educational psychology reflection for action canadian edition o’donnell, d’amico, schmid, reeve,...

EDUCATIONAL PSYCHOLOGYREFLECTION FOR ACTION

Canadian EditionO’Donnell, D’Amico, Schmid, Reeve, Smith

CHAPTER 3Social Development

Educational Psychology, Canadian Edition

Chapter 3 Social DevelopmentChapter 3 Social Development

• Themes of the ChapterThemes of the Chapter– There are aspects of a relationship that There are aspects of a relationship that

allow it to be characterized as a high-allow it to be characterized as a high-quality relationshipquality relationship

– Social-developmental outcomes include Social-developmental outcomes include concepts such as psychosocial concepts such as psychosocial development, social competence, and development, social competence, and moral developmentmoral development


Guiding Questions

• What characterizes a high-quality student-What characterizes a high-quality student-teacher relationship?teacher relationship?

• What are mental models, and why are they What are mental models, and why are they important to social development?important to social development?

• How can teachers nurture psychosocial How can teachers nurture psychosocial development, especially students’ initiative, development, especially students’ initiative, competence, and identity?competence, and identity?

(continued)(continued)


Guiding Questions (continued)

• What are the stages of moral development?What are the stages of moral development?• How do social competence and aggression How do social competence and aggression

develop?develop?• How does self-concept develop throughout How does self-concept develop throughout

the school-age years?the school-age years?• How do students’ special needs interfere with How do students’ special needs interfere with

their social development?their social development?


Relationships

• Mental models – self and othersMental models – self and others• The quality of relationshipsThe quality of relationships• Culture, diversity, and special needsCulture, diversity, and special needs• Trust – the beginning of positive social Trust – the beginning of positive social

developmentdevelopment• Students’ attachment styles with teachersStudents’ attachment styles with teachers• Attachment for learners with special Attachment for learners with special

needsneeds


Mental Models – Self and Others

• Students’ enduring beliefs and expectations Students’ enduring beliefs and expectations about what they are like and what other about what they are like and what other people are likepeople are like


• Characteristics of high-quality relationships:Characteristics of high-quality relationships:– Attunement: sensing and reading another’s sensing and reading another’s

state of being and adjusting one’s own state of being and adjusting one’s own behaviour accordinglybehaviour accordingly

– Relatedness: the psychological need to the psychological need to establish close emotional bonds and establish close emotional bonds and attachments with other peopleattachments with other people



• Characteristics of high-quality Characteristics of high-quality relationships: relationships: (continued)(continued)

– Supportiveness: an affirmation of the other an affirmation of the other person’s capacity for self-direction and person’s capacity for self-direction and contribution to help realize his or her self-contribution to help realize his or her self-set goalsset goals

– Gentle discipline: socialization strategy that socialization strategy that revolves around explaining why a way of revolves around explaining why a way of thinking or behaving is right or wrongthinking or behaving is right or wrong



• Characteristics of low-quality Characteristics of low-quality relationships:relationships:– Neglect and abuseNeglect and abuse

– IndifferenceIndifference

– PermissivenessPermissiveness

– Lack of supportLack of support

– Lack of involvementLack of involvement

– InsensitivityInsensitivity

– RejectionRejection

– HostilityHostility



Culture, Diversity, and Special Needs

• Behaviours sometimes reflect cultural Behaviours sometimes reflect cultural priorities instead of social skills deficits or priorities instead of social skills deficits or Behavioural disordersBehavioural disorders

• Saskatchewan curriculum for Native Saskatchewan curriculum for Native StudiesStudies includes several references to includes several references to social relationship issues.social relationship issues.

• E.g., “There are many factors which E.g., “There are many factors which have affected social relationships have affected social relationships among Aboriginal peoples”among Aboriginal peoples”


• Some children with special needs have Some children with special needs have difficulty giving love and affection to difficulty giving love and affection to interaction partners interaction partners

• E.g., some children with autism and E.g., some children with autism and some children with emotional some children with emotional difficultiesdifficulties

Culture, Diversity, and Special Needs


Trust: The Beginning of Positive Social Development

• Aspects of trust– Care: an emotional concern and sense of an emotional concern and sense of

responsibility to protect or enhance another responsibility to protect or enhance another person’s welfare or well-beingperson’s welfare or well-being

– Attachment: a close emotional relationship a close emotional relationship between two persons that is characterized between two persons that is characterized by mutual affection and the desire to by mutual affection and the desire to maintain proximity with the othermaintain proximity with the other


Issues Related to Mental Models of Self and Others

• Trust – confidence that the other person in Trust – confidence that the other person in the relationship cares, is looking out for your the relationship cares, is looking out for your welfare, and will be there when neededwelfare, and will be there when needed

• Self-esteem – trust applied to oneself; an Self-esteem – trust applied to oneself; an attitude that one is worthy of a positive or attitude that one is worthy of a positive or negative evaluationnegative evaluation


Students’ Attachment Styles with Teachers

• Basic attachment-related questionsBasic attachment-related questions– What does this person do when I am upset?What does this person do when I am upset?

– Can I trust this person to be available and Can I trust this person to be available and responsive in times of need?responsive in times of need?

– With this person’s support, what can I With this person’s support, what can I accomplish?accomplish?


Attachment for Learners with Special Needs

• Children with learning disabilities, emotional Children with learning disabilities, emotional disturbances, or mild developmental delay disturbances, or mild developmental delay are likely to report being dissatisfied with their are likely to report being dissatisfied with their student-teacher relationshipstudent-teacher relationship


Psychosocial Development

• A broad term to describe the quality of a A broad term to describe the quality of a person’s social development as a person’s social development as a function of past relationships in one’s lifefunction of past relationships in one’s life


Erikson’s Lifespan Developmental Framework


Initiative, Competence, and Identity

• Initiative – the child’s capacity to use a – the child’s capacity to use a surplus of energy to plan and constructively surplus of energy to plan and constructively carry out a taskcarry out a task

• Competence – the psychological need to be – the psychological need to be effective as one interacts with the effective as one interacts with the surrounding environmentsurrounding environment

• Identity – the sense of being a distinct and – the sense of being a distinct and productive individual within the larger social productive individual within the larger social frameworkframework


Identity Status in Adolescence

• Diffused – has not searched, explored or – has not searched, explored or committed to adult rolescommitted to adult roles

• Foreclosed – has not explored, yet has – has not explored, yet has committed to adult rolescommitted to adult roles

• Moratorium – has explored but has not yet – has explored but has not yet committed to adult roles (identity crisis)committed to adult roles (identity crisis)

• Achieved – has actively explored and made a – has actively explored and made a personal commitment to a way of lifepersonal commitment to a way of life


Guidelines for Supporting Adolescents’ Identity

• Expand students’ awareness of social Expand students’ awareness of social opportunitiesopportunities

• Support exploration of possible identitiesSupport exploration of possible identities• Communicate value and support for school-Communicate value and support for school-

based clubs and organizationsbased clubs and organizations• Support open-ended decision making about Support open-ended decision making about

possible identitiespossible identities


Your Turn

• Lydia is 17 years old and will graduate from Lydia is 17 years old and will graduate from high school next year. She has had to work high school next year. She has had to work after school every day and on the weekends after school every day and on the weekends for the past two years, leaving her with very for the past two years, leaving her with very little free time. She has no idea what she little free time. She has no idea what she wants to do with her life after high school.wants to do with her life after high school.

– How might you help her make some How might you help her make some decisions? What steps should she take?decisions? What steps should she take?


Moral Development

• Students’ judgements about what is right Students’ judgements about what is right and wrong and their reasoning as to why and wrong and their reasoning as to why one action is right and another is wrongone action is right and another is wrong


Stages of Moral Development (Kohlberg’s Theory)

• Preconventional – understands neither – understands neither social convention nor moral rulessocial convention nor moral rules– Stage 1: Moral judgments are based on a Moral judgments are based on a

punishment-and-obedience orientation. What punishment-and-obedience orientation. What is good or right is that which avoids is good or right is that which avoids punishment and defers to authoritypunishment and defers to authority

– Stage 2: Moral judgments are based on what Moral judgments are based on what satisfies one’s own needs. What is right is satisfies one’s own needs. What is right is what I need; what is wrong is what I get what I need; what is wrong is what I get punished for punished for



Kohlberg’s Theory (continued)

• Conventional – Understands and embraces – Understands and embraces social conventionsocial convention– Stage 3: Moral judgments are based on a Moral judgments are based on a

good boy-nice girl orientation. What is good good boy-nice girl orientation. What is good or right is what pleases others and gains or right is what pleases others and gains their approvaltheir approval

– Stage 4: Moral judgments are based on a Moral judgments are based on a law-and-order orientation. What is good or law-and-order orientation. What is good or right is doing one’s duty, following fixed right is doing one’s duty, following fixed rules, and acting to maintain the social orderrules, and acting to maintain the social order



• Postconventional – Understands and – Understands and embraces moral rulesembraces moral rules– Stage 5: Moral rules are created from Moral rules are created from

socially agreed-upon standards that have socially agreed-upon standards that have been critically examined and revised to meet been critically examined and revised to meet the need and values of the societythe need and values of the society

– Stage 6: Moral rules exist as self-chosen Moral rules exist as self-chosen ethical principles, such as justice, equal ethical principles, such as justice, equal rights, respect for the individual, fairness, rights, respect for the individual, fairness, and reciprocityand reciprocity

Kohlberg’s Theory (continued)


Ethic of Care• One’s sense of responsibility and compassion One’s sense of responsibility and compassion

extends beyond oneself and one’s in-group to include extends beyond oneself and one’s in-group to include a general a general ethic of care


Gender Differences in Moral Development

• Theories of moral development can be based Theories of moral development can be based on both a morality of justice and a morality of on both a morality of justice and a morality of care; this is true for both boys and girlscare; this is true for both boys and girls


Character and Social Conscience

• Situational compliance – cooperatively – cooperatively carrying out a teacher’s requests to “do this” carrying out a teacher’s requests to “do this” or “don’t do that” with a sense of obligation or “don’t do that” with a sense of obligation rather than a sincere commitment to the rather than a sincere commitment to the actionaction

• Committed compliance – cooperatively – cooperatively carrying out a teacher’s request to “do this” or carrying out a teacher’s request to “do this” or “don’t do that” with an eager, willing, and “don’t do that” with an eager, willing, and sincere commitment to the actionsincere commitment to the action


Power Assertion

• A socialization strategy designed to gain A socialization strategy designed to gain compliance through coercion, pressure, compliance through coercion, pressure, forceful or harsh insistence, and a negative or forceful or harsh insistence, and a negative or critical interaction stylecritical interaction style


Power Assertion in the Classroom

• Give examples of how the following Give examples of how the following individuals assert power in the classroom individuals assert power in the classroom either verbally or non-verballyeither verbally or non-verbally– TeachersTeachers

– StudentsStudents

– ParentsParents


• The capacity to use one’s moral cognition, moral The capacity to use one’s moral cognition, moral emotions, and moral self to inhibit aggression and emotions, and moral self to inhibit aggression and to initiate altruism and helpingto initiate altruism and helping

Conscience


Aggression

• Any intentional behaviour designed to harm Any intentional behaviour designed to harm another person or group physically or another person or group physically or psychologicallypsychologically


Video Game Technology and Aggression

• Exposure to violence changes how the Exposure to violence changes how the student thinksstudent thinks

• Repeated exposure gives viewers aggressive Repeated exposure gives viewers aggressive social expectations and aggressive social expectations and aggressive behavioural scriptbehavioural script

• Students who take these aggressive social Students who take these aggressive social expectations and behavioural scripts into the expectations and behavioural scripts into the schools will be more aggressive and less schools will be more aggressive and less helpful than othershelpful than others


Instrumental and Hostile Aggression

• Instrumental aggression – strategic behaviour to – strategic behaviour to obtain something one desires that results in harm obtain something one desires that results in harm inflicted on another personinflicted on another person

• Hostile aggression – the anger-driven impulse to – the anger-driven impulse to inflict intentional harm on another person, e.g.:inflict intentional harm on another person, e.g.:– Starting fights – unprovoked physical aggression – unprovoked physical aggression– Verbal protests – verbal aggression directed at – verbal aggression directed at

teachersteachers– Verbal hurt – verbal aggression directed at peers – verbal aggression directed at peers


Responding to Hostile Aggression

• Hostile Aggression– Starting fightsStarting fights

– Verbal aggressionVerbal aggression

– Verbal hurtVerbal hurt

• How would you prevent their occurrence?How would you prevent their occurrence?


Social Competence

• Social competence – how skilled children and – how skilled children and adolescents are at managing the sometimes adolescents are at managing the sometimes frustrating and challenging experiences they frustrating and challenging experiences they have with other peoplehave with other people– Emotional regulation: the capacity to modulate Emotional regulation: the capacity to modulate

or calm internal emotional reactivity during or calm internal emotional reactivity during stressful situationsstressful situations


Social Competence and Special Education

• Teachers rate maintaining self controlTeachers rate maintaining self control as the as the essential social competence for students with essential social competence for students with special needsspecial needs

• What happens when students lose self-What happens when students lose self-control?control?


Self-Concept

• Set of beliefs the individual uses to mentally Set of beliefs the individual uses to mentally represent or understand his or her sense of selfrepresent or understand his or her sense of self

• Three patterns govern the development of self-Three patterns govern the development of self-concept over timeconcept over time– Greater realism– Greater abstraction– Greater differentiation


Enhancing Self-Concept

• Why?Why?– Domain specific self-concept beliefs correlate Domain specific self-concept beliefs correlate

positively with academic achievement in that positively with academic achievement in that domain and with other positive educational domain and with other positive educational outcomesoutcomes

• How?How?– Intensive intervention programs can boost Intensive intervention programs can boost

students’ domain specific skills and thus change students’ domain specific skills and thus change self-conceptsself-concepts


Social Comparisons

• The act of comparing one’s personal The act of comparing one’s personal characteristics, performance, and abilities to characteristics, performance, and abilities to the characteristics, performances, and the characteristics, performances, and abilities of othersabilities of others


Self-Esteem

• The evaluation of oneself as a person, The evaluation of oneself as a person, partially on the emotional basis of how others partially on the emotional basis of how others treat the self and partly on the basis of one’s treat the self and partly on the basis of one’s competence and achievement in different competence and achievement in different domainsdomains


Self-Esteem in Students with Learning Disabilities

• Students with learning disabilities score Students with learning disabilities score substantially lower on measures of self-substantially lower on measures of self-esteem than do equally intelligent students esteem than do equally intelligent students who do not have learning disabilitieswho do not have learning disabilities


Copyright

Copyright © 2008 John Wiley & Sons Canada, Ltd. All rights reserved. Reproduction or translation of this work beyond that permitted by Access Copyright (the Canadian copyright licensing agency) is unlawful. Requests for further information should be addressed to the Permissions Department, John Wiley & Sons Canada, Ltd. The purchaser may make back-up copies for his or her own use only and not for distribution or resale. The author and the publisher assume no responsibility for errors, omissions, or damages caused by the use of these files or programs or from the use of the information contained herein.

educational psychology reflection for action canadian edition o’donnell, d’amico, schmid, reeve,...

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