Moreno Chapter 4

Personal, Social, and Moral

Development

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Personal, Social, and Moral

Development

Moral Development

Theories

Diversity in Personal, Social,

and Moral Development

Development of the Self

Erikson’s Psychosocial

Theory

Personal and Social

Development

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Personal and Social Development

• Nature – influences from heredity • Nurture – influences from environment

– Family influences • Attachment • Parenting styles

–Authoritative –Authoritarian – Permissive –Uninvolved

• Family structure

– Peer influences • Peer pressure • Friendship • Peer status

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Which is which? A teenager asks for permission to go to a party that a classmate, Jimmy is having while his parents are away on a trip. Jimmy is a well-known partyer who has been suspended from school several times. Parent A: “Absolutely not! If I ever catch you hanging out with Jimmy, you will be grounded” Parent B: “I don’t think it’s a good idea. We know that Jimmy gets in trouble all the time and I worry that without his parents at home, things may get out of control” Parent C: “Sure, I think that would be a lot of fun. Just be careful” Parent D: “Whatever!”

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Which one are you?

• Popular

• Neglected

• Average

• Rejected

• Controversial

(Turn to your friend, pick one category and explain the reasons of your choice)

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A Sense of ‘Self’

• Who am I?

• What are my strengths and weaknesses?

• Am I a good person?

• Do others like me?

• Am I worthy of others’ care,

• What is my mission in life?

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Self-Concept

• Realism – Overinflated self-concept – Unrealistic (might lead to negativism)

• Abstraction – The way one define oneself (physical characteristics

vs. non-physical characteristics)

• Differentiation – Categorisation of self-concept – By adolescence, at least three: social, academic and

physical

• Self-concept and achievement

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Self-Worth

• Also called self-esteem (to what extent a person value him/herself (positively or negatively)

• An individual’s overall view of himself/herself as a person – How they feel about themselves (value)

• Not self-efficiency (expectations concerning abilities to perform tasks)

• Self-handicapping – Undermine one’s ability to achieve or perform a task

• Self-worth and achievement

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The Collective Self

• Ethnic identity

• Supporting students’ collective self development

• Heritage language and sense of self

– Bilingual education influences

– Cooperative and community projects

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Pairing activity (20 minutes)

• 1) What are the psychosocial development theories stated in the textbook?

– What are the main points of each theory?

• 2) What are the moral development theories stated in the textbook?

– What are the main points of each theory?

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Erikson’s Theory

• Psychosocial – interaction between individual’s emotional needs and the social environment

• Developmental crisis

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Erikson’s Psychosocial Crises

• Pre-school

– Trust versus mistrust

– Autonomy versus shame

– Initiative versus guilt

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Erikson’s Psychosocial Crises

• Elementary and Middle School

– Industry versus inferiority

• High School

– Identity versus role confusion

• Adulthood

– Intimacy versus isolation

– Generativity versus stagnation

– Integrity versus despair

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Limitations to Erikson’s Theory

• Fails to consider the role of culture

• Most adolescents fail to successfully find their identity

• Experts criticize the idea that the identity crisis precedes the intimacy crisis.

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Marcia’s Theory of Identity Development

• Four types of identity status emerged from facing identity crisis (adolescence):

1. Identity achievement – Results from explored realistic options, made choices and

committed to pursue choices

2. Identity diffusion – Results from disorganized examination of choices

3. Identity foreclosure – Results from following others without examining alternative for

one own life

4. Moratorium – Results from pausing (on hold) from making any decision for

one’s personal development

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Piaget’s Theory of Moral Development

• Two stage theory of children’s moral development

– Heteronomous morality

• Obey externally imposed rules to avoid being punished/ negative consequences

– Autonomous morality

• Perceiving rules as being flexible and negotiable

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Kohlberg’s Theory of Moral Development

• Moral dilemmas

– Difficulties to decide/choose one thing/task/person over the other

– Conflict of interest, set of priorities, social norms/taboos

• Moral internalization

– Process to internalize external moral codes as our own internal moral codes

• Three stages of moral development:

1. Pre-conventional moral reasoning

– No internalization

– Consequence of action, rather inherent goodness or badness of action

2. Conventional moral reasoning

– Intermediate level of internalization

– Assume that abiding set of rules to be internally driven, but it is standard rules by others

3. Post-conventional moral reasoning

– Individual’s internal moral principles may outweigh the rules of society

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Evaluation of Kohlberg’s Theory

• Strengths: – Valuable insights into the nature and development of

children’s and adolescents’ moral reasoning

– Supported by research

• Limits: – Subjective scoring on moral dilemma tests

– Underestimates young children’s moral reasoning ability

– Moral development seems to follow trends rather than progressing systematically through stages

– Bias: Kohlberg’s research was conducted mainly with middle-class American males under 17 years of age.

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Gilligan’s Theory of Moral Development

• Challenged Kohlberg’s work – gender biased

• The ethic of care

• No significant differences in Gilligan’s findings

• Both males and females can use either a care or justice orientation

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Promoting Moral Development

• Moral education programs

• Character education : an instructional approach

• Values clarification

• Cognitive moral education

• Service learning

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Diversity in Students’ Attachment

• Students with learning disabilities, emotional disturbances, and mild mental retardation are less satisfied with their student–teacher relationships

• Teachers also report feeling significantly less close to students with learning disabilities

• Diversity in parent–child attachment

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Gender Differences in Friendship and Interpersonal Behaviors

• Younger agers: – Boys are more likely to play in groups, be

competitive

– Girls are more likely to engage in cooperative activities and play in pairs

• Later Adolescence: – Female friendships emphasize emotional

closeness and intimacy

– Male friendships emphasize achievement and autonomy

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Stages of Adolescent Girls’ Friendships

• 11 to 13, girls engage in activities for fun

• 14 to 16 years, more emphasis on sharing secrets; – trust has become especially meaningful

– girls may show signs of possessiveness with their female friends

• later adolescence, girls may begin to transfer to males some of the trust, disclosure of secrets, and possessiveness

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Gender Differences in Self-Concept and Self-Esteem

• Students’ perceived competence in math, language arts, and sports diminished over time

• Girls tend to perceive themselves as more competent than boys in reading and social activities

• Boys tend to perceive themselves as more competent than girls in math and athletics

• Self-esteem decreased for both boys and girls during the transition to junior high

• High School: boys’ self-esteem increased dramatically until the end of high school, significantly higher than that of girls

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Cultural Differences in Identity Development

• Western cultures may consider moratorium and identity achievement statuses to reflect greater developmental maturity than identity diffusion or foreclosure

• Non-Western cultures, parents, elders, or community leaders may be seen as the appropriate individuals to choose an adolescent’s career or spouse : foreclosure may be considered more positively than identity moratorium or identity search

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Diversity in Interpersonal Behaviors

• Asian-American students are often believed to display deficits in social skills, because their culture places a higher priority on academics than social interactions

• Recent immigrants to the United States from non-English-speaking countries may also show relatively little interactions with peers when English is the only language used in the classroom

• Cultural differences in teasing

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Summary

• Personal and social development

• The development of self

• Erikson’s Psychosocial Theory

• Moral Development

• Diversity in personal, social, and moral development

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TEST YOUR KNOWLEDGE AND UNDERSTANDING

1. What is personal, social, and moral development and what are their main influences?

2. How do different parenting styles relate to students’ personal and social growth?

3. What are some strategies for creating school–family–community partnerships?

4. What is the difference between self-worth and self-concept?

5. How can teachers promote students’ initiative, industry, and identity?

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TEST YOUR KNOWLEDGE AND UNDERSTANDING

6. How might Erikson’s ideas about psychosocial development relate to Gilligan’s ideas about moral development?

7. What are the stages of moral development according to Kohlberg?

8. What kind of instructional activities can you use to support each one of the developmental theories that you learned in this chapter?

9. What are the principles of personal, social, and moral development and how would you apply those principles to your classroom?

10. What are some diversity issues in students’ personal, social, and moral development?

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CONNECT WHAT YOU LEARNED TO OTHER CHAPTERS

1. How would you use the information presented in Chapter 1 to help you respond to a parent who reacts against the idea of participating in his/her child’s homework activities (Chapter 1)?

2. Asha does very well when classroom activities are well structured and predictable but becomes upset and withdrawn when presented with new, unusual activities. Devise a plan to determine whether Asha’s behavior is the result of her personality or an emotional/behavioral disorder (Chapter 2).

3. What connections can you make between social development and Piaget’s study of perspective taking (Chapter 3)?

4. How would you relate Erikson’s developmental stages to an apprenticeship model of learning (Chapter 3)?

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Possible questions for Assignment 2

1. What are some strategies that the teacher used to promote students’ personal development?

2. Which of the development principles were applied during the lesson and how?

3. Which of the development theories were most prominent in the lesson?

4. How do you think that the teacher’s messages will affect students’ self-concept or self-worth?

5. Did the teacher demonstrate an awareness of students’ diversity?

6. Evaluate the overall effectiveness of the lesson according to the development theories that you learned by including both strengths and weaknesses.

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