Psychology 1230: Psychology of AdolescenceAdministrative AnnouncementsWEB Discussion Topic #27WEB Discussion ProcessHandout SummarySupplementary ReferencesOverview: Autonomy: Renegotiating the Parent-Child RelationshipSlide 8Introduction: Leave TakingDefinition of TermsIntroduction to AutonomyA DialecticSlide 13Why Autonomy Now?Cutting the Pie: Types of AutonomyThe Development of Emotional Autonomy: 1The Development of Emotional Autonomy: 2The Development of Emotional Autonomy: 3Slide 19Dealing with Autonomy Issues (1)Dealing with Autonomy Issues (2)Concluding NoteSummary of Autonomy Lecture1Psychology 1230: Psychology of AdolescenceDon HartmannFall 2005Lecture 17a © Autonomy2Administrative AnnouncementsQuotes from 2 (of 3) lecture critiques I received on Friday, Nov. 4th:“Man the people talking when you're trying to give the lecture drives me nuts! If I was a mean person I think I would just back-hand them but I'd feel bad for the rest of the day if I actually did. Maybe I should just resort to undermining their intelligence as a means of getting them to shut it!”“The few times I have sat in the back of the class, I was seriously distracted by the whispering and conversing.”3WEB Discussion Topic #27#27. How peers can help. Psyched III. (Summary/Evaluation due on Monday, October 21st). Peers can have a variety of impacts on us for good or ill. Relate a peer event that profoundly affected you, and indicate the nature of the impact (e.g., on your sense of self; on your notion of what is acceptable), and why it had this impact. Also comment on another discussant’s commentary.4WEB Discussion ProcessGroup #3 due #4 dueWhippets 10/27 (10/26) 11/144♀+1♂ 10/28 (10/28) 11/18GypsyMafia 10/24**JusticeLeague 11/15PithHelmets 11/09MAJACS 10/25 (10/25) 11/11Psyched 11/21----------Note: Anyone can contribute to any WEB discussion; group members are responsible to summarizing the discussion. The last day to contribute to any discussion is 3 days before the due date. Dates in parenthesis indicate the date handed in. Bolded dates indicate that material handed in was incomplete; more is required.**Where is the summary??5Handout Summary Handout WEB Date Date 32. Study Guide #7 10/18 33. Lect. #14: Sexuality 10/20 34. Lect. #15a: Moral Devel (Piaget) 10/21 35. Study Guide #8 10/21 36. HO: Lecture Critiques 10/21 37. Study Guide #9 10/26 37. Lect. #15b: Moral Devel (Kohlberg) 10/27 38. Lect. #16: Attachment 10/28 39. Quiz 2 from Spring ’05 10/31----- 40. Lect. #17: Autonomy 11/07 41. Handout: Supplemental Project #2 11/04 42. handout: Supplemental Project #3 11/076Supplementary ReferencesYouniss, J., & Smollar, J. (1985). Adolescent relations with mothers, fathers, and friends. Chicago: University of Chicago Press.Montemayor, R., & Flannery, D. J. (1991). From childhood to adolescence: A transitional period? Newbury Park, CA: Sage.7Overview: Autonomy: Renegotiating the Parent-Child RelationshipGoals: To familiarize you with the notion of autonomy and how it has been addressed. To suggest how this issue might be dealt with with you adolescent childrenOverlap with text: Pp. 324-327.LectureIntroductionTheories of Emotional AutonomyImplicationsNext: Lecture 17b: Family Conflict89Introduction: Leave TakingMOM“Where are you going?” “Out where?” “Who are you going with?” “Which friend?” “I don’t have to know everything. I just want to know who you’re going out with.” “Do I know Debby?” “Well, Where are you going?” ADOLESCENT“Out.” “Just out.” “A friend.” “Mom, just a friend, okay? Do you have to know everything?” “Debby, okay?” “She’s just a friend, okay?” “Out.”10Definition of TermsAutonomy: The psychosocial domain concerning the development and expression of independence. It consists of emotional, cognitive, and behavioral components. Independence: Independence generally refers to an individual’s capacity to behave on their own.11Introduction to AutonomyFirst met up with autonomy in Erickson’s theory, at age 1-3 years (second stage). So wasn’t autonomy settled then?Shaffer in Social & personality development states that “one of the most important developmental tasks that adolescents face is to achieve a mature and healthy sense of autonomy” (p. 371).Autonomy usually contrasted with attachment—but as we shall soon see, autonomy and attachment are complementary, not contradictory. Or perhaps the two are involved in a dialectic.12A DialecticThesis (e.g., attachment)Antithesis (e.g., autonomy)Synthesis (e.g., connectedness with independence)1314Why Autonomy Now?•Physically capable of doing more things. Sexual maturity leads to out‑of‑family interests.• Cognitively capable of looking at conflicting issues. They are no longer dependent on Mom or Dad.• Socially‑The world has expanded; there are new peers, new adults. Future demands require greater responsibility and self‑reliance.15Cutting the Pie: Types of Autonomy First Pie: Cognitive, emotional, behavioralSecond Pie:Emotional Autonomy: that aspect of independence which is related to changes in the individual’s close relationships, especially with parents. And we will focus here.Behavioral Autonomy: the capacity to make independent decisions and follow through with them Values Autonomy: having a set of principles about right and wrong, about what is important and what is not.Psathas’ empirical breakdown316The Development of Emotional Autonomy: 1Detachment, separation, and conflict (e.g., Anna Freud)•Terms suggest a time of open rebellion. Oedipal conflicts re‑emerge and sexual drives shift from parents to peers. •Not supported: family relations are transformed; not so much open warfare.17The Development of Emotional Autonomy: 2Individuation (Peter Blos)Dialectic: Attachment, separation, integrationThe family relationship is being transformed ‑‑ from being hierarchical to egalitarian. Instead of separating and detaching it is a problem of integration. Could view this as dialectic18The Development of Emotional Autonomy: 3Connectedness vs. Separation —gender differences (Carol Gilligan)In a