Prepared by: Kath

Martha Muryanto [20190255]

A Conceptual Framework for

Examining Adolescent

Identity, Media Influence and

Social Development

Blake Te’Neil Lloyd

Presentation Outline

Research objectives The background of the research

How Media affects adolescence Theories used in the research

conceptual/theoretical underpinnings (framework) of the author's work

Further study (recommendation for further research)

Research objectives

How cognitive, social, and biological developments take part in constructing the overall child's identity

The effect of adolescents live in an environment saturated with technology, multiculturalism, and mass media imagery.

Examines the implications that mass media devices (i.e., the Internet, video gaming, and television viewing) have for adolescent development, in particular adolescent social competence

How media attracts adolescents Media and technologies become increasingly

interesting and entertaining. More probable that adolescence will adopt and use

media as a toll for understanding self and others Adolescence use technologies to rehearse interactions

with peers Therefore, the consumption of media does not

necessarily negate the normal developmental cognitive functioning in adolescent. It simply provides new opportunities for learning.

Media has also become one of the most prevalent ways in which adolescences gather information about their environment.

First theory of mass communication

Initiated in the 1920s Instinctive Stimulus – Response (S-R)

Theory Media merely ‘sent forth messages that

were received and obeyed by the masses –nothing’ mediated in the middle.

Theorists -Bronfenbrenner's Ecological Perspective

Behaviour : a function of the interaction between the person and the environment

Human behaviour in context: situational, interpersonal, sociological, cultural, historical, and, of course, theoretical

Bronfenbrenner articulated four major systems that represent the context for child development: Microsystem –immediate setting containing

that person Mesosystem –system of microsystems

through which different settings are linked Exosystem Macrosystem –broad societal blueprint

Bronfenbrenner's Theory (Cont.)

The limitation of this model is that it cannot capture the dynamic nature of interactions between the developing person and the surrounding environment.

Another model proposed by Bronfenbrenner, the bioecological model that argues for the distinct importance of four elements in environmental research designs: person, process, context, and time.

Identity and Adolescence –the relationship in between

Identity : the ability to relate with self, the continuity of experience, ethnic, ethical and economic make up and character and the ability to make meaning of context and experience.

The significance of adolescence stage:It is the period in which individuals have the requisite cognitive abilities to complete the process of identity formation.

Blos’ Theory “character” refers to “identity” To be able to get to adolescence stage,

pre-adolescences have to master four challenges:

1. The second individuation process2. Reworking and mastering of childhood trauma3. Ego continuity4. Sexual identity

Sullivan, Cooley and Mead’s Theory

They observed interpersonal relationship to help explain the self.

Sullivan stated that ‘all that is the self-system arises in interpersonal relations’.

Three modes of experiences (which are expression of inner thoughts of the individual):· Prototaxic

· Parataxic · Syntaxic

Loevinger -‘identity in framework of the ego’

‘The ego is the master trait of personality that forms the basis of identity’

‘Stages of ego development’: The impulsive, self-protective conformist

stage (transitional stage) The conscientious stage The individualistic stage The autonomous stage The integrated stage

Elkind

‘Major developmental task of early adolescence concerns adolescence’s ability to access thought’ –adolescence starts to ‘conceptualise their thoughts and the thoughts of others’

Adolescences expect ‘reactions of other people to them’ –they always ‘constructing, or reacting to, an imaginary audience’

Elkind stated that ‘adolescent’s egocentrism is overcome by twofold transformation’.  Cognitively Affectively

Erikson’s identity formation

The most important stage: stage 5 (Identity vs. Identity confusion)

It is preceded by ‘trust, autonomy and initiative’

Identity: ‘adolescent’s active search for their role, contemplation of personal strengths and weaknesses and simultaneous synthesis of past, present and future life experiences’

The relationship between media and identity:It is significant for adolescence to construct an identity and they are ‘constantly seeking out information about themselves from others within specific context’. For instance, through ‘peer interaction’ and media.

Ethnic Identity

‘A sense of connectedness to ethnic group in addition to cognitive, emotional and behavioural correlates of belonging to particular ethnic group’ –it is important for both majority and minority youths.

Cooley and Mead’s Symbolic Interactionist Theory

Symbolic interactionists acknowledge the significance of ‘communication and more precisely language, as both an interpersonal and intrapersonal medium by which culture, socially structured’ circumstances, ‘interpersonal relationships and social identities are’ constructed and sustained in personal point of view. 

Conclusion

Comparison between theories Waterman, Erikson and Marcia, all three, stated

that ‘attempts to describe the same referent but that each theorist has sought to focus on different descriptive elements and on different functions the concept serves in human endeavours’. Marcia and Waterman both have observed the ‘commitment aspect of identity’ construction. However, it is significant to acknowledge other stages of identity formation as put forth by Erikson.

Further study

An adolescents response to mass media is a cognitive process, however it can indicate the coping method of an adolescent (PVEST)

Cognitive interpretations of different points in time could identify the impact of mass media on many aspects including enthnic identity, gender roles and personal identity.

How mass media influences social development as well as the adolescent view of self and peer interactions.

Further study (Cont.)

AIMSS framework could be used to assist and guide further research by:The development of instruments that are able to analyse media influences amongst diverse adult populations. These methods need to utilise media outlets including the music industry and the internet (which are both of interest to adolescences).

Developmental theory can be used to influence the study of mass media as it assist to identify ecological and individual variables that underpin views and patterns of consumption. Individual characteristics include age, gender, ethnicity etc. whereas ecological includes peer and family culture.

Further study (Cont.)

The conceptualisation of key developmental tasks could assist preventative intervention strategies that influence negative outcomes during adolescence. An understanding of reactive behaviours during adolescence within the context of violence in the media.

Study of adolescents who identify with behaviours and prosocial messages from the media. By allowing adolescents to express their views and perceptions of the media, adults will be able to understand the proactive schemas that adolescents use in their lives. Having the view that adolescence is a period of 'storm and strife' the connections of adults to adolescents becomes threatened.

The approach which may be most fruitful in addressing the issue

AIMSS: An Integrated Framework for examining Identity, Media and Socio-Cognitive Schemas.

AIMSS incorporates the different theoretical perspectives into a comprehensive framework that identifies the importance of: ecology salient developmental tasks Process relevant outcomes

All four components need to be considers to ensure accurate analysis of the impact of mass media on the developmental period of adolescence.

AIMSS

AIMSS frameworks aims to analyse the way in which the mass media influences the socialisation of adolescents.

In order to analyse the impacts the interaction between the following components need to be considered: Mass media devices Adolescent socio-cognitive processing and; Adolescent identity formation

AIMSS (Cont.)

How is AIMSS applied to adolescents? Social competence: Identity formation is

the salient development task. This needs to be considered within a larger ecological context including family composition.

Cognitive process of identity formation: The adolescent is able to 'try on' different selves including status, racial identity, feelings of inclusion/exclusions from social groups within the context of family or social circle.

What if scenarios

AIMSS (Cont.)

Considerations of the two socio-cognitive schemas that adolescents can use to organise media images: Proactive Reactive Reactive coping methods

AIMSS (Cont.)

Further discussion: An adolescents response to mass media is a

cognitive process, however it can indicate the coping method of an adolescent (PVEST)

Cognitive interpretations of different points in time could identify the impact of mass media on many aspects including ethnic identity, gender roles and personal identity.

How mass media influences social development as well as the adolescent view of self and peer interactions.

Strengths & Weaknesses

Strengths The author recognise the changing environment which also

influences the alteration in the conceptualisation of adolescent's development.

This article also looks at broad perspective of adolescent's life -that it does not occur within a single designated theoretical confine

The researcher is also looks identity from many different points of view

Weakness The stage of identity formation may not be able to be

generalised as adolescence may have different experiences

Summary of the article Adolescent identity formation and social competence is formed in the

context of media development and adolescent development. The student of adolescence has moved from a narrow focus to a study of the

different developmental processes related to adolescence. Several researchers believe that social, cognitive and biological development

contribute to adolescents and their general feeling of well being. Theoretical perspectives and the understanding of the different

developmental stages of adolescence needs to be understood in the context of the times in which they are studied. Furthermore, relevant historical frameworks need to be considered as too the multiple areas of human development in the context of contemporary society.

There are current models of adolescent development, however there is yet to be a comprehensive model that incorporates the socio-cultural aspects of the 21st Century.

Adolescent development and identity formation is influenced by mass media including the internet, television and video-gaming.

AIMSS framework is embedded in the theories of mass communication theory and symbolic interactionist theory which is embedded in ecological theory.

Theories of mass communication can be linked to the origins of sociology - ideas of community, social solidarity and social order.

Summary (Cont.)

First theory of mass communication was 'Instinctive Stimulus- Response (S-R) theory - The idea that the media puts forward ideas that are accepted and obeyed by the people.

Over time mass communication theories changed along with psychological and sociological changes.

Individual differences theorist believe that people are selective to what information from mass media that they will chose to accept and process. People will accept information that in accordance to pre-existing beliefs and attitudes. People of similar social class or demographic will likely have similar responses to mass media information.

Social critics and social theorists support the belief that mass communication has the ability to influence people's behaviour and what is considered the norm in social behaviour. They believe that violent media images can encourage violent behaviour in children.

Summary (Cont.)

The author considered that the media reveals to adolescents what is considered to be appropriate versus inappropriate behaviours that can be observed and viewed in a voyeuristic manner. The author argues that adolescence does not develop without the influence of mass media as this is the means in which young people today other information about the world in which they live and the attitudes of society on drugs, alcohol, smoking and sexuality.

Previous studies on the impact of T.V on the development of adolescence has been limited to studying the negative impacts of T.V (aggressive behaviour etc.) rather than the influence of T.V on empathy etc.

theoretical frameworks need to consider the influence of other forms of mass media rather than focussing on T.V. Since 1999 there has been an increase in the accessibility of the internet and it's interactive competent (messaging, chat, game playing).

Roberts and Christenson (2001) argue that adolescent mass media preferences change between early to late adolescence.

References

Blake, Te’Neil Lloyd (2002) A conceptual framework for examining adolescent identity, media influence, and social development, Review of General Psychology, 6(1): 73-91.

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