1. Review the Brief Chapter Summary.
2. Answer and submit the Learning Objectives. Write the question and then the answer.
3. Complete and submit the Learning Activity. Write the question and then the answer.
BRIEF CHAPTER SUMMARY
Erikson defined the psychological conflict of adolescence as identity versus role confusion. Current theorists, unlike
Erikson, do not view the typical process of developing a mature identity as a "crisis,"but rather as a process of
exploration followed by commitment. Self-concept changes as adolescents unify separate traits into more abstract
generalizations about themselves, with more emphasis on social virtues and inclusion of enduring beliefs and plans.
Self-esteem further differentiates in adolescence and tends to rise, while individual differences in self-esteem become
increasingly stable. These advances in self-concept and self-esteem provide the cognitive foundation for forming an
identity.
Researchers identify four identity statuses typical of adolescents: identity achievement, moratorium, foreclosure,
and diffusion. Identity achievement and moratorium are both adaptive statuses, while teenagers who remain in a state
of identity foreclosure or diffusion are likely to have adjustment difficulties. Positive identity development is
promoted by the adolescent's own personality characteristics and influenced by parents, peers, school and community
opportunities, and adolescen's culture.
Kohlberg's theory of moral development, inspired by Piaget's earlier work on the moral judgment of the child,
describes the development of morality from late childhood into adulthood in terms of the way individuals at different
stages reason about hypothetical moral dilemmas. Kohlberg identified three moral levels (preconventional,
conventional, and postconventional, each including two stages, for a total of six moral stages, beginning with a
reliance on external authority and advancing to an orientation based on universal ethical principles. Although
Kohlberg's theory emphasizes a "masculine" morality based on rights and justice rather than a "feminine" morality
based on care, it does not underestimate the moral maturity of females. Influences on moral development include
personality, family, school, peer, and cultural factors. As individuals advance through Kohlberg's stages, moral
reasoning becomes more closely related to behavior, though this depends on moral self-relevanceÑthe degree to
which morality is central to self-concept. Religious involvement can also play a positive role.
Biological, social, and cognitive forces combine to make early adolescence a period of gender intensification.
Over the adolescent years, relationships with parents and siblings change as teenagers strive to establish a healthy
balance between family connection and separation. As adolescents spend more time with peers, intimacy and loyalty
become central features of friendship. The Internet has expanded teenagers' opportunities for friendships beyond their
schools and communities, but also poses dangers, especially for youths with adjustment problems. Adolescent peer
groups are typically organized into cliques, tightly knit groups of close friends, who may come together with other
cliques sharing similar values and interests to form a crowd, which gives the adolescent an identity within the larger
social structure of the school. Early adolescent dating relationships tend to be shallow and stereotyped, but dating that
does not begin too soon provides valuable lessons in cooperation, etiquette, and other aspects of relationships. Peer
pressure rises in early adolescence, but most teenagers do not blindly conform to the dictates of agemates.
The most common psychological problem of adolescence is depression, which results from a combination of
diverse biological and environmental factors. Severe depression can lead to suicidal thoughts, and the suicide rate
increases dramatically at adolescence. Although many teenagers become involved in some delinquent activity, only a
few become serious, repeat offenders. Personal, family, school, peer, and neighborhood factors are related to
delinquency.
After reading this chapter, you should be able to:
16.1 Discuss Erikson's theory of identity development, noting the major personality achievement of adolescence.
(p. 598)
16.2 Describe changes in self-concept and self-esteem during adolescence. (pp. 598-601)
16.3 Describe the four identity statuses, noting how each is related to psychological adjustment, and summarize
the factors that promote identity development. (pp. 601-605)
16.4 Describe Kohlber''s theory of moral development, and evaluate its accuracy. (pp. 606-609)
16.5 Evaluate claims that Kohlberg's theory does not adequately represent the morality of females, with particular
attention to Gilligan's argument. (pp. 609-611)
16.6 Describe influences on moral reasoning, and discuss the relationship between moral reasoning and behavior.
(pp. 611-615)
16.7 Explain why early adolescence is a period of gender intensification. (p. 615)
16.8 Discuss familial influences on adolescent development, including changes in the parentÐchild and sibling
relationships. (pp. 616-619)
16.9. Summarize the characteristics of adolescent friendships and peer groups, and discuss the contribution of
each to emotional and social development. (pp. 619-623)
16.10 Describe adolescent dating relationships. (pp. 624-625)
16.11 Discuss conformity to peer pressure in adolescence, noting how parental behavior is related to adolescent
conformity. (pp. 625-626)
16.12 Cite factors related to adolescent depression and suicide, along with approaches for prevention and
treatment. (pp. 626-630)
16.13 Discuss factors related to delinquency, and cite strategies for prevention and treatment. (pp. 631-634)
16.14 Review factors that foster resilience in adolescence. (pp. 634-635)
LEARNING ACTIVITY 16.7: nternet Friendships (pp. 620Ð622)
Interview two or three college-age friends about using the Internet to meet new people. The following
questions may be helpful:
(1) How do you feel about meeting new people on the Internet?
(2) Have you ever met a friend or romantic partner on the Internet? If so, are you still in contact with that
person? Was the individual honest and straightforward about him or herself? Explain.
(3) If you have met someone on the Internet, did you feel safe and supported by this person? Why or why not?
(4) If you have not used the Internet to meet new people, will you do so in the future? Why or why not?
(5) If you have used the Internet to meet new people, will you continue to do so in the future? Why or why not?
(6) What are the benefits of meeting new people on the Internet? What are some potential risks?
After completing this activity, discuss your findings. For example, did the
majority of respondents indicate that they had met new people on the Internet? Did they experience any problems
with their online friend or romantic partner? For respondents who have never used the Internet to meet new people,
what reasons did they give for this decision? Did the respondents seem to understand the potential dangers of meeting
people online? Were you surprised by any of the findings?