Identity and Personality Development Models of Adult Personality Stability or Change? Organismic Stage • Universal sequence of development • Individuals show predictable change Erikson: psychodynamic Levinson: stages of life • Life transitions Mechanistic Trait • Focus on attributes, temperament • Reduce personality to basic elements • Individual shows stability McCrea & Costa: “Big Five” personality traits Contextual Timing of Events • Change not age-related Depends on circumstances and events in the individual’s life Bronfenbrenner: Ecological Systems theory Stage Models Normative personality change • Common to everyone • Recognize individual variation, but Successive periods • Marked by “crises,” “transitions,” or “life tasks” • Occur at about the same age for all • Psychodynamic theories: Freud, Jung Erikson Development through the life span Balance positive (“syntonic”) and negative (“dystonic”) tendencies Eight critical stages (crises) Successful resolution results in emergence of a “virtue” Four stages in adolescence to adulthood (identity, intimacy, generativity, integrity) Identity/Identity Confusion (stage 5) Adolescence develop concept of self (“fidelity”) integrate past with future direction Intimacy vs Isolation (stage 6) 20’s – 30’s tolerant acceptance of others develop cooperative, affiliative relationships (“love”) “Who are the most important people in your life?” Generativity vs. Stagnation (stage 7) 40 – 65 personal concern about others outward focus, mentoring productivity, contributing (“care”) “What advice would you give?” Integrity vs. Despair (stage 8) 65 + reflect positive qualities from earlier stages (trust, autonomy, industry, identity), self-acceptance integrate past experience with current realities, produce “wisdom” “What have been the most significant events of your life?” Criticisms of Stage Theories Overemphasis on chronological age • Masks individual variability No clear markers to denote start or finish of a stage Deviations from norm may mistakenly be seen as maladjustment Downplay sociohistorical context Criticisms Meaning of time and age confused • Multiple meanings of age • Functional • Biological • Psychological • Social • Increased desynchrony between time and aspects of age over life span Chronological age poorer predictor later in life Western orientation • Distinctions between “individualist” and “collectivist” ignored Validity of “final” stage • May not reflect realities of terminal period • E.g., Joan Erikson’s revision Trait Theories (mechanistic) Consistent differences (not similarities) between people “constellations” of attributes • Patterns of thoughts, feelings, actions that define the individual Assume little change after age 30 Personality traits identified using factor analysis • analyze correlations among attributes (e.g., shyness, openness) • Identify groups of variables (e.g., responses to questions “related” to shyness) highly correlated with one another (seem to go together) Look for basic dimensions (factors or “source” traits) along which people differ McRae/Costa Five Factor Model Five traits help shape life course Each trait a continuum Uniqueness comes from combination of traits that we possess traits: • Neuroticism (calm … worrying) • Extraversion (quiet … talkative) • Openness to experience (routine … variety) • Agreeableness (ruthless … softhearted) • Conscientiousness (negligent … conscientious) Baltimore Longitudinal Study Began in 1958 (ages 17 to 96) • Testing every 2 years Stability on all five dimensions Later cross-sectional study • 10,000 people • Ages 32-88 Found: • Stability on neuroticism, extroversion, openness across lifespan (including midlife) Timing of Events Model Contextual Time and age have different meanings (chronological, biological, psychological, social) Bernice Neugarten • Major life events determined by “social age clock” Learned from culture Normative life events • When to finish education, marry, have children, retire “Normative” • Depends on social clock • “on time” events become non-normative if occur “off time” (too early, too late) • Examples? Crisis caused by unexpected occurrence, timing of life events Stress if “off-time” • Lose job, slow career start • Late parenthood, marriage Cultural/historical variation • Timing of first child (1970 v. 1987) • Emphasis on individual life course • Challenge to idea of universal, agerelated change However… Rapid social change undermines predictability of model • Late parenthood no longer a stressor • Predictions specific to socio-historical period (with stable norms) Development of Self-Concept and Adult Identity Erikson: psychosocial development • Focus on 5th stage: the “identity crisis” Marcia’s extension of Erikson’s work Adult identity • Damon & Hart: factors affecting our views of ourselves Erikson Adolescence (stage 5): Identity/Identity Confusion develop concept of self • Transition from childhood to adulthood integrate past with future direction Positive resolution: • Strong sense of self-identity Negative resolution: • Weak sense of self Positive: likelihood of positive resolution of adulthood stages • Capacity to develop deep and meaningful relationships and care for others • Consideration of future generations, personal sense of worth and satisfaction Negative: • Isolation, unhappiness, selfishness, stagnancy, sense of failure and regret James Marcia Developing personal identity in adolescence involves: • Experiencing crises • Forming a commitment Occupational Ideological Adolescents experience different degrees of crisis and commitment • Some don’t experience an “identity crisis” at all Marcia’s Four Identity Statuses Have you engaged in a period of active search for identity? (crisis) Yes Do you make commitments, e.g., to a career, mate, values? No Identity Achieved (self-confident, Yes high level of moral development) Foreclosure (typically identify strongly with parents; don’t consider other identities; can be dogmatic) Moratorium (currently having No an identity crisis; actively trying to reach a commitment) Identity Diffusion (immature and impulsive, with a sense of hopelessness) Limited generalization: most research on university students • Need replication with representative samples “Type” model may be unrealistic: • Often two or more statuses operating at once • Stability of status can change • Identity change possible (not endpoint) Four Aspects of “The Self” William Damon & Daniel Hart The “physical self” (our name, body, and material possessions): dominates in the first 2- 3 years The “active self” (how we behave and are capable of behaving): dominates during early elementary school years The “social self” (the relationships we have with other people): dominates during early adolescence The “psychological self” (our feelings, thought, beliefs, and personality characteristics): dominates in late adolescence Evidence suggesting that getting to “know yourself” depends on gauging other people’s reactions to you: other people’s expectations of us affect how we view ourselves e.g., children who believe that respected adults take a dim view of their abilities: • are reluctant to sustain effort in difficult tasks • are more anxious about being evaluated • come to have low expectations of themselves the social role that we’ve currently adopted shapes how we think about ourselves social comparisons shape how we view ourselves Age and identity Subjective age Selective Optimization with Compensation (Baltes, 1990) • Adaptation • Maximization of gains • Minimization of losses • Select goals, behaviour on compensating for functional loss: maintain acceptable levels of functioning Personality - Identity Models • Stage • Trait • Timing of events Identity formation Self concept 11 DOMAINS OF COMPETENCY THOUGHT TO BE CONSIDERED IN ADULT EVALUATIONS OF SELF-WORTH (Harter): (1) (2) (3) (4) (5) (6) intelligence (7) sociability sense of humour (8) intimacy job competence (9) nurturance morality (10) adequacy as a athletic ability provider physical appearance (11) household management