The Developing Self

1. The Developing Self EPSE 505 Foundations in Human Development Sam Thomas Joanna Tan 26 January 2012

2. What was a big idea you took away from the readings?

3. Both cognitive and social processes impact self-concept and self-esteem

4. Introduction Overview • Introduction • Childhood development of self-concept and self-esteem • Cognitive development • Social influence • Adolescent development of self-concept and self-esteem • Cognitive development • Social influence • Concluding thoughts on gender

5. Introduction

6. What cognitive and social processes could be shaping little Riley’s identity? http://www.youtube.com/watch?v=7OrMT8Wv9mI

7. Terminology Identity Sense of self Self-concept Self-schema Self-representation Self-evaluation Self-esteem Self-worth • Multifaceted cognitive structure supporting one’s perception of self • Set of self-schemas derived from past experience, that organise and guiding processing of self-related information • Conscious perception of self either under a global identity or within various content areas (e.g. vocational, social, physical, moral, and spiritual) • Considered as self-representations when available or subject to conscious reflection Self-concept Phillips & Bell (2010)

8. Terminology Identity Sense of self Self-concept Self-schema Self-representation Self-evaluation Self-esteem Self-worth Self-esteem • Evaluation of one’s ability and value • Subjective feelings and perceptions of an individual’s self-worth imposed by the self and others • Embedded in an individual’s construct of identity • Can be divided into group and personal self-esteem; global and domain-specific Madlock (2010)

9. Who said this? “The I, or ‘pure ego’ is a very much more difficult subject of inquiry than the Me. It is that which at any given moment is conscious, whereas the Me is only one of the things which it is conscious of. In other words, it is the Thinker.”

10. Who said this? “A self-idea of this sort seems to have three principal elements: the imagination of our appearance to the other person; the imagination of his judgment of that appearance, and some sort of self-feeling, such as pride or mortification.”

11. Overview of Some Related Theories Behaviourism dominated the 1930s-1960s • Psychosocial development (Erikson, 1950) • Client-centred psychotherapy (Rogers, 1960s) • Global, academic, non-academic self-concept • (Marsh/Shavelson, 1970s)

12. Development of Self-concept and Self-esteem Childhood

13. Childhood: Cognitive Development How does the video reflect the way a child thinks? http://www.youtube.com/watch?v=nLCd16xHDiY

14. Childhood: Cognitive Development • Increasing ability to coordinate multiple features simultaneously, map one concept to another and accept multiple conflicting representations • How does the child’s developing cognitive skills shape his/her self-concept?

15. Childhood: Cognitive Development • More discrete, incoherent and observable descriptions • More integrated, higher-order generalised and enduring qualities

16. Self-Esteem Activity • Take a few minutes to reflect on your own journey from childhood to your young adult years. • Chart how your self-esteem has fluctuated over time. • Reflect on the turning points – what/who influenced these changes in self-esteem?

17. Childhood Identity Challenge: Real self vs ideal self • In middle childhood, social comparisons and realism in self-perception in middle childhood tends to lower self-esteem (Harter, 2008) • Social Comparison Theory (Festinger, 1954) • Human drive to evaluate opinions and abilities • When no objective, non-social standard is available • Tendency to compare opinions/abilities with someone decreases as difference increases • Preference for comparison with someone of similar ability or opinion • At middle childhood, primary purpose for evaluating personal competence (Harter, 2008)

18. Implication of repeated negative comparisons in ambiguous (or in this case less ambiguous) situations http://www.youtube.com/watch?v=MTqBP-x3yR0&feature=BFa&list=PLA94372EF39D55302&lf=BFa

19. Childhood: Social Influences on the Self • Behaviourally presented self-esteem; imitation and approval-seeking from adults • Increasing internalisation of other’s evaluation, from adults, peers, societal influences

20. Self-Esteem Activity Discussion • Which one resonates more with you? • Share examples of how you as parents/educators help children (including those with learning disabilities) build self-esteem

21. Self-Esteem Activity Related Theories • Bowlby’s attachment theory • Parental/caregiver support as major predictor of global self-worth (Harter, 2008) • http://www.youtube.com/watch?v=edPzsM1FvIg (Firm parent or fun parent) • Erikson’s theory of psychosocial devt (industry vs inferiority) • Process-focused praise and criticism (Kamins & Dweck, 1999) • http://www.youtube.com/watch?v=TTXrV0_3UjY (The Effect of Praise on Mindsets) • Social Determination theory (Deci & Ryan, 1995) • Contingencies of self-worth (Crocker & Wolfe, 2001)

22. Childhood: General Trends for Cognition Self-Concept, Self-Esteem, Cognitive Abilities 10 5 0 Age 2-4 Age 5-7 Age 8-11

23. Childhood: General Trends for Social Influence on the Self Parent, Peer, Teacher,Culture 10 5 0 Age 2- 4 Age 5- 7 Age 8 -11

24. Development of Self-concept and Self-esteem Adolescence

25. ADOLESCENCE (ages 12-19)Some Highlights... • Improved abstract and deductive thinking • Increasing metacognition • Multiple selves / roles slow integration • More attention on what peers think • Increased attention on appearance / image • Greater influence from media / culture • Greater need to “fit in” ; social approval • Late stages of puberty ; PFC –brain developing • Transition to highschool....educational mismatch?

26. Self-Concept Activity • Adolescence / teen years is a period marked by an ever changing sense of self and identity. The way we see or define ourselves becomes more complex and sophisticated as we develop cognitively and socially. • Take a few minutes to write a few points about how you perceived yourself through different life stages and what/ who influenced you the most in shaping your identity during these periods?

27. Self-Concept • Share and discuss for a minute with your table group if you feel inclined • Class Discussion: Would anyone like to share opinions about their developing self and sense of identity? Did people see a linear trend of increasing complexity as to their self-concept?

28. Adolescence: Cognitive Development • SELF-CONCEPT:

29. Adolescence: Cognitive Development • COGNITIVE ABILITIES / THINKING SKILLS:

30. Self-Esteem & Body image with girls American Beauty Standard: the ugly side of beauty http://www.youtube.com/watch?v=I4urDuwJzuI

31. Self-Esteem & Body image with girls The psychology of beauty Video reactions? Any first impressions? http://www.youtube.com/watch?v=DnJQJFlyDGY

32. Self-Esteem & Body image: What can we do? 1) Do any cultures portray a healthy standard of beauty / body image? 2) What can we do as parents and teachers to help adolescent girls and boys be comfortable or accepting of their own appearance?

33. Adolescence: Self-Esteem (Self-Worth)

34. Adolescence: Social Influences on the Self

35. Peer Rejection, Humiliation and Male Aggression The Columbine Shooting http://www.youtube.com/watch?v=EA22SKaQ5hU

36. Peer Rejection, Humiliation and Male Aggression • Harter (2008) states that a history of peer rejection, excessive teasing , taunting, and bullying... leads to humiliation, which can provoke feelings of revenge, and for the person to “psychologically snap” which can lead to random deaths and in the case of Columbine to suicides as well (p. 239). • Do you agree? Are there other factors that are warning signs of violent ideation and a commitment to kill? (ie. depression?)

37. Adolescence: General Trends for Cognition Self-Concept, Self-Esteem, Cognitive Abilities 10 5 0 Age 12-14 Age 15-16 Age 17-19

38. Adolescence: General Trends for Social Influence on the Self Parent, Peer, Teacher,Culture 10 5 0 Age 12-14 Age 15-16 Age 17-19

39. Concluding Thoughts

40. Concluding Thoughts on Gender Gender differences in Self-Evaluations • As of middle childhood onward, females report lower self-worth / esteem than males • More emphasis and status given to male athletes and sports programs • Studies show that males and females who participate in sports report higher self-esteem • Females have lower opinions of their physical appearance due to unrealistic portrayal of beauty and ideals in media (ie. magazines, TV, movies, etc) • Boys express greater satisfaction with pubertal changes (ie. signals masculinity) • Standards of appearance for men have become more important (muscles) (Harter, 2008)

41. Both cognitive and social processes impact self-concept and self-esteem

42. References • Harter, S. (2008). The developing self. In Damon, M., Lerner, R. M., Kuhn, D., Siegler, R. S., Eisenberg, N. (Eds.), Child and adolescent development: An advanced course (pp. 216-260). NJ, New Jersey: John Wiley & Sons • Festinger, L. (1954). A theory of social comparison processes. Human Relations, 7(2), 117-140 • Madlock, A. D. (2010). Self-esteem. In Encyclopediaof identity. • Phillips, H. A. & Bell, D. M. (2010). Development of self-concept. In Encyclopedia of identity. • Rivera, J. E., & Hohman, Z. P. Psychology of self and identity. In Encyclopediaof identity. • The Self by William James from The Principles of Psychology. Retrieved from http://des.emory.edu/mfp/301/301JamesOnSelf.pdf