Review The Theories Of Elkind Erikson Kohlberg Marcia And Pi

Review The Theories Of Elkind Erikson Kohlberg Marcia And Piaget I

Review the theories of Elkind, Erikson, Kohlberg, Marcia, and Piaget in Chapters 16 and 17 of the text. Interview a person of your choice (they may be your parents, relatives, or friends) using the questions approved by your instructor. These questions must address the following: Cognitive, physical, and psychosocial development during the interviewee’s adolescence; How peers influenced the interviewee during adolescence; What people and/or events influenced the interviewee’s development of morals; How the interviewee’s experiences as an adolescent formulate who they are as an adult. Note: American Psychological Association (APA) ethical guidelines indicate that interviewees have the right to refuse to answer any question posed to them by an interviewer. Please ensure that your interviewees are aware of this, and do not force them to answer where the opportunity to reply has been refused. Pick one of the theories reviewed in Chapters 16 and 17 of the text. Write a paper of 750-1,000 words, discussing the selected theory and how it relates to your interview. Include the following in your paper: A description of the selected theory; a description of your interviewee (gender, age, ethnicity, etc.); how the interviewee’s responses illustrate the selected theory, supported with examples. Include at least three scholarly references, in addition to the text, in your paper. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is required.

Paper For Above instruction

The development of adolescents is a complex process that encompasses physical, psychological, cognitive, and social changes. Several prominent psychological theories provide frameworks for understanding this critical stage of life. This paper reviews the theories of Elkind, Erikson, Kohlberg, Marcia, and Piaget, and explores how a selected theory applies to an interview with an adolescent, illustrating the relevance of these theoretical perspectives to real-life development.

Overview of Theories

Erik Erikson’s psychosocial development theory emphasizes the importance of identity versus role confusion, a stage typically associated with adolescence. Erikson proposed that during this period, adolescents strive to develop a clear sense of self and personal identity, influenced significantly by social and environmental factors (Erikson, 1968). The theory underscores how social interactions and cultural context shape identity formation.

Jean Piaget’s cognitive development theory posits that adolescence marks the formal operational stage, characterized by increased abstract thinking, hypothetical reasoning, and problem-solving capacities (Piaget, 1952). During this stage, adolescents begin to think more systematically about possibilities and future consequences, fostering their ability to develop complex moral and ethical reasoning.

Lawrence Kohlberg extended Piaget’s work into moral development, proposing a stage theory of moral reasoning. Kohlberg identified stages ranging from pre-conventional to post-conventional morality, highlighting how individuals progress from a focus on punishment and rewards to autonomous moral principles (Kohlberg, 1981). Marcia’s identity status theory complements Erikson’s by categorizing adolescent identity development into four statuses: diffusion, foreclosure, moratorium, and achievement, reflecting different levels of exploration and commitment.

Jonathan Elkind contributed to understanding adolescent language and perspective-taking, emphasizing how cognitive development influences moral and social reasoning during adolescence (Elkind, 1988). Collectively, these theories provide a comprehensive picture of the multifaceted nature of adolescent development.

Description of the Interviewee

The interviewee is a 16-year-old female of Caucasian ethnicity. She is currently in high school and active in extracurricular activities, including sports and community service. Her developmental stage reflects typical adolescent characteristics—striving for independence, peer influence, and identity exploration.

Application of the Theories to the Interview Responses

During the interview, the interviewee described her cognitive growth, noting her increasing ability to think about future careers and moral dilemmas. This aligns with Piaget’s formal operational stage, where adolescents develop deductive reasoning and hypothetical thinking (Piaget, 1952). For example, she articulated plans for college and how she considers the long-term consequences of her decisions, illustrating advanced cognitive functioning.

Her psychosocial development was evident when she discussed her evolving sense of identity and the influence of peers and family. She expressed struggles with self-identity and desire for independence, aligning with Erikson’s stage of identity versus role confusion (Erikson, 1968). She mentioned how peer opinions impact her self-esteem and decision-making, demonstrating peer influence on identity formation.

The interviewee also reflected on moral development, mentioning her respect for honesty and fairness, which she attributes to her parents and teachers. Her reasoning about these morals reflects Kohlberg’s conventional level, where social rules and relationships guide moral judgments (Kohlberg, 1981). She described situations where she chose to act ethically despite peer pressure, indicating her moral reasoning is progressing toward more autonomous stages.

Her experiences navigating peer relationships, academic challenges, and extracurricular activities have contributed to her self-awareness, resilience, and moral understanding, which shape her as an adult. The development of her identity and moral reasoning echoes the theoretical insights provided by Erikson and Kohlberg, emphasizing the importance of social interactions and cognitive growth during adolescence.

Conclusion

Theories by Erikson, Piaget, Kohlberg, Marcia, and Elkind offer valuable frameworks for understanding adolescent development. The interview exemplifies these theories, demonstrating how cognitive, psychosocial, and moral growth occur concurrently. Recognizing these developmental processes can inform educators, parents, and practitioners to better support adolescents through this critical life stage.

References

• Erikson, E. H. (1968). Identity: Youth and crisis. W. W. Norton & Company.
• Elkind, D. (1988). The hurried child: Growing up too fast too soon. Da Capo Press.
• Kohlberg, L. (1981). Essays on moral development: Vol. One: The philosophy of moral development. Harper & Row.
• Piaget, J. (1952). The origins of intelligence in children. International Universities Press.
• Marcia, J. E. (1966). Development and validation of ego-identity status. Journal of Personality and Social Psychology, 3(5), 551-558.
• Schunk, D. H. (2012). Learning theories: An educational perspective. Pearson.
• Blakemore, S.-J., & Mills, K. L. (2014). Is adolescence a sensitive period for social-affective development? Annual Review of Psychology, 65, 187-207.
• Farrington, D. P. (2005). Integrated developmental theories of crime and delinquency: Past, present, and future. In W. P. Walters & A. P. Cummings (Eds.), The psychology of crime: An integrated approach (pp. 124-142). Academic Press.
• Arnett, J. J. (2015). Emerging adulthood: The winding road from the late teens through the twenties. Oxford University Press.
• Zimmerman, M. A., & Cleary, M. (2006). Adolescents’ development of moral identity and its relation to prosocial behaviors. Journal of Adolescence, 29(4), 623-39.