Presentation on theme: "Psychosocial Development"— Presentation transcript:
1 Psychosocial Development EDU 330: Educational PsychologyDaniel Moos
2 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 unpredictableGood command of will powerSelf-absorbedLife full of missed opportunitiesTony Soprano
4 Social and Personality Development: Introduction, cont.
5 Social and Personal Development: Role of Parenting (I) Interaction StyleParental CharacteristicsChild CharacteristicsFirm, but caringProvide reasons for rulesConsistent, high expectationsHigh self-esteemConfident and secureWilling to take risks, successful in schoolAuthoritativeStress conformity, detachedDoesn’t provide reasons for rulesDoesn’t encourage verbal give and takeWithdrawnWorry more about pleasing parentsDefiant, less successful in schoolAuthoritarian
6 Social and Personal Development: Role of Parenting (II) Interaction StyleParental CharacteristicsChild CharacteristicsGive children total freedomLow expectationsMake few demandsLack self-controlImpulsiveUnmotivatedPermissiveHave little interest in child’s lifeHave few expectationsLack self-controlHave few long-term goalsEasily frustratedDisobedientUninvolved
7 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."
8 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.”
9 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."
10 Social and Personal Development: Role of Parenting (VI) What are some specific examples of teacher actions/behaviors that parallel the below parenting styles?AuthoritarianAuthoritativePermissiveUninvolved
11 Psychosocial Development Adolescent Identity Statuses (James Marcia) Identity Diffusion Foreclosure Moratorium Identity Achievement–little self-direction, impulsive, and low self-esteemNo crisis; no commitment–close-minded, accepts parental choices and valuesNo crisis; commitment made–anxious, changes mind often, and often dissatisfiedCrisis experienced; no commitment–introspective, makes plans, logical, and high self-esteemCrisis experienced; commitment made3
13 Development of identify and self-concept (I) Assumptions of Erikson’s Theory of Psychosocial DevelopmentDevelopment occurs in stagesPsychosocial challenge (crisis) opportunities for developmentNegative resolutions = Personality imperfectionsPeople move stages, regardless of resolutions
14 Development of identify and self-concept (III) StageAction+ Resolution- ResolutionTrust in world developed through love and supportTrust, relaxed, optimisticSee life as unpredictableTrust v. Mistrust (0-1)Independence fostered by mastery experiences formed by supportFear being exposed as inadequateAutonomy v. Shame/ Doubt (1-3)Good sense and command of their will powerClear sense of what they want in lifeSelf-restrictive and fear of making mistakesExploratory attitude results from meeting and accepting challengesInitiative v. Guilt (3-6)
15 Development of identify and self-concept (IV) StageAction+ Resolution- ResolutionEnjoyment of mastery comes through success and recognitionRelish achievement and like to tackle challengeFeel inadequate, incapable, lack ambitionIndustry v. Inferiority (6-12)Personal, social, and occupational identity comes from experimentationKnow who they are, what their goals are, and where they are goingSee conflict in who they are and what they would like to beIdentity v. Confusion (12-18)Commitment to partnerships and ethics to abide by the commitmentsSelf-absorbed; identity too fragile to maintain uncertainties in relationshipsOpenness to others and development of relationships through interactionsIntimacy v. Isolation (Young adulthood)
16 Development of identify and self-concept (V) StageAction+ Resolution- ResolutionGenerativity v. Stagnation (Middle adulthood)Concern for creation of better world. Focus on service to othersLack long term-goals; live for short-term gratificationConcern for next generation; growing sense of social responsibilitiesView life as filled with missed opportunitiesIntegrity v. Despair (Old age)Acceptance of one’s life is achieved by an understanding of a person’s place in life cycleFeel their lives have meaning and significance
18 Erikson: Application (II) -TONY SOPRANO-Life is unpredictable- resolution of trust v mistrustSelf-absorbed- resolution of intimacy v. isolationLife is full of missed opportunities- resolution of integrity v. despair
19 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 = Read Interpreting art, poems?Hypothetically?If you were living during the Civil War, what would you do…Of others?Empathizing (role play, peer mediation)