Transcript BernsCh12
Chapter 12 Social and Behavioral Socialization Outcomes ©2010 Cengage Learning. All Rights Reserved. All the world’s a stage, And all the men and women merely players: They have their exits and their entrances; And one man in his time plays many parts. William Shakespeare ©2010 Cengage Learning. All Rights Reserved. Self-Regulation ©2010 Cengage Learning. All Rights Reserved. Self-Regulation • Can be observed in children beginning about age 2 and increasing with age • Refers to – the ability to delay gratification – sustain attention to a task – plan and self-monitor a goal-directed activity ©2010 Cengage Learning. All Rights Reserved. Emotional Regulation • Antisocial Behavior – Any behavior that harms other people, such as aggression, violence, or crime • Prosocial Behavior – Any behavior that benefits other people, such as altruism, sharing, and/or cooperation ©2010 Cengage Learning. All Rights Reserved. Emotional Regulation • Aggression – Unprovoked attack, fight, or quarrel • Altruism – Voluntary actions that are intended to help or benefit another person or group of people without the actor’s anticipation of external rewards ©2010 Cengage Learning. All Rights Reserved. Aggression: Theories • Biological – Evolution – Genetics • Social Cognitive – Learning theory – Modeling – Media – Parenting style – Information processing ©2010 Cengage Learning. All Rights Reserved. Aggression: Theories • Sociocultural – Peers – Community • Ecological ©2010 Cengage Learning. All Rights Reserved. Inhibiting Aggression • Organize the environment • Establish standards and consequences for behavior • Provide alternative ways of solving problems • Provide positive role models • Encourage discussion ©2010 Cengage Learning. All Rights Reserved. Altruism: Theories • Biological • Social Cognitive – Learning theory – Instruction – Learning by doing ©2010 Cengage Learning. All Rights Reserved. Altruism: Theories • Cognitive Developmental – Perspective-taking and reasoning • Social Interaction – Communication – Parenting Style • Sociocultural ©2010 Cengage Learning. All Rights Reserved. Morality ©2010 Cengage Learning. All Rights Reserved. Morality • Moral code develops through social interaction • Reflects one’s level of intellectual development as well as attitudes ©2010 Cengage Learning. All Rights Reserved. Morality Thought Morality Behavior Feeling ©2010 Cengage Learning. All Rights Reserved. Piaget • Heteronomous Morality – Children think of rules as moral absolutes that cannot be changed. • Autonomous Morality – Children realize that rules are arbitrary agreements that can be changed by those who have to follow them. ©2010 Cengage Learning. All Rights Reserved. Kohlberg Stage Substage Classification Level I: Preconventional Stage 1 Heteronomous morality Stage 2 Individualism, instrumental purpose, and exchange Stage 3 Mutual interpersonal expectations, relationships, and interpersonal conformity Stage 4 Social system and conscience Stage 5 Social contract or utility and individual rights Stage 6 Universal ethical principles Level II: Conventional Level III: Postconventional ©2010 Cengage Learning. All Rights Reserved. Gilligan • Justice moral perspective – Emphasizes the rights of the individual; When individuals conflict, equitable rules of justice must prevail. • Care moral perspective – Views people in terms of their connectedness to others; Others’ welfare is intrinsically connected to one’s own. ©2010 Cengage Learning. All Rights Reserved. Moral Development • Is influenced by – Temperament – Self-control – Self-esteem – Age/intelligence – Education – Social interaction – Emotions – Family variables ©2010 Cengage Learning. All Rights Reserved. Gender Roles ©2010 Cengage Learning. All Rights Reserved. Sex Typing • Classification into gender roles based on biological sex ©2010 Cengage Learning. All Rights Reserved. Theories • Psychoanalytic – How one comes to feel like a male or female • Social Cognitive – How one comes to behave like a male or female ©2010 Cengage Learning. All Rights Reserved. Theories • Cognitive-Developmental – How one comes to reason about oneself as a male or female • Gender Schema – How one comes to process information about oneself as a male or female by perceiving and interpreting genderlinked information ©2010 Cengage Learning. All Rights Reserved. Influences • • • • • Family Peers School Community Mass Media ©2010 Cengage Learning. All Rights Reserved. Gender Role Identity Family Mass media Peers Gender Role Identity Community School ©2010 Cengage Learning. All Rights Reserved.