATION PROCESS. Symbiotic phase late childhood Practicing phase early adolescence.
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IDENTITY FORMATION Adolescence entails a recapitulation of early development
PETER BLOS Second individuation process
SECOND INDIVIDUATION PROCESS Symbiotic phase late childhood
SECOND INDIVIDUATION PROCESS Symbiotic phase late childhood Practicing phase early adolescence
SECOND INDIVIDUATION PROCESS Symbiotic phase late childhood Practicing phase early adolescence Rapprochement middle adolescence
SECOND INDIVIDUATION PROCESS Symbiotic phase late childhood Practicing phase early adolescence Rapprochement middle adolescence Consolidation late adolescence
Identity • A well-organized conception of the self made up of values, beliefs, and goals to which the individual is committed. • Set of choices and set of commitments WHO AM I?
Identity Diffusion • No commitments • No attempts to explore
Identity Foreclosure • Strong commitments w/out exploration or questioning • Commitments are extensions of parents’ beliefs
Identity Moratorium • Active exploration of alternatives • No commitments yet made • Identity crisis
Identity Achievement • Has engaged in exploration • Has made commitments • Actively implementing goals
Identity Statuses • These are not stages • Identity formation starts in adolescence, and it continues throughout life • People shift patterns in the process of establishing an identity
A A A M M M M F F F D D D D D A model of the sequential patterns of ego identity development (D = diffusion; F = foreclosure; M = moratorium, A = achievement).
GROTEVANT & COOPER Identity exploration is facilitated by family relationships that encourage: individuality connectedness
What do adolescents have in common with toddlers? • vulnerability of personality organization • urgency for psychological changes in consonance with maturational surge • failures in individuation
How are adolescents different from toddlers? • Disengage from “internal parental representations” . Why? • Threats in terms of dependency and sexuality • The solution: find love outside the family
How are adolescents different from school age children? • Moody, bored, withdrawn • Impulsive behavior • Argumentative behavior • Their private lives are more private and more worrisome to adults
What do adolescents need from their parents? 1) Individuation process: • Give adolescents more decision making power; joint problem solving • Anticipate conflict: You may need to be the “bad parent” and should accept the role with grace and dignity • Allow for and tolerate harmless, reversible expressions of independence • Maintain closeness and allow for distance: plan for one-on-one time
What do adolescents need from their parents? 2) Identity development process • Facilitate and tolerate appropriate exploration • Provide opportunities that address the question “Where can I make a place for myself?”
Communicating with non communicative adolescents • Comment on nonverbal behavior • Ask for comments: What do you think? • Explain reasons for limit setting • Look for what’s positive • When providing help, advice or an adult perspective, don’t expect a positive response right away • Read signs of distress and trouble
How to respond to risky behavior:Prevention and intervention • Parental monitoring of adolescents activities; active engagement with the school when problems arise • Authoritative versus authoritarian parenting? • Plan for one on one time; avoid conflict during these times • Set limits but do not over-react • Read the cues carefully