Erikson's identity development theory and media influence on adolescents

Teens and the Media

One prominent theory, Erik Erikson's Theory of Human Psychological Development breaks the entire human life cycle into stages. Each unique stage represents a generalized approach between the individual and the world, running from infancy to geriatric behavior. Even spanning time and culture, within each of these stages, a developmental period exhibits universal patterns (Weiten, 1995)the life-span developmental framework has, in fact, been utilized by social scientists for decades. The power of the combination of Erikson and Life-Span Development is that they uniquely focus on biological, cultural, socio-historical, and non-normative influences to provide us with a framework with which to understand and explain the particular stage a specific issue might have -- in my case, teenage years and the resultant angst, rebellion, and search for self (Rankin, 2000). From a sociological perspective, the 5th Psychosocial Stage -- Identity vs. Confusion is one of the more fascinating since it is both so problematical for the child and family, and so very crucial in the developmental cycle of maturation. For Erikson (Aquilino, 1997), this stage manifests itself in four major issues:

A Psychosocial Crisis -- Identity and Role Confusion

The search for "Who Am I?"

Ego and Fidelity

How do I relate to society?

Within the timeframe of this developmental stage, teens face a huge number of confusing messages -- about violence, sexuality, relationships, self-image, and more. For instance, for decades, researchers have been trying to answer the question on whether TV has harmful effects on young viewers. On the one hand, media and the Internet present huge opportunities for youth: learning about the world, humanity, and touching global issues like never before -- both the positive and negative. Media has been under attack on the grounds that it is heavily loaded with violence and sadism and that it encourages and stimulates aggressive behavior in the child and adolescent audience. This problem exists because children tend to imitate what they see and finally, and they have limited knowledge to evaluate, distinguish or understand what is good and what is evil (Potera, 2009).

Culture in the modern age is characterized by more complexity than ever before; particularly after the mass use of the Internet. Each particular ethnicity and culture must adapt into the culture as a hole, yet the way the Internet has changed the way humans act with each other has no precedent in history -- not even the telephone changed culture this dramatically (Storey, 2009). Less than two decades ago, primarily academics and scientists used the Internet. Today, it is a major contributor to increased global communication, data access, research, personal communication, social networking, and recreation. As Bill Gates, founder of Microsoft commented, "The main advantage of any new technology is that it amplifies human potential," clearly the Internet falls into that category (Gates, 2000). However, this mass use of technology -- computers, the Internet, Smart phones, hyper gaming, and online communities has changed the way that individuals interact and learn. Since teen years are so vulnerable and complex anyway, the addition of greater technological stressors compounds the socio-cultural template even more. Teenagers use all these technologies to learn, explore, play and interact -- and now they can do so globally within the confines of their room. Research results show that youth gravitate towards social media sites because they can "be themselves," in fact "be anything they wish to be," largely without parental supervision (Ahn, 2011). The central question, from a sociological perspective, centers around the effect that the combination of media (Internet, television, social networks, etc.) have on a population that is already somewhat vulnerable? In our case, we would hypothesize that the more a teenager views television or movies, or plays video games, or spends time in social networks, the more disconnected and vulnerable they feel.

Theoretical Assumptions

Thus, based on the literature, it appears that teens today face cognitive dissonance and a certain level of desensitization in both a psychological and sociological paradigm due to the impact of media violence and emotional separation from intensive social media focus. From a psychological perspective, particularly when dealing with younger people, there are two major theories that impact the manner in which Cyberspace and Social Networking impact adolescent society: functionalism and social/symbolic interaction. The term functionalism in psychology refers to a mode of thinking that considers mental life and behavior more in terms of the manner in which it adapts to the individual's environment. It is the basis, in many ways, for developing psychological theories that are not as easily testable within the controlled experiment model. It is the social structure of the organization, or the way society is organized that is more important than the individual. For this theory, individuals are born into society, then become products of the social influences that surround them as soon as they are properly socialized by family, education, media and religion (culture) (Miller, F., et.al., 2009). Social networks, then, play the role of an extended society within this view. The role of the network is to create an alternative for society, and the individual to participate and allow that institute to grow as a system. Thus, as social networks grow and adapt, individuals evolve and adapt with them.

Symbolic interaction refers to the manner in which communication, interpretation and adjustment of messages occur between individuals, groups, and then society. This interaction refers to both verbal and nonverbal signals that are delivered and the expectations of how those listening and/or participating, will react. In a sense, it is like a continually evolving game of charades -- conversation is communication moving from message to message, from sender to receiver, and even to those who are passively participating. For instance, reality is a social interaction and development of that interaction between others. Physical reality does exist for the individual, and that forms reality for them. Individuals do not then respond to reality, but to their own social understanding of reality -- a physical reality, and social reality, and then a uniquely individualized reality. All realities are created through social interaction, and thus morph into one another in an ongoing manner (Herman-Kinney and Reynolds, 2003).

Using symbolic interaction theory on social networks is an interesting premise because of the nature of reality. For the individual, the reality of their world is structured and set -- but when they log into a social network, that reality may change. They can essentially be whomever they want, and the conversations, banter, and interaction may change depending on their mood and spirit (e.g. one day a 45-year-old surgeon, the next a 25-year-old new mother, etc.). People can have multiple conversations as multiple people in real time as well; a graduate student from India to one friend and an airline attendant for British Airways for another. In addition, while social networking provides connection and interaction, it is far easier to walk away from a computer conversation or social meeting than it is a real person. The danger, for social interactionism and social networks, is that the physical reality will fade away and individuals will become more a part of their artificial realities, particularly for teens who are psychologically vulnerable anyway (Singer, 2002).

Traditionally, sociologists have defined community with a geographic bent -- more out of necessity than other factors. Individuals grew up in areas, sometimes isolated, but had the focus of their formative years based on the traditions, morals, and cultural values of the area they lived. Virtual communities, however, are not at all geographically dependent, nor are they such that they encompass the entire chronology of one's life from birth to death. if, however, one broadens the definition of community to one in which boundaries exist by members of that community and belonging is based on other criteria, then virtual communities are indeed a real and viable manner of linking like-minded individuals for an exchange of information and mutual satisfaction (Anderson, 1999). The robustness and veracity of these groups is not the point. Instead, virtual communities that are used for a number of social and professional purposes form between individuals with sufficient commonalities of feeling and interest to enhance and hold the communication during the chat or email conversation, but may remain relative strangers at most other times. Communication through virtual communities in email and text tend to change the meaning of words, particularly with young people, to the point that the way of looking at the world (internal and external) is changed. Psychologists worry that after many years of exposure to social networks, if newer generations will become quite different humans. This could empower, or it could regress the individual's experience (Rheingold, 2000).

In terms of media, most sociologists and psychologists agree that television and the resultant video gaming industry is a school of violence. Youth psychiatrists argue that crime programs have very damaging effects on youth. Their mind is colored by so much violence like killing, shooting, cheating, raping, etc., that they grow up without understanding and misunderstanding what is wrong and what is right. Clearly, what is shown on television and gaming and what is reality are different -- when a young person sees someone being killed in a movie, there are typically no aftereffects, but when seen from the news; a fire, scenes of war, plane crash, etc., the images transcend and become part of reality (Potera). Modes of cause and effect between media consumption and behavior however, are more difficult to prove. Television and video images, especially are encoded in the cognitive maps of viewers, and continued and regularly viewing helps to maintain aggressive ideas, thoughts and behaviors (Wartella and Jennings, 2002).

Young people, who naturally have a limited knowledge about a complex society are curious, and may misinterpret the images seen on the media. They also tend to imitate behaviors they see on the media, acting out scenes, etc., whether as play in children or as patterns of behavior as adolescents. Others move into a mode in which certain images remain in their memory, but are extrapolated into normal household events (e.g. The booting of a computer or the LED lights on appliances signal a robot, alien, or transformer in the room). Because of this vast exposure -- more time watching media than any other activity, the types of at risk behaviors and frightful images to which youth are exposed have increased (Gross; Funk, et.al. 2003). It is not just the television and movies, though that exposes children to violence. The most recent type of media violence that is not as monitored as television or motion pictures is the violent video game genre. Indeed, there is sufficient research to conclude that violent video game exposure can cause increases in aggressive behavior and that repeated exposure to violent video games has been linked to "acting out" behaviors that are increasingly violent (Anderson & Dill, 2000).

Everyone is an individual; therefore they have quite different reactions to media violence, depending on temperament, age, maturity level, and feelings of safety and security within the family or social structure. Some signs of internalizing the trauma are similar to that when a young person has been physically or psychologically abused: sleeping issues, regressive behavior, changes in typical behavior, lack of social skills, imitation of the trauma through artwork or play, becoming withdrawn, or even physical symptoms such as headaches or stomach aches. The key to monitoring is careful observation of any behaviors. If the youth is typically gregarious and suddenly becomes shy or withdrawn, there is an issue with which to deal. Similarly, if one observes a dramatic shift in behavior within a group setting, something has happened. Careful monitoring is important so that the issues of trauma and discomfort may be dealt with in a timelier manner, thus ensuring adequate support and therapy (Potera).

The Research Approach

It would be impossible to adequately tackle this entire topic in a single research study. To robustly cover the topic, one would need to look at a number of variables in a longitudinal manner (race, ethnicity, demographics, psychographics, economics, politics, geography, culture, tradition, etc.). However, in general in order to cover issues that are as diverse as media and teens one would first need to delineate the question down to a specific issue rather than a combination. We can infer, of course, that the more media the more effects we might notice, but can also look for a specific correlation in a specific population, and then suggest more research or data. In deciding about our approach, we define quantitative research as research in which we use numeric data to analyze and identify/interpret relationships. Qualitative research is research done based on interpretation of data that may be subjective. A mixed method approach is one that allows for both qualitative and quantitative to be used based on the data sets required. In our case, we might focus on social networks, for instance. We could begin with a focus group of teens and get a generalized view of their behavior, types of networks, quantity, time spent, purpose, feelings, etc. Then we use that data, based on 10-12 participants to construct a quantitative survey of the material and distribute to a population, then tabulate the data for analysis. We will not be able to view a large population, or do longitudinal research; based primarily on time and budgetary constraints. Instead, the approach will give us a brief glimpse into verifying the literature and findings of other academic sources (Babbie, 2008).

Conclusions

The problem of media violence is globally endemic. Movies and Video Games now must have ratings so that parents can make better decisions about youth's exposure to the media in question. Aggression models abound on ways that youth internalize, and then covertly sublimate violent tendencies based on media exposure -- and certainly all to not explode into hysteria or deviant behavior (Bushman & Anderson). At the same time, scholars have been able to show that reducing exposure to violent media and changing attitudes and understandings of media violence significantly reduces the possibility of future aggression (Robinson, et.al. 2001).

In terms of social networks, anyone can create whatever it is they desire and put it on the Internet -- from a sonnet to a political pamphlet, textbook to pseudo-art, and anyone can quote, cite or paraphrase anything else. Document links abound, there is no order, but a chaotic world of sources, opinions, facts, interpretations, and interrelated data. The key is synthesis and interpretation of this data, and, in a very similar manner, the same holds true with social netorks and virtual communities. There are a number of other cultural permutations that social networks have for the 21st century. In the modern digital age, there is online rhetoric that seeks to persuade, some that wishes to inform, and a great deal that simply wants to entertain (Gross, p. 647).

Digital rhetoric, in fact, has become the new model of communication -- the verbal and visual culture of information, in opposition to simply knowledge. Facebook, for instance, is primarily geared for reception. It is a way for people to connect, reconnect, and interconnect using a single platform that can be personalized -- a hub for ingoing and outgoing networking. The source for Facebook rhetoric is, of course, anyone the individual has invited, or other friends and acquaintances that are accepted, from all over the world. It is a bit like the game involving Kevin Bacon -- 7 Degrees of Separation; if my friend X has a friend Y, friend Y might invite me to be on his or her Facebook, then my universe of friends has dramatically increased. The message for Facebook is usually less serious and lighter than email correspondence -- short blurbs about comments made by others, songs, or photos that have been uploaded. The message is more of a way to keep in distant contact -- more on that in a bit. Time on Facebook is open-ended; some are addicted to posting several times per day, other check in weekly, and still others have no real reason to manage their account on a regular basis. The timeframe of the comments, however, are fluid, too. Finally, space for Facebook is also fluid, like time. It is universal, and that is the real power and appeal it seems for most people; one can have global Facebook friends, multiple accounts, and different types and levels of friends. In fact, one of the criticisms of Facebook is that it changes friendship dynamics so that one can have many "friends" but really nothing substantial is discussed, and what some know about each other amounts to a brief biography like: age, gender, favorite songs, sexual orientation, dating status, and likes and dislikes (Urbanski, 2010). For certain, we are in a culture in which young people have very different challenges. We do not know how technology will affect the next few generations -- whether violence will become unreal and movie-like, or whether relationships will seem virtual. We also do not know the level of cognitive dissonance, desensitization, and relationship issues these issues will engender. We do know that additional longitudinal research will be necessary to uncover medium and long-term effects of these technological changes. "Clearly there is much to learn, especially as these media become more frequently used and central within adolescents' daily lives today" (Anderson-Butcher, et.al., p. 75).