Understanding the Self

C . Socio-cultural Contexts It has been stated that physical changes in the body and the changing social expectations are the two main aspects that influence the process of identity formation during the period of adolescence. But to what extent these physical and social changes impact the process of identity formation varies with cultural, social and familial contexts. In this section, let us first see how cultural and social contexts influence adolescent development and then we will read about the influence of the family.

Different sections of the society may respond differently to the physical changes during adolescence. In traditional Indian society, the onset of puberty places many restrictions on the girls while the boys retain their freedom of movement. Certain avenues of entertainment or work are not seen as appropriate for girls. The elements of the self and the identity of a girl from a traditional community would be very different from that of a girl living in urban areas.

Let us now compare our culture with Western cultures. In most Western cultures (such as the U.S. and U.K.) adolescents are expected to be fairly independent — in many cases they are expected to move away from the family to set up their own home. In the Indian context, a large majority of adolescents continue to be fairly dependent on parents as they are expected to be, and the family continues to exercise control over them.

While many adolescents in India, especially in rural and tribal settings, begin to contribute towards the family income, and in this sense begin to assume adult roles, yet they do not break away from the family. Instead their efforts at earning are often aimed at the welfare of family members. The development of the self of an adolescent in these two cultural settings would be quite different. Even within India, the experiences of adolescents would be quite different in different communities.

In traditional communities and regions where technology is not yet advanced and where occupational opportunity and choices for alternative lifestyles are limited, children are trained in the traditional family occupations, such as weaving, up to the time they reach adolescence. Such adolescents are, therefore, ready to assume adult roles – this means they are seen as persons with responsibilities of beginning work, getting married and bearing children, like adults. Thus, in these communities the identity of the adolescent would be drawn more from familial sources. The adolescent may not enter into much conflict with elders since they are largely doing what adults expect of them.

As a result, there are likely to be fewer confusions and doubts while developing a sense of self. On the other hand, in communities and families where a variety of occupational choices are open for the adolescent, where technology makes available many experiences and options to the individual, the adolescent may need to enter into an extended period of training to prepare herself/ himself for the chosen occupation. During this period the adolescent still remains dependent on the parents. While the period of adolescence is thus extended, that of adulthood is delayed.

Also, the increase in choices and exposure to alternate lifestyles may bring the adolescent in conflict with parents and other authority figures in society. There is another reason why the development of identity is likely to vary in traditional cultures and cultures of the West. In traditional Indian communities, open reflection on oneself and the idea of talking about oneself is not a common activity among adolescents. In fact, such an attitude is often neither encouraged nor tolerated.

Many Indians define themselves primarily in one or the other roles that they play – son/ daughter, mother/ father, sister/brother. To put it differently, they often speak of themselves in terms of the family and the community – as “we” – rather than as “I”. For example, while talking about her views on marriage, an adolescent girl would say, “In our family marriages are arranged by parents”, rather than saying, “I would prefer my parents to arrange my marriage”. Thus we can see how important the socio-cultural context is in the construction of a sense of self.

Of course the impact of these cultural influences will vary from family to family and person to person. Having discussed how the culture and society impact adolescent identity development, let us read how the family can impact the development of the sense of identity. During adolescence identity formation is enhanced by family relationships where adolescents are encouraged to have their own point of view and where there is a secure relationship between family members which provides the adolescent with a secure base from which to explore her widening social world. It has also been found that firm and affectionate parenting fosters healthy development of identity.

‘Affectionate’ parenting means that the parents are warm, loving and supportive of the child’s effort and accomplishment. They often praise the child, show enthusiasm in her/his activities, respond sensitively to her/ his feelings, and understand the child’s personality and points of view. However, such parents are also firm in disciplining. Such parenting style fosters independence and self-reliance in children.

Adolescence is the period in which the growing individual develops a strong need for support and acceptance from the peers. At times, parental and peer values can be in conflict with each other and the adolescent may tend to lean more towards friends. This can cause disharmony in parent- child relationships. Conforming to peer pressure can be both positive and negative.

The negative effects become evident when adolescents indulge in harmful behaviours such as smoking or consuming, drugs or alcohol or bullying. However, often peers and parents serve complementary functions and fulfil different needs of the adolescents. It has been seen that a family atmosphere that promotes both individuality and connectedness is important for the identity development of the adolescent. By ‘ Individuality ’ implies greater opportunity and the ability to have one’s own point of view.

‘ Connectedness ’ suggests greater sensitivity to and respect for others’ views and openness to others’ views.