Chapter 3 Social Development

1. Chapter 3Social Development • Themes of the chapter • There are aspects of a relationship that allow it to be characterized as a high-quality relationship • Social-developmental outcomes include concepts such as psychosocial development, social competence, and moral development

2. Guiding Questions • What characterizes a high-quality student-teacher relationship? • What are mental models, and why are they important to social development? • How can teachers nurture psychosocial development, especially students’ initiative, competence, and identity? (See next slide for more questions)

3. Guiding Questions (continued) • What are the stages of moral development? • How do social competence and aggression develop? • How does self-concept develop throughout the school-age years? • How do students’ special needs interfere with their social development?

4. Relationships • Mental models – self and others • The quality of relationships • Culture, diversity, and special needs • Trust – the beginning of positive social development • Students’ attachment styles with teachers • Attachment for learners with special needs

6. Mental Models – Self and Others • Students’ enduring beliefs and expectations about what they are like and what other people are like

7. High Quality Relationships • Attunement – sensing and reading another’s state of being and adjusting one’s own behavior accordingly • Relatedness – the psychological need to establish close emotional bonds and attachments with other people (See next slide for more characteristics)

8. High Quality Relationships (continued) • Supportiveness – an affirmation of the other person’s capacity for self-direction and contribution to help realize his or her self-set goals • Gentle discipline – a socialization strategy that revolves around explaining why a way of thinking or behaving is right or wrong

9. Low Quality Relationships • Characterized by neglect and abuse • Indifference • Permissiveness • Lack of support • Lack of involvement • Insensitivity • Rejection • Hostility

10. Culture, Diversity, andSpecial Needs • Behaviors sometimes reflect cultural priorities instead of social skills deficits or behavioral disorders • Some special needs children have difficulty in giving love and affection to interaction partners (e.g., autistic and those with emotional difficulties

11. Trust – the Beginning of Positive Social Development • Aspects of trust • Care – an emotional concern and sense of responsibility to protect or enhance another person’s welfare or well-being • Attachment – a close emotional relationship between two persons that is characterized by mutual affection and the desire to maintain proximity with the other

12. Issues Related to Mental Models of Self and Others • Trust – Confidence that the other person in the relationship cares, is looking out for your welfare, and will be there when needed • Self-esteem – Trust applied to oneself; an attitude that one is worthy of a positive or negative evaluation

13. Students’ Attachment Styles with Teachers • Basic attachment related questions • What does this person do when I am upset? • Can I trust this person to be available and responsive in times of need? • With this person’s support, what can I accomplish?

14. Attachment for Learners with Special Needs • Children with learning disabilities, emotional disturbances, or mild mental retardation are likely to report being dissatisfied with their student-teacher relationship

15. Psychosocial Development • A broad term to describe the quality of a person’s social development as a function of past relationships in one’s life

16. Erikson’s Lifespan Developmental Framework • Trust vs. mistrust Infancy • Autonomy vs. shame Early childhood • Initiative vs. guilt Preschool confusion school • Competence vs. Elementary Incompetence school (See next slide for more stages)

17. Erikson’s Lifespan Develop-mental Framework (continued) • Identity vs. Middle/High role confusion school • Intimacy vs. isolation College • Generativity vs. Teaching stagnation career • Integrity vs. despair Retirement years

18. Initiative, Competence and Identity • Initiative - the child’s capacity to use a surplus of energy to plan and constructively carry out a task • Competence – the psychological need to be effective as one interacts with the surrounding environment • Identity – the sense of being a distinct and productive individual within the larger social framework

19. Identity Status in Adolescence • Diffused – has not searched, explored or committed to adult roles • Foreclosed – has not explored, yet has committed to adult roles • Moratorium – has explored but has not yet committed to adult roles (identity crisis) • Achieved – has actively explored and made a personal commitment to a way of life

20. Guidelines for Supporting Adolescents’ Identity • Expand students’ awareness of social opportunities • Support exploration of possible identities • Communicate value and support for school-based clubs and organizations • Support open-ended decision making about possible identities

21. Your Turn • Lydia is 17 years old and will graduate from high school next year. She has had to work after school every day and on the weekends for the past two years, leaving her with very little free time. She has no idea what she wants to do with her life after high school • How might you help her make some decisions? What steps should she take?

22. Moral Development • Students’ judgments about what is right and wrong and their reasoning as to why one action is right and another is wrong

23. Stages of Moral Development (Kohlberg’s Theory) • Preconventional – understands neither social convention nor moral rules • Stage 1 – Moral judgments are based on a punishment-and-obedience orientation. What is good or right is that which avoids punishment and defers to authority • Stage 2 – Moral judgments are based on what satisfies one’s own needs. What is right is what I need; what is wrong is what I get punished for (See next slide for more stages)

24. Kohlberg’s Theory (continued) • Conventional – Understands and embraces social convention • Stage 3 – Moral judgments are based on a good boy-nice girl orientation. What is good or right is what pleases others and gains their approval • Stage 4 – Moral judgments are based on a law-and-order orientation. What is good or right is doing one’s duty, following fixed rules, and acting to maintain the social order (See next slide for more stages)

25. Kohlberg’s Theory (continued) • Postconventional – Understands and embraces moral rules • Stage 5 – Moral rules are created from socially agreed-upon standards that have been critically examined and revised to meet the need and values of the society • Stage 6 – Moral rules exist as self-chosen ethical principles, such as justice, equal rights, respect for the individual, fairness, and reciprocity

26. Ethic of Care • One’s sense of responsibility and compassion extends beyond oneself and one’s in-group to include a general ethic of care

27. Ethic of Care

28. Gender Differences in Moral Development • Theories of moral development can be based on both a morality of justice and a morality of care – and this is true for both boys and girls

29. Character and Social Conscience • Situational compliance – cooperatively carrying out a teacher’s requests to “do this” or “don’t do that” with a sense of obligation rather than a sincere commitment to the action • Committed compliance – cooperatively carrying out a teacher’s request to “do this” or “don’t do that” with an eager, willing, and sincere commitment to the action

30. Power Assertion • A socialization strategy designed to gain compliance through coercion, pressure, forceful or harsh insistence, and a negative or critical interaction style

31. Power Assertion in the Classroom • Give examples of how the following individuals assert power in the classroom either verbally or non-verbally • Teachers • Students • Parents

32. Four Integrated Systems – Development of Character or Conscience

33. Conscience • The capacity to use one’s moral cognition, moral emotions, and moral self to inhibit aggression and to initiate altruism and helping

34. Aggression • Any intentional behavior designed to harm another person or group physically or psychologically

35. Video Game Technology and Aggression • Exposure to violence changes how the student thinks • Repeated exposure gives viewers aggressive social expectations and aggressive behavioral script • Students who take these aggressive social expectations and behavioral scripts into the schools will be more aggressive and less helpful than others

36. Instrumental and Hostile Aggression • Instrumental – strategic behavior to obtain something one desires that results in harm inflicted on another person • Hostile – the anger-driven impulse to inflict intentional harm on another person

37. Manifestations of Hostile Aggression • Starting fights – unprovoked physical aggression • Verbal protests – verbal aggression directed at teachers • Verbal hurt – verbal aggression directed at peers

38. How Would You Respond? • Hostile Aggression • Starting fights • Verbal aggression • Verbal hurt • How would you prevent their occurrence?

39. Social Competence • Social competence – how skilled children and adolescents are at managing the often frustrating and challenging experiences they have with other people • Emotional regulation – the capacity to modulate or calm internal emotional reactivity during stressful situations

40. Social Competence and Special Education • Teachers rate maintaining self control as the essential social competence for students with special needs • What happens when students lose self-control?

41. Self-Concept • Set of beliefs the individual uses to mentally represent or understand his or her sense of self • Three patterns govern the development of self-concept over time • Greater realism • Greater abstraction • Greater differentiation

42. Enhancing Self-Concept • Why? • Domain specific self-concept beliefs correlate positively with academic achievement in that domain and with other positive educational outcomes • How? • Intensive intervention programs can boost students’ domain specific skills and thus change self-concepts

43. Social Comparisons • The act of comparing one’s personal characteristics, performance, and abilities to the characteristics, performances, and abilities of others

44. Self-esteem • The evaluation of oneself as a person, partially on the emotional basis of how others treat the self and partly on the basis of one’s competence and achievement in different domains

45. Self-esteem in Students with Learning Disabilities • Students with learning disabilities score substantially lower on measures of self-esteem than do equally intelligent students who do not have learning disabilities

46. Guiding Questions Revisited • What characterizes a high-quality student-teacher relationship? • What are mental models, and why are they important to social development? • How can teachers nurture psychosocial development, especially students’ initiative, competence, and identity? (See next slide for more questions)

47. Guiding Questions (continued) • What are the stages of moral development? • How do social competence and aggression develop? • How does self-concept develop throughout the school-age years? • How do students’ special needs interfere with their social development?