Social Development Study Guide

Social Development Study Guide

Objectives:

• Discuss the role of relationships and social contexts in education
• Identify Erikson’s Psychosocial Crises and discuss ways to address these crises in the classroom
• Consider the implications of Marcia’s Identity States on adolescent behavior
• Promote positive self-concepts among your students

Terms:

Pages 81-94

Bronfenbrenner’s Bioecological model

Everyone has Systems in side each other in the following order with the first being the most inside system:

Mesosystems in Microsystems – Family, Classroom, Peer Group, Religious Setting

Exosystem – Mass Media, Community, School System, Medical Institutions

Macrosystem – Cultural Values, National Customs, Political Philosophy, Economic Patterns, Social Conditions.

Authoritative – high warmth, high control. This is what I want to be. Listen for concerns, give reasons for rules, allow democratic decision making. Parents help children think through consequences of actions.

Authoritarian – low warmth, high control. This was my parents. Seem cold and controlling. Children are expected to me mature because parents said do. Little talk about emotions. Punishments strict, but not abusive.

Permissive – high warmth, low control. Warm and nurturing, but few rules and consequences. Kids will be kids.

Attachment – Emotional bond with someone else, often a parent or family member.

Overt aggression – Hostile aggression that involves physical attack.

Relational aggression – Hostile aggression that involves verbal attacks.

Pages 95-118

Psychosocial – emphasizes the emergence of self, search for identity, relationship with others, and the role of culture throughout life.

Developmental crises – a conflict between a positive and a potentially unhealthy alternative.

Erikson’s model of psychosocial development

Trust v. Mistrust (Birth-18 months, Feeding) Infant must form loving, trusting relationship with caregiver or they develop a sense of mistrust.

Autonomy v. Shame & Doubt (18 months-3 years, Toilet Training) Child's energies directed toward the development of physical skills like walking, grasping, and controlling the sphincter. Child learns control but may develop shame and doubt if not handled well.

Initiative v. Guilt (3-6 years, Independence) Child continues to become more assertive and to take more initiative but may be too forceful, which can lead to guilt feelings.

Industry v. Inferiority (6-12 years, School) Child must deal with demand to learn new skills or risk a sense of inferiority, failure, and incompetence.

Identity v. Role Confusion (Adolescence, Peer Relationships) The teenager mush achieve identity in occupation, gender roles, politics, and religion.

Intimacy v. Isolation (Young Adulthood, Love Relationships) The young adult must develop intimate relationships or suffer feelings of isolation.

Generativity v. Stagnation (Middle Adulthood, Parenting/Mentoring) Each adult must find some way to satisfy and support the next generation.

Ego Integrity v. Despair (Late Adulthood, Reflection on and acceptance of one's life) The culmination is a sense of acceptance of oneself and a sense of fulfillment.

Self-concept – Knowledge and beliefs about yourself, ideas, feelings, attitudes, and expectations.

Marcia’s Theory of Identity Development

Identity diffusion – a status in which the adolescent is not interested in making choices or pursuing information regarding identity.

Identity foreclosure – a status in which the adolescent commits to an identity prematurely, typically by conforming to others' expectations.

Moratorium – a status in which the adolescent is actively seeking information about identity but has not yet made a commitment.

Identity achievement – a status in which the adolescent has gone through an identity crisis and committed to an identity.

Gender identity – Self identification as male or female.

Sexual identity – A complex combination of beliefs and orientations about gender roles and sexual orientation.

Gender schemas – Organized networks of knowledge in brain about what it means to be a male or female.

Summary:

This section got me thinking a lot about parenting. I thought about the kind of parents we've already decided we wanted to be. I was happy to see it fit under the Authoritative parenting style. I'm not a huge fan of the title, but I agreed with it's description. I like learning about Erikson's Stages. As a teacher of Adolescent students, I'll get to help students with the most difficult stage involving identity.

It's going to be hard to not treat myself as a parent to the students I teach. I'm going to have to be especially careful not to sway my students to things I believe in. I know I will want the kids to discover and decide things on their own, but I will also have love for my students in which I could see myself guiding them in directions that I feel are good. Maybe that's ok.

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