SOCIO-EMOTIONALCIK ZAINAB HJ NAWAB KHAN EDUCATIONAL STUDIES DEPARTMENT

DEFINITON

•Socialization means the need to establish and maintain relations with others and to regulate behavior according to society’s demands

•Individuation refers to the fullest development of one’s self (self esteem & self control)

THEORY

•Erickson’s Psychosocial Stages•Erick Erickson – Frankfurt Germany 1902

Erick explained..

•Personality emerges from a series of inner and outer conflicts

•The conflicts should be resolved to get greater sense of self

•Personality develops according to one’s ability to interact with the environment.

AGE STAGE PSYCHOSOCIAL CRISIS

PSYCHOSOCIALSTRENGTH

ENVIRONMENTALINFLUENCE

1 1.INFANCY Trust Vs. Mistrust Hope Maternal person

2-3 2.EARLY CHILDHOOD

Autonomy Vs. Shame(doubt)

Will power Both parents or adult substitutes

4-5 3.PRESCHOOL, NURSERY

Initiative Vs. Guilt Purpose Parents, family & friends

6-11 4.MIDDLE CHILDHOOD

Industry Vs. Inferiority Competence School

12-18 5.ADOLESCENCE

Identity Vs. Identity confusion

Fidelity Peers

18-35 6.YOUNG ADULTHOOD

Intimacy Vs. Stagnation

Care Family, Society

35-65 7.MIDDLE AGE Generativity Vs. Stagnation

Love Partner’s: spouse / lover/ friends

Over 65 8.OLD AGE Integrity Vs. Despair Wisdom All humans

STAGE 1 TRUST VERSUS MISTRUST•Every new born child need to feel secure

and comfort to develop•Children are born positive; they will seek

stimulation from their environment and instantly interpret and react to how they are being treated ( reciprocal interactions )

• If these needs not fulfilled ( e.g. rejection, lack of attention) it will affect the child’s personality development ( fearful, unfamiliar behavior)

• If the baby have a secure environment- e.g. attachment - development/ behavior become positive

• e.g. when I told you a joke, you laugh sincerely. My reaction is that I feel comfortable with our relationship and it gives strength to our friendship

•

STAGE 2; AUTONOMY VS. SHAME/DOUBT ( 2- 3 YEARS)

•A time for the child to balance between standing on one’s own feet and being protected – self control

( Eric, 1950)•Loss of self esteem because of parental

over control results in self doubt and shame.

•Parents and caregivers must help child develop self control, competence and maturity

•Protect child from any injury •Prevent them from harming others •Give child opportunity to develop their

talent to acquire sufficient self mastery•Never humiliate a child physically or

verbally•Young children require consistent and

reasonable discipline –reasonable punishment

•Adults are the role model for the young child, always listen , explain and show good example.

STAGE 3; INITIATIVE VS. GUILT ( 4 – 5 years)•Children are facing with new task in their

life. e.g. reading, writing, social interaction•Have the ability to cope with the

environment•Continually maturing motor and language

skills •Sometimes very aggressive.•

•If child at this stage have to many restriction they will develop guilt in life ( e.g. not able to express their feelings )

•Parents who severely punish children’s attempts at initiative will make the children feel guilty about their natural urges both during this stage and later in life

At this level children should be encourage to play .

It can also be an opportunity to further

cognitive development an occasion of social sharing, a means of working

out emotional problems ( Erikson,1950).

Educational ImplicationsCurriculum – developmentally

appropriate curricula the right and proper learning aids and

environment for their learning process.

INDUSTRY VS. INFERIORITY ( 6-11 YEARS)•Industry means – children possess a sense

of being able to do things well, win recognition by producing things and great productivity.

•Schools / parents should encourage their child in their productivity and creativity

•Child who are restricted, criticized told not make a nuisance of themselves or a mess may develop feelings of inferiority.

Educational Implications•Children from diverse background in

classroom- teacher should encourage and help students to enhance their self esteem by accepting their identity as a member of groups

•Teachers give best example to children ( Tiedt &

Tiedt,1990)•Encourage children in activity and

creativity. (within their range)•Channel a child’s energy and talent in

positive directions

•ICT should be promote effective social interactions to produce better learning and problem solving

IDENTITY VS. CONFUSION (12-18 YEARS)•The young in our society are searching for

something , someone to be true to. •Identity crisis-Always ask “Who am I?” face adult expectation and peer

pressures •By end of adolescent, those who have

resolved their personal crises have achieved a sense of identity.

• Identity Confusion- Those who experience doubt and uncertainty about who they are.

• e,g. ( Marcia,1966,1980)a) Identity diffusion – inability to commit

oneself, lack of a sense of directionsb) Identity foreclosure- making a commitment

only because someone else has prescribed a particular choice.

c) Identity moratorium- the desire to make a choice at some time in the future but being unable to do so

d) Identity achievement- the ability to commit oneself to choices about identity and maintaining that commitment under all conditions

Educational implications•Treat them as an adult•Challenging them with realistic goals that

coordinate classroom activities with career choice

•Using material that challenge, not defeat and biologically and psychologically appropriate

•Help students to discover their strengths and weaknesses through their classroom work

Intimacy Vs. Isolation ( 18 – 35 years)

•A sense of intimacy goes beyond being sexual and involves the capacity to develop a true and mutual intimacy with friends, care for others without fearing a loss self identity

•If fails to acquire a sense of intimacy with others a sense of isolation may appear – refusal

Generativity Vs. Stagnation ( 35 – 65 years)•Generativity – become concerned, care for

the future of the world and the younger generations

( sense of responsibility) Is generativity is lacking individuals may

stagnate, suffering self concern

Integrity Vs. Despair (lose hope)( over 65 years)•Integrity- the older individuals who look

upon life’s journey as an adventure of self discovery, in which positive and negative experiences have been melded into a personality with which the individual is content

MORAL DEVELOPMENT

Definition

MORAL •Sense of right and wrong conduct

MORAL DEVELOPMENT•Changes in thoughts, feelings and

behaviors regarding standards of right or wrong

KOHLBERG’S THEORY MORAL DEVELOPMENT•6 STAGES • Each level of moral judgment must be

attained before the individual can perform at higher level

•Is an active process with children generating moral structures through interaction with other persons and through role taking in social situations

• Clinical interview – moral dilemmas e.g. A woman was near death from cancer and

needed a miracle to save her life. A druggist in the town had discovered a drug that worked on this particular form of cancer but was charging an outrageous price for it-ten times what I cost. The woman husband , Heinz didn’t have the necessary money and could borrow only half of it. He returned to the druggist to give him the money he had collected and promised to pay the rest later. The druggist refused. Later that night a desperate Heinz broke into the drug store and stole the drug

Kohlberg QuestionsIf Heinz didn’t really love his wife ,

should he still steal and break the law? Why? Why not?

Should you do everything you can to save another person’s life? Why? Why not?

Heinz stole and we know that’s against the law. Is that morally wrong even in trying to save someone’s life? Why ? Why not?

KOHLBERG’S STAGES OF MORAL DEVELOPMENTLEVEL 1 PRECONVENTIONAL4 – 10 years STAGE 1 Punishment and obedience e.g. If you steal the police put you in jail

STAGE 2- Individualism, instrumentality and exchangee.g. you can ride my bike if you let me play with your baseball cards.

Actions are considered in terms of physical consequences such as to avoid punishment and obtain rewards. Authority have superior power and should be obey . Punishment should be avoided by staying out of trouble

Aware that everybody has interests to pursue and that these can conflict, so integrates conflicting demands through instrumental exchange of service

LEVEL 2 CONVENTIONAL10 – 13 years Stage 3; Mutual interpersonal expectations, relationships and conformity

e.g. Heinz couldn’t look himself in the mirror if he didn’t try to help his wife.

Stage 4: Social system and consciencee.g. Of course Heinz wants to save his wife’s life but stealing is wrong for everybody, he should find some other way of getting the drug

Aware of shared feelings , agreements and expectations which take primacy ( rank) over individual interests.Putting oneself in other people’s shoes. Behavior conforms strictly to the fixed conventions of society in which one lives

Individual is willing to go against social convention and the desire to be one the crowd and please others in order to uphold laws that are seen as important for the stability of the community

LEVEL 3Stage 5 :POSTCONVENTIONAL OR PRINCIPLED e.g. Sure, there’s a law against stealing, but saving some one’s life is more important. Either change the law for situations like this or be certain judges interpret is humanely

Stage 6: Universal ethical principles e.g. Heinz doesn’t have any choice. Saving someone’s life is more important than a profit on a drug, its more important than any property

Aware of value and rights prior to social attachments and contracts.Norm of right and wrong are defined in terms of laws or institutionalized rules.Laws are viewed as human inventions as such can be modified.

Although law is important, moral conflict is resolved in terms of broader moral principles, at in times it may be moral to disobey laws.

•Kohlberg argued that advances in children’s cognitive development did not ensure development of moral reasoning

•Moral reasoning reflects individual / children’s experiences in dealing with moral questions and moral conflict

Educational implications

•Create an atmosphere of trust and fairness in which students are willing to reveal their feelings and ideas about dilemmas

•Respect their students and valuing their opinions

•Teachers should handle sensitive discussions properly and do not humiliate students

•Be sensitive to what students are experiencing

ISL

•In groups, carry out a library research related to socio-emotional theories and moral resoning:

a) Kohlberg’s theory b) Bandura’s theory c) Erickson’s psycho-analysis theory Search for an article on socio emotional

problems of children and early adolescents for tutorial discussions

TUTORIAL

•Present the socioemotional problems mentioned in the article.

•Discussion on the causes and ways of overcoming the problem raised.