Hd101 Week 10 Chapter 10 Development Of The Self

Hd101 Week 10ch 10 Development Of The Selfwrite Responses To Each Of

HD101 Week 10 Ch. 10: Development of the Self Write responses to each of the following questions. Write the responses in your own words, do not copy and paste from your textbook, or another source. Cite a reference for the information provided for each question . Include a reference list.

Rubric · Responses to questions are accurate. – 5 points · Each question has a reference citation in APA format; reference list is included/accurate. – 2 points. · Responses are written in student’s voice. – 3 points.

Paper For Above instruction

The development of the self during childhood and adolescence is a complex process influenced by various cognitive, emotional, and social factors. Understanding key theories and research related to self-concept, self-awareness, and identity development provides valuable insights into this maturation process.

1. Definitions of Key Concepts

Theory of mind refers to the ability to understand that others have beliefs, desires, and perspectives that are different from one's own. It typically develops in early childhood and is fundamental for social interactions (Premack & Woodruff, 1978).

Self-concept is the overall perception and set of beliefs an individual holds about themselves, encompassing attributes, abilities, and characteristics (Harter, 1999).

Self-esteem involves the evaluative aspect of the self-concept, reflecting how much a person values themselves (Rosenberg, 1965).

Self-awareness is the conscious knowledge of one's own personality, feelings, and behaviors, allowing individuals to recognize themselves as distinct entities (Gallagher, 2000).

Collectivistic orientation emphasizes the needs and goals of the group over the individual, promoting interdependence and social harmony (Triandis, 1995).

Individualistic orientation stresses personal independence, individual goals, and self-expression, often valuing autonomy (Markus & Kitayama, 1991).

2. The "Rouge Spot" Research and Its Findings

The "rouge spot" research investigates early self-awareness in very young children, typically around 18-24 months old. The classic experiment involves putting a red spot on a child's nose and observing whether they recognize the mark as belonging to themselves or as something on their face. Children who touch their own nose or look in a mirror and recognize the mark demonstrate emerging self-awareness, indicating they understand their reflection is a representation of themselves (Lewis & Brooks-Gunn, 1979). This research suggests that self-concept begins to develop in toddlerhood, serving as a foundation for more complex self-understanding later in childhood.

3. Changes in Self-Concept from Preschool to Adolescence

During preschool years, children tend to describe themselves using concrete, observable characteristics such as physical features or possessions (e.g., "I am tall," "I have a bike"). As children enter school age, their self-descriptions become more organized and include social comparisons, such as friendships and skills (Harter, 1990). Adolescents’ self-concept is more abstract and multidimensional, often involving internal qualities like values, beliefs, and personality traits. They also become more aware of contradictions within their self-descriptions, reflecting a more complex understanding of identity (Erikson, 1968). Overall, self-descriptions evolve from simplistic and external to more nuanced and internal, aligning with cognitive and emotional maturity.

4. Marcia’s Theory of Identity Development

James Marcia’s Theory of Identity Development is based on the concepts of crisis and commitment. A crisis refers to a period of questioning and exploration of different identities, while commitment involves making a firm decision about one’s identity after exploration (Marcia, 1966). The interaction of these two concepts results in four categories of identity statuses, which describe adolescents’ levels of exploration and commitment.

5. Marcia’s 4 Categories of Adolescent Development

1. Identity Diffusion: Description: A state where adolescents have not yet experienced a crisis or made commitments. They show little interest in exploring roles or values.
2. Foreclosure: Description: Adolescents have committed to an identity without exploration, often accepting norms or values from authority figures.
3. Moratorium: Description: A period of active exploration without having made commitments; characterized by questioning and searching.
4. Identity Achievement: Description: Adolescents have explored different options and made conscious commitments to their chosen identity.

6. Ginzberg’s Career Choice Theory

Ginzberg proposed three sequential periods in career development: Fantasy (up to age 11), where children fantasize about careers with no real-world constraints; Tentative (ages 11-17), where adolescents consider their interests, abilities, and values as they explore different careers; and Realistic (late teens and beyond), involving actual decision-making and planning for a career (Ginzberg, Ginsburg, Axelrad, & Herma, 1951). This process reflects increasing maturity and self-awareness in career choices.

Holland’s theory emphasizes personality types and work environments. He identified six personality types—Realistic, Investigative, Artistic, Social, Enterprising, and Conventional—and suggested that career satisfaction depends on the match between personality type and occupational environment (Holland, 1993). This perspective underscores the importance of aligning personal interests and strengths with career options to foster fulfillment and success.

7. Definitions of Key Terms

• Burnout: Emotional, mental, and physical exhaustion caused by prolonged stress or frustration at work or in other roles (Maslach, Schaufeli, & Leiter, 2001).
• Age discrimination: Unfair treatment of individuals based on their age, often impacting older adults in employment or social opportunities (Posthuma & Campion, 2009).
• Internal locus of control: The belief that one has control over events and outcomes in their life, rather than external forces (Rotter, 1966).
• Social clock: The culturally accepted timetable for major life events such as marriage, career, or retirement (Neugarten, 1979).
• Social comparison: Evaluating oneself in relation to others to form judgments about abilities and worth (Festinger, 1954).
• Reference groups: Groups whose opinions and standards influence an individual’s self-evaluation and behavior (Kelley & Stahelski, 1970).
• Intrinsic motivation: Motivation driven by internal rewards, such as personal satisfaction or interest (Deci & Ryan, 1985).
• Extrinsic motivation: Motivation influenced by external rewards like money, recognition, or grades (Ryan & Deci, 2000).
• Glass ceiling: An invisible barrier preventing minorities and women from advancing beyond a certain level in organizations (Cotter, Hermsen, Ovadia, & Vanneman, 2001).

References

• Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media.
• Erikson, E. H. (1968). Identity: Youth and crisis. WW Norton & Company.
• Festinger, L. (1954). A theory of social comparison processes. Human Relations, 7(2), 117-140.
• Gallagher, S. (2000). Philosophical conceptions of the self: Implications for cognitive science. Trends in Cognitive Sciences, 4(1), 14-21.
• Ginzberg, E., Ginsburg, S., Axelrad, S., & Herma, J. L. (1951). Occupations and careers: A study of young people. Columbia University Press.
• Harter, S. (1990). Self perceptions and school performance during adolescence. In R. Montemayor, G. Brody, & F. L. Pedersen (Eds.), The self in transition (pp. 178-208). Lawrence Erlbaum Associates.
• Harter, S. (1999). The construction of the self: Developmental and sociocultural foundations. Guilford Press.
• Holland, J. L. (1993). Making vocational choices: A theory of vocational personalities and work environments. Psychological Assessment Resources.
• Kelley, H. H., & Stahelski, A. J. (1970). Social comparison processes. In L. Berkowitz (Ed.), Advances in Experimental Social Psychology (pp. 221–259). Academic Press.
• Lewis, M., & Brooks-Gunn, J. (1979). Social cognition and self-regulation in the development of self. Child Development, 50(4), 1007-1015.
• Markus, H. R., & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, and motivation. Psychological Review, 98(2), 224–253.
• Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52, 397-422.
• Marcia, J. E. (1966). Development and validation of ego-identity status. Journal of Personality and Social Psychology, 3(5), 551–558.
• Neugarten, B. L. (1979). Time, age, and the life cycle. The American Journal of Sociology, 84(6), 1326-1335.
• Posthuma, R. A., & Campion, M. A. (2009). Age stereotypes in the workplace: Common stereotypes, moderators, and future research directions. Journal of Management, 35(1), 158–188.
• Premack, D., & Woodruff, G. (1978). Does the chimpanzee have a theory of mind? Behavioral and Brain Sciences, 1(4), 515-526.
• Rosenberg, M. (1965). Society and the adolescent self-image. Princeton University Press.
• Rotter, J. B. (1966). Generalized expectations for internal versus external control of reinforcement. Psychological Monographs: General and Applied, 80(1), 1–28.
• Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67.
• Triandis, H. C. (1995). Individualism & collectivism. Westview Press.

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