Presentation on theme: "Psychosocial Development EDU 330: Educational Psychology Daniel Moos."— Presentation transcript:
Psychosocial Development EDU 330: Educational Psychology Daniel Moos
Social and Personal Development: Introduction (1) What factors influence people’s personal and social development? (2) How do personal and social development relate to academic achievement and satisfaction with school? Tony Soprano Life is unpredictable Good command of will power Self-absorbed Life full of missed opportunities
Social and Personality Development: Introduction, cont.
Social and Personal Development: Role of Parenting (I) Interaction Style Parental Characteristics Child Characteristics Authoritative Authoritarian - Firm, but caring - Provide reasons for rules - Consistent, high expectations - Stress conformity, detached - Doesn’t provide reasons for rules - Doesn’t encourage verbal give and take - High self-esteem - Confident and secure - Willing to take risks, successful in school - Withdrawn - Worry more about pleasing parents - Defiant, less successful in school
Social and Personal Development: Role of Parenting (II) Interaction Style Parental Characteristics Child Characteristics Permissive Uninvolved - Give children total freedom - Low expectations - Make few demands - Have little interest in child’s life - Have few expectations - Lack self-control - Impulsive - Unmotivated - Lack self-control - Have few long-term goals - Easily frustrated - Disobedient
Social and Personal Development: Role of Parenting (III) "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." Authoritative, Authoritarian, Permissive, or Uninvolved?
Social and Personal Development: Role of Parenting (IV) "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.” Authoritative, Authoritarian, Permissive, or Uninvolved?
Social and Personal Development: Role of Parenting (V) "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." Authoritative, Authoritarian, Permissive, or Uninvolved?
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
Development of identify and self-concept (I) Assumptions of Erikson’s Theory of Psychosocial Development Development occurs in stages Psychosocial challenge (crisis) opportunities for development Negative resolutions = Personality imperfections People move stages, regardless of resolutions
Development of identify and self-concept (III) StageAction+ Resolution- Resolution Trust v. Mistrust (0-1) Initiative v. Guilt (3-6) Autonomy v. Shame/ Doubt (1-3) Trust in world developed through love and support Independence fostered by mastery experiences formed by support Exploratory attitude results from meeting and accepting challenges Trust, relaxed, optimistic See life as unpredictable Good sense and command of their will power Fear being exposed as inadequate Clear sense of what they want in life Self-restrictive and fear of making mistakes
Development of identify and self-concept (IV) StageAction+ Resolution- Resolution Industry v. Inferiority (6- 12) Intimacy v. Isolation (Young adulthood) Identity v. Confusion (12-18) Enjoyment of mastery comes through success and recognition Personal, social, and occupational identity comes from experimentation Openness to others and development of relationships through interactions Relish achievement and like to tackle challenge Feel inadequate, incapable, lack ambition 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 Commitment to partnerships and ethics to abide by the commitments Self-absorbed; identity too fragile to maintain uncertainties in relationships
Development of identify and self-concept (V) StageAction+ Resolution- Resolution Generativity v. Stagnation (Middle adulthood) Integrity v. Despair (Old age) Concern for next generation; growing sense of social responsibilities Acceptance of one’s life is achieved by an understanding of a person’s place in life cycle Concern for creation of better world. Focus on service to others Lack long term- goals; live for short-term gratification Feel their lives have meaning and significance View life as filled with missed opportunities
Erikson: Application (II) -TONY SOPRANO- (1)Life is unpredictable (1)- resolution of trust v mistrust (2)Self-absorbed (1)- resolution of intimacy v. isolation (3)Life is full of missed opportunities (1)- resolution of integrity v. despair
Preview: Cognitive Development (1)In your opinion, what are some challenges in teaching your developmental group? (2)To what extent does your content area/concentration require students to think abstractly, hypothetically, and/or of others? (3)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)