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 ID: 300444
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Psychosocial Development
EDU 330: Educational Psychology
Daniel MoosSlide2
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?
Tony Soprano
Life is unpredictable
Good command of will power
Self-absorbed
Life full of missed opportunitiesSlide3
Social and Personality Development: Introduction, cont.Slide4
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Withdrawn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 schoolSlide5
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
DisobedientSlide6
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?
Slide7
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?Slide8
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?Slide9
Social and Personal Development: Role of Parenting (VI)
What are some specific examples of teacher actions/behaviors that parallel the below parenting
s
tyles?AuthoritarianAuthoritativePermissive
UninvolvedSlide10
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-esteemCrisis experienced; commitment madeSlide11
Marcia: Identity Statuses Chart
Achievement
Commitment
Yes
No
Crisis
Yes
No
Moratorium
Foreclosure
DiffusionSlide12
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 stagesEach stage characterized by a psychosocial challenge (crisis) that presents opportunities for developmentPeople do not remain at a certain stage if the crisis at that stage isn’t positively resolvedLess than ideal resolutions at a particular stage leave individuals with personality imperfections Slide13
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 mistakesSlide14
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 relationshipsSlide15
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 opportunitiesSlide16
Application Time…Slide17
Erikson: Application (II)
-TONY SOPRANO-
Life is unpredictable
- resolution of trust v mistrust
Self-absorbed- resolution of intimacy v. isolationLife is full of missed opportunities- resolution of integrity v. despairSlide18
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 = 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)