By Sandy Jackson, Harke Bosma (auth.), Dr. Harke A. Bosma, Dr. A. E. Sandy Jackson (eds.)
Self-concept and coping behaviour are very important points of improvement in early life. regardless of their developmental importance, in spite of the fact that, the 2 components have infrequently been thought of when it comes to one another. This e-book is the 1st within which the 2 components are introduced jointly; it means that this interplay can open the right way to new percentages for extra learn and to new implications for utilized paintings with teens. separate chapters overview examine performed in all of the components. those are by means of a sequence of extra empirically focussed chapters within which concerns reminiscent of alterations in dating styles, tricky tuition events, leaving tuition, use of rest, anxiousness and suicidal behaviour are tested within the context of self-concept and coping. the ultimate bankruptcy seeks to spot a number of the principal subject matters rising from this paintings and discusses attainable examine and utilized implications.
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Extra resources for Coping and Self-Concept in Adolescence, 1st Edition
Only rarely, do they receive social support from adults and they seldom request it. Approximately 80% of all adolescents appear to be remarkably competent. e. they develop new forms of adaptive behaviour. The findings of this research illustrate the usefulness of combining coping research with developmental research and have led to the formulation of the following theoretical position. A modal course of development can be understood as a sequence of stage-specific somatic, social and psychological stimuli or demands, to which a person responds.
It is diametrically opposed, in this respect, to Sartrean existentialist psychology, which rejects any possibility of authenticity of that kind. With regard to this controversy, in which, in fact, the contrast and the vacuum form of the self-conception problem are combined, the Eriksonian tradition takes a midway position. In accordance with his own prescripts, Erikson seems to have sought to achieve a "proper balance" in making an existential choice between the two possibilities. On the one hand, the adolescent's "identity achievement", as defined by Erikson, cannot be considered to be actualisation of an authentic "true self', as this would be clash with the concept of choices, which is essential in Erikson's theory.
In the diffusion status, the presence or absence of exploration and commitment is not clear. 32 Van der Werff Self (1) refers in an ontological sense to the essence of the individual person - to what is also described by means of expressions like the "inner core" of the personality system (Kuhn, 1964), the "very Me" (Nielsen, 1964), or "the source of mental energy" (Fromm, 1968). Such a self cannot be anything else than a theoretical construct or an object of personal awareness, as no means exist to prove or to test its reality.