Ed psych Chap 4 - self, social and moral development

Characteristics of early maturing girls

•  increased sexual activity

• drug & alcohol use

• depression

• anxiety

• eating disorders

• decreased school achievement

Characteristics of late maturing girls

• increased anxiety about development

• fewer emotional and social problems

Characteristics of early maturing boys

•  increased social skills

• popularity

• risk-taking

  • risk-taking and popularity are connected

Characteristics of late maturing boys

• initial social difficulties

• increased creative, tolerant, and perceptive abilities

Levels of the Bioecological Model

Microsystem

Mesosystem

Exosystem

Macrosystem

Bioecological Model: Microsystem

-Immediate relationships and activities

ex. home, school, immediate family

Bioecological Model: Mesosystem

Interaction among elements of the microsystem

ex. neighbourhood the school is in

Bioecological Model: Exosystem

All the systems that affect the individual; the student doesn’t have direct interaction  —> Parent’s workplace, community services, mass media

Bioecological Model: Macrosystem

Societal, cultural element

ex. customs, beliefs, laws, shared cultural values

4 types of parenting styles

1. Authoritative

2. Authoritarian

3. Permissive

4. Rejecting

Authoritative Parenting

• Clear, enforced rules

• Caring, supportive environment, high expectations

• Robust cross-cultural; majority of parents fall into this category 

  • How common a parenting style is varies across cultures  

what does authoritative parenting lead to in children

high, self-esteem and achievement

Authoritarian Parenting

• Rigid rules and discipline

• Do as you’re told, no questions asked

• No open affection, seem cold 

what does Authoritarian parenting lead to in children

lower self-esteem, decreased performance, lower self-control, hostile

• Individual has always done what they are told to do, when they are on their own for the first time they struggle

Permissive (Indulgent) Parents

• No guidance, discipline

• Warm, caring; parent wants to be child’s best friend

what does permissive parenting lead to in children

• Immature, self-centred, impulsive → aggression

• Impulsivity leads to aggression when person who is always allowed to do something is told they can’t

Rejecting/Neglectful Parents

• No discipline, no guidance

• Cold, unresponsive 

what does neglectful parenting lead to

lower achievement, lower social relationships, increased aggression, more risky behaviour, insecure, withdrawn

• Child’s first social relationship is with their parents, without that first relationship, they struggle with future social relationships

3 types of attachment

1. Secure Attachment

2. Insecure Attachment

3. Insecure-Avoidant

Secure Attachment

Explores, easily comforted, needs are met

what does secure attachment lead to

better adjustment to school,

increased independence

increased social interactions

increased achievement

insecure resistant

• Little exploration, Fearful, Distressed

what does insecure resistant attachment lead to

• Can take longer to become comfortable in new environments

insecure avoidant

• Few signs of attachment, Muted emotions, Contradictory reactions

short term impacts of divorce

• Risk anxiety, fear, guilt, anger, confusion, depression,  school problems

Long term impacts of divorce

• Academic problems, self-esteem, relationships

• divorce is better long term then living in an openly hostile family

Instrumental Aggression

Motivation is to gain access to object or privilege 

Hostile Aggression

Motivation is to harm someone else

Overt Aggression

Physical Aggression

Relational Aggression

• Motivation is to harm via social and emotional relationships

Relational Bullying

• Primarily affects/targets social relationships

• Can be more damaging then overt physical bullying

• Harder to detect as many friends tease each other playfully which can look relational

• Victims tend to be less willing to report

Erikson’s stages of Psychosocial Development

Each stage:

• Lasting impact → contribution from each stage stays for the rest of their life; typically unchangeable

• Challenge/crisis

• Continuum, two extremes

Psychosocial development: Trust vs Mistrust

• 1 ½ yrs

• When childs food and care needs are consistently met, they start to trust their environment (Optimisiom)

• When childs needs are not consistently met, they start to mistrust their environment(Pessimism) 

• Optimism Trust ← →Pessimism Trust

Psychosocial development: Autonomy vs Shame and Doubt

• (1 ½ - 3) 

• Beginning of selfcontrol and self-confidence → children begin to assume responsibilities for self-care such as feeding, going to the toilet, and dressing 

• Self-confidence and Self-control ← → Self-doubt and Shame

Psychosocial Development: Initiative vs Guilt

• (3-6)

• If I do this, am I good or bad?

• Lots of new development (motor, language) → lots of use/exploration of these new skills

• Unruly and Irresponsible ← Independence Sensitivity → Guilt and Low self-esteem

Psychosocial Development: Industry vs Inferiority

• (6-12)

• Am I competent?

• Age where individual’s social life shifts from family to peers → ability to shift requires acquisition of cultural tools

• Gr 5, 6 (10,11 yrs): relationship issues are common

• Competence and Self-assurance ← →  Inferiority and Low self-esteem

Psychosocial Development: Identity vs. Role Confusion

• Adolescence → …. (typically resolves in adolescen but sometines never

• Who am I? Where am I going?

• Stable self-concept and Identity ← → Unstable self-concept and Confusion

• Fairly common for adolescents to have a big change in apperancne, interests, extracuriculars, friend groups, etc → evidence of someone developing their personal identity

Identity

Sense of self, beliefs, emotions, values, commitments, attitudes, culture, gender, sexuality, ethnicity, religion, age, … other intersection

how can identity development become more complicated

when an individual has both a dominant culture and their own culture to explore

4 stages of personal identity

1. Identity Diffusion

2. Identity Achievement

3. Moratorium

4. Identity Foreclosure

Identity Diffusion

• No decision

• No exploration

• Not the best outcome

Identity Achievement

• Ideal outcome/healthy state

• Explored options → committed to pursuing choices

Moratorium

• delay in commitment to personal and occupational choices 

• In progress; trying new things 

• Still a healthy state

Identity Foreclosure

• Not the best outcome

• Commit to goals

• Commitment to identity they have been given, not one they have created

• No exploration

What happens when you stay in identity diffusions

develop an external Locust of Control, and ow self-esteem

become apathetic,

struggle with peer pressure or isolation,

External Locust of control

belief that things happen to outside forces determine life outcomes rather then your own actions

what happens when you stay in identity foreclosure

become  rigid, intolerant, defensive, dogmatic, low self-esteem

Dogmatic

• expression of personal beliefs, opinions or rules as absolute facts while refusing any other viewpoints or evidence

Self-concept

• perceptions about ourselves

we have general self-concept and specific self-concept

general self concept

• the putting together of pieces of the specific self-concept

general self-Esteem

how we evaluate ourselves as a whole individual

specific self-esteem

how we evaluate specific aspects of our ourselves

What does a unrealistically high self-esteem lead to

• Aggression/defensive if threatened, Competitiveness, Failure is damaging to them

• Will create/manipulate situations where losing is not their fault 

• No accountability; lots of self-sabotage to diffuse the failure off them

aspects affecting self-concept and self-esteem in school

performance experience —> is the student successfully learning?

Social interactions —> what are people saying about me? How are they treating me?

Comparison —> grades, appearance, social and academic performance

what do peer groups dictate?

Norms, rules how to dress, talk, look, interact

cliques

•  small, friendship-based, similar interests, ages, etc., stable social environment

• Impact is important during  6-9; 11-14 yrs 

• Members would call each other friends

crowds

• loosely organized, may or may not interact, association/ assignment is based on reputation, stereotypes, activities

  • Still exploring identity → role confusion

  • Impact is important during middle adolescence, less in late adolescence 

  • Could be band club (crowd) and all the brass instrument players are friends (clique)

theory of mind

• Cognitive ability to attribute mental states (beliefs, intents, desires, emotions, and knowledge) to oneself and others

  • Individual has theory about the contents of other people’s mind

  • Begins by 3 yrs until early adolescence

  • Becomes increasingly complex

Kohlberg’s stages of moral development

• Based on moral reasoning; presented with moral dilemmas

• 3 levels each with 2 orientations

Kolhberg: Preconventional Level

• What defines something as good/bad is based on individual’s needs and rules.

• Obedience: avoid punishment

• Reward: needs and wants

Kolhberg: Conventional Level

• Laws, rules of society.

• Be Nice/Relationships: please others, focus on other’s expectations

• Law and Order: obey and maintain social system

Kolhberg: Postconventional level

• Abstract ethical principles.

• Social Contract: socially agreed standard, the greater good

• Universal Ethical Principles: universal moral and ethical principles

development of personal choice, social conventions via domains

• Thinking and rreasoing develops across all 3 domains

• Not in linear sequence like Kohlberg; developing in all 3 at the same time

• May develop at different rates

moral domain

• Emerges first (5-6 yrs)

• Fairness = equality

• Merit → some people are simply better at somethings than others

• Fairness = equity 

conventional Domain

• Absolute, breaking a rule punished 

• Changes: intent matters, impact of social convention

• Shifts to morality of cooperation (adolescence)

Personal Domain

• Social conventions useful but can change

• Matters of personal choice vs larger society 

• Culture and role of individual

Ethics of Self-Care (Carol Gilligan)

1. Self Interest —>When we are very young, what is powering behaviour is self-interest; can’t look after ourselves (need to be fed, comforted, etc)

2. Specific Others—> Expands to specific others’ needs (esp. principal caregivers)

3. Wider Sphere—>Expands more to other family members Ex. Friends, siblings, etc

4. All—> Sphere continues to expand until ultimately the individual cares very broadly about human kind or environment

• No limit to its expansion

• Not about punishment/reward, following rules; do we care about the individual?

Haidt’s Social Intuitionist Model

1. Emotional reaction drives moral judgements

2. Values others than fairness, harm

3. Group cohesion