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THE DEVELOPMENT OF SELF-REPRESENTATIONS ACROSS THE LIFE SPAN (Chapter 24),…
THE DEVELOPMENT OF SELF-REPRESENTATIONS ACROSS THE LIFE SPAN (Chapter 24)
Development of Self-Representation in childhood
Infancy, toddlerhood, Early Childhood
Self-representation give the bases for future development
15-18 months
Self-recognition
limited at this age
show self emotions,awareness of appearance and behaviour
9-15 months
Pre-representation form
is able to differentiate from other
Language development
2 - 3 years
self referential, using personal pronouns
self-referenctial emotions.
Competences of affirmations, independence and sense of ownership
3-4 years
Verbal Self representaion
appear language skills
physical attriutes (e.g i am a little boy)
Social attributes (e.g i have a friend)
single representation
as children can not combine them coherently
Psychological attributes (i am tired)
Interaction
important that children within this periods interact with Socializing agents
emotional qualities
helps to achieve bonds and develop cognitive and emotional skills
Language skills and normative limitation
unreal positivism on self representation
Difficulty to identify actual and ideal self
limited to understand other and evaluate with itself
Middle Childhood
5-8 years
cognitive development still changing and children still have limitations
Language Skills and perspective-taking Ability help the children to continue the process to engage in more real self- evaluation because is still very positive
Late Childhood
8-11 years
self-representations focus on attributes
traits,
cognitively: associate behavior and characteristics to form conclusions
competencies
interpersonal characteristics
relationship become very important for self-concept
Integration and experience of positive-negative emotions
as they are constantly comprared
Development of cognitive skills
able to differentiate actual - ideal self
perspective-taking improvment
self evaluation using Social comparison
differences between
Self representation
associated with
Parenting Behavior
parenting style
positive parenting
parental support
Self evaluation
Development of Self-Representations in Adulthood
Age difference in roles or Specific Self Representation
there is no differences and old people self representation are similar as young adults
changes might be in social roles and relations
Age difference in Possible selves
possible selves differences in
gain and looses across the individual life
possible selves are more stable
future selve
Positive representation
hoped
Negative representation
feared selves
sensitive development as big changes in adult life
Finding from Cross-Sectional, Age-Comparative Studie
Self-concept development
stable
continuity (new life events)
completed in early adulthood
there is no much literature about this topic, as the majority has been focus in childhood and adolescence
Findings from Longitudinal Studies
Self-Concept Structure and Adaptation in Adulthood
the information is processed in different way and they can be behavior : adapttive or maladaptive
Empirical Findings
Self-complexity
positive event mediator
stress and well-being relation
Self Compartmentalization
defense mechanism to avoid cognitive discrepancy with themselves
Self-Concept Incoherence
individual different self representation in social role and context
Self-Complexity
different self-aspects e.g. but still, make a difference between them
to compensate for negative aspects
Stability and Change
in Self-Representation
there is no much antecedents on the stability-variability
may change or remain same in adulthood
types of stability
Normative
Level
Structural invariance
Ipsative stability
consistency in patterns of personality traits
which can have changes in stability levels
quite stable over time
self concept dimension
sociability
well-being
competence
unconventionality
in Possible Selves
changes motivational oriented
maintenance, avoid of loss
preservation of self representations
related to health and physical
Related to behavior to changes within age
Self Compartmentalization
Evaluatively Compartmentalized
organize the self information in positive or negative aspects
Evaluative integrated
organize and recognize the self aspect in positive or negative knowledge
Development of Self-Representations in Adolescence
significant self representation developmental period
Introspection an self-refection as cognitive development
these changes develop in different stages
period of chages
Middle Adolescence
14-16 years
Cognitive development
see differences within
relational context
new roles
social roles
More sensitive about what other think
Contradictions
often resulting in conflict, confusion and distress
Early Adolescence
self-representation on competences
positive or negative
interpersonal skills
Single Abstraction (e.g. depressed, outgoing, reserved, etc)
affective states
normative development
sensitive or not about what other might think about them
11-13 years
Late Adolescence
16-18
Self representations based on experiences and are reflected in
personal beliefs
values
Moral
with more positive self-concept
representations are more realistic
developing the future self with goals
social skills improvement
Physical changes due puberty