Mizzou LTC 1100 - Social Development (7 pages)

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Social Development



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Social Development

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Pages:
7
School:
University of Missouri
Course:
Ltc 1100 - Orientation
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Social Emotional Development 09 17 2014 Self Esteem judgment we make about our own self worth High self esteem a realistic evaluation of who you are and accepting that SELF RESPECT Self Esteem in Middle Childhood Drops first few years in school then rises Really excited about school then self esteem drop then rises again Bullying can be huge cause of self esteem drop Classes get harder and you begin getting graded can either boost or drop your self esteem Self Esteem in Adolescence Generally rises o Frequent shifts Individual differences Very dependent on peers Social Emotional Development 09 17 2014 Social Development Self and social understanding Who am i What do I believe about myself Self Concept Belief about ones own characteristics influenced by other people culture Parenting styles o Authoritative high warmth high control o Authoritarian low warmth high control o Permissive high warmth love control o Rejecting neglecting uninvolved low warmth low control Scheme Piaget or cognitive structure of beliefs about who we are Not permanent unified or unchanging Lots of different areas of self concept Academic Physical Social Academic Students have general beliefs about their academic ability and performance May describe themselves as being smart and performing academic tasks successfully or instead as being stupid and doing poorly in school Can have different self concepts about different aspects in this area For instance you might define yourself as a poor reader but good in mathematics Physical students have general beliefs about their ability to engage in physical activities such as sports and outdoor games and their physical appearance Social students have general beliefs about their ability to relate with other people Self Concept in Adolescence More emphasis on social virtues being viewed positively by others What their peers say about them or think about them Social Emotional Development 09 17 2014 Identity a well organized conception of the self made up of values beliefs and goals to which the individual is solidly commitment Sense of wellbeing knowing who you are and what you can achieve With this comes commitment and sacrifice Erikson Erikson Identity crisis will occur in adolescence with the outcome of a DEFINED IDENTITY or the result will be ROLE CONFUSION which can result in a NEGATIVE IDENTITY Early Childhood INITIATIVE first stage which can lead to o Eagemess to try new task join new activities o Play permits trying out new skills o Act out highly visible occupations o Encourage Initiative Encourage children to make act on choices Make sure each child experiences success Encourage make believe Be tolerant of accidents and mistakes GUILT second stage which follows o Overly strict superego or conscience causing too much guilt o Related to excessive threats criticism punishment from adults o Too much criticism can cause guilt Industry o Developing a sense of competence at useful skills o School provides many opportunities o Encourage Industry Make sure students have opportunities to set and work toward realistic goals Give students a change to show their independence responsibility Provide support for students who seem discouraged Inferiority o Pessimism and lack of confidence in own ability to do things well o Family environment teachers peers can contribute to negative feelings Identity o Defining who you are what you value and direction in life o Commitments to vocation personal relationships sexual orientation ethnic group ideals o Resolution of identity crisis or exploration Identity Role Confusion o Identity Role Confusion o Lack of direction and definition of self o Restricted exploration in adolescence o Earlier psychosocial conflicts not resolved o Society restricts choices o Unprepared for stages of adulthood Marcia Identity Statuses Identity Diffusion no crisis no commitment low self esteem dependent withdrawn from parents Moratorium crisis no commitment high self esteem self directed distancing from parents Foreclosure no crisis commitment low self esteem very dependent loving with parents Identity Achievement crisis and commitment high self esteem self directed caring with parents Diffusion have not given much serious thought to an occupation sex roles or values Have not explored meaningful alternatives Have little selfdirection are disorganizes and impulsive Have not reached any conclusions about who they are or what they want to do with their lives Moratorium actively searching out various alternatives but have not made any permanent commitments Seem confused unstable and discontented Are often rebellious and uncooperative and tend to be anxious Foreclosure have made commitments to occupations and ideologies that are not the results of their own searching but ready made and handed down to them frequently from parents Become what others intend them to become Achievement have made self chosen commitments in at least some aspects of their identity Have resolved identity crisis by evaluating various alternatives and choices and have come to conclusions and decisions on their own Can only occur after one goes first through identity diffusion and then through moratoroium Factors that affect Identity Development Personality Family Peers Schools Community Esp Junior Years Culture Time Period PEERS Popular Neglected Rejected Controversial o Two types of rejected children Aggressive and Withdrawn Peer groups can be emotional support information about what their ideas of acceptable behaviors and values are develops social skills negative or positive Controversial Frequently best friend Often Consequences for being unpopular loneless soically dissatisfied drop out criminal behavior social standing remains stable 09 17 2014


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