Social Development Behavioral Science Social Development n Major

Social Development Behavioral Science

Social Development n Major Theories of Social Development n Psychoanalytic Theories n n n Freud Erikson § Stage Theories§ each stage major conflict, developmental task Social Learning Theory n Emphasis on learning from observation, imitation

Freud’s contribution One of the first life span theories of development n Introduced important concepts n n Psychodynamic perspective n Behavior motivated by combination of: § inner forces § memories § conflicts n Unconscious processes

Erickson’s Stages n Trust vs Mistrust n n Infancy (0 to 1 year) Trust stems from: n n n Feeling of physical comfort Minimal amount of fear about future Needs being met by responsive, sensitive caregiver

Erickson’s Stages n Autonomy vs Shame & Doubt n n Late infancy, Toddlerhood (1 to 3 years) Autonomy n n n Discovery of own will Assertion of autonomy, independence Shame & Doubt n Due to: § Too much parental restraint (over-control) § Punishment

Erickson’s Stages n Initiative vs Guilt n Early Childhood (3 to 5 years) n n Initiative n n n Widening social world, greater challenges Needs to develop purposeful behavior Needs to assume greater responsibility Guilt n Due to: § Irresponsible behavior (and parental response to it)

Erickson’s Stages n Industry vs Inferiority n n Middle to Late Childhood (6 years to puberty) Industry stems from: n n Mastery of knowledge & intellectual skills Inferiority stems from n n Feelings of incompetence Feelings of being unproductive

Erickson’s Stages n Identity vs Identity Diffusion n n Adolescence (10 to 20 years) Identity stems from: n Finding out who you are § Requires exploration of alternative paths, roles, careers n Diffusion stems from n n Failure to find out who one is Failure to explore options

Erickson’s Stages n Intimacy vs Isolation n n Early Adulthood (20 to 30 years) Intimacy stems from: n n Successfully forming intimate relations Erickson’s view § Must find oneself but lose oneself in another

Erickson’s Stages n Generativity vs Stagnation n n Middle Adulthood (40 to 50 years) Generativity stems from: n Assisting the next generation in developing and leading useful lives

Erickson’s Stages n Integrity vs Despair n n Late Adulthood (60 + years) Evaluation of life n n Integrity - positive view of one’s life Despair - negative view of one’s life

Social Development n Other Approaches n Temperamentn n Stable individual differences in children’s general behavior and response to the environment Individual differences in children contribute to their social development n n Thomas, Chess & Birch- NYLS 1 st major study longitudinal of temperament

Social Development n Temperament Types n Easy n n Positive mood regular adaptable mild to moderate intensity

Social Development n Temperament Types n Difficult n n n Negative mood active irregular unadaptable withdrawal in new situations high intensity

Social Development n Temperament Types n Slow-to-warm-up n n withdrawal in new situations slow to adapt low activity low to moderate intensity

Shy vs Extroverted Children n Inhibited Child n n In infancy shows high levels of agitation and irritability in response to the unfamiliar In unfamiliar situations remains quiet, maintains proximity to mother Heart rate and muscle tension increase with novel events or psychological stress Higher levels of cortisol, more prone to allergies n Uninhibited Child n n In infancy shows low levels of agitation and irritability in response to the unfamiliar, smiles a lot Small rise in heart rate or muscle tension to novelty or psychological stress

Shy vs Extroverted Children as Adolescents or Adults n Inhibited Child n n n Not likely to be delinquents Likely to take jobs with minimal uncertainty At risk for panic disorders and agoraphobia in adulthood n Uninhibited Child n Likely to take higher risk jobs

Social Development n Temperament in infancy predicts later social & behavioral problems, but “goodness of fit” best predictor n Goodness of Fit = match between child’s temperament and characteristics of the environment

Stranger Anxiety n A general fear of strangers is found in most infants n n Typically starts around 7 months, peaks around 15 months, and typically starts declining around 18 to 20 months of age Viewed as adaptive n Wariness of strangers leads to using familiar caregiver as a secure base

Stranger Anxiety n n Seen across cultures Varies as a function of: n n Culture Stranger behavior

Social Development n Attachment- social-emotional tie to another person n All infants become attached to the people who care for them attachments develop gradually over 1 st year of life manifestations: separation distress, stranger anxiety

Evaluation of Attachment Security

Social Development n Individual differences in the quality of attachment relationships: n Secure n n Ambivalent / Resistant n n ~10 -15% of infants Avoidant n n ~65% of infants ~20% of infants Disorganized n ~5 to 10 % of infants

Secure Infants Use caregiver as a base for exploration n May or may not cry at separation n Show a strong preference to caregiver over stranger n Actively seek contact on reunion with caregiver n

Ambivalent / Resistant Attachment n Prior to separation infant seeks closeness with caregiver n n Upon return exhibit angry / resistive behavior n n Little exploration Pushing away / hitting May continue to cry after being picked up and aare not comforted easily

Avoidant Attachment Unresponsive to caregiver when caregiver is present n Not usually distressed by separation n React to stranger and caregiver in similar manner n Avoid or are slow to greet caregiver upon return n

Disorganized Attachment Greatest insecurity n At reunion show a variety of confused and contradictory behaviors n n n Looking away while being held Look dazed or flat emotionally May cry out unexpectedly Display odd frozen postures

Social Development n Importance of Attachment n n n provides basis for exploration, learning “working model” of relationships related to later self-esteem, peer competence and general social-emotional adjustment

Social Development n Origins of Secure attachment n Sensitive caregiver behavior n n e. g. , emotional responsivity contact comfort n known from animal & human studies § importance of touch § premature infants who receive “touch therapy’ gain weight faster & are discharged from hospital sooner

Social Development n Institutionalized infants n Absence of attachment figure n n infants in Romanian orphanages may suffer severe effects from social/tactile deprivation § Loss of weight § Difficulty sleeping § Withdrawal from environment

Infants often develop multiple attachments But requires stability of caregiving NOT good to have caregiver change often!

Attachment Patterns vary across Cultures %

Social Development n Distinction between Attachment & Bonding n Bonding-immediate skin-to-skin contact between mother & infant right after birth n n No long term effects of this Attachment- relationship that develops gradually over 1 st year of life n quality of these relationships do have long term correlates

Social Development n Socializationn Process by which child’s standards, skills, attitudes and behaviors are shaped to conform to those regarded as desirable and appropriate in the society/culture in which s/he lives.

Social Development n How to parents socialize their children? n n As role models Via Parenting practices n Major Dimensions of Difference in Parenting Practices § Autonomy vs. Control § Undemanding / Demanding § Hostility vs. Warmth § Responsiveness § Low vs. High

Parenting Styles: n Authoritativen n n High on control High on warmth Permissiven n n Low on control High on warmth Authoritariann n n High on control Low on warmth Neglectingn n Low on Control Low on warmth

Social Development n In most studies conducted in this country authoritative parenting associated with most optimal child outcomes: self-reliant, greater initiative n higher achieving n better peer relationships n

Types of Discipline n Inductionn n n Power assertionn n Use of threats, commands, physical force, withdrawal of privileges Love withdrawaln n n Reasoning Pointing out effects of misbehavior Not speaking to child, threats to abandon the child Induction associated with higher levels of moral reasoning, greater empathy to others