First: Children between 18 and 24 months old develop the object self and can use "I" and "mine" to mark their own important characteristics.

Second: In adolescence, the question of "who am I/am" repeatedly lingers in my mind.

a. Component differentiation b. Independence intention c. Self-esteem d. Concern for personality growth e. Mature self-evaluation f. Highly developed moral awareness

①Individual differences, the tendency to overevaluate leads to arrogant behavior ②Increased self-evaluation ability and increased requirement for self-analysis are signs of personality development

①Adolescence 12-18 years old, the developmental task is to establish self-identity/prevent the spread of identity and experience loyalty ② During this period, young people can legally defer their social responsibilities/obligations, that is, the payment deferment period ③Adolescent identity is resolved between 18 and 22 years old. The age of 20 is the critical period for establishing identity.

extreme case

Self-identity is the self-structure, and personal drives, beliefs, life experiences, etc. construct dynamic organizations.

Two dimensions: Crisis (exploration)———— commitment (commitment)

relation

①The impact of cognitive development level on adolescent identity ② Getting along with peer groups/establishing friendships has an impact on adolescent identity ③Relationship with parents/parents’ parenting style ④ School/society/broader cultural background on identity

a. Rich in emotions and profound experiences b. Self-evaluation is important c.The worldview begins to take shape d. Pay more attention to peer relationships/friendships but reduce the scope of friendships

Have a high insight into other relationships and be able to realize that different moral levels can produce different emotional experiences

Can use emotions more skillfully to express social rules and use various strategies to influence emotions

a. Strong violence and gentleness coexist in "Hall, the stormy period" b. Emotional variability and stubbornness coexist c. Introversion and expressiveness coexist

How to behave in public/There is a rift in the relationship with parents/I don’t know how to maintain and establish my due position among peers.

Adapting to Difficulties/Examinations

Depression is a psychological experience that occurs when needs, desires, etc. cannot be satisfied and realized.

Low self-evaluation, generalization/generalization, sensitivity/disguise

Hollingworth, "psychological weaning" (adolescence-early young adulthood), many problems, no need for help, loneliness

Inability to cope with external pressure

Basically overlaps with the leap stage of self-awareness

①Excessive excitement of the central nervous system

② Sudden surge of self-awareness

③Independent consciousness

The sense of independence is hindered/the expansion of personality is hindered/the autonomy is ignored/adults force teenagers to accept opinions

①Focus of conflict: Growers have advanced understanding of spontaneity, while parents’ understanding of their development lags behind ②Indifference and indifference: Teenagers’ resistance is not expressed in explicit behaviors, but only exists in implicit consciousness. ③Tough attitude and rude behavior ④Diversified resistance methods: sometimes expressed strongly, sometimes in an implicit way ⑤ Resistance transferability: When someone is disgusted with a certain aspect of a person, they tend to transfer to all aspects of the person or even completely deny it; one person in the same group recommends the group

During the period of external control, obedience to authority and the moral principle of “getting rewards and evading punishment”

①Avoid punishment stage (punishment obedience orientation)

②Relative utilitarian stage (tool-purpose orientation)

Internalization of authoritative standards, obeying rules to please others/maintain order

③Searching for recognition stage (“good boy” orientation)

④ Maintain authority and social order stage (Good Citizen Orientation)

Have a true moral concept, fully internalize moral values, recognize conflicts between moral principles and choose among them

⑤ Legal concept stage (social contract orientation)

⑥ Value concept stage (universal ethical principles orientation)

①Addictive behavior: smoking/gaming/Internet addiction ②Internal dysregulation: emotional distress (low self-esteem, anxiety, loneliness and depression) ③External disorder: Antisocial behavior/juvenile delinquency

①Family factors: family breakdown/low quality of parents/insufficient parent-child communication/deviated family education concepts/education methods ②Peer factors: important influencing factors of juvenile delinquency, group pressure situations/peer groups and other subcultural groups ③Adolescents’ own factors: During adolescence, individuals have many contradictions. Without correct guidance, they will go astray and even commit crimes.

Foreign studies show that the crime rate among teenagers aged 13-14 is the highest.

①Dodge. Social Information Processing Model: Response does not depend on social cues in the situation, but depends on the individual's processing/interpretation of social cues. ②Patterson. High-pressure family environment theory: Highly antisocial adolescents often experience high-pressure family environments

Formal operation stage, abstract logic, and contradictions in thinking quality

Logical thinking (theoretical type) in high school has further matured. After the second year of high school, it has transformed from experience to theoretical level, and formal and logical thinking has been perfected/dominated.

Master dialectical logical thinking starting from the first grade of junior high school, and the important turning point is the third grade of junior high school

The development of logical thinking speeds up, but formal logical thinking is still higher than logical thinking; in late youth (25-35), logical thinking develops as the main form of thinking.

Heart compressor energy/lung development (visceral function matures)/increased muscle strength

The second rapid period: around 13 years old; the first rapid period between 5 and 6 years old

a. Females enter the developmental period between 11 and 12 years old, and males enter the developmental period between 13 and 14 years old. b. The biological line is the latest to mature among all human lines, and maturity marks the completion of human physiological development.

a. The change in appearance brings a sense of adulthood, and the mind enters the adult world and escapes childhood, but is often confused. b. Sexually mature and curious/interested/sexual emotions/desire for the opposite sex, but not openly and repressed

Maturity - strong pursuit; childishness - cognitive thinking methods/personality characteristics/social experience

Resistance to dependence/denial and nostalgia for childhood/closed openness/brave and cowardly/arrogant and inferior