By Sandy Jackson, Harke Bosma (auth.), Dr. Harke A. Bosma, Dr. A. E. Sandy Jackson (eds.)
Self-concept and coping behaviour are very important facets of improvement in youth. regardless of their developmental value, although, the 2 components have hardly been thought of in terms of one another. This ebook is the 1st within which the 2 components are introduced jointly; it means that this interplay can open how to new percentages for extra examine and to new implications for utilized paintings with children. separate chapters evaluate learn performed in all the components. those are via a sequence of extra empirically focussed chapters during which matters reminiscent of adjustments in dating styles, tricky tuition events, leaving tuition, use of relaxation, anxiousness and suicidal behaviour are tested within the context of self-concept and coping. the ultimate bankruptcy seeks to spot a few of the significant issues rising from this paintings and discusses attainable study and utilized implications.
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Additional info for Coping and Self-Concept in Adolescence
It refers to the individual's well-considered decision to be true to - to commit himself to - certain social and societal values, goals and the like. Expressions like fidelity and commitment may appear to suggest a complete surrender to those values, where identification is seen as a non-critical acceptance of the values. Seen in these terms, Erikson's ideas seem to differ considerably from those of some European authors, who lay more explicit emphasis on the individual's criticism of and distance from the chosen identities.
Coping theory has been suggested (Coleman, 1984; Olbrich, 1981, 1984) as offering insights into how a young person deals with the multiple changes of adolescence. Coping theory has been elaborated over the past two decades and some aspects of the theory have been explicitly combined with developmental theory (Haan, 1977). Recent work in adolescent psychology varies in the features of adolescence upon which it focuses. e. it associates adolescence with the strong demands arising from somatic alterations, from new social roles, from changed interactions with adults and peers and from changing feedback about one's identity.
This idea of a cyclic developmental pattern fits in with the concept of a "first-level" achievement in adolescence which was mentioned above. Another alternative, which deviates to a greater extent from the Eriksonian line of thought, may also briefly be suggested here. As with Logan, it also distinguishes two major periods in life in which problems with respect to self-conception or the sense of identity are intensilled. The first of these two periods is adolescence. In childhood, the answer to the who-are-you question is relatively self-evident.