Psychology homework

As children grow and develop at some age they realize or notice that their body transforms or goes through some physical changes. Consequently, sometimes they become uncomfortable about the transformations. They begin to be conscious and take measures to ensure more privacy both at home or away from home. For instance, they will no longer have a shower or put on their clothes in public, this is the time they will have most of their discussion with their friends behind a locked door, besides, they are paying attention to people of the opposite gender. These behaviors and physical changes are common during adolescence. Therefore adolescence is the development of body and transitional change in the way a young adult reasons and thinks that normally happens during the time from sexual maturity to adulthood and it starts at the age 10 and ends around age 21 (Greischel, Noack & Neyer, 2018)). Teenage years are categorized into three major parts or rather stages that is, youth adults (ages 11- 14) mid teenagers (ages 15-17), and late adolescence (ages18-21) because each stage has its physical characteristics distinctive from other stages. This study, therefore, intends to offer a comprehensive examination of identity development in adolescence. It will discuss the available knowledge and information about the concept, hypothesize the concept in various cultural concepts.

Identity is defined as what makes an individual who they are as in the community as well as which group do they belong to in a community. Their personalities cannot mean there conceptual: personalities develop concurrently with our physical psychological factors. At some level, we decide how to be identified, forgetting that at some point the environment overpowers us with the forces that are beyond our reach. In our adolescent period or rather throughout adolescence (Santos, Kornienk & Rivas‐Drake, 2017)., we perceive ourselves vicissitudes in how we relate with people of our age bracket, our family members, as well as in school and the midst of other social backgrounds. Our identity characterizes one's insights of going. Societal distinctiveness can be built by others and sometimes different from self-identity. It, therefore, means that individuals can identify themselves individually (self-identity) or socially (social identity) (Greischel, Noack& Neyer, 2018). Character traits cannot correspondingly be valued by culture, meaning that some teenagers may especially need support from other people around them to help them conceptualize a positive logic of character.

Our identities are characterized by various dimensions that traverse to form part intelligence quotient of identity and are not be separated from an individual. Visible sizes of distinctiveness, like race, sex, inclines importantly for persons because of the significance to a person, individual in every social context and carry more serious consequences to a community (Santos, Kornienk & Rivas‐Drake, 2017). Like, the physical changes of the body structure of adolescence make them feel that they are more important in all social interactions even with people above them.

Adolescents normally face an identity crisis, that is, identity versus identity diffusion, which is considered as phases of psycho-social growth and development. A fruitful determination points to a secure character and any disappointment leads to a fragile intellect of character. Most importantly in solving the catastrophe lie inside the teenager's relationship. An age-related expert once defined the same responsibility of the teenagers, this psychologist suggested the positions of the personality growth take place majorly to emergencies in fields like in institution, relations with the opposite sex, morals, relatively developing in a systematic way (Santos, Kornienk & Rivas‐Drake, 2017). Statues and characteristic development come in various stages depending on the influence it has on the individual, they include; diffusional identity, foreclosure identity, identity moratorium, and achievement identity. Diffusional identity refers to teenagers who have not made an obligation to a specific distinctiveness. Adolescence who has not yet considered academic or occupational views, for example, can be identified to be in an identity diffusion position concerning his specialized identity even though in other heights self-identity may be stronger. Consequently, identity foreclosure encompasses committing to an identity too early without consideration or selection. This may happen when customs are unavoidable or parents are persistent on a specific character. On the other hand, the identity moratorium is a time of vigorous considerations characterized by some commitment to a precise identity (Santos, Kornienk & Rivas‐Drake, 2017). This is the most exciting and risky in the growth of a teenager as it normally conflicts leads to conflict with guardians and other authorities. This is the time adolescents should be left free to enable them to explore their identities and also need guided and supported to proceed and sail over. And finally, achievement identity is a stage that an adolescent chooses to identify with a high notch of obligation after having had the chance to carefully discover their identity.

A close examination of the identity development in adolescents however reveals massive differences depending on an individual's culture. Culture often plays an imperative role in determining the type of life van individual lives as well as their perception of different issues. Some culture prepares the adolescence for their adulthood while others do not. A culture that prepares the adolescence for adulthood life often witnessed an imperative session in identity development. Such culture helps the teenagers in identifying themselves effectively depending on the setting, social class amongst other demographic orientations (Santos, Kornienko & Rivas‐Drake, 2017). Strong and dynamic cultures ensure that the teenagers are effectively prepared and consequently taught about the essential skills in identity development.

Static cultures on the other hand leave the teens in a situation where they should find everything for themselves. Their process of identity development is thus slow due to a lack of proper guidance from senior members of the community. The Western culture fir instance plays an important role in giving the teens an effective preparation towards their identity development (Santos, Kornienk & Rivas‐Drake, 2017). In western cultures, senior members of society ensure that the teens effectively understand their environment, cycle of friends as well as other essential factors helpful in identifying their identity. Western societies are consequently open and inform the teenagers about their social and economic status thus identifying themselves easily. In such cultures, children belonging to a given social class are rarely allowed to mix with those from other social classes hence enabling the young ones to identify and understand their identity at a tender age (Sullivan & Platenburg, 2017). The South American cultures on the other hand do not support teens in their bid to understand their identity. Adolescence in such cultures are thus left to do everything for themselves. They, therefore, take too long to develop and consequently understand their identity.

Dye to the numerous issues and factors surrounding the concept of identity development amongst the adolescence, it is important to set a standard measure. In my opinion, the level of development can be measured by determining the levels of teens’ understanding and appreciation of themselves as independent entities and part of a system or group (Sullivan & Platenburg, 2017.). Care should however be taken to ensure that the teens are not subjected to any form of external influence. A system should consequently be established to help the teens understand themselves to avoid making serious mistakes in life.

Conclusion

Young people's identity is shaped by several factors that include; family, cultural practices, institutional experiences, societal expectations among other factors that play a crucial role in the identity development of the adolescence

References

Greischel, H., Noack, P., & Neyer, F. J. (2018). Oh, the places you’ll go! How international mobility challenges identity development in adolescence. Developmental Psychology, 54(11), 2152.

Santos, C. E., Kornienko, O., & Rivas‐Drake, D. (2017). Peer influence on ethnic‐racial identity development: A multi‐site investigation. Child development, 88(3), 725-742.

Sullivan, J. M., & Platenburg, G. N. (2017). From Black-ish to Blackness: An analysis of Black information sources’ influence on Black identity development. Journal of Black Studies, 48(3), 215-234.