Self & Identity

1. Self & Identity Modules 10-1 & 10-2

2. What is the self? • Self: All the Characteristics of a Person • Self-concept: Everything the person believes to be true about him/herself • Includes traits, preferences, social roles, values, beliefs, interests, self-categorization • Self-understanding develops throughout the lifespan

3. Development of self-Awareness • Dot-of-rouge experiment • 15-24 months of age • Infant looking in mirror wipes dot of rouge from his/her own nose • Evidence of self-awareness

4. Self in Early Childhood • Confusion of self, mind, and body • Concrete descriptions • Physical descriptions • Activities – what they do • Overestimation of abilities

5. Self – Middle & Late Childhood • Shift to internal traits and abilities • Social role descriptions • Real and ideal selves • More realistic about abilities

6. Perspective Taking • Opposite of egocentrism – the ability to assume another’s perspective • Children who are good at this are popular • Development progresses through stages (Selman)

7. Self in Adolescence • Abstract-idealistic • Self-conscious/ preoccupied • Contradictions within self • Fluctuating picture across time/situations • Possible selves • Self-integrations as they get older

8. Self in Adulthood • Self-awareness (emotional intelligence) • Accept own good and bad qualities • Possible selves become more realistic • Life review – evaluation of successes & failures; more likely as you get older

9. What Is Self-Worth? • Meaning • Purpose • Living up to your identity & your destiny • Self-respect

10. Self-Esteem: What is it? • Evaluative part of the self-concept • emotional • Difference between the real and ideal self • Have you realized your potential? • Do you value the trait, but have little potential? • Ideal self includes the “ought” and the “wish” selves • Measure of our sense of meaning in life • This includes purpose • Self-respect (Have you lived up to who you are?)

11. Self-Esteem: What is it? • Influenced by the reactions of others • Generalized other, great ubiquitous “they” • People are susceptible to flattery • It is tougher to accept criticism • Basis for conformity

12. Self-Esteem: What is it? • Self-serving bias • Overrate ourselves • Blame our failures • Claim our victories • As a rule, only depressed people truly have low self-esteem

13. Self-esteem: What’s the problem? “Why is being wrong so socially traumatic to students?”

14. The Self-Esteem Movement Thank you to Dr. Tracey Zinn, on whose conference presentation this section is based.

15. The Self-Esteem Movement Propagated primarily in the educational system Curricula aimed at increasing students’ self-esteem Everyone born after 1970… Focus has been on increasing self-esteem that is not rooted in reality Researchers now suggesting that students need to be able to identify their talents The Psychology of Self-EsteemBranden (1969)

16. What Was Taught? “Keep your head up, feel good about yourself” vs. “take responsibility for your work”. Forsyth et al (2007) “You can do anything!” No use of the word “failure” & What Happened Everyone got all As in HS, doing little work Unrealistic expectations of success Students report being bored in class

17. What Resulted

18. What Resulted: Attitudes “Being happy is the most important thing” We should always feel good about ourselves Increase in narcissism (debated) Don’t say “I’m a good soccer player” (Just say “I’m good.”)

19. Result – Confused Parents Encouraged delicate handling of children Shielded them from negative emotions, criticism Praised kids regardless of what they did Carol Dweck’s research Parents often think that helping their kids build self-esteem is done by shielding them from criticism and praising their talents Protecting kids from hurt, failure, criticism, & disappointment has made them more vulnerable

20. What Failed to Result [High self-esteem] Isn’t associated with improved grades, career achievement, reduced alcohol usage, lower violent behavior, etc. Baumeister and colleagues (2003)

21. Educational Outcomes of the Self-Esteem Movement Effort is considered a sign of stupidity. When children are told that they did well because they are smart and not because they worked hard, they choose an easier task. Panic when they are challenged or think they are engaging in “a lot of effort”. From Carol Dweck’s research

22. Poor Atmosphere for Learning: Educational Outcomes of the Self-Esteem Movement Susan Jacoby The Age of American Unreason Are our students (people) hostile to knowledge? Self-esteem movement = I’m the smartest kid! “I’m supposed to be happy!”

23. What Resulted - Behaviors • Students seem to be incapable of handling negative feedback. • New hires are asking for raises and promotions almost immediately after being hired. • When students with high SE are criticized, unfriendly, rude, and uncooperative. • Entitlement regularly cited as an issue in college.

24. When instructors that provide too much guidance, too much structure, too much availability . . . . . Are we setting up our classes to suggest that: • All students should be successful at everything? • Failure or struggle is not to be expected? • Learning should be easy, comfortable, or fun at all times? • Students don’t need to solve their own problems?

25. Can Teachers Give Realistic Feedback? What happened to constructive criticism? Students say, “I don’t believe a lot of feedback from my teachers.” Teachers say, “How can we give appropriate, contingent feedback without punishing class participation?”

26. The Self-Esteem Movement Propagated primarily in the educational system Curricula aimed at increasing students’ self-esteem Everyone born after 1970… Focus has been on increasing self-esteem that is not rooted in reality Researchers now suggesting that students need to be able to identify their talents The Psychology of Self-EsteemBranden (1969)

27. What Was Taught “Keep your head up, feel good about yourself” vs. “take responsibility for your work”. Forsyth et al (2007) “You can do anything!” No use of the word “failure” & What Happened Everyone got all As in HS, doing little work Unrealistic expectations of success Students report being bored in class

28. What Resulted

29. What Resulted: Attitudes “Being happy is the most important thing” We should always feel good about ourselves Increase in narcissism (debated) Don’t say “I’m a good soccer player” (Just say “I’m good.”)

30. Result – Confused Parents Encouraged delicate handling of children Shielded them from negative emotions, criticism Praised kids regardless of what they did Carol Dweck’s research Parents often think that helping their kids build self-esteem is done by shielding them from criticism and praising their talents Protecting kids from hurt, failure, criticism, & disappointment has made them more vulnerable

31. Correlates of Self-Esteem What did we report? • More initiative • Happier, less depressed • As long as things are going well. • Related to physical appearance • Can become narcissistic • Fluctuates across the lifespan

32. What Failed to Result [High self-esteem] Isn’t associated with improved grades, career achievement, reduced alcohol usage, lower violent behavior, etc. Baumeister and colleagues (2003)

33. What Self-esteem Cannot Do (and we predicted it would) • Improve school performance • Improve social relationships • Guarantee good leadership • Prevent risky behavior such as drinking • Promote health • It is defined in more than one way. • It may simply be a marker or indicator variable.

34. Backlash against Self-Esteem John Hewitt’s The Myth of Self-Esteem: Finding Happiness and Solving Problems in America “Why do you feel good about yourself?” “Because of self-esteem”

35. Backlash against Self-Esteem Generation Me Risk of depression & anxiety higher for young people today “Our growing tendency to put the self first leads to unparalleled freedom, but it also creates an enormous amount of pressure on us to stand alone.”

36. College • Students experience more stress & are more depressed than in the past • Frequently feel overwhelmed • Pervasive concerns are pressure to succeed in college, get a great job, and make lots of money • In 1998, 24% of the population aged 25 and over had completed four or more years of college.

37. Career Identity • Intrinsic Motivation • Job Satisfaction • Role Conflict • Burnout • Unemployment • Underemployment • Age Discrimination

38. Are Negative Emotions Normal? • Today, the lifetime rate of major depression is 10 times higher than for people born before 1915— 15-20% higher, some say • Some argue that it’s not just an increase in diagnosis or acceptability of depression/anxiety, but a real increase in the disorder • “Normal” schoolchildren in the 1980s reported higher levels of anxiety than child psychiatric patients in the 1950s (Twenge)

39. Are Negative Emotions Normal? Focus on the self and independence: “Our disappointments loom large because we have nothing else to focus on.” Generation me has been taught to expect more out of life at the very time when good jobs and nice houses are increasingly difficult to obtain. • We are supposed to be able to do and be anything; any disappointment suggests that we will not.

40. Are Negative Emotions Normal? Against happiness: In praise of melancholy Eric Wilson Loss of sadness:How Psychiatry Transformed Normal Sorrow into Depressive Disorder Alan Horwitz & James Wakefield The Medicalization of Society: On the Transformation of Human Conditions into Treatable Disorders Peter Conrad

41. What is Identity? Components of Identity • Career • Political views • Religious beliefs • Relationships • Ethnic identity • Personality • Body image

42. Erikson: Identity Achievement vs. Identity Confusion • Identity crisis - exploration • Identity commitment • Problems: • Weak sense of trust • Little autonomy or initiative • Lack of industry

43. Paths to Identity Marcia’s Four Identity Statuses • Identity diffusion • No crisis/ commitment • Identity foreclosure • Commitment/ no crisis • Identity moratorium • Crisis/ no commitment • Identity achievement (goal) • Commitment following crisis

44. Are we having an identity crisis? • Sources of identity – • Parents • Extended family • Religious • Political: national, regional (state), local • Ethnic, racial • Work, occupation, profession • Group membership: gang, school, club • Military • Fan(atic): Trekkie, sports team, music, idol

45. Are we having an identity crisis? • Example Identity Conflicts • Parental vs. independent • Ethnic vs. national • Family vs. work • Group vs. group

46. Changes at Midlife

47. Research Findings for Midlife Overview • General increase in introspection. • Increased self-acceptance. • Greater autonomy, less concern with the evaluations and expectations of others. • High environmental mastery.

48. Erikson –Generativity vs. Stagnation • Generativity: reaching out to others in ways that guide and give to the next generation • Mentoring • Parenting • Teaching • Writing • Building businesses • Political Activity • Leaving your legacy

49. Erikson –Generativity vs. Stagnation • Self-absorption • Self-indulgence

50. Levinson: Seasons of a Man’s Life • Cycles of transition & stability in 20’s, 30’s, and 40’s • By 40’s mortality is realized • Levinson: Some are disappointed in not having realized their early adulthood dream; some question the value of their accomplishments to society