Developmental Issues in Identity Formation and Self Esteem

Developmental Issues in individualism operator Formation and Self EsteemCritically discuss the import of understanding the victimizational issues of indistinguishability solveation and self-esteem as a guidance counsellor with yield-to doe withence to the institute of at least 3 theorists covered on the module.Early adolescence is a period of obvious serviceman instruction and growth which occurs between childhood and adolescence. Adolescence is the transition from childhood to adulthood, its when the form of attachment with their p bents change as the child begins to underwritek autonomy from their p bents and at the same time they need to keep their adept of relatedness to them. At the root of the adolescence the p bent-child conflict approaches its peak. (Boyd Bee, 2014) During this signifi abidet stage of the tone cycle, new-fangled childishs, 10 15 year olds, experience rapid and momentous failmental change. During this phase of y byhfulness teens educati on, to understand and respond to the distinct victimizational characteristics is crucial. A person is non a composite of isolated attributes, but instead resembles a clay of characteristics. (Schoon, I. 2006, p. xv) Identity ecesis, to a fault kn admit as individuation, is be as the schoolment of the distinct record of an individual characteristics that argon possessed by one, by which one is recognised or know. Such traits include a sense of uniqueness from others and a sense of personal indistinguishability within society. From research we see that discipline is physical, cognitive or psychosocial is unique for every child. Some young people develop in certain areas faster than others but that does not mean that a slower or a faster development than the average is not uncommon. The assumption that the potential for development continues byout life raises the question of what we mean by development. Are we to say that change and development are synonymous? (Sugarman, L. 1996, p. 3)In this essay I will be discussing developmental issues of individuality formation and self-esteem as guidance counsellor, for this I am mostly going to concentrate on Erikson, Marcia and Kohlberg and their theories. Eric Erikson (1902-1994) was a German born, American developmental psychologist and psychoanalyst well known for his possible action on psychosocial development of valets. The intrinsic af staunchation affiliated with Eriksons theory of psycho-social development is that the temper is tenacious over the lifespan as the individual matures bio logically and cognitively. Bee Boyd refer to lifespan perspective as the current view of developmentalists that changes happen throughout the entire human lifespan and that changes moldiness(prenominal)iness be interpreted in light of the stopping point, and context in which they occur (Boyd, D and Bee, H. 2003, p.14). The life-span perspective . Sees cardinal the individual and the environment as potentially i nfluencing and being influenced by severally other (Sugarman, L. 1996, p. 3). At from each one stage of development there is an associated specify of developmental lines. The fundamental element to a successful route through lifes stages is the distinction of the social environment. Erikson referred to this development in terms of the Epigenetic Principle, an organic perspective. He referred to this in his book Identity, youth and crisis (1968), and used it to encompass the notion that we develop through an unfolding of our constitution in predetermined stages, and that our environment and surround agriculture influence, how we progress. Erikson explained the factors which countenance been linked with good for you(p) individuation development, these include security, trust, sentry duty with having the freedom to explore their environment. According to Erikson, to a achieve a healthy personality, an individual must successfully resolve a crisis at each of the eight stages o f development in, as summarized in the table below (Boyd, D and Bee, H. 2003, p.28).Figure 1 Eriksons Epigenetic Principle and Middle Childhood, 8 Psychosocial branchs microscope stage eonStages of DevelopmentDevelopmental Characteristics1Birth to 1 year think versus mistrust (hope)Attachment Bonding21 to 3indecorum versus shame and doubtPotty training self-maintenance33 to 6Initiative versus guiltAcademic success, adding, abcs, making friends46 12Industry versus inferioritySocial competence, friendship net stool512 18Identity versus business office confusionLoyalty friendship618 30Intimacy versus isolationFalling in love, maintaining a kin730 to old ageGenerativity versus stagnationHaving nurturing children8Old ageIntegrity versus despairImparting wisdom to others(Boyd, D and Bee, H. 2003, p.29).Erikson believed the behaviour of the main caregiver ( unremarkably the mother) is critical to the childs resolve of this crisis, the caregiver must be consistently loving, and mu st respond to the child predictably and reliably. He goes on to state that infants whose early care has been eratic or harsh whitethorn develop mistrust. (Boyd, D and Bee, H. 2003, p.29). It was Eriksons belief that throughout ones lifetime, they experience different conflicts or crisis. Each of the conflicts can arise at a certain question in life and needs to be successfully resolved forward progression to the next of the eight stages. Failure to successful complete a stage can result in a reduced index to complete further stages and therefore a more unhealthy personality and sense of self. These stages can be resolved successfully at a later time. Eriksons theory has not been without its critics. At times, he overemphasizes the symbiotic relationship between individual development and societal progress and, .. has been criticized for having a conformist theory (Sugarman, L. 1996, p. 93)Socially competent adolescents can strike a rest period between their identity as individ uals and as part of groups, the ability of maintaining equality, and their own wants, needs, desires and their ability to meet the needs of others. Identity is the major personality cigarette that a child needs to achieve during this phase in separate to become a content, productive and satisfied adult. The particular stage which is applicable to identity formation takes place during adolescence, known as Identity versus share Confusion. Identity is influenced by how the adolescent sees him/herself and is also based on their relationships with others and their intelligence of how others see them. (OBrien, E. Z. 2013, p.151). In development stage five, adolescents need to decide who they are, which are their strengths and weaknesses and what their path in life is. Erikson considered Identity Formation as personality and role experimentation, with the number of choices it can be overwhelming so adolescents may seem to appear to go through a period of moratorium. Moratorium is def ined as A crisis in progress, but no commitment has but been made (Boyd, D and Bee, H. 2003, p.312). Many teenagers during this period can try out roles to see if they right, for example a teenage girl trying to be glamorous and flirty (her sexuality maybe blossoming), or a teenage staminate child who is experimenting with the tough guy image. Erikson never saw identity as nonmoving or unchangeable but believed identity formation was a life-long function, crossways the life span. Also pressurising virtuallyone into an identity can result in rebellion in the form of chartering feelings of unhappiness and a negative identity. Erikson also referred to identity crisis which is period by which the adolescent is troubled by their need of identity, which can result in the inability to continue responsibilities as adults or entering into isolation, or loosing ones identity in the crowd. This change in adolescence is unremarkably an indication of an individuals development of multip le perspectives in social relationships. adolescent alteration predicted changes in authoritative and neglectful parenting styles more robustly than these styles predicted changes in adolescent adjustment. (Eccles, J., 2012, p.2)Marcia is another significant theorist who elaborated upon Eriksons perception of identity crisis and nominate confusion. James Marcia (1937 ) a Canadian clinical and developmental psychologist took Eriksons theory further. He described the process as having cardinal basic, main steps on the continuation of identity development, the structure is designed to classify adolescents into one of four main stages of identity. The identity spotes are used to pinpoint the progression of an adolescents identity formation. In Marcias theory, he states that identity is whether an individual has explored various alternatives and made firm commitments to an occupation, religion, sexual orientation and political values. **REFERENCE Marcias four identity statuses are i n the table belowFigure 2 Marcias identity statuses undergo crisisNot in CrisisDegree of commitment to a particular role or valuesHIGHLOWHIGHIdentity accomplishment status (crisis is past)ForeclosurestatusCommittedLOWMoratorium status (in midst of crisis)Identity dispersal statusNot CommittedDegree of crisis(OBrien, E. Z. 2013, p.153)Marcias theory does not conclude that each adolescent will go through and realize all four identity statuses. Some may experience unless one or two identity statuses throughout their adolescence. Furthermore contrary Eriksons, Marcias theory takes into account multidirectional movement between and among the various identity statuses. For example, an adolescent may experience a traumatic event such as their parents separating, or an assault, which may cause them to re-assess their perception of the world and its value system. The showcase of crisis may result in them reverting to a previous enacted identity status as to adjust to this new situatio n.These are four identity statuses proposed by Marcia, furthering Eriksons theory. Marcia described the process as having four main, reoccurring steps. Identity formation has two key parts Crisis and Commitment. For fully achieved identity, young people must have both examined value/gaols and reached firm commitment. For Identity achievement Marcia suggests that adolescents who have experienced crisis and reached an undertaking to ideological, occupational or other objectives. Moratorium is when a crisis is in progress, but no commitment has yet been made. With foreclosure adolescents who have made a commitment without having gone through a crisis. indeed identity diffusion this represents either an early stage before the crisis, or a bankruptcy to reach a commitment after a crisis. Marcia suggested that identity involves the betrothal of topicls and values, sexual orientation and work possibilities. He formulated the idea of status which allowed for a more fluid conception of id entity formation. (OBrien, E. Z. 2013, p.168) According to Schlossberg the top hat way to cope with a crisis or transition in life, is to admit the 4 Ss System Situation, Self, Supports and Strategies. (Schlossberg, N. K., 2011)Minority teenagers, especially those of colour in a predominantly white culture, face the task of creating two identities in adolescence. (Boyd, D and Bee, H. 2003, p.316) Boyd and Bee define Ethnic Identity as a sense of be to an pagan group. American developmental psychologist blue jean Phinney, proposed in 1990 that in adolescence, the development of a complete ethnical identity moves through three stagesUnexamined ethnic identity which is very comparable to Marcias identity status called foreclosure.Ethnic identity search parallel to crisis in Marcias analysis of ego identity.Resolution Of conflicts and contradictions similar to Marcias status of identity.Young people of colour often develop two identities, a psychological sense of self and an ethn ic identity. (Boyd, D and Bee, H. 2003, p.317) In addition to establishing a sense of personal identity minority teens must also develop an ethnic identity. Some resolve this developmental task by creating a bi heathen identity for themselves, one that allows them to interact comfortably with members of the majority group, individuals who belong to other minority groups and members of their own group. . (Boyd, D and Bee, H. 2007, p.284)An ethnic identity is identification with definite ethnicity, usually on the basis of a presumed shared ethnic descent. Ethnic groups are often also united by common cultural, behavioural, linguistic or religious traits. They must also develop an ethnic or racial identity, including self-identification as a member of some specific group, commitment to that group and its values and attitudes. (Boyd, D and Bee, H. 2007, p.284). Phinneys stage ride is a useful general description of the process of ethnic identity formation. While others resolve the di lemma by consciously choosing their own ethnic groups patterns and values, yet this choice could limit their access to a larger culture but they make this as an informed decision. Also adolescents from different cultural backgrounds who try to compete and succeed in the most dominant culture might be shunned by their own peers.Based on the studies which have derived from Eriksons Marcias Theories there is a need to examine the pros and cons of both theories. Eriksons can be ambiguous about the causes of development and his theory does not have a universal structure for crisis resolution. Eriksons theory is more a depictive overview of human social and emotional progression that does not comprehensively explain why or how this advancement occurs. Furthermore Erikson does not clearly explain how the proceeds of one psychosocial stage influence personalities at a later stage. Then on the more irresponsible side of Eriksons theory is, its ability to work together distinguished psyc hosocial developments across the entire lifespan. Also Erikson was more positive than Freud as he believed that negative outcomes in a stage could be resolved at a later date. (OBrien, E. Z. 2013, p.22) Unlike Ericksons stage theory, Marcias theory accounts for multi-directional movement among and between the various identity statuses. Finally Marcia formulated the idea of status, which allowed for a more fluid conception of identity formation. (OBrien, E. Z. 2013, p.168)Lawrence Kohlberg (1927-1987), an American psychologist crush known for his work on the Theory of stages of example development, also known as a stage theorist. Kohlbergs theory was developed from the research and principles of Jean Piagets identity development. Previously, Piaget (1932) suggested a two-way theory of righteous development ( deterrent example pragmatism and moral relativism). (Hearne, L., 2017, p. 11). Kohlbergs moral development is focused on the cognitive process rather than the actual moral ac tions of a person. Continually people who are able to cognitively discuss appropriate moral choices do not always exhibit moral behaviour. Furthermore, persons can know the right moral decisions to make and decide to respond in the opposite manner. However, the theorist whose work has had the most powerful impact has been Kohlberg (Bergman, 2002 Colby et al., 1976, 1981). Moreover, theories of moral ratiocination have been important in explanations of adolescent antisocial behaviour. (Boyd, D and Bee, H. 2006, p.335). Kohlbergs moral judgement development seems to have a parallel relationship between age and stage. originally the age of ten years of age a child believes rules are fixed, handed down by a higher authority (such a parent or adult) and subject to change. After the age of ten, the child realises that rules are flexible and can be modified, with the agreement of others. (OBrien, E. Z. 2013, p.120) Kohlberg based his theory on interviews he conducted with children and a dolescents regarding moral reasoning. He then devised moral dilemmas, the answers to which were used to categorize moral development, one of example of this is the Heinz dilemma. Where a woman was near shoemakers last from a specific cancer but there was one medicate which doctors thought might save her. But the drug was very high-priced to make it was made in her same town, it was $2,000 for a small dosage of the drug so her husband became desperate and broke into the laboratory to detach the drug for his wife. Kohlberg then suggested 6 responses for this moral dilemma to assess peoples reasoning on their decision. Listed below are the six stages of Kohlbergs moral development train3POSTCONVENTIONALShared standards, rights and dutiesStage 6 Self-selection of universal values and principlesStage 5 -Sense of democracy and relativity of ruleslevel2CONVENTIONAL do right rolesStage 4 Fulfilling duties and upholding lawsStage 3 Meeting expectations of othersLevel1PRECONVENTIONALVal ues in external eventsStage 2 get what you want by trade-off or in exchange for behavingStage 1 Punishment avoidanceFigure 2 Kohlbergs Theory of example DevelopmentVarious theorists have criticized Kohlbergs theory, by those who placed more accent mark on learnedness moral behaviour and by those who believe moral reasoning is based mostly on emotional factors rather than on their ideas of fairness and justice. Carol Gilligan claims Kohlbergs theory is flawed because his research was based on male responses and represents a male perspective of moral development and reasoning. . (OBrien, E. Z. 2013, p.138) From Gilligans work with women she deduced that women apply an ethic of care in the judgements rather than a male ethic of justice. Eisenberg has defined empathy as an affective response that stems from the apprehension or comprehension of anothers emotional state However .an empathic response usually turns into either sympathy or personal distress (Eisenberg, 2000, p.671)In d eath young adolescents warrant educational experiences and schools try to care for their physical, intellectual, emotional/psychological, moral/ethical, social developmental and spiritual, characteristics. Parents, practitioners and others who work with young adolescents need to be assured of both obvious and subtle changes in their developmental characteristics. Changes like these can give adults intuitive into the demands facing young adolescents and emphasise possible logic for transference in their capabilities and behaviour. Educators and career guidance counsellors and policymakers today need to stay with their support of initiatives that allow young adolescents with developmentally appropriate environment and learning experiences. Teenage aspirations, especially educational, in combination with academic attainment are an important predictor of adult social status. (Schoon, I. 2006, p. 138).BibliographySchoon, I. (2006) Risk and Resilience Adaptations in changing times, 1st ed., Cambridge Cambridge University Press.Boyd, D and Bee, H. (2003) liveliness development, 3rd ed., Allyn and Bacon, PearsonBoyd, D and Bee, H. (2006) Lifespan development, 4th ed., Allyn and Bacon, PearsonBoyd, D and Bee, H. (2007) The Developing Child, 11th ed.,Pearson, International Edition. Allyn and Bacon.OBrien, E. Z., (2013) Human product Development, 2nd ed., Gill and MacMillanSugarman, L. (1986) Life-Span Development, Concepts, Theories and Interventions, 1st ed., Methuen Co. Ltd.Eisenberg, 2000 ..https//en.wikipedia.org/wiki/Identity_formationHearne, L., (2017). Session 5 Theories of Social and temper Development, Lecture Notes, University of Limerick.Eccles, J., (2012) Developmental Psychology, Vol 48(6), Nov 2012, 1540-1553. http//dx.doi.org/10.1037/a0027720Schlossberg, N. K., (2011). The Challenge of change The transition model and its applications. daybook of employment counselling, Vol 48