Personal, Social, and Moral Development Chapter 3

Psychosocial Development Developmental Crisis (3) Initiative vs Guilt: Independence with supervision Psychosocial Development (2) Autonomy vs Shame & Doubt: Control Developmental Crisis (1) Trust vs. Mistrust: Consistency (4) Industry vs. Inferiority feedback (5) Identity vs Role Confusion Moratotium Self understanding (8) Ego integrity vs Despair Accept cycle of Death (6) Intimacy vs Isolation: Trust others (7) Generativity vs. Stagnation Next generation Marcia’s: Identity achievement Identity foreclosure Identity diffusion Moratorium

Families: Blended families Parenting styles Peers Authoritarian Authoritative Permissive Rejecting/neglecting Peers Cultures Aggression: Instrumental Hostile Overt Relational Bulliesviolence will be rewarded Victims low self esteem

Helping Children of Divorce Sudden changes Talk individually to students Avoid stereotypes (whole family references)blended families Maintain students’ self-esteem Resources available for counseling Sensitive to both parents’ rights What is something you should do when you see violence in the classroom?

Peer Relationships Peers play an essential role in healthy personal and social relationships Characteristics of friends Quality of friendships Who is likely to have problems with peers? Children who differ from the norm Peer culture: Rules Conformity to those rules Interests of parents clash with those rules New Roles for Teachers Support personal and social development

Challenges for Children. Young children starting school Challenges for Children Young children starting school preoperational to concrete operationalteaching must adhere to the needs of that stage Coping with challenges By third grade predictions towards dropping out Importance of Head Start Children and Youth at Risk Child Abuse: Physical Abuse Physical Neglect Sexual Abuse Eating Disorders Drug Abuse Suicide

Understanding Ourselves and Others Gender, Ethnicity, and Self Esteem Self Concept Self Esteem Value one gives to their evaluations How does self esteem affect student behavior in school? How does life in schools affect student behavior? Relationships with abilities Popularity Feedback!!! General Academic Non-academic Develops: “constant evaluations across time” Elementaryothers HSoneself Diversity: Collective self esteem Ethnic Pride Development: Decreases as they go middle school Increases in boys as they go to HS more than in girls Self and others: Intention (2 yrs) Perspective taking (10 yrs) Emotional Competency

Ethnic Pride Perspective Taking Racial Identities (Nigrescence): Pre-encounter Encounter Immersion Internalization Commitment Could this be applied to the Hispanic community? Ethnic Pride Theory of Mind and Intentionunderstanding other people Perspective Taking Selman (1980) *Develops over time *Analyze other’s perspective about age 10 *15 most have developed the perspective taking- ability

Moral Development = sense of right and wrong Moral Dilemmas Distributive Justice Moral Realism Beliefs @ Dividing and sharing Stage Understanding of rules Morality of Cooperation Understanding that People make rules – they can also change them Kohlberg Stages of Moral Development Preconventional: (personal needs and other people’s rules) Punishment-obedience orientation Personal reward orientation Conventional: (approval, family expectations, traditional values, laws of society, loyalty to the country) Good boy-nice girl orientation Law and order orientation Postconventional: Social contract orientation Universal ethical principles orientation

Moral vs. Conventional Domains Moral domain = more abstract integration Social integration = agreed upon rules and ways of doing things in a particular situation Alternatives to Kohlberg’s Theory Stages not separate, sequenced and consistent Every day life (competing values, situations, etc) Stages 5 and 6 are based on Western values Gender Differences in Reasoning (Gilligan, 1982) Stages are biased in favor of males differences in the development of stages between men and women “Ethic of care” move from a focus of self interest to moral reasoning based on commitment to specific individuals and relationships