Social, biological, and cultural factors influence the development of identity and self-concept from middle childhood through early adolescence. Self-concept proceeds from a rather simple structure to a much more organized and coherent structure in adulthood through a process of stage-like changes (Broderick & Blewitt, 2015). The changes that occur through elementary school and the years to follow create opportunities for helpers to provide support or guidance for children, their families, and their teachers (Broderick & Blewitt, 2015).
Development of Identity and Self-Concept
An individual’s self-concept is multi-faceted. It is comprised of several related elements that are evaluated by the individual in order to determine self-esteem, with self-concept and self-esteem being closely intertwined (Broderick & Blewitt, 2015). Self-concept is structured into two main domains: academic and nonacademic self-concepts (Broderick & Blewitt, 2015). These domains are divided into specific areas. Academic self-concept is divided into school subjects such as math, science, English, and social studies while non-academic self-concept is divided into social, emotional, and physical self-concepts. Although different domains of self-concept emerge at different points in life, children develop their own perception of themselves by grade school (Broderick & Blewitt, 2015). Dimensions of importance in middle childhood include academic competence, athletic competence, physical appearance, peer acceptance, and behavioral conduct while physical appearance effects the overall self-esteem for older children, adolescents, college-aged students, and adults (Broderick & Blewitt, 2015). Further, young students typically have very positive, and even unrealistic, perceptions of their abilities during the first years of primary school but as they grow older, their perceptions of their abilities become more realistic and more negative (Pesu, Aunola,Viljaranta, & Nurmi, 2016). Social, biological, and cultural factors also influence the development of identity and self-concept.
Social factors can have a large impact on self-concept. Recent research has shown that self-concept is formed in social comparison and in communication with significant others (Pesu, Aunola,Viljaranta, & Nurmi, 2016). According to studies, ability-related self-concepts develop in interaction with one’s environment and are affected by evaluations of and feedback from parents (Pesu, Aunola,Viljaranta, & Nurmi, 2016). Parents may tell their child what they think the child is good at, and they may also provide different opportunities for their child based on what they believe the child’s abilities are. Children may interpret this information from their parents and incorporate it into their self-concept of ability (Pesu, Aunola,Viljaranta, & Nurmi, 2016). As children grow older, the opinions of other adults and peers also have an effect on the child’s self-concept. Through social comparison, people observe the performance of others and use it as a basis for evaluating their own abilities and accomplishments (Broderick & Blewitt, 2015).
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Biological factors such as gender also have an effect on self-concept. Females tend to have a decrease in self-esteem around the time they enter middle school. This has been called “loss of voice” which explains that girls experience a gradual silencing of an authentic self in order to identify with certain roles of women as self-sacrificial and pleasing to others and in order to not threaten the relationships that are an important part of their lives (Broderick & Blewitt, 2015). On the other hand, males may be more inclined to change their behavior to conform with peer pressure.
Because children learn about themselves through their relationships with parents and caregivers, culture also plays a role in the development of self-concept. “The construction of self-concept is a social process, and any social process is conditioned by culture” (Broderick & Blewitt, 2015). Parenting practices that are based on cultural values discourage and encourage certain behaviors from the child.
Implications for Counseling
Understanding the factors that contribute to the development of self-concept can hold important implications for counseling. Not only does this knowledge allow the counselor to understand how certain behaviors are developed through self-concept, it also aids the counselor in determining interventions to address issues related to self-concept and self-esteem. American School Counselor Association (ASCA) explains that school counselors “respect students’ and families’ values, beliefs, sexual orientation, gender identification/expression and cultural background and exercise great care to avoid imposing personal beliefs or values rooted in one’s religion, culture or ethnicity” (ASCA, 2016). Because all of these facets affect self-concept, school counselors are also ethically bound to consider these domains when working with students and their families.
Conclusion
There are many factors, such as social, biological, and cultural factors, that influence the development of identity and self-concept of children from middle childhood through early adolescence. As children grow older, they go through stages that develop their self-concept. Understanding how self-concept is developed can help school counselors understand how students have developed specific behaviors which will help the counselor determine interventions that will be most beneficial for students.
