By Sandy Jackson, Harke Bosma (auth.), Dr. Harke A. Bosma, Dr. A. E. Sandy Jackson (eds.)
Self-concept and coping behaviour are very important elements of improvement in formative years. regardless of their developmental importance, notwithstanding, the 2 parts have hardly ever been thought of in terms of one another. This ebook is the 1st during which the 2 parts are introduced jointly; it means that this interplay can open how to new percentages for additional examine and to new implications for utilized paintings with young people. separate chapters evaluate learn conducted in all the components. those are via a sequence of extra empirically focussed chapters within which concerns corresponding to alterations in courting styles, tough college events, leaving college, use of relaxation, nervousness and suicidal behaviour are tested within the context of self-concept and coping. the ultimate bankruptcy seeks to spot a number of the principal topics rising from this paintings and discusses attainable learn and utilized implications.
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Additional info for Coping and Self-Concept in Adolescence
The basic idea was originated by Plessner (1928), who in his philosophical anthropology emphasised man's duty to realise what he essentially is. The concept must have some global relationship with what is called identity formation or idelltity achievemellt, which also refers to a process in which the indiII The Problem of Self-Conceiving 33 vidual is growing towards being himself. However, the two concepts originate from quite different schools of thought and, as a result, there are some essential differences.
It is relative to one or more important areas of life, selected from an extensive possible set of such areas. This means that it is possible for an adolescent to be in a foreclosure status in one area and a moratorium status in another. Interestingly - from a developmental perspective - it is also possible that certain areas become important at a later time than others, or that there is even a natural, developmental order in this respect (Marcia, 1980; Bosma, 1985). If there is a developmental order in which life areas become important during adolescent identity-development, the developmental model underlying Marcia's conception may be said to be a "horizontal decalage" model, in the Piagetian sense.
As may be concluded from the brief sketch of some major philosophical and psychological ideas on the essential core of the individual person - its authentic truth - two contradictory views seem to be plausible. On the one hand, it is thOUght that for every individual such a core self exists, even if only in a potential mode of existence. Humanistic psychology, in particular, stresses the "true self' and the need for the individual to actualise the potentialities involved in it. It is diametrically opposed, in this respect, to Sartrean existentialist psychology, which rejects any possibility of authenticity of that kind.