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Psychosocial Development. EDU 330: Educational Psychology Daniel Moos. Social and Personal Development: Introduction. What factors influence people ’ s personal and social development? How do personal and social development relate to academic achievement and satisfaction with school?.
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Psychosocial Development EDU 330: Educational Psychology Daniel Moos
Social and Personal Development: Introduction • What factors influence people’s personal and social development? • How do personal and social development relate to academic achievement and satisfaction with school? Life is unpredictable Good command of will power Self-absorbed Life full of missed opportunities Tony Soprano
Social and Personal Development: Role of Parenting (I) • Firm, but caring • Provide reasons for rules • Consistent, high expectations • High self-esteem • Confident and secure • Willing to take risks, successful in school Authoritative • Withdrawn • Worry more about pleasing parents • Defiant, less successful in school • Stress conformity, detached • Doesn’t provide reasons for rules • Doesn’t encourage verbal give and take Authoritarian
Social and Personal Development: Role of Parenting (II) • Give children total freedom • Low expectations • Make few demands • Lack self-control • Impulsive • Unmotivated Permissive • Lack self-control • Have few long-term goals • Easily frustrated • Disobedient • Have little interest in child’s life • Have few expectations Uninvolved
Social and Personal Development: Role of Parenting (III) Authoritative, Authoritarian, Permissive, or Uninvolved? "I want you in by 10," Ellen's dad says to her as she gets ready for her roller skating party, and then he turns back to his computer. "Aww, Dad," Ellen protests. "The party isn't over 'till 11, and a bunch of parents will be there chaperoning. "I said 10, Sweetheart." "Gee, Dad, why." "Ellen, remember that we've said no later than 10 on school nights." "But, Dad, there's no school tomorrow. It's a teacher planning day." "Ellen, I said 10. The discussion is over."
Social and Personal Development: Role of Parenting (IV) Authoritative, Authoritarian, Permissive, or Uninvolved? "Tell me about school," Tanya's dad says to her over dinner. They talk for several minutes about school, social activities, and life in general. "Now, when is your concert? I've sort of forgotten." "Thursday ," Tanya replies. "Oh, yeah, ...Remind me to call George and tell him I won't be able to meet him on Thursday," he says to Tanya's mother. "Tanya's concert is that night. " They finish dinner, and her dad finally says, "Better get started with your homework. " "Aww , Dad," Tanya grumbles. "No, get going…remember, we discussed this and agreed you will do homework after. .I'm working in here, so let me know if you get stuck on any of it, and I'll try and help you. ...I want to see it when you're finished.”
Social and Personal Development: Role of Parenting (V) Authoritative, Authoritarian, Permissive, or Uninvolved? "Where's Sam?" His dad asks his mother at 9:30 Thursday evening. “He called after school and said he was going to hang out with Charlie," his mother responded. "Didn't he say he had a test tomorrow? ...When is he going to study?" “Charlie said he was fine, and besides he's not too crazy about biology. I know his grades aren't as good as they could be, but you're only young once."
Social and Personal Development: Role of Parenting (VI) • What are some specific examples of teacher actions/behaviors that parallel the below parenting styles? • Authoritarian • Authoritative • Permissive • Uninvolved
Psychosocial Development • Adolescent Identity Statuses (James Marcia) Identity Diffusion Foreclosure Moratorium Identity Achievement –little self-direction, impulsive, and low self-esteem No crisis; no commitment –close-minded, accepts parental choices and values No crisis; commitment made –anxious, changes mind often, and often dissatisfied Crisis experienced; no commitment –introspective, makes plans, logical, and high self-esteem Crisis experienced; commitment made
Commitment Yes No Yes Achievement Moratorium Crisis No Foreclosure Diffusion Marcia: Identity Statuses Chart
Development of identify and self-concept (I) • Assumptions of Erikson’s Theory of Psychosocial Development • The development of self occurs in response to basic needs & occurs in stages • Each stage characterized by a psychosocial challenge (crisis) that presents opportunities for development • People do not remain at a certain stage if the crisis at that stage isn’t positively resolved • Less than ideal resolutions at a particular stage leave individuals with personality imperfections
Development of identify and self-concept(III) Trust in world developed through love and support Trust in themselves, relaxed, optimistic See life as inconsistent, unpredictable; things are temp. Trust v. Mistrust (0-1) Independence fostered by mastery experiences formed by support Good sense and command of their will power; free to be themselves Fear being exposed as inadequate Autonomy v. Shame/ Doubt (1-3) Clear sense of what they want in life Self-restrictive and fear of making mistakes Exploratory attitude results from meeting and accepting challenges Initiative v. Guilt (3-6)
Development of identify and self-concept(IV) Enjoyment of mastery comes through success and recognition Relish achievement and like to tackle challenge Feel inadequate, incapable, lack ambition Industry v. Inferiority (6-12) Personal, social, and occupational identity comes from experimentation Know who they are, what their goals are, and where they are going See conflict in who they are and what they would like to be Identity v. Confusion (12-18) Commitment to partnerships and ethics to abide by the commitments Self-absorbed; identity too fragile to maintain uncertainties in relationships Openness to others and development of relationships through interactions Intimacy v. Isolation (Young adulthood)
Development of identify and self-concept(V) Generativity v. Stagnation (Middle adulthood) Concern for creation of better world. Focus on service to others Lack long term-goals; live for short-term gratification Concern for next generation; growing sense of social responsibilities View life as filled with missed opportunities Acceptance of one’s life is achieved by an understanding of a person’s place in life cycle Feel their lives have meaning and significance Integrity v. Despair (Old age)
Erikson: Application (II) -TONY SOPRANO- • Life is unpredictable • - resolution of trust v mistrust • Self-absorbed • - resolution of intimacy v. isolation • Life is full of missed opportunities • - resolution of integrity v. despair
Preview: Cognitive Development • In your opinion, what are some challenges in teaching your developmental group? • To what extent does your content area/concentration require students to think abstractly, hypothetically, and/or of others? • At what age do you think it is appropriate to ask students to think think abstractly, hypothetically, and/or of others? • Abstractly? Symbolically? • 3x = 9 Read Interpreting art, poems? • Hypothetically? • If you were living during the Civil War, what would you do… • Of others? • Empathizing (role play, peer mediation)
