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The Effects of Psychosocial Development on Parasocial Relationships

Written by J. Dunn

Paper category

Master Thesis






Master Thesis: Scholars have been studying the influence of media on youth development for decades (see Wartella, 2007). On the contrary, another theme is to study the developmental differences that youth bring to the media viewing experience. In this spirit, the goal of this article is to explore how developmental differences affect the interaction and relationship between individuals and media roles. This research will specifically study the influence of psychosocial development, because it affects our relationship with other people and is also affected by it. Our social circle (Erikson, 1968). Few studies have explored how psychosocial development affects and is affected by quasi-social relationships. This article attempts to determine the influence of psychosocial development on the gender preference of the role forming the relationship. It will also explore how psychosocial development affects the strength of quasi-social relations and a similar concept, identification with media roles. The psychosocial development was dissatisfied with Freud’s attention to neuroticism and abnormal psychology. Eric Eriksson chose to focus on "internal and external [conflicts]. Important personalities have withstood these conflicts every time. The crisis reappeared and the sense of inner unity increased,” (Erickson, 1968, p. 92). In his psychosocial development theory, Eriksen (1959, 1963, 1968) uses Freud’s sexual psychology as a basis to describe the many things that a mentally healthy person will experience during the development of their personal personality during their lifetime. Crisis or stage. The development of social psychology includes two main components-psychology and society. The psychological component relates to a person’s internal motivation to interact with the social world. The social component relates to the environment of personal development, including all other people, institutions, and cultures. Based on this psychological drive and preparation to enter the ever-growing social environment, personality is formed through the perspective of the developing individual (Erickson, 1968). Eriksson wrote that this personality development occurred through a series of crises. Describe the crisis as "a fundamental change in [interpersonal] views" (Erikson, 1968, p. 96). Each crisis occurs in a predetermined order, but it should be noted that the time spent in each crisis depends on the individual and his culture. Erickson believes that a healthy person will experience the next crisis in this order; trust and distrust, autonomy and shame, initiative and guilt, diligence and inferiority, identity and role confusion, intimacy and isolation, creativity and stagnation , Integrity and despair. This research will study two of these crises; identity and role confusion, and intimacy and isolation. This is because before the identity crisis, the personal social environment did not extend beyond family members and teachers. Identity and role are confused. The task of adolescent individuals is to develop their identity (Erikson, 1968). Erickson described identity as a person's integrity and a person's sense of place in society. Therefore, young people must find a sex appeal and at the same time adapt to the whole society. Identity is developed through identification with people outside the family, especially peers and role models. This identity is a form of role-playing that allows an individual to try different identities and find the one that suits him or her best (Erikson, 1968). Identity development can be divided into four identity states: identity achievement, suspension, foreclosure, and identity proliferation (Marcia, 1966). The characteristic of identity proliferation is that an individual is confused about his or her identity, but does not actively seek to resolve his or her identity crisis. The characteristic of suspension is that the individual is confused about his or her identity and actively seeks to resolve his or her identity crisis. Foreclosure is a state in which a person assumes the identity given to him or her by an authority figure. For example, a person may become a doctor because his parents pushed him into the medical profession. Finally, identity achievement is a state in which a person develops his or her identity. Identity proliferation and suspension are both forms of role confusion, that is, a person’s identity has not yet been formed. On the contrary, both foreclosure and identity achievement are forms of identity formation. In other words, foreclosure is considered to be less stable than identity achievement, and can return to identity proliferation or suspension (Marcia, 1966). In order to better understand identity and role confusion, or identity proliferation and crisis, Marcia (1966) conducted semi-structured interviews with 86 male college students. It is worth noting that Marcia used a sample of young people to make a claim for identity development. He asked the Alliance experimenters to ask participants a series of questions about their level of professional commitment and their religious and political ideologies. Based on their responses, the experimenters classified the participants into one of four identity states. Then, he compared these states with four variables, the first of which is the concept realization task of the participant in a stressful state, which should be negatively correlated with identity achievement. The second variable is a desire measure created by discovering the difference between the participant’s score on the concept realization task and his prediction of what will happen when the task is completed again. People with high status achievement set more goals than those The reality is the spread or suspension of identity. The third variable is a measure of authoritarianism, and it should be related to the state of foreclosure. Read Less