SELF IDENTITY 2 4yrs here we see our lives as a continuum to include our past

Self identity 2 4yrs here we see our lives as a

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SELF IDENTITY 2-4yrs: here we see our lives as a continuum---to include our past, present and the future but we take this continuity for granted. We seldom think of eventualities or change. SELF ESTEEM: We realise that certain things are central to our continued existence hence we place value on them. SELL: EXTENSION: This is when the central things that we value are personalised with words like MY or ME. This is the beginning of identity formation e.g my college, my village, my car, etc because they are very close to me. 101
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SELF IMAGE: this is the 'looking glass self'; the ME as others see me, the impression I make on others, my look, my status, my sexual identity, my ideal self and my CONSCIENCE. RATIONAL COPING : the adolescent begins to develop coping skills to deal with life's problems rationally; this is parallel to Erikson's industry. PROPRIATE STRIVING: this is when the adolescent can beat his chest and say that he is the proprietor of his life, goals, ideals, plans, vocations and purpose in life. He then gains autonomy and his values can be categorised thus as the; THEORETICAL . .. that he values truth, a scientist. 2. ECONOMI C that he values usefulness, eg businessman. AESTHETIC .... he naturally values beauty .... an artist. SOCIAL ..... he has a strong love for people ... a nurse. THE POLITICAL. .. values power ... a politician. 6. RELIGIOUS ..... values unity .... a pastor/nun. Allport stressed that the TRAIT of every individual must be identified and developed so that he can live a happy and effective live. Peculiar traits of honesty, kindness, hard workartd generousity should be positively reinforced so thatthey can stretch into adulthood. ROBERT HAVIGHURST---DEVELOPMENTAL TASKS Havighurst (1952) itemised nine developmental tasks that adolescents must accomplish to achieve satisfactory degree of adjustment arid self-fulfilment in life. They are as follows; Accepting one's physique. 102
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Achieving new and more mature relations witl) age-mates of both sexes. Achieving a masculine or feminine role. Preparing for marriage and family life. Achieving emotional independence of parents and other adults. Achieving assurance of economic independence and selecting and preparing for an occupation. Acquiring a set of values and an ethical system as a guide to behaviour. Developing intellectual skills 'necessary for civic competence. Desiring and achieving socially responsible behaviour. (19S2,pp33-71) .. That this list is all encompassing in the life of an adolescent cannot be overemphasised; it covers all areas of life during adolescence---the cognitive, physical, social, moral, emotional, sexual and vocational development of the emerging individual. It also touches the issue of sex-roles, occupational choice and identity. SEE THE EXPLANATIONS BELOW DEVELOPMENTAL TASKS OF ADOLESCENTS To be able to eventually transit into adults roles with minimum problems, the adolescents must go through some developmental tasks. RobertJ. Harvighurst (1952) did a comprehensive study on specific development tasks, which should be accomplished from infancy to old age. The infant, for instance, must learn to walk, to talk and eliminate waste 103
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products from the body. At middle childhood, the child must
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