Cluster 3 Personal Social and Moral Development Overview

Cluster 3 Personal, Social and Moral Development Overview: Erikson Self Concept and Self Esteem Lawrence Kohlberg Socialization Challenges for Children

Erikson’s 8 stages of Psychosocial Development Stage 1: Trust vs. Mistrust – Birth to 12 -18 months – development dependent upon whether needs are met – develop a sense of trust and security in their environment and in adults who care for them – trust is important—security means confidence to go out and explore world away from secure home base Stage 2: Autonomy vs. Shame/Doubt – – 18 months to 3 years beginning of self control and self confidence sense of autonomy must be supportive of children’s efforts and encouraging

Erikson cont… • Stage 3: Initiative vs. Guilt – – – • Stage 4: Industry vs. Inferiority – – – • 3 to 6 years more initiative based on confidence more assertive learns that some activities are not allowed, some impulses must be checked focus on activity as inappropriate vs. child is bad Elementary and Middle School Years-6 -12 years More demand placed to perform in work-related sense Success in works is rewarding, produces a sense of industry Unsuccessful attempts in works/criticisms results in feelings of inferiority Industrious childhood leads to well-adjusted adulthood Stage 5: Identity vs. Role Confusion – – Adolescence search for identity: “who am I? ” based on earlier resolutions role confusion may develop if conflicts arise establishment of identity provides firm basis for adulthood • 4 alternatives to Stage 5 1. Identity Achievement 2. Identity Foreclosure 4. Moratorium 3. Identity Diffusion

Erikson cont… Beyond the School Years • Stage 6: Intimacy vs. Isolation • Young adulthood • Ability ot have a close personal relationship or not • Stage 7: Generativity vs. Stagnation • Middle Adulthood • Sense of concern for generations • Seek to nurture growth of self and others if successful, if not, stagnates by remaining same and not seeking to further develop • productivity and creativity are essential • Stage 8: Ego Integrity vs. Despair • Late adulthood • Integrity to mean consolidating one’s sense of self • Success; : self acceptance, fulfillment and acceptance of inevitable death • Unsuccessful: Look back on life with despair and futility How Erikson’s Theory Can Help Teachers See GUIDELINES pps. 64 and 66.

Self-Concept and Self-Esteem Self Concept- a cognitive structure of ideas, feelings and attitudes that people have about themselves. Picture of yourself Self-Esteem- an affective reaction/evaluation of who the self concept. Opinion of yourself Factoids: -Multiple concepts of self -determined by number of social and personal factors and academic factors -peer influences - development occurs through constant comparisons to self and self to others • Personal-Internal • Social-External “I compare my math to my science performance. ” “I compare my math performance to the math performance of my peers. ” “I compare my appearance today to my appearance yesterday. ” “I compare my popularity to that of my friends. ” Suggestions for Encouraging Self-Esteem Table 6. 2, p. 71

Personal and Collective Self-Esteem (cse): sense of worth of the groups to which we belong • • • When groups to which we belong are de-valued, loss of c. s. e can occur Many from different ethnic groups hear/view messages that de-value ethnic patterns. Great efforts must be made to encourage ethnic pride so differences from dominant culture are not perceived to be deficits. – students who have adopted the value from both cultures have a greater sense of identity and self-esteem • perspective-taking ability: understanding that others have different feelings and experiences increases as children mature see Family and Community Partnerships, p. 74 and Table 6. 3, Emotional Competence Skills and GUIDELINES, Encouraging Emotional Competence, p. 75

Lawrence Kohlberg Theory of Moral Development 3 LEVELS Level 1. Preconventional Moral Reasoning Typical of ages up to 10 Make decisions based on others’ rules and own personal needs Don’t fully understand rules set down by others Stage 1: Punishment-Obedience Stage 2: Personal Rewards/Market Exchange Level 2. Conventional Reasoning Typically 10 -20 year olds Conformity to rules and conventions of society Make decisions based on need for approval, family expectations Judgments based on right or wrong Stage 3: Interpersonal Harmony/Good Boy-Nice Girl Orientation Stage 4: Law and Order

Kohlberg cont… Level 3. Post Conventional Moral Reasoning Rarely reached before 20 years of age and only by small portion Focus on principle’s underlying society’s rules Actions driven more by personal morality than society’s laws Willingness to take consequences of actions—belief vs. law Stage 5: Social Contract Stage 6: Universal Principles Be sure to read the criticisms/alternatives of Kohlberg’s theory on beginning on p. 80 Ideas such as: 1. Stages are not separate, sequenced and consistent 2. Other aspects of moral maturity are not taken into account 3. Cultural differences in moral reasoning are ignored Moral Behavior Modeling- Direct instruction, supervision, rewards and punishment and correction leads to internalization Modeling by caring generous adults who show concern for the rights and feelings of others Internalization- when children adopt the moral rules and principles of the authority figures More likely to adopt external standards as own if given reasons when corrected for actions

Aggression vs. Assertiveness Forms of Aggression: Instrumental (intentional to get what you want) Hostile (inflicting intentional harm) Overt- threats/physical attacks Relational-threaten/damage social relationships Modeling -a determining factor in aggressive behaviors -observed in many places -Home -Television -Films and video games Characteristics of Today’s Students -Both parents working -single parent families -latchkey kids -blended families -divorce and effects on children -peer relationships/culture and pressures See GUIDELINES, p. 84 - Dealing with Aggression and Encouraging Cooperation Table 7. 3, p. 85 Recognizing the Warning Sign of Violence GUIDELINES, p. 89, Helping Children of Divorce

• New Role for Teachers – Teachers may be best source for problem solutions – Caring, firm classroom structure – Clear limits – Respect students – Model genuine concern • Challenges for Children – Physical Development • fine and gross motor skills in early grades • physical growth differences in elementary grades • physical changes greatly influence identity – Adolescence and puberty Children and Youth at Risk -Child Abuse- see Table 3. 7, p. 95 for Indicators • gender differences • early and late bloomers -many cases unreported -abusers: parents, siblings, relatives, neighbors, community leaders/members and teachers -as a teacher, YOU MUST NOTIFY your principal, school psychologist or social worker if you SUSPECT abuse -many abusers can change behavior is they receive help

Children and Youth at Risk cont… • Teenage Sexuality and Pregnancy – 80% of American men and 75% of American women have had sexual intercourse by 19 years of age – Physical and Emotional consequences of sexual activity • Eating Disorders – Bulimia – Anorexia Nervosa • Drug Abuse – High percentage of high school seniors report some experience with alcohol – 20% of seniors are daily smokers – 30% tried at least one drug • AIDS – incredible growth rate – contracted through sexual contact or IV drug use • Suicide – Warning Signs • • changes in eating and sleeping habits changes in grades changes in disposition, activity level and or friends giving away of prized possessions depression or hyperactivity statements indicating nothing matters or statements about death excessive work or school absences