Coping and Self-Concept in Adolescence

271 Pages·1990·9.87 MB·English

by  Sandy Jackson

Coping
HarkeBosma
Sandy Jackson (Eds.)and
Self-Concept
in Adolescence
With 18 Figures
Springer-Verlag Berlin Heidelberg New York
London Paris Tokyo Hong Kong
Dr. H. A. BOSMA
Dr. A. E. (Sandy) JACKSON
Department of Psychology
State University
Grote Kruisstraat 2/1
9712 TS Groningen
The Netherlands
ISBN-13: 978-3-642-75224-7 e-ISBN-13: 978-3-642-75222-3
001: 10.1007/978-3-642-75222-3
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Preface
Adolescence is a period of development which has attracted considerabte attention
from clinicians and researchers. Often, however, their interest has tebded to be
somewhat narrowly focussed, with the result that specific areas of d velopment
have been considered in relative isolation from others. This narrowness f focus was
brought clearly to our attention during the planning of the first Eur pean Con
ference on Developmental Psychology which took place in Groningen 1984. Sev
eral different symposia dealing with adolescence were submitted for' lusion in the
conference programme. As we considered them, it rapidly became ear that des
pite differences in focus there were many points of correspondence, real or poten
tial, between the topics being proposed. This is particularly true of the two areas
brought together in this book. Both are important areas of research in adolescence,
and each seems relevant to the other, but in spite of this, work in the one area pro
ceeds largely independently of work in the other. Recognition of this led in turn to
an awareness of the possible advantages of bringing self-concept research and cop
ing research into closer correspondence. This book aims to present some of these
advantages.
The book begins with two separate chapters which review theory and research in
the areas of self-concept and coping. The remaining chapters are more empirically
focussed and illustrate how research in one area can inform work in the other. The
base from which the authors develop their individual chapters varies from author
to author: in some cases mainly concerning self-concept research, in others,
particularly coping. Whatever the case, all responded readily to our request that
they should extend their attention to both areas and consider the implications of the
one for the other.
We would like to express our thanks to them for the readiness with which they
agreed to fit in with this requirement. More broadly, we would like to thank them
for their total contribution to the book and for the way in which they worked with
us. Editors are not always easy people to cope with - their priorities are always ur
gent, their deadlines absolute, the text is never quite right. The standards they de
mand seldom seem to apply so clearly to themselves in that they provide feedback
later than expected and the general progress being made is not always clear. We
must acknowledge such faults in ourselves and thank the authors for their tolerant
acceptance of this imbalance and their willingness to work within it.
VI Preface
Several people have played an important role in the preparation of this book and
we wish to express our gratitude to all of them.
Astrid Prins and, especially, Jan Veenstra spent long and often thankless hours in
preparing the text, tables and indices for publication. Their efforts did much to ease
the editors' task and their willingness and enthusiasm in the face of much frustration
were always an inspiration. Lammert Leertouwer provided much advice and assist
ance in redesigning and redrawing the illustrative figures. Willy Landeweerd and
Wolly ten Berge always seemed able to find time to retype a page or table or to rush
off a letter at the shortest possible notice. Various representatives of Springer-Ver
lag remained helpful and patient despite alterations to timetables or awkward re
quests. To each of them, our grateful thanks.
Finally, we wish to record our appreciation to our families. The problems that a
book can bring spill over into family life in a variety of ways. Long hours are spent
at the wordprocessor, the telephone rings late in the evening, frustrations are voiced
at home, even if nowhere else. Despite such stresses, our families have proved a con
stant source of support and strength. In the light of their contribution, it seems only
appropriate to dedicate the completed work to them.
Harke Bosma and Sandy Jackson,
December, 1989.
List of Authors
Dr. H.A Bosma and Dr. M. Chandler and
Dr. AE. (Sandy) Jackson Dr. L. Ball
Department of Psychology Department of Psychology
State University University of British Columbia
Grote Kruisstraat 2/1 154-2053 Main Hall
9712 TS Groningen Vancouver, BC, V6T 1Y7
The Netherlands Canada
Dr. H. Fend Dr. T. Honess and
Universitat Ziirich Dr. A Edwards
Padagogisches Institut Department of Psychology
RiimistraBe 74 University College
8001 Ziirich P.O. Box 78
Switzerland Cardiff CF11XL
UK
Dr. E. Olbrich Dr. H. Rodriguez-Tome and
U niversitat Erlangen -Niirnberg Dr. E Bariaud
Institut fUr Psychologie Ecole Pratique des Hautes Etudes
HindenburgstraBe 14/11 Laboratoire de Psychologie Differentielle
8520 Erlangen 41, rue Gay-Lussac
ER.G. 75005 Paris
France
Dr. I. Seiffge-Krenke Dr. R.K. Silbereisen and
Universitat Bonn Dr. P. Noack
Abt. Entwicklungspsychologie Justus-Liebig-Universitat Giessen
Psychologisches Institut Fachbereich Psychologie
RomerstraBe 164 Otto Behaghel-StraBe 10
5300 Bonn 1 6300 Giessen
ER.G. ER.G.
VIII List of Authors
Dr. M. 1)rszkowa Dr. J.1. van der Werff
Uniwersytet im. Adam Mickiewicza Department of Psychology
Instytut Psychologii State University
ul. Szamarzewskiego 89 Grote Kruisstraat 2/1
60-569 Poznan 7912 TS Groningen
Poland The Netherlands
Dr. J. Youniss and
Dr. J. Smollar
Youth Research Center
Catholic University
Washington DC 20064
U.SA.
Contents
1 Coping and Self in Adolescence
Sandy Jackson & Harke Bosma
Coping and Developmental Tasks ................................ 1
Self-Concept and Identity ....................................... 4
Coping and Identity ............................................ 6
Plan of the Book ............................................... 7
2 The Problem of Self-Conceiving
Jacobus van der Werff
Self-Concept, Self-Conception, and Self-Conception Problems 14
Self-Conception Problems in Adolescence:
The Contribution of Erikson .................................... 20
Some Controversies and Alternatives ............................. 24
Conclusion ................................................... 30
Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
3 Coping and Development
Erhard Olbrich
Adolescence - A Period of Disturbance or of Active Coping? . . . . . . . . . 35
Coping in Adolescence: Concepts and Theory ..................... 37
Personality and Development in a Coping-Theoretical Perspective. . . . . 42
Normally Developing and Troubled Adolescents. . . . . . . . . . . . . . . . . . . . 44
Concluding Remarks ........................................... 47
4 Developmental Processes in Self-Concept and Coping Behaviour
Inge Seiffge-Krenke
Dimensional Structure of Self-Concept and Coping;
Age and Sex Differences ........................................ 51
Stability and Continuity of Self-Concept and Coping ................ 56
Relationship Between Self-Concept and Coping ......... . . . . . . . . . . . 59
Clinical Significance of Self-Concept and Coping Style .............. 60
Cross-Cultural Differences in Self-Concept and Coping Style ........ 63
Conclusions .................................................. 67
x
Contents
5 Selves-in-Relation: School Leavers' Accommodation to DitTerent
Interpersonal and Situational Demands
Terry Honess & Ann Edwards
Selves-in-Relation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Early School Leavers in the United Kingdom ...................... 70
Young School Leaver's Accommodation to Post-school Life. . . . . . . . . . 71
Results....................................................... 75
Discussion .................................................... 82
6 Ego-Strength Development and Pattern of Social Relationships
Helmut Fend
Design of the Constance Longitudinal Study ....................... 92
Developmental Patterns in Adolescence . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Deftnition of Intra-Individual Change in Ego-Strength. . . . . . . . . . . . . . . 98
Ego-Strength Development and the Pattern of Social Relationships
in Adolescence . . . . .. .......................................... 102
Conclusions ......... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
7 Adolescents' Orientations for Development
Rainer Silbereisen & Peter Noack
Present- State and Future-Time Perspective: Age Trends and
Sociodemographic Variation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
A lYPology of Patterns of Change in Present- State and
Future-Time Perspectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Transition into Occupational Preparation in Relation to Self-Esteem. . . 117
Transition into Intimate Partnership in Relation to Self-Esteem,
Friendship Conceptions and Leisure-Time Activities ................ 120
Conclusion and Prospects ....................................... 125
8 Self Through Relationship Development
James Youniss & Jacqueline Smollar
Relationship Development: Methods of Investigation. . . . . . . . . . . . . . . . 130
The Self in Relationships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
The Self in Parent- Child Relationships ............................ 132
The Self in Children's Friendships. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
The Self in Adolescent Friendships ............................... 139
The Self in Adolescent-Parent Relations. . . . . . . . . . . . . . . . . . . . . . . . . . . 142
Conclusions .................................................. 145
9 Continuity and Commitment: A Developmental Analysis of the
Identity Formation Process in Suicidal and Non-suicidal Youth
Michael Chandler & Lorraine Ball
Part One: On Being Counted Only Once - The Problem of
Numerical Identity ............................................. 149
Contents XI
Why Being or Having a Self Requires a Conviction of
Personal Continuity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
Part 1\vo: A Typology of Possible Continuity Warrants ............... 152
Relations of Structural Similarity ................................. 153
Functional Relations of Equivalence .............................. 156
Numerical Identity and Development.................... ......... 159
Part Three: An Empirical Account of the Continuity-Warranting
Practices of Suicidal and Non-suicidal Adolescents ................. 161
Summary and Conclusions ...................................... 165
10 Anxiety in Adolescence: Sources and Reactions
Hector Rodriguez-Tome & Franc;oise Bariaud
Method ...................................................... 169
Results ....................................................... 171
The Universe of Adolescents' Fears. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
Reactions to Anxiety-Provoking Situations ........................ 174
Relations Between Fear Situations and Reactions . . . . . . . . . . . . . . . . . . . 178
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184
11 Coping with Difficult School Situations and Stress Resistance
Maria 1)rszkowa
Adolescents' Response to Difficult Situations ...................... 189
Results ....................................................... 192
Individual Characteristics of Adolescents and the Difficult Situations
They Experience at School ...................................... 195
Discussion .................................................... 199
12 Coping and Self·Concept: Retrospect and Prospect
Sandy Jackson & Harke Bosma
Retrospect ................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203
Prospect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215
A Changed View of Adolesence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216
Coping Rather than Crisis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216
Coping and Self-Concept..... .................................. 218
Further Research Issues. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218
Research Methods ............................................. 219
Optimalising Adolescent Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220
Intervention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221
References ...................................................... 223
Author Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 251
Subject Index. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259