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| A False Self? |
A True Self? |
The Place That Is the Self
with Kim Cassidy, [6]
Bryn Mawr College Provost and Psychology professor
Kim began the morning with a "personality inventory,"
in which gave us a "diamond" diagram to
"think about ourselves in relation to others"--
students, administrators, romantic interests, and friends.
How did we feel about each of the attributes?
Which ones are opposites? Which ones are in conflict?
Which ones represent our "true selves," which ones our "false selves"?
Which attributes describe "who we really are,"
which ones the "way the context wants us to behave"?
She followed this by describing two curent theories,
by David Elkind and Susan Harter, about adolescent development of self.
Elkind argues that some of the baffling behaviors of adolescence are the result of the developing ability to think abstractly, and so imagine alternatives, an audience for one's behavior, and a "personal fable" regarding one's uniqueness.
Harter's work focuses on the implication of cognitive development on how adolescents understand themselves: they move from thinking about themselves as having enduring traits, to comparing those abstractions, to reconciling what seem to be contrasts.
Our discussion ranged widely, from gender differences in "context sensitivity,"
to the particular example of gay teenagers who find themselves in unhospitable environments.
Below find a list of resources for those who would like to learn more:
GLSEN, or the Gay, Lesbian & Straight Education Network [8], is the leading
national education organization focused on ensuring safe schools for ALL
students.
[9]
School Climate Survey [10] "75.4% of students heard derogatory remarks such as "faggot" or "dyke"frequently or often at school, and nearly nine out of ten (89.2%) reported hearing "that's so gay" or "you're so gay" - meaning stupid or worthless-frequently or often." "75.4% of students heard derogatory remarks such as "faggot" or "dyke" frequently or often at school, and nearly nine out of ten (89.2%) reported hearing "that's so gay" or "you're so gay" - meaning stupid or worthless-frequently or often."
School Bullying [10] "One-third (33%) of teens report that students are frequently harassed because they are or are perceived to be lesbian, gay or bisexual. The survey finds that LGBT students are three times as likely as non-LGBT students to say that they do not feel safe at school (22% vs. 7%) and 90% of LGBT students (vs. 62% of non-LGBT teens) have been harassed or assaulted during the past year."
Suicide [11] "The study also found that about 10 percent of Massachusetts high school students attempted suicide, according to a survey of about 4,000 students in 1997. Broken down by sexual orientation, about 40 percent of gay and bisexual students attempted suicide, compared to about 10 percent of their heterosexual peers."
Comments
Puberty in the First Degree [12]
I'm writing now during the weekend after, catching up on NYTimes articles from the week before, and came across this one, which had some real resonances from Kim's presentation: How Can You Distinguish a Budding Pedophile From a Kid With Real Boundary Problems?
It says, in part:
The last part of the brain to develop is the frontal lobe, which is responsible for impulse control, moral reasoning and regulating emotions — the things that adolescents lack when they decide, if they make a conscious decision, to molest a younger kid. So, instead of being compulsive like pedophiles, adolescents tend to be impulsive....It’s not that juveniles can’t distinguish right from wrong; it’s that they don’t perceive risks and consequences the way adults do — as parents of teenagers know all too well. “I’ve been arguing for a classification called ‘puberty in the first degree,’ ” said Timothy Kahn, a Seattle therapist ...
The article also talks about a treatment called
psychodrama. During these exercises, a teenager stands in front of an audience of peers, parents and other relatives who attend the group therapy. Then, the teenager describes the victim — hair color, personality, age — and what the offender did.
This seems like a way of re-vising what Kim's called adolescent's "personal dramas," a way of working productively with their sense that they are on stage--though it's controversial, because it can
reinforce their self-image as “sex offenders” with bad, deviant traits rather than as kids needing lessons in setting boundaries and creating better relationships. Critics complain, too, that intensive monitoring of adolescents may have similar consequences.
Homosexual experimentation [13]
I see the point that is made in the article. This last development of the brain may explain why back in the 60's and 70's, when homosexuality was still "in the closet", it was normal for adolescents to explore brief homosexual activities with friends. Because being Gay is so much in the forefront today, these explorations probably do not occur as frequently (that being said, many adolescents never mentioned what happened anyway)because of possible chastisement. It seems likely that one of the participants of such exploration may later experience deeper homosexual
feelings, but others may not see the possibilities of such engagement because of that last brain development.
Does this make sense?
Kim's Presentation on the [14]
Adolescents [15]
spoiling children [16]
i only have a toddler and i too wonder when do you stop spoiling children. this is one of the toughest issues i have encountered so far as a parent. you want your child to know you love them, but you also want them to be prepare to be independant and have a realistic understanding of the world. as a toddler, my little one whines a lot and i want to help her, but i also don't want to reinforce her behavior.
do you have any suggestion?
Adolescence [17]
Stages of Adolescence [18]
Implications of Adolescent Cognition [19]
Tuesday Morning's Reflection [20]
We are from the same planet [21]
Session 2 [22]
Adolescence Theories [23]
Self as a Sense of Place [24]
Day 2 - Self and a Sense of Place [25]