.:: Self-Concept/Identity ::.

Covering the section of Self-Concept/Identity in Chapter 3 Rick Casagrande


Article title: "The Effects of Concealing Academic Achievement: Information on Adolescents' Self-Concept"
Authors: Baoshan Zhang, Mo Wang, Juan Li, Guoliang Yu, Yan-Ling Bi
Summary: The content of the article deals with deals with the concealing of both positive and negative academic information by adolescents. It is an experiment held by the authors in which certain groups were told to conceal information regarding their academic performance. Students were randomly assigned to different contexts where information could be concealed. As a result of the complicated and thorough experiment, it was ultimately determined that concealing academic-achievement information can in fact cause a change of self-concept in an adolescent.


Key points:
-Adolescents with low academic achievement in the environment where achievement was concealed showed that they had higher levels of self-esteem, yet more self-representation suppression
-This was activated when they were under a high cognitive load
-Adolescents with high academic achievement in the environment where positive achievement was concealed had a lower self-esteem
-This activated positive self-representation under high cognitive load
-Results showed that concealing information causes a short-term change of self-concept


Complete Citation:

Zhang, B, Wang, M, Li, J, Yu, G, & Bi, Y. (2011). The effects of concealing
academic achievement information on adolescents' self-concept. The
Psychological Record, 61, 21-40.

.:: Erik Erikson ::.

Covering the Section of Erik Erikson for Chapter 3: Julianne Rowland

Article Title: Erikson's Theory of Psychosocial Development, Psychosocial Development in Infancy and Early Childhood

Author: Kendra Cherry

Summary:  One of the most important concepts of Erikson’s psychosocial stage theory is the development of ego identity. Ego identity can be explained as the conscious sense of self that we develop through social interaction. According to Erikson and his theory, our ego identity changes frequently over time based upon our experiences and new information that we acquire through our social interactions with others. Erikson believed that in each stage, there is a conflict that serves as a turning point in development. Such conflicts are centered on either developing psychological quality or failing to develop that quality and failure to progress and grow. Erikson’s 8 stages of psychosocial development are: basic trust vs. mistrust, autonomy vs. shame, initiative vs. guilt, industry vs. inferiority, identity vs. role confusion, intimacy vs. isolation, generativitiy vs. stagnation and ego integrity vs. despair.

Key Points:

1. Erikson believed that all humans have the same basic needs and that each society must accommodate those needs. Erickson developed the psychosocial theory of development to emphasize the relationship between society and the individual and their personal development.

2. Erikson developed 8 stages of psychosocial development that occur between infancy and old age, each of which involves a central crisis. The resolution of each crisis leads to greater personal and social competence and a stronger foundation for solving future crises.

3. Erikson’s 8 stages of psychosocial development:

1. Basic trust vs. mistrust (birth- 12/18 months):  The infant must form a first loving, trusting relationship with the caregiver or develop a sense of mistrust.
2. Autonomy vs. shame/doubt (18 months-3 years):  The child’s energies are directed toward the development of physical skills (walking, grasping, controlling the sphincter). The child learns to control but may develop shame and doubt if not handled well.
3. Initiative vs. guilt (3-6 years):  
   The child continues to become more assertive and to take more initiative but may be too forceful, which can lead to guilt feelings.
4. Industry vs. inferiority (6-12 years):  The child must deal with demands to learn new skills or risk a sense of inferiority, failure, and incompetence.
   
   
5. Identity vs. role confusion (adolescence):  The teenager must achieve identity in occupation, gender roles, politics, and religion. 
6. Intimacy vs. isolation (young adulthood): The young adult must develop intimate relationships or suffer feelings of isolation.
7. Generativity vs. stagnation (middle adulthood): Each adult must find some way to satisfy and support the next generation.
8. Ego integrity vs. despair (late adulthood): The culmination is a sense of acceptance of oneself and a sense of fulfillment.

4. By accepting or rejecting the later stages, efforts may lead to identity achievement: strong sense of commitment to life choices after free consideration of alternatives, foreclosure: acceptance of parental life choices without consideration of options, identity diffusion: uncenteredness; confusion about who is one and what one wants and moratorium: identity crisis; suspension of choices because of struggle.

5. In order to support identity amongst students, educators should: give students many models for career choices and other adult roles, help students find resources for working out personal problems, be tolerant of teenage fads as long as they don’t offend others or interfere with learning and give students realistic feedback about themselves.

Complete Reference:

Cherry, K (2011). Erikson's Theory of Psychosocial Development: Psychosocial development in infancy and early childhood, preschool, middle childhood, adolescence, young adulthood, middle age and old age. About.com.Psychology

.:: Urie Bronfenbrenner ::.

Covering the section of Urie Bronfenbrenner and Ecological Systems Theory for Chapter 3: Molly Palmer

Article Title: The Vision of Urie Bronfenbrenner: Adults Who Are Crazy About Kids
Author: Larry K. Brendtro
Article Summary: This article introduces readers to the person and vision of Urie Bronfenbrenner, a Russian-born immigrant whose family came to the United States in 1922. Bronfenbrenner would emerge as one of the leading psychologists in human development and an advocate for cultural and economic improvements for children. His theory of ecological systems demonstrated his belief that each child is affected deeply by his or her environment. While the Ecological Systems Theory notes that there are several "social networks" at play, Brendtro emphasizes Bronfenbrenner's commitment to the most immediate networks connected to a child: parents, school, and peers. Bronfenbrenner believed that every child needs at least one adult who is "irrationally crazy" about them and willing to support them unconditionally. Brendtro introduces us to Bronfenbrenner, the idea of circles of influence, and Bronfenbrenner's practice of a practical study of children.

Key Points:

1. Urie Bronfenbrenner transformed the study of children in the fields of education, psychology, sociology, anthropology, and more by taking the focus away from studying narrow aspects of a child's world. He created a whole new field of study, the ecology of human development, which focuses on the reciprocal relationship between a child and his/her immediate networks.
2. According to Bronfenbrenner, in order for a child to succeed intellectually, emotionally, socially, and morally, they need at least one adult with whom they can form a long-term, reciprocal bond; this adult must be committed to the child's well-being and upbringing.
3. Bronfenbrenner's "circles of influence" (Ecological Systems Theory) consist of the most powerful and influential sphere (family, peers, school), surrounded by "neighborhood" influences (work, youth clubs, church, formal/informal mentoring, etc.), and finally surrounded by the sphere of broader cultural, economic, and political forces.
4. The different elements of the spheres also interact with one another, and this can strengthen or disrupt a healthy ecology for a child (for example, the relationship between a child's parents and their teachers).
5. Bronfenbrenner objected to studying child behavior through a narrow focus on microbehaviors. Instead, he believed that a practical approach meant studying children in their natural environments to explore how a child experiences and interprets his/her world. Behavior is not isolated, rather reflects the interactions between a child and his/her surroundings ("conflict is a performance that requires multiple actors").
6. Bronfenbrenner's academic work coupled with his commitment to enact tangible change. He is a co-founder of the Head Start movement which provides educational, health, and parental-involvement services to low-income children at early stages of their development.

Complete Reference:
Brendtro, L.K. (2006). The vision of Urie Bronfenbrenner: adults who are crazy about kids. Reclaiming Children and Youth, 15(3), 162-166.