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Social And Personality Development

Updated 2009-06-04 12:40

Personality Development

Explanations of Personality Development

Freud's Psychodyanmic ExplanationKey study. Personality is made up of three structures: id, ego and superego. The conflicts between these unconcious drives, as well as the defence mechanisms to defend us from them, shape adult personality.
Myers + Brewin (1994)Supports Freud. Those identified as 'repressors' (low anxiety, high defensiveness) took longer to recall childhood memories.
Erikson's Psychosocial TheoryAlternative approach. At set stages, each individual faces a conflict which is resolved through social interactions.
Bandura's Social Cognitive Theory of Personality DevelopmentBehaviour, hence personality, is learnt through vicarious + direct reinforcement.
EyesenckChallenges Bandura. Suggests personality is fixed into types. Freud's psychodynamic approach also refutes the influence of experience.
Mischel's Theory of PersonalityBuilds on Bandura but adds behavioural specifity, ie behaviour is related to specific situation + past rewards/punishments in that situation.

Gender Development

Explanations of Gender Development

Bandura's Social Cognitive Theory of Gender DevelopmentGender development is subject to Modelling, Enactive Experience and Direct Duition.
Whiting + Edwards (1988)Cultural support for Bandura. Found gender stereotype differences in 11 different cultures, which explains cultural differences.
Gender Constancy Theory (Kohlberg 1966)Gender development is due to changes in cognitive capability.
Slaby and Frey (1975)Confirms Kohlberg's stages.
Kohlberg (1966)Confirms Kohlberg's stages.
Munroe (1984)Cross cultural support for Kohlberg - found same sequence in many cultures.
Emmerlich (1977) and Bem (1989)Ages for stages depend on testing methods. Children unable to show gender stability if shown drawings (Emmerlich) but could if real photos used (Bem).
Martin + Little (1990)Questions Kohlberg's stages. Found that knowledge of gender stereotypes came before understanding of gender concepts, not after.
Weinraub (1984)Challenges Kohlberg's theory, supports Social Learning. Parental attitudes are highly influential on child preference for gender-type toys.


Identity Formation

Erikson's Psychosocial TheoryKey Study. Adolescence is a stage of life where an identity crisis is resolved by identity formation.
Smith and Crawford (1986)Supports Erikson. 60% of secondary school pupils reported at least on instance of suicidal thoughts.
Kahn (1985)Supports Erikson. Students who had been assessed as low in identity development had less success in later relationships.
Siddique and D'Arcy (1984) 2/3 of adolescents interviewed showed mild or no psychological distress.
Marcia's theory of identity formationKey study. Built on Erikson's theory by identifying four statuses in identity development, differing in levels of crisis and commitment.
Waterman (1985)Supports Marcia. Found that as age increased, identity diffusion decreased/identity achievement increased.
Kroger (1996)Supports Marcia. Identity achievers functioned better under stress than those still in moratorium, who were more anxious + avoided intimate relationships.
Meilman (1979)Challenges Marcia. Identity achievement comes later on than predicted and may not be permanent (Only 50% by age 24)
Archer (1982)Reported a simplification in the stages. Only 5% in just 1 stage, 90% in two stages.
Coleman's Focal TheoryStress occurs when adolescents have to deal with too many issues at one time.
Coleman + Henry (1990)Most adolescents navigate adolescents by putting some issues on hold.
Eccles (1993)Alternative to Focal Theory. Stress may occur due to mismatch between adolescent's developing needs and the role offered to them in western society.

Relationships with Parents and Peers

Cooper (1998)Autonomy: Adolescents who are securely attached have fewer problems.
Waterman (1982)Identity formation: Parental style affects development of identity. Domineering parents -> identity foreclosure, democratic parent -> moratorium/achievement.
Archer and Waterman (1994)Identity formation: Weak connectedness with parents -> Identity confusion stage.
Steinberg and Morris (2001)Conflict: authoritarian parents have more conflicts.
Montemayor (1982)Conflict: On average, adolescents have conflict with parents every 3 days, for 11 minutes.
Montemayor (1993)Two way process. Fathers less stressed if closer to adolescent children.
Benin (1997)Conflict: Parents may be cause of the conflict - marital dissatisfaction highest in marriage with adolescents.
Larsen (1991)Cultural differences - Indian relationship with parents is closer.
Frey + Rothlisberger (1996)Adolescents have twice as many relationships with peers than parents.
Ainsworth (1989)Peers serve 4 functions: Source of intimacy, feedback on social behaviour, source of social influence, provide attachment relationships.
Piaget (1932)Peer relationships more egalitarian than parent relationships.
Blos (1967)Autonomy: Peers act as a secure base/way station to independence and help adolescents avoid loneliness.
Kirchler (1991)Autonomy: Failure to develop peer relationships may lead to difficulty forming adult relationships in future.
Steinberg + Silverberg (1986)Autonomy of ppts increased with increased peer involvements.
Erikson (1968)Identity formation: Peers help us explore new ideologies.
Brown + Lohr (1987)Identity formation: Adolescents who did not belong to social cliques had lower self esteem.,
BrownPeer conformity: Adolescents reported more pressure to conform to peer norms than family activities.
Bendt (1979)Conformity greater for pro social behaviour.
Ryan and Lynch (1989)Peer relationships: Individual differences - adolescents with democratic parents rely less on their peers.

Cultural differences in adolescent behaviour

Gilani (1995)Autonomy: Found that in Asian families, family comes first and teenage girls were expected to conform rather than become independent.
Bacon (1963)Achievement: In collectivist cultures eg Mexico, parents place more value on obedience and responsibility than individual achievements.
Mead (1928)'Storm and stress' not universal. In Samoa, rites of passage into adulthood eradicate transitional period so less stress.
White and Burke (1987)Formation of identity is easiest with integration into society.
Duncan (1994)Adolescents who had experienced poverty had lower IQ.