Social and Emotional Development of Children and Adolescents

1
Social and Emotional Development of Children and
Adolescents
2
I. THEORIES OF SOCIOEMOTIONAL DEVELOPMENT

• Eriksons Psychological Theory of Human
  Development
• Banduras Social-Cognitive Theories
• Golemans Emotional Intelligence

3
A. Erik Eriksons Psychosocial Theory of Human
Development

• Trust vs. Mistrust (Hope)
• Autonomy vs. Shame and Doubt (Will)
• Initiative vs. Guilt (Purpose)
• Industry vs. Inferiority (Competence)
• Identity vs. Role confusion (Fidelity)
• Intimacy vs. Isolation (Love)
• Generativity vs. Stagnation (Care)
• Integrity vs. Despair (Wisdom)

4
Trust vs. Mistrust

• Erikson acknowledged the major role the caregiver
  (mother) plays in the most critical stage and
  that is the first life crisis.

5
Identity vs. Role Confusion

• Central adolescent dilemma
• Every adolescent goes through examination,
  his/her identity and the roles he/she must occupy.

6
Intimacy vs. Isolation

• The fusion of identities can only be reached when
  young people have already formed a clear
  identity contrary to what is usually perceived
  as finding identity in any relationship.

7
Generativity vs. Stagnation

• Establishing and guiding the next generation

8
Banduras Social Cognitive Theory

• Learning may occur as a result of watching
  someone else perform an action and experience
  reinforcement or punishement. This kind of
  learning is called observational learning or
  modeling.
• Bandura also calls attention to a class of
  reinforcements called intrinsic reinforcements.
  These are reinforcements within an individual.
• Bandura has bridged the gap between learning
  theories and other approaches by emphasizing the
  role of cognitive (mental) elements in learning.

9
Cont. Banduras Social Cognitive Theory

• Another important consideration is maturation. It
  needs maturity to be able to understand/perform a
  more complicated task.
• Bandura suggests that what an observer learns
  from a particular model is influenced by his own
  goals, expectations about what kinds of
  consequences are likely if he adopts the models
  behavior and judgment of his own performance (Bee
  and Boyd 2002).

10
Cont. Banduras Social Cognitive Theory

• There are four sets of processes/phases to
  produce a behavior that matches that of a model
• Attention a childs experience in a particular
  situation influences his ability to achieve a
  modeled behavior.
• Retention whatever skills are retained from what
  a child has observed are a collection of
  cognitive skills
• Reproduction the reproduced behavior is
  dependent on other cognitive skills, that
  includes feedback from others
• Motivation produce the behavior is influenced by
  various incentives his own standards, and his
  tendency to compare himself with others (Bandura,
  1989 as cited by Hetherington, et al., 2006)

11
Emotional Intelligence

• a type of social intelligence that affords the
  individual ability to monitor his own and others
  emotions, to discriminate among them, and to use
  the information guide his thinking and actions.
• Three component of EQ
• the awareness of ones own emotions
• the ability to express ones emotions
  approximately and
• the capacity to channel emotions into the pursuit
  of worthwhile objectives

12
Major qualities that make up emotional
intelligence and how they can be developed

• Major qualities that make up emotional
  intelligence and how they can be developed
• Self-Awareness. The ability to recognize a
  feeling as it happens is the keystone of
  emotional intelligence.
• Mood Management. The ability to change mood from
  good to bad and vice versa
• Self-Motivation. Trying to feel more enthusiastic
  and developing more zeal and confidence to arrive
  at concrete achievement.
• Impulse Control. The essence of emotional
  self-regulation is the ability to delay impulse
  in the service of a goal.
• People Skills. The ability to feel for another
  person, whether in job, in romance and friendship
  and in the family.

13
II. SOCIALIZATION AND THE DEVELOPMENT OF
IDENTITY AND SOCIAL RELATIONS

• Socialization is the process by which parents and
  others set the childs standards of behavior,
  attitude, skills, and motives to conform closely
  to what the society deems appropriate to his role
  in society.

14
A. Development of Identity

• James E. Marcia, has identified four identity or
  statuses and correlated them with other aspects
  of personality. These are the following
• Anxiety
• Self-esteem
• Moral reasoning
• Patterns of social behavior
• Marcia defines crisis as a period of conscious
  decision-making while commitment as a personal
  investment in an occupation or a system of
  beliefs (ideology).

15
Cont. Devt of Identity

• Marcia identifies four categories of identity
  information
• Identity Achievement (crisis leading to
  commitment). Characterized by flexible strength
  and tendency to be thoughtful, although not too
  introspective, under stress, have sense of humor.
• Foreclosure (commitment without crisis).
  Characterized by rigid strength self-assurance,
  self-satisfied, and strong sense of family ties.
• Identity Diffusion (no commitment). Those who are
  shy away from commitment.
• Moratorium (in crisis). They may not necessarily
  be in good relationship but express preference
  for intimacy. They are characteristically
  talkative, competitive, lively, and anxious.

16
B. The Process of Identity Consolidation

• Children take on what they see on terms of
  behaviors and ways of fathers and mothers. Most
  likely, they develop the same patterns of doings
  things and acting out in the roles of the family.
  This process is called identity formation.

17
Gender Differences in Identity Formation

• The process by which children acquire the
  motives, values and behaviors viewed as
  appropriate for males and females within a
  culture is called gender typing.
• Gender-based beliefs are ideas and expectations
  about what is appropriate behavior for males and
  females.
• Gender stereotypes are beliefs and
  characteristics typified in the behavior of males
  and females and which are deemed appropriate and
  therefore acceptable.
• Gender roles are the composites of behaviors
  typical of the male of female in a given culture.

18
Cont. Gender Differences in Identity Formation

• Gender identity is the perception of oneself as
  either masculine or feminine.
• Androgynous persons are those with both masculine
  and feminine psychological characteristics.
• The developmental theory of Kohlberg states that
  gender-typed behavior is not seen until a child
  is able to achieve gender constancy.
• Gender-schema theory suggests that children need
  only basic information about gender in order to
  develop naïve mental schemas that help them
  organize their experiences and form rules
  concerning gender.

19
III. THEORIES OF THE DEVELOPMENT OF MORAL
REASONING, ATTITUDES AND BELIEFS KOHLBERG,
TURIEL, GILLIGAN

• 3 Basic Components of Morality
• Cognitive involves knowledge of ethical rules
  and judgments what is good and what is bad.
• Behavioral the persons actual behavior, his
  response to situations involving ethical
  considerations
• Emotional involves the persons feelings and
  conduct in reaction to situations that need moral
  and ethical decisions.

20
Lawrence Kohlbergs Cognitive Theory of Moral
Development

• Level 1 Preconventional Morality
• Stage 1 Obedience and Punishment Orientation
• Stage 2 Naïve Hedonistic and Instrumental
  Orientation

21
Level 2 Conventional Morality Conventional
Rules and Conformity

• Stage 3 Good boy Morality
• Stage 4 Authority and Morality that maintain
  the Social Order

22
Level III Postconventional Morality
Self-accepted Moral Principles

• Stage 5 Morality of Contract Individual
  Rights, and Democratically Accepted Law
• Stage 6 Morality of Individual Principles and
  Conscience

23

• According to Elliot Turiel that even very young
  children can distinguish moral values from what
  are dedicated by conventions and are accepted
  ways of doing things

24
Carol Gilligans Theory of Moral Development

• Most females think of morality more personally
  than males do
• Females tend to see themselves in terms of their
  relationships with others. On the contrary, males
  have the tendency to view themselves as distinct
  and separate from others.

25
Cont. Carol Gilligans Theory of Moral
Development

• The moral development in females is traced
  through three levels
• The primary concern is with oneself
• Females equate morality with goodness, self,
  sacrifice, and caring for others
• Morality is equated with care for both themselves
  and others

26
IV. FACTORS AFFECTING DEVELOPMENT PARENTING,
ROLE MODELS, PEER GROUPS AND INTERACTIONS

• Parenting
• Role Models
• Peer Group and Interactions

27
Parenting

• Parenting Style
• Authoritative -is a style of parenting that
  stresses self-reliance and independence
• Authoritarian - is a style of parenting that
  stresses obedience respect for authority, and
  traditional values
• Indulgent - is a style of parenting characterized
  by show of affection, love, warmth, and
  nurturance but with little supervision
• Neglectful - is a style of parenting
  characterized by little warmth, nurturing, and
  supervision

28
Resulting Social Behavior in Child

• Authoritative Social competence and
  responsibility
• Authoritarian Ineffective social interaction
  inactive
• Indulgent Social competence, well-adjusted
  peer oriented misconduct
• Neglectful poor orientation to work and school
  behavior problems

29
Role Models

• Working mothers normally serve as role models for
  their children
• The children of both mothers who were full-time
  homemakers and mothers who worked outside the
  home were similar in cognitive, socioemotional,
  academic, motivational, and behavioral domains
  from infancy through adolescence.
• For as long as there is alternative child care,
  maternal employment does not usually have bad
  effects on children.
• Peers also influence acquisition of knowledge
  behaviors.
• Children also imitate older, more powerful and
  more prestigious peer models
• As children age, they learn to reinforce peers
  behaviors

30
Peer Group and Interactions

• As the young are experiencing rapid physical
  changes, they take comfort with other people who
  are undergoing the same changes.
• Peer group has always been a source of affection,
  sympathy and understanding.

31
V. EXCEPTIONAL DEVELOPMENT

• Gifted children are those who score 130 or above
  in an intelligence test and have creative,
  artistic, leadership.
• There are average and above average intelligence
  and manifest a discrepancy between expected and
  actual performance

32
Juvenile Delinquents

• it is anti-social, different from what is normal
  action
• 2 Classifications
• Status Offender
• considered crime regardless of who commits

33
Causes of Juvenile Delinquency

• Industrialization and urbanization which take the
  adults away from home and leave the young by
  themselves
• The fast life and varied activity of cities prove
  tempting to the young who may not have money to
  finance said activities. They may resort to
  illegal ways of getting the necessary funds
• Frustrations wherein the resulting disappointment
  is vented against society

34
Causes of Juvenile Delinquency

• Emotional deprivation that makes the youth feel
  that if nobody cares for him, he does not care
  for society in turn
• Deep seated conflicts and problems which makes
  the young hostile toward the world
• Gangs or barkada of the wrong kind
• Poverty which cannot satisfy certain desires
• Broken homes where children are torn in their
  loyalties and their sense of security

35
Causes of Juvenile Delinquency

• Irregular discipline
• Rejection if youth is rejected, he also rejects
  society and turns anti-social
• Lack of affection and sense of belonging
• Idleness which leads to mischief

36
Psychological Disorders that Affect Children

• Conduct Disorder manifests in repetitive and
  persistent pattern of behavior where a young
  person transgresses on the basic rights of others
  or violates societal norms or rules
• Attention Deficit/Hyperactivity Disorder (ADHD)
  is a persistent pattern of inattention and
  hyperactivity or impulsivity that is far in
  excess of such behaviors observed in children in
  various stages of development
• Anxiety Disorder characterized by the feeling
  of apprehension and low self-confidence that may
  be felt through the adult years