Homework
josely27
Steinberg11_ppt_ch09.pdf
CHAPTER 9 – AUTONOMY
AD OL
ES CE
NC E,
11 E
L A U R
E N C E
S T E
I N B E
R G
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
CHAPTER 9 OVERVIEW
Autonomy as an Adolescent Issue The Development of Emotional Autonomy § Emotional autonomy and detachment § Emotional autonomy and individuation § Research on emotional autonomy § Emotional autonomy and parenting practices
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
CHAPTER 9 OVERVIEW
The Development of Behavioral Autonomy § Changes in decision-making abilities § When do adolescents make decisions as well as adults? § Changes in susceptibility to influence § Ethnic and cultural differences in expectations for autonomy The Development of Cognitive Autonomy § Moral development during adolescence § Prosocial reasoning, prosocial behavior, and volunteerism § Political thinking during adolescence § Religious beliefs during adolescence
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
AUTONOMY AS AN ADOLESCENT ISSUE
Independence § An individual’s capacity to behave on his or her own. Autonomy § Emotional components (feeling separate from parents) § Behavioral components (the growth of independent decision making) § Cognitive components (developing personal beliefs and values)
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
AUTONOMY AS AN ADOLESCENT ISSUE
Early adolescence is a period of growing independence and autonomy.
Establishing healthy sense of autonomy is actually a lifelong process.
Puberty and the development of autonomy: § cognitive changes § biological changes § social changes
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
THREE TYPES OF AUTONOMY
Emotional Autonomy § Gaining emotional independence in relationships with others,
especially parents. Behavioral Autonomy § Making independent decisions and following through on them. Cognitive Autonomy § Developing an independent set of beliefs and principles, resisting peer
and parental pressures.
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
THE DEVELOPMENT OF EMOTIONAL AUTONOMY
Psychoanalytic Theory: Physical changes of puberty disrupt family system. Resurgence of sexual impulses increases family tensions. Detachment: § Adolescents are driven to separate emotionally from parents; turn to
peers. § Relationships with parents severed. § View conflict as normal part of development in adolescence.
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
RESEARCH ON DETACHMENT
Research studies have not supported the “storm and stress” of adolescence.
High levels of adolescent-parent tension are not the “norm.” Parents and adolescence may bicker; however, no significant
emotional distance. Research supports a transformation of family relationships, not a
breaking off or severing.
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
EMOTIONAL AUTONOMY AND INDIVIDUATION
Modern Theories: Individuation § Process of individuation begins during infancy. § Does not involve stress or turmoil. § Acceptance of responsibility for choices and actions.
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
RESEARCH ON EMOTIONAL AUTONOMY
Measure emotional autonomy by examining extent to which: § teens de-idealize parents. § teens see parents as people. § adolescents depend on themselves, rather than on parents. § the adolescent feels individuated within the relationship with his/her
parents.
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
DEVELOPMENT OF EMOTIONAL AUTONOMY
What triggers individuation? § Two competing hypotheses:
§ Changes in teen’s appearance provoke changes in how teen views self and how parents view teen; alters parent-adolescent interactions.
§ Social-cognitive development stimulates movement toward individuation.
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
EMOTIONAL AUTONOMY AND PARENTING PRACTICES
Adolescents’ mental health is best when their desire for autonomy matches their parents’ willingness to grant autonomy.
Healthy individuation and positive mental health are fostered by close, not distant, family relationships.
§ Conditions that encourage both individuation and emotional closeness facilitate autonomy.
§ Authoritative parenting
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
EMOTIONAL AUTONOMY AND PARENTING PRACTICES
Figure 1: Although adolescents in different cultures receive different degrees of parental support for becoming autonomous, the correlation between autonomy support from parents and adolescents’ life satisfaction is similar in different cultural contexts.
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
THE DEVELOPMENT OF BEHAVIORAL AUTONOMY
Decision-making abilities improve across adolescence. Older adolescents more likely to: § consider both the risks and benefits associated with the decisions they
make. § weigh the long-term consequences of their choices. Improved decision-making abilities are likely due to: § decline in the salience of immediate rewards. § improvement in ability to control impulses.
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
CHANGES IN DECISION MAKING
More sophisticated reasoning leads adolescents to hold multiple viewpoints in mind simultaneously, allowing them to compare different perspectives.
§ Crucial for weighing opinions and advice of others. § Early adolescence: more drawn to potential benefits of a decision
rather than the potential costs. § Late adolescence: these factors are weighed evenly. The ability to control impulses also influences decision making.
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
CHANGES IN DECISION MAKING
Figure 2: Younger adolescents are especially drawn to immediate rewards. This graph shows age differences in the amount of money individuals would settle for if they could have it immediately, versus waiting one year for $1,000.
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
WHEN DO ADOLESCENTS MAKE DECISIONS AS WELL AS ADULTS?
Difficult to determine when adolescents can make legal decisions as well as adults.
§ Society draws the line between children and adults in different places for different things: § access to birth control § driving § purchasing alcohol or cigarettes § tried in adult court
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
WHEN DO ADOLESCENTS MAKE DECISIONS AS WELL AS ADULTS?
Adolescent decision making is product of cognitive abilities and psychosocial factors.
Develop along different timetables. Resolve this conflict by looking at the developmental timeline of
the specific skill that is relevant to the topic of decision making in question.
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
CHANGES IN SUSCEPTIBILITY TO INFLUENCE
Conformity to peers is higher during middle adolescence than later adolescence.
§ Parents are more influential regarding long-term issues, basic values. § Peers’ opinions are more influential for day-to-day matters (music
tastes or clothing style). False confessions to police officers.
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
INDIVIDUAL DIFFERENCES IN SUSCEPTIBILITY TO INFLUENCE
Girls less susceptible to peer pressure than boys. Black adolescents less susceptible than adolescents from other
ethnic backgrounds. Asian American adolescents highly susceptible to peer influence. Youth with authoritative parents show better abilities to resist peer
influences. Brain imaging studies show individual differences in neural activity
are related to individual differences in susceptibility to peer influence.
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
CHANGES IN SUSCEPTIBILITY TO INFLUENCE
Figure 3: Adolescents are more susceptible to peer influence than adults are. This figure shows two brain scans, one taken while adolescents were playing a driving game when there friends were watching, and the other taken when the adolescents were playing alone. The area surrounded by the yellow rectangle is a part of the brain that is activated when we experience reward. One reason adolescents may behave more recklessly when they are with their friends is that the presence of peers may make them pay more attention to the potential rewards of a risky choice.
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
ETHNIC AND CULTURAL DIFFERENCES IN EXPECTATIONS FOR AUTONOMY
White adolescents and their parents have earlier expectations for autonomy than do Asian adolescents and parents.
In general, very few (if any) sex or birth order differences in behavioral autonomy.
§ Depends on the number of sons and daughters in the home. § Depends on parents’ attitudes toward sex roles.
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
THE DEVELOPMENT OF COGNITIVE AUTONOMY
Changes in the adolescent’s beliefs, opinions, and values. Three trends in adolescents’ beliefs: § Adolescents’ beliefs about moral, political, and religious issues
become more abstract. § Beliefs become increasingly rooted in general principles. § Beliefs become founded in the young person’s own values.
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
MORAL DEVELOPMENT DURING ADOLESCENCE
How individuals think about moral dilemmas and make moral judgments.
Prosocial behavior § Acts people engage in to help others. The dominant theoretical viewpoint in the study of moral reasoning
is grounded in Piaget’s theory of cognitive development. Researchers assess individuals’ moral reasoning by examining
their responses to hypothetical dilemmas about difficult real- world situations.
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
STAGES IN MORAL REASONING
KOHLBERG’S THREE LEVELS OF MORAL REASONING
Preconventional Moral Reasoning (worrying about punishment/reward)
Conventional Moral Reasoning (following societal rules and norms)
Postconventional Moral Reasoning (most abstract and advanced)
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
MORAL DEVELOPMENT DURING ADOLESCENCE
Recent studies have confirmed Kohlberg’s theory. § Moral reasoning becomes more principled over the course of
childhood and adolescence. § Postconventional reasoning is relatively rare. Research has shown that moral behavior does not always match
moral reasoning. § Contextual factors influence how a person acts when facing moral
dilemmas in the real world. § Moral disengagement
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
PROSOCIAL REASONING, PROSOCIAL BEHAVIOR, AND VOLUNTEERISM
Changes in prosocial reasoning § Prosocial behavior (helping others) § Prosocial reasoning becomes more sophisticated.
§ Changes in actual prosocial behavior are not consistently found in adolescence
§ Very few adolescents are engaged in political affairs.
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
PROSOCIAL REASONING, PROSOCIAL BEHAVIOR, AND VOLUNTEERISM
Figure 4: Positive parenting promotes prosocial behavior by increasing adolescents’ abilities to regulate their emotions and empathize with others.
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
CIVIC ENGAGEMENT
One of the most obvious ways in which adolescents can demonstrate prosocial behavior is through various types of civic engagement.
§ Civic engagement § Involvement in political and community affairs, as reflected in
knowledge about politics and current affairs, participation in conventional and alternative political activities, and engaging in community service.
Service learning § The process of learning through movement in community service.
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
CIVIC ENGAGEMENT
Involvement in community service leads to: § short-term gains in social responsibility. § gains in commitment to tolerance, equal opportunity, and cultural
diversity.
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
CIVIC ENGAGEMENT
Figure 5: With age, adolescence become less likely to share equally with others, especially when doing so may be costly to oneself.
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
CIVIC ENGAGEMENT
Figure 6: Changes in the proportion of American adolescents who describe various life goals as important.
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
POLITICAL THINKING DURING ADOLESCENCE
Less is known about the development of political thinking during adolescence than about moral development, but political thinking, like moral reasoning, becomes more principled, more abstract, and more independent during the adolescent years.
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
POLITICAL THINKING DURING ADOLESCENCE
During adolescence, political thinking becomes: § more abstract. § less authoritarian and less rigid. § more principled (an increase in a consistent set of attitudes; an
ideology). § However, gaps between political thinking in hypothetical situations and
adolescents’ actual political attitudes and behavior.
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
POLITICAL THINKING DURING ADOLESCENCE
Figure 7: Socioeconomic differences in adolescents’ explanations for poverty and wealth.
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
POLITICAL ENGAGEMENT
Figure 8: Changes over time in adolescents’ involvement in conventional political activities (e.g., voting), alternative political activities (e.g., demonstrations), and community service
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
RELIGIOUS BELIEFS DURING ADOLESCENCE
Across adolescence, religious beliefs: § become more abstract, more principled, and more independent. The importance of religion—and participation in an organized
religion—declines.
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
RELIGIOUS BELIEFS DURING ADOLESCENCE
Two interconnected components: § Religiosity
§ may be more closely related to identity development. § Spirituality
§ may be more closely linked to the development of cognitive autonomy.
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
RELIGIOUS BELIEFS DURING ADOLESCENCE
Figure 9: The proportion of adolescents from different countries who report that God is very important in their life.
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
RELIGIOUS BELIEFS DURING ADOLESCENCE
Please insert Figure 10: Weekly religious attendance among U.S. 8th-, 10th-, and 12th-graders.
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
IMPACT OF RELIGIOUS INVOLVEMENT ON DEVELOPMENT
Compared to non-religious adolescents, religious adolescents are: § better adjusted, less depressed, less likely to engage in premarital
sexual intercourse, less likely to use drugs, and less likely to engage in delinquent behavior. § May be because religious adolescents have other positive
influences in their life that promote positive development. § However, abstaining from delinquent behavior and sexual behavior
may be directly linked to religious beliefs.
