Psychosocial Development

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Psychosocial Development EDU 330: Educational Psychology Daniel Moos

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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?. - PowerPoint PPT Presentation

Transcript of Psychosocial Development

Page 1: Psychosocial Development

Psychosocial DevelopmentEDU 330: Educational Psychology

Daniel Moos

Page 2: Psychosocial Development

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 SopranoLife is unpredictable

Good command of will power

Self-absorbed

Life full of missed opportunities

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Social and Personality Development: Introduction, cont.

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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- Withdrawn- Worry more about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

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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

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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?

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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?

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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?

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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

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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 made

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Marcia: Identity Statuses Chart

Achievement

Commitment

Yes No

Crisis

Yes

No

Moratorium

Foreclosure Diffusion

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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

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Development of identify and self-concept (III)

Stage Action + 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 in themselves, relaxed, optimistic

See life as inconsistent, unpredictable; things are temp.

Good sense and command of their will power; free to be themselves

Fear being exposed as inadequate

Clear sense of what they want in life

Self-restrictive and fear of making mistakes

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Development of identify and self-concept (IV)

Stage Action + 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

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Development of identify and self-concept (V)

Stage Action + 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

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Application Time…

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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

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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)