Social and Social and Emotional Emotional

Development Development of Children and of Children and

AdolescentsAdolescents

I. THEORIES OF I. THEORIES OF SOCIOEMOTIONAL SOCIOEMOTIONAL

DEVELOPMENT DEVELOPMENT Erikson’s Psychological Theory Erikson’s Psychological Theory

of Human Developmentof Human DevelopmentBandura’s Social-Cognitive Bandura’s Social-Cognitive

TheoriesTheoriesGoleman’s Emotional Goleman’s Emotional

IntelligenceIntelligence

A. Erik Erikson’s A. Erik Erikson’s Psychosocial Theory of Psychosocial Theory of Human DevelopmentHuman Development

Trust vs. Mistrust (Hope)Trust vs. Mistrust (Hope) Autonomy vs. Shame and Doubt (Will)Autonomy vs. Shame and Doubt (Will) Initiative vs. Guilt (Purpose)Initiative vs. Guilt (Purpose) Industry vs. Inferiority (Competence)Industry vs. Inferiority (Competence) Identity vs. Role confusion Identity vs. Role confusion

(Fidelity)(Fidelity) Intimacy vs. Isolation (Love)Intimacy vs. Isolation (Love) Generativity vs. Stagnation (Care)Generativity vs. Stagnation (Care) Integrity vs. Despair (Wisdom)Integrity vs. Despair (Wisdom)

Trust vs. MistrustTrust vs. Mistrust

Erikson acknowledged the Erikson acknowledged the major role the caregiver major role the caregiver (mother) plays in the most (mother) plays in the most critical stage and that is critical stage and that is the first life crisis.the first life crisis.

Identity vs. Role Identity vs. Role ConfusionConfusion

Central adolescent Central adolescent dilemmadilemma

Every adolescent goes Every adolescent goes through examination, through examination, his/her identity and the his/her identity and the roles he/she must occupy.roles he/she must occupy.

Intimacy vs. IsolationIntimacy vs. Isolation

The fusion of identities can only The fusion of identities can only be reached when young people be reached when young people have already formed a clear have already formed a clear identity; contrary to what is identity; contrary to what is usually perceived as finding usually perceived as finding identity in any relationship.identity in any relationship.

Generativity vs. Generativity vs. StagnationStagnation

Establishing and Establishing and guiding the next guiding the next generationgeneration

Bandura’s Social Cognitive Bandura’s Social Cognitive Theory Theory

Learning may occur as a result of watching Learning may occur as a result of watching someone else perform an action and experience someone else perform an action and experience reinforcement or punishement. This kind of reinforcement or punishement. This kind of learning is called learning is called observational learning or observational learning or modelingmodeling..

Bandura also calls attention to a class of Bandura also calls attention to a class of reinforcements called reinforcements called intrinsicintrinsic reinforcements. reinforcements. These are reinforcements These are reinforcements within an individual.within an individual.

Bandura has bridged the gap between learning Bandura has bridged the gap between learning theories and other approaches by emphasizing theories and other approaches by emphasizing the role of cognitive (mental) elements in the role of cognitive (mental) elements in learning.learning.

Cont. Bandura’s Social Cont. Bandura’s Social Cognitive TheoryCognitive Theory

Another important consideration is Another important consideration is maturationmaturation. It needs maturity to be . It needs maturity to be able to understand/perform a more able to understand/perform a more complicated task.complicated task.

Bandura suggests that what an observer Bandura suggests that what an observer learns from a particular model is learns from a particular model is influenced by his own goals, influenced by his own goals, expectations about what kinds of expectations about what kinds of consequences are likely if he adopts the consequences are likely if he adopts the model’s behavior and judgment of his model’s behavior and judgment of his own performance own performance (Bee and Boyd 2002).(Bee and Boyd 2002).

Cont. Bandura’s Social Cont. Bandura’s Social Cognitive TheoryCognitive Theory

There are four sets of processes/phases to There are four sets of processes/phases to produce a behavior that matches that of a model:produce a behavior that matches that of a model: Attention:Attention: a child’s experience in a particular a child’s experience in a particular

situation influences his ability to achieve a modeled situation influences his ability to achieve a modeled behavior.behavior.

Retention:Retention: whatever skills are retained from what a whatever skills are retained from what a child has observed are a collection of cognitive skillschild has observed are a collection of cognitive skills

Reproduction:Reproduction: the reproduced behavior is dependent the reproduced behavior is dependent on other cognitive skills, that includes feedback from on other cognitive skills, that includes feedback from othersothers

Motivation:Motivation: produce the behavior is influenced by produce the behavior is influenced by various incentives; his own standards, and his various incentives; his own standards, and his tendency to compare himself with others tendency to compare himself with others (Bandura, (Bandura, 1989 as cited by Hetherington, et al., 2006)1989 as cited by Hetherington, et al., 2006)

Emotional IntelligenceEmotional Intelligence

a type of social intelligence that affords a type of social intelligence that affords the individual ability to monitor his own the individual ability to monitor his own and others’ emotions, to discriminate and others’ emotions, to discriminate among them, and to use the information among them, and to use the information guide his thinking and actions.guide his thinking and actions. Three component of EQ:Three component of EQ:

the awareness of one’s own emotions;the awareness of one’s own emotions; the ability to express one’s emotions the ability to express one’s emotions

approximately; andapproximately; and the capacity to channel emotions into the the capacity to channel emotions into the

pursuit of worthwhile objectivespursuit of worthwhile objectives

Major qualities that make up Major qualities that make up emotional intelligence and how emotional intelligence and how

they can be developed:they can be developed: Major qualities that make up emotional Major qualities that make up emotional

intelligence and how they can be developed:intelligence and how they can be developed: Self-Awareness.Self-Awareness. The ability to recognize a The ability to recognize a

feeling as it happens is the keystone of feeling as it happens is the keystone of emotional intelligence.emotional intelligence.

Mood Management.Mood Management. The ability to change mood The ability to change mood from good to bad and vice versafrom good to bad and vice versa

Self-Motivation. Self-Motivation. Trying to feel more enthusiastic Trying to feel more enthusiastic and developing more zeal and confidence to and developing more zeal and confidence to arrive at concrete achievement.arrive at concrete achievement.

Impulse Control.Impulse Control. The essence of emotional self- The essence of emotional self-regulation is the ability to delay impulse in the regulation is the ability to delay impulse in the service of a goal.service of a goal.

People Skills.People Skills. The ability to feel for another The ability to feel for another person, whether in job, in romance and person, whether in job, in romance and friendship and in the family.friendship and in the family.

II. SOCIALIZATION AND THE II. SOCIALIZATION AND THE DEVELOPMENT OF DEVELOPMENT OF

IDENTITY AND SOCIAL IDENTITY AND SOCIAL RELATIONSRELATIONS

Socialization Socialization is the process by is the process by which parents and others set the which parents and others set the child’s standards of behavior, child’s standards of behavior, attitude, skills, and motives to attitude, skills, and motives to conform closely to what the conform closely to what the society deems appropriate to his society deems appropriate to his role in society.role in society.

A. Development of IdentityA. Development of Identity James E. Marcia, has identified four identity James E. Marcia, has identified four identity

or statuses and correlated them with other or statuses and correlated them with other aspects of personality. These are the aspects of personality. These are the following:following:

AnxietyAnxiety Self-esteemSelf-esteem Moral reasoningMoral reasoning Patterns of social behaviorPatterns of social behavior

Marcia defines Marcia defines crisiscrisis as a period of as a period of conscious decision-making while conscious decision-making while commitment commitment as a personal investment in as a personal investment in an occupation or a system of beliefs an occupation or a system of beliefs (ideology).(ideology).

Cont. Dev’t of IdentityCont. Dev’t of Identity Marcia identifies four categories of identity Marcia identifies four categories of identity

information:information: Identity Achievement (crisis leading to Identity Achievement (crisis leading to

commitment).commitment). Characterized by flexible Characterized by flexible strength and tendency to be thoughtful, strength and tendency to be thoughtful, although not too introspective, under stress, although not too introspective, under stress, have sense of humor.have sense of humor.

Foreclosure (commitment without crisis).Foreclosure (commitment without crisis). Characterized by rigid strength; self-assurance, Characterized by rigid strength; self-assurance, self-satisfied, and strong sense of family ties.self-satisfied, and strong sense of family ties.

Identity Diffusion (no commitment).Identity Diffusion (no commitment). Those who Those who are shy away from commitment.are shy away from commitment.

Moratorium (in crisis). Moratorium (in crisis). They may not They may not necessarily be in good relationship but express necessarily be in good relationship but express preference for intimacy. They are preference for intimacy. They are characteristically talkative, competitive, lively, characteristically talkative, competitive, lively, and anxious.and anxious.

B. The Process of B. The Process of Identity ConsolidationIdentity Consolidation

Children take on what they see Children take on what they see on terms of behaviors and ways on terms of behaviors and ways of fathers and mothers. Most of fathers and mothers. Most likely, they develop the same likely, they develop the same patterns of doings things and patterns of doings things and acting out in the roles of the acting out in the roles of the family. This process is called family. This process is called identity formation.identity formation.

Gender Differences in Gender Differences in Identity FormationIdentity Formation

The process by which children acquire the The process by which children acquire the motives, values and behaviors viewed as motives, values and behaviors viewed as appropriate for males and females within a appropriate for males and females within a culture is called culture is called gender typing.gender typing.

Gender-based Gender-based beliefs are ideas and expectations beliefs are ideas and expectations about what is appropriate behavior for males about what is appropriate behavior for males and females.and females.

Gender stereotypes Gender stereotypes are beliefs and are beliefs and characteristics typified in the behavior of males characteristics typified in the behavior of males and females and which are deemed appropriate and females and which are deemed appropriate and therefore acceptable.and therefore acceptable.

Gender roles Gender roles are the composites of behaviors are the composites of behaviors typical of the male of female in a given culture.typical of the male of female in a given culture.

Cont. Gender Differences in Cont. Gender Differences in Identity FormationIdentity Formation

Gender identity Gender identity is the perception of oneself as is the perception of oneself as either masculine or feminine.either masculine or feminine.

Androgynous persons Androgynous persons are those with both are those with both masculine and feminine psychological masculine and feminine psychological characteristics.characteristics.

The developmental theory of Kohlberg states The developmental theory of Kohlberg states that gender-typed behavior is not seen until a that gender-typed behavior is not seen until a child is able to achieve gender constancy.child is able to achieve gender constancy.

Gender-schema theory suggests that children Gender-schema theory suggests that children need only basic information about gender in need only basic information about gender in order to develop naïve mental schemas that help order to develop naïve mental schemas that help them organize their experiences and form rules them organize their experiences and form rules concerning gender.concerning gender.

III. THEORIES OF THE III. THEORIES OF THE DEVELOPMENT OF MORAL DEVELOPMENT OF MORAL REASONING, ATTITUDES REASONING, ATTITUDES

AND BELIEFS: KOHLBERG, AND BELIEFS: KOHLBERG, TURIEL, GILLIGANTURIEL, GILLIGAN

3 Basic Components of Morality3 Basic Components of Morality Cognitive – involves knowledge of ethical rules Cognitive – involves knowledge of ethical rules

and judgments what is good and what is bad.and judgments what is good and what is bad. Behavioral – the person’s actual behavior, his Behavioral – the person’s actual behavior, his

response to situations involving ethical response to situations involving ethical considerationsconsiderations

Emotional – involves the person’s feelings and Emotional – involves the person’s feelings and conduct in reaction to situations that need moral conduct in reaction to situations that need moral and ethical decisions.and ethical decisions.

Lawrence Kohlberg’s Lawrence Kohlberg’s Cognitive Theory of Moral Cognitive Theory of Moral

DevelopmentDevelopment

Level 1 – Preconventional Level 1 – Preconventional MoralityMorality

Stage 1Stage 1 – Obedience and – Obedience and Punishment Orientation Punishment Orientation

Stage 2Stage 2 – Naïve Hedonistic – Naïve Hedonistic and Instrumental Orientationand Instrumental Orientation

Level 2 – Conventional Level 2 – Conventional Morality: Conventional Morality: Conventional Rules and Conformity Rules and Conformity

Stage 3Stage 3 – Good boy Morality – Good boy Morality Stage 4Stage 4 – Authority and – Authority and

Morality that maintain the Morality that maintain the Social OrderSocial Order

Level III – Postconventional Level III – Postconventional Morality: Self-accepted Morality: Self-accepted

Moral Principles Moral Principles

Stage 5Stage 5 – Morality of Contract: – Morality of Contract: Individual Rights, and Individual Rights, and Democratically Accepted Law Democratically Accepted Law

Stage 6Stage 6 – Morality of Individual – Morality of Individual Principles and Conscience Principles and Conscience

According to According to Elliot TurielElliot Turiel that even very young that even very young children can distinguish children can distinguish moral values from what are moral values from what are dedicated by conventions and dedicated by conventions and are accepted ways of doing are accepted ways of doing thingsthings

Carol Gilligan’s Theory of Carol Gilligan’s Theory of Moral DevelopmentMoral Development

Most females think of morality Most females think of morality more personally than males domore personally than males do

Females tend to see themselves Females tend to see themselves in terms of their relationships in terms of their relationships with others. On the contrary, with others. On the contrary, males have the tendency to view males have the tendency to view themselves as distinct and themselves as distinct and separate from others.separate from others.

Cont. Carol Gilligan’s Cont. Carol Gilligan’s Theory of Moral Theory of Moral Development Development

The moral development in females The moral development in females is traced through three levels:is traced through three levels: The primary concern is with oneselfThe primary concern is with oneself Females equate morality with Females equate morality with

goodness, self, sacrifice, and caring goodness, self, sacrifice, and caring for othersfor others

Morality is equated with care for Morality is equated with care for both themselves and othersboth themselves and others

IV.IV. FACTORS AFFECTING FACTORS AFFECTING DEVELOPMENT: DEVELOPMENT:

PARENTING, ROLE PARENTING, ROLE MODELS, PEER GROUPS MODELS, PEER GROUPS

AND INTERACTIONSAND INTERACTIONS ParentingParenting Role ModelsRole Models Peer Group and Peer Group and

InteractionsInteractions

ParentingParenting Parenting Style Parenting Style

Authoritative -Authoritative -is a style of parenting that is a style of parenting that stresses self-reliance and independence stresses self-reliance and independence

Authoritarian - Authoritarian - is a style of parenting that is a style of parenting that stresses obedience respect for authority, and traditional stresses obedience respect for authority, and traditional values values

Indulgent - Indulgent - is a style of parenting is a style of parenting characterized by show of affection, love, warmth, and characterized by show of affection, love, warmth, and nurturance but with little supervision nurturance but with little supervision

Neglectful - Neglectful - is a style of parenting is a style of parenting characterized by little warmth, nurturing, and characterized by little warmth, nurturing, and supervisionsupervision

Resulting Social Behavior Resulting Social Behavior in Childin Child

AuthoritativeAuthoritative – Social competence – Social competence and responsibilityand responsibility

Authoritarian Authoritarian – Ineffective social – Ineffective social interaction; inactiveinteraction; inactive

Indulgent Indulgent – Social competence, well-– Social competence, well-adjusted; peer oriented; misconductadjusted; peer oriented; misconduct

NeglectfulNeglectful – poor orientation to work – poor orientation to work and school; behavior problemsand school; behavior problems

Role ModelsRole Models Working mothers normally serve as role models for Working mothers normally serve as role models for

their childrentheir children The children of both mothers who were full-time The children of both mothers who were full-time

homemakers and mothers who worked outside the homemakers and mothers who worked outside the home were similar in cognitive, socioemotional, home were similar in cognitive, socioemotional, academic, motivational, and behavioral domains from academic, motivational, and behavioral domains from infancy through adolescence.infancy through adolescence.

For as long as there is alternative child care, For as long as there is alternative child care, maternal employment does not usually have bad maternal employment does not usually have bad effects on children.effects on children.

Peers also influence acquisition of knowledge Peers also influence acquisition of knowledge behaviors.behaviors.

Children also imitate older, more powerful and more Children also imitate older, more powerful and more prestigious peer modelsprestigious peer models

As children age, they learn to reinforce peers’ As children age, they learn to reinforce peers’ behaviorsbehaviors

Peer Group and Peer Group and InteractionsInteractions

As the young are experiencing As the young are experiencing rapid physical changes, they rapid physical changes, they take comfort with other people take comfort with other people who are undergoing the same who are undergoing the same changes.changes.

Peer group has always been a Peer group has always been a source of affection, sympathy source of affection, sympathy and understanding.and understanding.

V.V. EXCEPTIONAL EXCEPTIONAL DEVELOPMENTDEVELOPMENT

Gifted children are those who Gifted children are those who score 130 or above in an score 130 or above in an intelligence test and have intelligence test and have creative, artistic, leadership.creative, artistic, leadership.

There are average and above There are average and above average intelligence and average intelligence and manifest a discrepancy between manifest a discrepancy between expected and actual performanceexpected and actual performance

Juvenile DelinquentsJuvenile Delinquentsit is anti-social, different it is anti-social, different from what is normal actionfrom what is normal action

2 Classifications:2 Classifications:Status OffenderStatus Offenderconsidered crime considered crime regardless of who commitsregardless of who commits

Causes of Juvenile Causes of Juvenile DelinquencyDelinquency

Industrialization and urbanization which Industrialization and urbanization which take the adults away from home and take the adults away from home and leave the young by themselvesleave the young by themselves

The fast life and varied activity of cities The fast life and varied activity of cities prove tempting to the young who may prove tempting to the young who may not have money to finance said not have money to finance said activities. They may resort to illegal activities. They may resort to illegal ways of getting the necessary fundsways of getting the necessary funds

Frustrations wherein the resulting Frustrations wherein the resulting disappointment is vented against societydisappointment is vented against society

Causes of Juvenile Causes of Juvenile DelinquencyDelinquency

Emotional deprivation that makes the Emotional deprivation that makes the youth feel that if nobody cares for him, he youth feel that if nobody cares for him, he does not care for society in turndoes not care for society in turn

Deep seated conflicts and problems which Deep seated conflicts and problems which makes the young hostile toward the worldmakes the young hostile toward the world

Gangs or “barkada” of the wrong kindGangs or “barkada” of the wrong kind Poverty which cannot satisfy certain Poverty which cannot satisfy certain

desiresdesires Broken homes where children are torn in Broken homes where children are torn in

their loyalties and their sense of securitytheir loyalties and their sense of security

Causes of Juvenile Causes of Juvenile DelinquencyDelinquency

Irregular disciplineIrregular discipline Rejection – if youth is rejected, he Rejection – if youth is rejected, he

also rejects society and turns anti-also rejects society and turns anti-socialsocial

Lack of affection and sense of Lack of affection and sense of belongingbelonging

Idleness which leads to mischiefIdleness which leads to mischief

Psychological Disorders Psychological Disorders that Affect Childrenthat Affect Children

Conduct DisorderConduct Disorder – manifests in repetitive – manifests in repetitive and persistent pattern of behavior where a and persistent pattern of behavior where a young person transgresses on the basic rights young person transgresses on the basic rights of others or violates societal norms or rulesof others or violates societal norms or rules

Attention Deficit/Hyperactivity Disorder Attention Deficit/Hyperactivity Disorder (ADHD)(ADHD) – is a persistent pattern of – is a persistent pattern of inattention and hyperactivity or impulsivity inattention and hyperactivity or impulsivity that is far in excess of such behaviors that is far in excess of such behaviors observed in children in various stages of observed in children in various stages of developmentdevelopment

Anxiety DisorderAnxiety Disorder – characterized by the – characterized by the feeling of apprehension and low self-feeling of apprehension and low self-confidence that may be felt through the adult confidence that may be felt through the adult yearsyears