Transcript Social Development OUTLINE~Psy 235

Child Psychology~
Psy 235
Social Development
Social Development
 Refers
the maturation of skill or abilities
that enable people to live in a world with
other people
 Attachment
 A strong emotional connection that
persists over time and across
circumstances. Infant attachment leads to
feeling of safety and security.
Social Development
 John
Bowlby, social development
researcher, suggests that attachment
serves to motivate infants and caregivers
to stay in contact
 He
argues that infants have an innate
repertoire of attachment behaviors that
encourage adult attention.
Social Development
These behaviors include:
1. Extending their hands to be lifted
2. Smiling at caregiver
3. Crying or whining when they are in
distress
Attachment Styles
 Attachment
between a child and his/her
caregiver matures over the initial several
months of life.
 The attachment is so strong that when the
child become mobile and is separated
from the caregiver, s/he experiences
separation anxiety
Attachment Styles
 Mary
Ainsworth conducted a series of test
to determine how infants would respond to
the departure of their caregiver while a
stranger was present.
1 Secure Attachment
A secure child is happy to play alone and is
friendly to a stranger as long as his
caregiver is present (65% of childern)
Attachment Styles
2. Avoidance Attachment
 These children do not appear distressed
by the departure of the caregiver and if
upset they can be comforted by a stranger
 When the caregiver returns, the infant
does not seek to be reunited and will
ignore the caregiver (20-25 % of children)
Attachment Styles
3. Anxious-Ambivalent Attachment
 These children are anxious and cling to
the caregiver after the first entering into a
room
 When the caregiver leaves the room the
infant becomes inconsolably
 When the caregiver returns, the child will
both reject and elicit caring contact (10-15
%)
Attachment and Chemistry

Scientist have discovered that the hormone
oxytocin is related to social behaviors.
 It plays a role in maternal tendencies, feelings of
social acceptance and bonding, and sexual
gratification.
 Oxytocin promotes maternal behaviors that seek
to ensure the survival of the young. (e.g.-while
the infant sucks the mother’s breast, oxytocin is
released and leads to a biological process that
pumps milk from the breast so the infant can
nurse.
Attachment and Chemistry
 Oxytocin
facilitates ___infant_____
_______attachment____ to the mother
and strengthens social memories.
Formation of Friendships
 Researchers
have discovered that
_____friendships______develop before
the age of __2___and are limited to
parallel play which involves sitting side by
side and independent play.
 By age _3__, interactive friendships are
formed that are characterized by physical
proximity and shared activities.
Formation of Friendships
 By
late pre-school age, children begin to
engage in sharing and reciprocity and
show commitment to their friends.
 John Gottman studied the process where
by children become friends and has
identified five factors that are essential to
the formation of friendship. They include
Formation of Friendships
1.


Common Ground Activity
Children who became friends were those
who quickly found something they could
do together
They explore their similarities and
differences.
Formation of Friendships
2. Clear Communication
 Children who became friends were less likely to
engage in collective monologues, a type of
speech that occurs when children are playing
near each other and speaking, but not directing
their speech at any individual.
 Children who became friends listened to each
other, requested clarification when they did not
understand, and spoke in ways that were
relevant to the task at hand.
Formation of Friendships
3. Exchange of Information
 Children who became friends both asked
for and provided information relevant to
their partners
4. Resolution of Conflict
 Children who became friends gave good
reasons when they disagreed and were
able to bring conflicts to a quick resolution
Formation of Friendships
5.

Reciprocity
Children who became friends were likely
to respond to their partners positive
behaviors with appropriate positive
contributions of their own
Adolescents & Social Development

Adolescents reject parental involvement and
begin spending more time with friends.
 They engage in risk taking such as drinking,
drug use, sex, alcohol… at a higher rate than
other age groups.
 Researchers suggest that a modest amount of
riskiness in teens is developmentally appropriate
experimentation.
Adolescents & Social Development
 Teens
who engage in moderate amounts
of risk taking behaviors have better social
skills than those teens who engage in little
or excessive risk taking behaviors.
Moral Development
 __________
is an integral part of social
development because it involves choices
people make that affect the lives of others.
Moral Reasoning vs. Moral Emotions
 Moral _______ is dependent upon
cognitive processes whereas moral
_________ are associated with feeling
that involves three levels of moral
judgment.
Lawrence Kohlberg’s Stages of
Moral Development
Pre-conventional
Stage 1: Punishment Orientation
 Actions are evaluated
1.
Lawrence Kohlberg’s Stages of
Moral Development
Stage 2: Pleasure Seeking Orientation
 Proper action is determined
Lawrence Kohlberg’s Stages of
Moral Development
2. Conventional
Stage 3: Good boy/good girl orientation
 Good behavior is
 The
emphasis is on being nice. (e.g.-He
shouldn’t steal the drug because others
will think he is a thief. His wife would not
want to be saved by thievery (avoiding
disapproval).
Lawrence Kohlberg’s Stages of
Moral Development

Stage 4: Authority Orientation
 The emphasis is ____________law, order, and
authority.
 Doing one’s duty and following social rules is
important.
 (e.g.-Although his wife needs the drug, he
should not break the law to get it. Everyone is
equal in the eyes of the law, and his wife’s
condition does not justify stealing. (traditional
morality of authority.)
Lawrence Kohlberg’s Stages of
Moral Development
Post Conventional
Stage 5: Support of Laws and Rules
 Is based on
3.

Rules are recognized as open to
question, but
Lawrence Kohlberg’s Stages of
Moral Development
should not steal the drug.
Mutual respect for the rights of others
must be maintained (social contact).
Stage 6: Morality of Individual Principles
 Behavior is directed by self-chosen ethical
principles that end to be general,
comprehensive, or universal.
 High value is placed on ______, ________
and ________.
 (e.g.-”He
Lawrence Kohlberg’s Stages of
Moral Development
 (e.g.-He
should steal the drug and then
inform the authorities that he has done so.
He must face a penalty, but he will have
saved a human life (self-chosen ethical
principles.
Moral Behavior and Psychosocial
Development
 Emotional
components of moral behavior
include:
 Empathy
is an _________ state that rises
from understanding a person’s emotional
state in a manner similar to what s/he is
feeling or would be expected to feel in a
given situation (feel with a person).
Moral Behavior and Psychosocial
Development
 __________
arises from feelings of
________, ________, or ________ for
another (feel for a person).
 ________ is an emotional state that
involves negative feelings about a specific
event or action.
 _________involves negative feelings
about the entire self and one’s identity.
Eric Erikson’s 8 Stages of
Psychosocial Development
1.



Stage One-First Year of Life: Trust vs.
Mistrust
Children are
Basic attitude of trust or mistrust is
formed during this period.
Trust is established
Eric Erikson’s 8 Stages of
Psychosocial Development
 Mistrust
is caused by _________ or
____________ care and by parents who
are cold, indifferent, or rejecting.
 Basic mistrust may later cause ________,
____________ or inability to relate to
others.
Stage 2 Ages 1-3 Years: Autonomy vs.
Shame and Doubt
Eric Erikson’s 8 Stages of
Psychosocial Development

Children express their growing self-control by
_________, ________, __________ and trying
to do things for themselves.
 Parents foster a sense of ________ by
encouraging children to try new skills.
 The child’s first attempt at _________ are met
with failure and will result in spilling, falling,
wetting and other accidents.
 It is important that parents do not ridicule or
overprotect during these times.
Eric Erikson’s 8 Stages of
Psychosocial Development
Stage 3-Ages ____-____: Initiative and
Guilt
 Children move
 Through
play they learn to make plans and
carry out tasks.
 Parent reinforce initiative by giving
children freedom to play, ask questions,
use imagination, and choose activities.
Eric Erikson’s 8 Stages of
Psychosocial Development

Feelings of guilt about initiating activities are
formed if parents criticize severely, prevent play
or discourage a child’s questions.
4. Stage 4-(___ ___) ______ vs. _________
 Erickson describes the elementary school years
as the child's" ____________”.
 In school children learn skills valued by society.
 Success and failure begins to shape their sense
of adequacy.
Eric Erikson’s 8 Stages of
Psychosocial Development
 If
a child’s efforts are regarded as messy,
childish or inadequate—feelings of
__________ will result.
 For the first time teachers, assistants,
peers and other adults outside the home
are important in shaping the attitudes
toward oneself.
Eric Erikson’s 8 Stages of
Psychosocial Development
Stage 5 (______________) Identity vs.
Role Confusion
 Teenage years are often ________.
Teens are caught between childhood and
adulthood and are faced with unique
challenges. They are trying to establish a
_________ _________.
 Teens frequently ask the question, who
am I? _________________?
Eric Erikson’s 8 Stages of
Psychosocial Development
 Physical
and emotional changes, more
sophisticated cognitive abilities, and
heightened pressure from peers motivate
these questions.
Eric Erikson’s 8 Stages of
Psychosocial Development
 Teens
develop mentally, physically and
sexually during this phase.
 They start to build their own _________
based upon interaction with parents,
teachers, peers, etc. and out of their
talents, values, life history, relationships
and their culture.
 Persons who fail to develop a sense of
identity suffer from ________ _________.
Eric Erikson’s 8 Stages of
Psychosocial Development
6. Stage 6-_______ ___________: Intimacy
vs. Isolation
 In this stage people need intimacy in their
lives.
 After a stable identity is developed, we are
prepared to share meaningful love or deep
friendships with others.
 Role confusion involves uncertainty about
who they are and where they are going.
Eric Erikson’s 8 Stages of
Psychosocial Development

75% of college age men and women rank a
good marriage and family life as an important
adult goals.
 Failure to establish intimacy with others leads to
a deep sense of isolation.
7. Stage 7-_______ ________(Generativity vs.
Stagnation)
 Individuals develop a desire to care for not only
themselves, but are also interested in caring for
their children and future generations.
Eric Erikson’s 8 Stages of
Psychosocial Development
A
person’s concerns and energies are
turned outward, to include the welfare of
others and society as a whole.
 Failure to do this is marked by stagnant
concern with one’s own needs and
comforts.
8. Stage 8-Late Adulthood; Integrity vs.
Despair
Eric Erikson’s 8 Stages of
Psychosocial Development
 Old
age is a time of __________. The
person who has lived a rich, responsible
life, develops a sense of _________ or
__________ ________.
 This allows a person to face aging and
death with dignity.
 If previous life events are viewed with
regret, the elderly person experiences
despair over missed opportunities.
Identity Formation

James Marcia believed that identity formation
involves _______ and _________.
 The process of dealing with an identity crisis can
lead to four possible outcomes.
1. Identity Achievement
 A status in

The person that has reached this stage has
usually investigated many philosophies and has
chosen clear identity.
Identity Formation
2. Identity Foreclosure
 Is a status in which a person is committed
to a set of _______, _______, and ______
because they are the values they were
taught when growing up.
 People in the stage may act ________ or
_________ when questioned by others
about their belief system.
Identity Foreclosure
3. Identity Moratorium
 Is a status in which a person explores and
experiments with various philosophies and
vocations. They may seem confused and
anxious. However, people in this stage
usually reach identity achievement.
Identity Formation
4.Identity Diffusion
 Is characterized by _______ and
__________. A person in this stage does
not challenge his/her sense of _________
and fails to commit to an ideology.
 People in this stage avoid confrontation
and have avoided resolution of a former
crises.
Ethnic Identity


1.

Refers to psychological association
between people and their ethnic or racial
group.
Jean Phinney developed three stages of
ethnic identity:
Unexamined Stage
The person
Ethnic Identity
2. Exploration Stage
One’s ethnicity
Achievement Stage
 Represents an understanding of one’s
ethnicity acknowledging differences
between one’s culture and the dominant
culture.
Ethnic Identity
A
A
person recognizes
person does not have to wear ethnic
dress or speak a certain dialect or
language to be ethnically achieved.
Social Cognition
 The
mental processes by which people
make sense of themselves, others, and
their social situation.
 Within a fraction of a second we make
snap judgments about people based upon
limited information.
The Nature of Self
The Nature of Self
 The self involves the mental
representation of personal experience and
includes thought processes, a physical
body, and a conscious experience that
one is separate and unique from others.
 Self Awareness
The Nature of Self
 Developmental
psychologist have found
that the initial sense of self starts between
___months to ___ years of age.
 Self concept is the full store of knowledge
that people have about themselves.
 Self-schema is the cognitive aspect of the
self-concept, consisting of an integrated
set of memories, beliefs, and
generalizations about self.
The Nature of Self

The self-schema consists

Self-esteem is the evaluative aspect of the selfconcept.
 It is based on

Accordingly, people internalize the values and
beliefs expressed by important people in their
lives.
The Nature of Self
 The
social view of self-esteem led
psychologist to promote unconditional
acceptance of children by their parents.
 __________ Theory assumes that
humans have a fundamental need to
belong to a social group and that an
internal monitor of social acceptance/
rejection is embodied within self-esteem.
The Nature of Self

Persons with low self-esteem have a sociometer
that indicate the imminent possibility of rejection,
and therefore, are highly motivated to manage
their public impressions.
 Persons with ______ self-esteem have
sociometers that indicate low probability of
rejection, and therefore, these individuals do not
worry about how they are perceived by others.
Strategies to Manage Self-Esteem
1.


Self-evaluative Maintenance
According to this theory, self-esteem is
influenced not only by a person’s perception of
their performance or value, but it is also
impacted by how their performance compares
to someone close to them.
People tend to be _________ when someone
close to them outperforms them on a task that
is personally relevant.
Strategies to Manage Self-Esteem
2. Biased Comparison
 Social comparison occurs when people
evaluate their own actions, abilities, and
beliefs by contrasting them with others.
 People with _____ self-esteem make
downward comparisons.
 People with ____ self-esteem make
comparisons with those that they perceive
to be their superior.
Strategies to Manage Self-Esteem
3. Self-serving Biases
 People with high self-esteem tend to take
credit for success and blame failure on
outside factors.
 People with high self-esteem also assume
that criticism is motivated by envy and
prejudice.
Attitudes & Behavior
Attitude is the evaluation of objects or
ideas to indicate like or dislike toward
them. Attitudes are not observable but
have a significant impact on behavior.
 Attitudes consist of three components:
1. Affect-Emotion & Feelings
2. Cognition-Thoughts and Mental
Processes
3. Behavior-Actions

Attitudes & Behavior

Attitudes, in most cases, will guide behavior.
 However, there are times when people will mask
their behavior despite a negative attitude
towards a person, a group or a situation.
 Cognitive dissonance occurs when there is a
contradiction between two attitudes or between
an attitude and behavior. (e.g.-People smoke
despite knowing that smoking may kill them .)
Attitudes & Behavior
 Postdecisional
dissonance occurs when a
person makes the best choice out of 2 or
more good choices, they still seek to justify
the decision by accentuating all the
positive aspects of their decision. They
also tend to highlight the negative aspects
of the other choices.
Formation of Attitudes
 Integration
formation is the initial
perceptions that a person has toward a
person or situation.
 Initial impressions have a significant
impact on future perceptions regardless of
changes in behavior or circumstance.
 Personal attributions refer to the internal
characteristics, such as abilities, traits,
moods, and efforts of an individual.
Formation of Attitudes

Situational Attributions refer to the external
events, such as weather, luck, accidents or the
actions of other people.
 Stereotypes are cognitive schemas that allow for
easy and efficient organization of information
about people based on their membership in
certain groups.
 Prejudice refers to the affective or attitudinal
responses associated with stereotypes which
usually involve negative judgments about people
based on their group membership.
Formation of Attitudes
 Discrimination
is the unjustified and
inappropriate treatment of people based
on their group membership.
 Researchers suggest that categorizing
and stereotyping occurs automatically,
without awareness or intent.
 However, people are able to override their
stereotypes and act in a nondiscriminatory
fashion.