Social dev Flashcards
Self-concept
self concept is a conceptual system of a person’s thoughts and attitudes about their personal, physical, and social characteristics.
Self-concept develops in quantitative and qualitative ways, during the first decade of life.
– How each person expresses their self
– How each person relates to the world around them
Domain of self concept
- The “Material” me “What makes me me? What is mine?”
- The “Social” me A man (sic) has as many social selves as there are individuals who know him”
- The “Spiritual” me “the most enduring and intimate part of the self” this is hardest to form and change
What purpose does self-concept serve
Self-concept is essential for regulation of all behaviour
- The lens through which all stimuli are interpreted
- Making decisions about our goals & behaviour
Self-Concept in infancy
0-1 YO, hard to tell if they have anyself concept but gaze show what they are interest in
Self-Concept Todllers
1-2 YO
Toddlers learn that their bodies are part of themselves, and that they can manipulate their bodies to express themselves.
using Pronouns; Body control; “Self”
Self-Concept Early ch.
3-5 YO
talks about Observable descriptions, based on preferences, possessions; unrealistic optimism
Self-Concept Mid. ch.
(6-9 yo)
talk about Realistic abilities; know though social comparisons
Self-Concept Late ch.
9-11 yo
know Others’ perceptions; some grouping of descriptors; values
Self-Concept Early adol.
Conflicting self, abstract descriptors; egocentrism
In Early adolescence, abstract descriptors of self often conflict with each other.
expiriment by harter, ad identify who they are when they are with a certain person
-mark how significant these attribute is
Are any of these attributes:
• Opposites (line)
• Conflicting (arrow)
grow older show more line
Self-Concept Late adol.
(15-18 yo) Higher order, integrated abstract descriptors complex sense of self.
Social Learning Theory of self concept
Social Learning Theory:
The development of self-concept occurs alongside the development of social cognition.
Children learn by:
(1) observing the behaviours of others, and
(2) observing how others react to those behaviours.
(3) observing how they (the child) feel about those behaviours.
Social Learning Theory exp
-Bobbo doll exp
Children who witnessed the actor being punished for their aggressive behaviour imitated fewer behaviours, unprompted.
Children easily reproduced behaviours when prompted and offered incentives.
Agression scale in children
- have some agression at birth, 1 at 1 YO
- at 2YO highest due to testing and limit pushing
- lower as grow older, change in respond
Social Learning Theory
Applications of Social Learning Theory
- caimpain of war on waste, reward good behavior and punish bad behavior to influence children
- prevent violence against women from a young age
- prevent alcoholoim by influenceing children
Role Taking
Practicing awareness of the perspective of another person; better understanding that person’s behaviour, thoughts, and feelings.
Role-Taking task story
Holly is an 8-year-old girl who likes to climb trees. She is the best tree climber in the neighborhood. One day while climbing down a tree she falls but does not hurt herself. Her father sees her fall. He is upset and asks her to promise not to climb trees anymore. Holly promises.
Later that day, Holly and her friends meet Shawn. Shawn’s kitten is caught in a tree and can’t get down. Something has to be done right away or the kitten may fall. Holly is the only one who climbs trees well enough to reach the kitten and get it down, but she remembers her promise to her father
Role-Taking task question
Does Holly know how Shawn feels about the kitten?
Does Holly think her father will understand if she climbs the tree?
What does Holly think most people would do in her situation?
Does Shawn know why Holly cannot decide whether or not to climb the tree?
If Holly and her father discussed this situation, what might they
decide together? Why?
Role taking stages
Stage 0 (3- 6 yo) Egocentric Difficulty recognizing others’ perspectives Stage 1 (6-8 yo) Subjective People have different perspectives only if they have different information Stage 2 (8-10 yo) Self-reflective People have different perspectives = they have different motivations Stage 3 (10-12 yo) Mutual Recognises motivations of others as a third-party spectator Stage 4 (12 yo +) Societal Makes comparisons of self and other to a “generalized other”
Reslut of role taking tast
-older children are able to answer more question
Two Social Contexts
Family and Friends can influence development
debate on which one is more important
Who Counts as a Friend?
A Friend is:
• Status-matched (similar in developmental stage)
• Close (trust worthy, become important in adolescence)
• Non-familial (voluntary relationship, need to maintain)
A Friendship is:
• Supportive (celebrate moment, provide comfort)
• Reinforcing (reinforce a particular trait or tendency)
• Mutual, Reciprocal (benefit that friend receive, action people take for each other in a relationship)
uniqueness of friendship
- Voluntary
- Equal power dynamic
- Transactional
- Important for wellbeing (.. not so unique)
- Dynamic systems
Developmental System
A developmental “system”: • Comprises multiple elements • Each element contributes something unique • Achieves a specific purpose • Has specific needs or limitations
Rubin model of frinedship
in the middle is the individual child who have interaction with other (can be important or not)
- those that the child have meaningful interaction with is consider friend
- these friend can interact with each other forming a peers group
Friendships as Dynamic Systems
- Any event can be considered a “system”, with specific purpose, needs, resources.
- The various elements of any system are also “systems”.
- Relationships between each element define those elements.
- Substantial or sustained changes to any one element ultimately change the entire system.
How do friendships shape
youth development?
Development of cognitive skills
Emotional support & validation
Development of social skills
How do friendships shape youth development of cognitive skill
Friend Offer & accept constructive feedback
- create an environment to receive and create feedback
- leads to Develop creativity and Socially constructed learning (learning in a group is more efficient due to feedback and argument)
How do friendships shape youth development? Emotional Support & Validation
friends Buffer against unpleasant experiences
Celebrate positive experiences
Stability during transitions
Validate each other’s worth, belief and feeling
-validation is endorsing a child’s idea, self concept
How important is friendship in support
Studies in Dutch student, rate from 1-4
- In the begining, family have the highest perceived social support but friendship is not far behind
- as the child grow older, friendship become more influencial in support than family
- at 18, even classmate is more important than family
Early friendship support evidence
-study of a war orphan group that move alot together(rare) The orphaned peer group showed: • Attachment (to each other) • Protection • Reinforcement • Emotional support hostile to outsider
How do friendships shape youth development soicial skill
Practice pro-social behaviour
Younger children: Pretend play (learning how to show support and concern for other)
Older children: Gossip, argue (failure to resolve this can have dire consequences). Learn to share sensitive information with each other and protecting trust (can be hard)
-one person is not responsible for another, learn betrayal and how to avoid it
The wicked side of friendship support:
-Friend don't encourage each other to a right path, just an environment for development. Validation of attributes (anti behavior) can lead to Aggression Deviance Negotiating & In-fighting failure lead to Bullying Cyberbullying. Children fail to learn this does not know their effect on other Prosocial behaviour (benefit your friend instead of other) Gangs Criminal offenses
Family as a Dynamic System
- Any event can be considered a “system”, with specific purpose, needs, resources.
- The various elements of any system are also “systems”.
- Relationships between each element define those elements.
- Substantial or sustained changes to any one element ultimately change the entire system
Caregiver-Child Attachment
A strong, enduring emotional bond between infant and caregiver.
Important because this is the first relationship they encounter
