Using a structured dilemma-discussion interview procedure, we presented 90 middle-class adolescents age 11-19 (45 boys and 45 girls) with eight hypothetical dyadic interpersonal dilemmas to assess the interpersonal negotiation strategies (INSs) they suggested using to resolve interpersonal problems. Each dilemma focused on the way a protagonist could deal with a significant other in a dyadic context. Responses were scored using an integrated structural developmental (four levels) by functional (four information processes) model of social-cognitive development. In addition, the eight dilemmas were constructed to systematically vary with respect to three contextual factors. It was hypothesized that INS level would be higher for older subjects and female subjects, and would be moderately associated with IQ. In addition, it was predicted that the level of negotiation would vary systematically with variation in contextual factors. In addition, the results provided information relevant to the thesis put forth by Sullivan (1953) that adolescence is a period for the consolidation of collaborative approaches to interpersonal relationships.

No abstract

No abstract

Adolescent ego-development trajectories were related to close-relationship outcomes in young adulthood. An adolescent sample completed annual measures of ego development from ages 14 through 17. The authors theoretically determined and empirically traced five ego-development trajectories reflecting stability or change. At age 25, the sample completed a close-relationship interview and consented for two peers to rate the participants'ego resiliency and hostility. Participants who followed the profound-arrest trajectory in adolescence reported more mundane sharing of experiences, more impulsive or egocentric conflict-resolution tactics, and less mature interpersonal understanding in their young adult relationships, and their young adult peers described these participants as more hostile. Participants who attained or maintained higher levels of ego development in adolescence reported more complex sharing of experiences, more collaborative conflict-resolution strategies, and greater interpersonal understanding, and their young adult peers rated them as less hostile and as more flexible.

No abstract