SOCIAL DEVELOPMENT SelfConcept Ones perceptions of ones unique
- Slides: 20
SOCIAL DEVELOPMENT Self-Concept: One’s perceptions of one’s unique attributes or traits. Looking-Glass Self:
SOCIAL DEVELOPMENT Must first achieve self recognition before developing a sense of who or what you are (i. e. rouge on nose!) Theory of Mind – coherent understanding of your own and others’ rich mental lives. * desire theory of mind * belief-desire theory
SOCIAL DEVELOPMENT Developmental Changes in Self Descriptions Mention DECREASES with age for: • actions (e. g. “I can play Twinkle, Twinkle. ”) • likes/dislikes (e. g. “I love pizza. ”) • physical characteristics (e. g. “I have curly red hair. ”) • body image (e. g. “I’m short. ”) • gender (e. g. “I’m a girl. ”) • possessions (e. g. “I have a gerbil. ”) • citizenship/territory (e. g. “I’m an American. ”, “I live on Birch Street. ”)
SOCIAL DEVELOPMENT Developmental Changes in Self Descriptions Mention INCREASES with age for: • age category “I’m almost 18. ” • family role “I’m the youngest child”. • interpersonal style “I’m very talkative. ” • sense of determination “I’m pretty ambitious and work hard. ” • sense of unity “I’m kind of mixed up right now. ” • psychic style “I’m a moody person, but really curious about things. ” • ideology/personal beliefs “I’m not a Republican/Democrat, etc. ”
SOCIAL DEVELOPMENT Self-Esteem: One’s evaluation of one’s worth as a person based on an assessment of the qualities that make up the selfconcept. Origins of Self Esteem 1. 2.
SOCIAL DEVELOPMENT What Do Low-Self-Esteem Children Need/Want from Adults? Smith and Smoll (1990) studied 542 Little League players (all boys, 11. 12 years) and 51 coaches. • 14 -item measure of self esteem • 10 questions on attitude towards baseball (home interview) • Coaches behavior 3+ games observed and coded
SOCIAL DEVELOPMENT What Do Low-Self-Esteem Children Need/Want from Adults? Coaches behaviors that were coded: Coaches Reactive Behaviors • Reinforcement • Nonreinforcement • Mistake-contingent encouragement • Mistake-contingent technical instruction • Punishment • Punitive technical instruction • Ignoring mistakes • Keeping control
SOCIAL DEVELOPMENT What Do Low-Self-Esteem Children Need/Want from Adults? Coaches behaviors that were coded: Coaches Reactive Behaviors Coaches Spontaneous Behaviors • General technical instruction • General encouragement • Organization • General communication
SOCIAL DEVELOPMENT What Do Low-Self-Esteem Children Need/Want from Adults? Results:
SOCIAL DEVELOPMENT What Can We Do to Enhance the Self-Esteem of Children Who Don’t Have a Very High Evaluation of Themselves?
SOCIAL DEVELOPMENT What Can We Do to Enhance the Self-Esteem of Children Who Don’t Have a Very High Evaluation of Themselves? (Based on the research of Smith & Smoll as well as Harter, Stipek, Dweck and their colleagues 1985, 1987)
SOCIAL DEVELOPMENT Achievement Intrinsic Orientation: Extrinsic Orientation:
SOCIAL DEVELOPMENT Achievement Mastery Orientation: Learned helplessness:
SOCIAL DEVELOPMENT Home and Family Influences on Mastery Motivation and Achievement • Child is securely attached • Parents provide intellectually stimulating environment • Parents reinforce self-reliant behavior • Parents set high standards and encourage children to do well (CONTINUED…. )
SOCIAL DEVELOPMENT Home and Family Influences on Mastery Motivation and Achievement • Parents reward successes and are not overly critical of failures • Parents are warm and accepting, but set standards, monitor progress, & provide guidance.
SOCIAL DEVELOPMENT Weiner’s Attribution Theory High Achievers • Attribute successes to stable, internal causes (high ability) • Attribute failures to unstable factors (insufficient effort, bad luck)
SOCIAL DEVELOPMENT Weiner’s Attribution Theory High Achievers • Attribute successes to • Attribute failures to Low Achievers • Attribute successes to • Attribute failures to
Fostering a Mastery Pattern of Achievement and Preventing Learned Helplessness 1. Praise successes and attribute to ability. 2. Attribute failures to lack of effort. 3. Provide failure and success experiences and emphasize the need to try harder after failures. 4. Set individual learning goals that emphasize improvement rather than competitive performance goals. 5. View mistakes as something to learn from rather than a sign of insufficient ability.
SOCIAL DEVELOPMENT J. Marcia’s Identity Statuses Status Search Commitment Identity No Diffusion Foreclosure No No Moratorium Yes No Identity Achieved Yes Yes
SOCIAL DEVELOPMENT Influences on Identity Formation 1. Cognitive Influences 1. Parenting Influences 1. Scholastic Influences 1. Social-cultural Influences
- Drug that alters moods, thoughts, and sense perceptions
- Trust your perceptions
- Drugs that alter moods thoughts and sense perceptions
- Psychedelic drugs that distort perceptions and evoke
- A chemical substance that alters perceptions and mood
- Global agenda for social work and social development
- Social thinking adalah
- Social thinking social influence social relations
- A display of love for one's country
- How much is 30 tens
- Pharisees etymology
- Ones estacionaries
- Jesus said let the children come to me
- Grammar one ones
- Reading binary numbers
- Place value of decimals
- Ones tens hundred thousand
- Three august ones
- Consecutive ones property
- Ones choice of words matters
- Ones tenths hundredths