| 1. Describe the Development of the Self in Adolescence |
| | 1.1. Self-Understanding |
| | | 1.1.1. How is self-understanding defined? |
| | | 1.1.2. What are the dimensions of adolescents' self-understanding? |
| | | 1.1.3. What factors cause the adolescent self to fluctuate and seem contradictory? |
| | | 1.1.4. What is the difference between the real and ideal self, and the true and false self? |
| | | 1.1.5. What is meant by "possible self"? |
| | | 1.1.6. What is social comparison? |
| | | 1.1.7. What does it mean to be self-conscious and self-protective? |
| | | 1.1.8. What is the unconscious self? |
| | | 1.1.9. What is self-integration? |
| | | 1.1.10. How do sociocultural contexts affect self-understanding? |
| | | 1.1.11. What is meant by adolescents having multiple selves? |
| | | 1.1.12. How can interventions focused on possible selves be used to increase connections to and involvement in school? |
| | 1.2. Self-Esteem and Self-Concept |
| | | 1.2.1. What is self-esteem? |
| | | 1.2.2. What is self-concept? |
| | | 1.2.3. How do you measure an adolescent's self-esteem? |
| | | 1.2.4. Why is it good to use multiple measures to assess self-esteem? |
| | | 1.2.5. How closely is adolescents' self-esteem tied to reality? |
| | | 1.2.6. Does self-esteem change during adolescence? |
| | | 1.2.7. How does self-esteem change in relation to transitions, age, and gender? |
| | | 1.2.8. What is the relationship between self-esteem and school performance? |
| | | 1.2.9. How important is perceived physical appearance to an adolescent's self-esteem? |
| | | 1.2.10. What parental influences and behaviors are associated with boys' self-esteem? |
| | | 1.2.11. What role do peer judgments play in self-esteem? |
| | | 1.2.12. Is classmate support more strongly linked to self-esteem than close-friend support? |
| | | 1.2.13. How does transition from middle school to high school affect self-esteem? |
| | | 1.2.14. What is the consequence of low self-esteem for most adolescents? |
| | | 1.2.15. What are the ramifications for some adolescents when low self-esteem persists? |
| | | 1.2.16. What can happen if self-esteem is compounded by difficult school transitions? |
| | | 1.2.17. Describe the four ways that adolescents' self-esteem can be improved. |
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| 2. Explain the Many Facets of Identity Development |
| | 2.1. Erikson's Ideas on Identity |
| | | 2.1.1. What is the meaning and significance of Erikson's fifth stage, identity versus identity confusion? |
| | | 2.1.2. What is psychosocial moratorium as it relates to identity development? |
| | | 2.1.3. What is revealed by Erikson's insights? |
| | | 2.1.4. According to Erikson, what do personality and role experimentation have to do with identity development? |
| | | 2.1.5. What is the importance of vocational roles in identity development? |
| | | 2.1.6. What are the pieces of identity, according to Erikson? |
| | | 2.1.7. What are some contemporary views of identity development? |
| | 2.2. The Four Statuses of Identity |
| | | 2.2.1. What is Marcia's view of identity? |
| | | 2.2.2. What is the role of crisis and commitment in Marcia's theory of identity statuses? |
| | | 2.2.3. Describe the four statuses of identity. |
| | | 2.2.4. What are the criticisms of Marcia's identity statuses? |
| | 2.3. Developmental Changes in Identity |
| | | 2.3.1. What three aspects of the young adolescent's development are important in identity formation? |
| | | 2.3.2. How are identity status and development related? |
| | | 2.3.3. What is identity consolidation, and when is it achieved? |
| | | 2.3.4. What are "MAMA" cycles? |
| | 2.4. Identity and social Contexts |
| | | 2.4.1. How does parenting style influence adolescents' identity development? |
| | | 2.4.2. What are individuality and connectedness in relation to family atmosphere? |
| | | 2.4.3. What family processes promote adolescent identity development? |
| | | 2.4.4. How are individuality and connectedness in the family related to identity development? |
| | | 2.4.5. What emphasis did Erikson place on the role of culture in identity development? |
| | | 2.4.6. Why is adolescence a special juncture in the identity development of ethnic minority individuals? |
| | | 2.4.7. What is meant by ethnic identity? |
| | | 2.4.8. What is a bicultural identity? |
| | | 2.4.9. What factors are associated with changes in ethnic identity? |
| | | 2.4.10. How do social contexts affect identity development in ethnic youth? |
| | | 2.4.11. What is the link between ethnic identity and self-esteem? |
| | | 2.4.12. Do adolescent boys have a stronger vocational identity than girls? |
| | | 2.4.13. Do adolescent girls have a stronger social identity than boys? |
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| 3. Discuss the Emotional Development of Adolescents |
| | | 3.1.1. What are the components of an emotion? |
| | 3.2. The Emotions of Adolescence |
| | | 3.2.1. What are the differences between the emotions of adolescents and adults? |
| | 3.3. Hormones, Experience, and Emotions |
| | | 3.3.1. How do hormonal changes in adolescence affect emotional experience? |
| | | 3.3.2. What environmental factors are associated with strong or negative emotions in adolescence? |
| | 3.4. Emotional Competence |
| | | 3.4.1. What is emotional competence? |
| | | 3.4.2. Identify some examples emotional competencies. |
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| 4. Characterize the Personality Development of Adolescents |
| | 4.1. Personality Traits |
| | | 4.1.1. What are the "big five factors of personality"? |
| | | 4.1.2. How stable is personality in adolescence? |
| | | 4.1.3. What are the major criticisms of the trait approach to personality? |
| | 4.2. Temperament |
| | | 4.2.1. How is temperament defined? |
| | | 4.2.2. How is temperament related to personality? |
| | | 4.2.3. What are the three categories of temperament identified by Thomas and Chess? |
| | | 4.2.4. How have Thomas and Chess' system of temperament classification been recently revised? |
| | | 4.2.5. How stable is temperament from childhood to adulthood? |
| | | 4.2.6. How is childhood temperament associated with adjustment in adolescence and adulthood? |
| | | 4.2.7. What is meant by goodness of fit? |
| | | 4.2.8. How does an individual's goodness of fit relate to adolescent adjustment? |
