Role Of Adolescence In Development Of Self Concept

Erik Erikson believed that each stage of development had a purpose and was important to the progress of life (Rathus, Berk, Longmuir & Rogerson, 2018). His fifth stage was set between the ages of twelve to eighteen (Rathus, et al., 2018). This is a transitional stage between different school levels, milieu's, and where social circles evolve (Tanti, Stukas, Halloran & Foddy, 2011). Where adolescence explore their personal identity and their role within society (Eccles, 2007). Adolescence search for the deeper meaning of self, seeking out what feels right to them; whether morally or for social benefits (Rathus, et al., 2018). Adolescence has the ability for more complex effects and abstract thinking (Tanti, et al., 2011). It’s the time where they begin to figure out what their puzzle piece to the world looks like and as to where it fits in. They break down each part of themselves and construct it in a way that pleases them, focusing on themselves they may fall into influences or confusion (Rathus, et al., 2018).

When a person discovers themselves, it is usually an exciting and positive experience in life (Eccles,2007). Feeling like you belong and that your life has all come together is an important feeling as it fosters pride, self-confidence, and happiness (Eccles,2007). For youth who are just discovering themselves, the ability to form their identity is highly important and significant so they can grow to experience these prideful emotions. Erik Erikson believed that the formation of one's ego identity was the purpose of the adolescence stage (Rathus, et al., 2018). Without developing one's identity, this person would experience future complications, struggles, emotional turbulence, an identity crisis, and confusion (Rathus, et al., 2018).

Erikson proposed that there were different conditions a youth's identity could be categorized by, moratorium, crisis, foreclosure, diffusion, and achievement, (Rathus, et al., 2018). A psychological moratorium is one step in identity forming where adolescence can experience crisis and explore different roles, religious groups, future career paths, relationships, or how one acts upon social obligations (Rathus, et al., 2018). Foreclosure is when a youth is determined on their identity without experimenting and diffusion is the opposite when youth have no identity or considerations for one (Rathus, et al., 2018). Achievement of identity is when adolescence have gone through the moratorium step and have found themselves through exploration while keeping certain commitments (Rathus, et al., 2018).

Identity is self-expression, how you define your self-image and as to what you believe in, versus the role a person takes in society (Rathus, et al., 2018). Identity is an internal monologue of understanding, while a role is outward behavior finding a place and being categorized (Eccles,2007). You could look at identity being the hairstyle, makeup, and thoughts of an actor; and the role being their performance and place on a stage. Identity seeks individuality, whereas role seeks conformity and a position among society (Tanti, et al., 2011). A youth may understand their identity and their vision of self, but they may not understand where they fit in. They may know what their puzzle piece looks like, but they may not know where their piece fits or what puzzle it goes to.

There are many factors in an adolescent life that can contribute to how their self-identity and role are formed. One of these influences which tends to have significant sway over youth is their ethnicity (Rathus, et al., 2018). Whether it be the one they were raised with or the social identity structured within their community or neighborhood (Rivas-Drake, Seaton, Markstrom, Quintana, Syed, Lee, Schwartz, Umaña-Taylor, French, & Yip, 2014). Although this factor can help to foster positive belongingness to those involved, it can also have a confusing and/or a negative impact on youth (Rivas-Drake, et al., 2014). The ethnicity and culture within formed groups can be complex and these complexities can be influential and confusing for adolescence to grasp (Rivas-Drake, et al., 2014).

Adolescence can often gain the feeling of being lost, experiencing depersonalization, self-stereotyping, self-categorizing, ingroup favoritism, discrimination, distorted dispositions, low self-esteem, expectations, and group-specific responsibilities (Tanti, et al., 2011). These experiences can be different for each adolescent due to their ability for flexible versus narrow thinking styles (Tanti, et al., 2011). Inner monologues can significantly alter their perceptions of the events in their lives (Tanti, et al., 2011). If adolescence identified with a group but began experiencing discrimination among this group, or if their ideas, beliefs, and identity doesn't fit in the role they’ve found; This can cause displacement of identity and role confusion (Rivas-Drake, et al., 2014). Feeling detached from their ethnicity can either lead to self-stereotyping, where a youth tries to mimic their group to fit in or it can cause low self-esteem (Rivas-Drake, et al., 2014).

When a child experiences these confusions or hurts within a group they believed they naturally belonged to, this can cause anxious feelings and negative internalizing (Rivas-Drake, et al., 2014). Three ways such feelings and confusion can be resolved are with cognitive behavioral therapy, with an adaptive narrative identity, and with music therapy. Those experiencing anxious thoughts or anxiety from negative group interactions could benefit from cognitive behavioral therapy (Kerns, Read, Klugman & Kendall, 2013). Whether diagnosed or not, this form of therapy has been noted in improving the lives of adolescence (Kerns, et al., 2013). Cognitive-behavioral therapy is based on the idea that inner thoughts can encourage certain behaviors (Gabor & Ing, 2006). Further influencing someone’s beliefs, evaluations, and perceptions of events, like how one develops their identity (Gabor & Ing, 2006). This therapy helps to redirect any of these narratives; an example of this is it could help the child come to the idea that they do not need everyone’s approval for happiness (Gabor & Ing, 2006). The therapist could shift the event as a positive, by suggesting looking at it as a learning experience and by teaching the youth self-help techniques (Gabor & Ing, 2006). Aiding a child towards a view that they may not have considered, influences a positive attitude, performance, and self-confidence (Kerns, et al., 2013). Lessening any social anxieties, they may carry with them (Kerns, et al., 2013).

Another approach that somewhat ties into cognitive behavioral therapy is called a narrative identity (Singer, Blagoy, Berry & Oost, 2013). Narrative identity is utilized by psychotherapy and is another method used to help change the perceptions over experiences and to shift the inner monologue (Singer, et al., 2013). This approach focuses on the self-defining impactful life memories stored (Singer, et al., 2013). These memories are usually brought into consciousness by the brain's impulsive thinking, used as a reference towards current experiences, and are influential on a person's concerns and identity (Singer, et al., 2013). These memories are how we as humans can end up creating a faulty persona of self, essentially being a trigger for repetitive emotional responses (Singer, et al., 2013). They are a key example of how the wiring in our brain is impactful and can be altered (Singer, et al., 2013). Changing your inner narrative to one which is healthier and realistic is important for adolescence who could be feeling down over rejections (Singer, et al., 2013).

Another option that could aid adolescences experiencing the negative aspects of ethnic circles would be therapy involving music (Pisanti, 2016). In some ethnic group's music can be an influential factor, especially in the creation process. Creating your own music can be a way for adolescence to express themselves when some thoughts may be difficult for them to verbalize (Pisanti, 2016). This can also help adolescence to understand the deeper aspects that are troubling them and gives them the possibility to relate to others (Pisanti, 2016). Understanding that they are not alone in experiences could help them in some cognitive processes (Pisanti, 2016). Being able to face your uncomfortable aspects of self and being able to acknowledge those around you could be an enlightening experience for adolescence purely focused on themselves and their own experience (Pisanti, 2016).

I believe these therapies tie together to express the main solution. Rewiring adolescence thought processes to one that is healthier is key in aiding struggling youth (Singer, et al., 2013). Building them up with encouragement so that they have enough self-strength to discover themselves is important (Tanti, et al., 2011). Aiding youth in being able to adapt to any experiences they face when crafting their identity and roles, whether it be ethnic-specific or generalized within society will give youth the sense that they can handle anything they face in their future (Tanti, et al., 2011).