Social Development: Theories, Applications & Theories | PDF

Social Development ​ We learn how to behave based on others’ responses ​ We learn to interpret ourselves according to how others treat us ​ We interpret other people by analogy to ourselves ​ Connections to our larger themes; ○​ Indidivdual difference ○​ Nature vs. Nu...

Social Development ​ We learn how to behave based on others’ responses ​ We learn to interpret ourselves according to how others treat us ​ We interpret other people by analogy to ourselves ​ Connections to our larger themes; ○​ Indidivdual difference ○​ Nature vs. Nurture ○​ The Active Child -​ Indidivdual difference - idea that we can have 2 people grow up in same areas and they devleop different -​ Nature vs. Nurture - figuring out which one is more important and how much they vary the devleopment -​ The Active Child - the focus of this lecture; some childrne are active in who they become to be, who they social with, others are more focused on environemnt shaping us Self Reflection ​ Think about your own development. What areas of your social world do you think had the most impact on your development of self. How did these social contexts influence who you are today? ○​ School ○​ Peers ○​ Family ○​ Culture ○​ Media -​ Thing that happen to us as children we continue to analyze today as adults Social Development Theories ​ Psychoanalytic Theories ​ Learning Theories ​ Social Cognitive Theories ​ Ecological Theories Psychoanalytic Developmental Theories ​ Significant impact on Western culture and theories about personality and social development ​ Development driven by biological maturation ○​ Freud’s PsychosexualTheory ​ Behaviour motivated by need to satisfy basic drives ​ Unconscious ○​ Erikson’s Psychosocial Theory ​ Development driven by a series of developmental crisis related to age and maturation  -​ These concepts are included within sexual desire Freud’s Psychosexual Development ​ Sexual nature motivates behaviour in universal developmental stages that present conflicts; erogenous zones. ​ Conflict resolution affects development throughout life. ​ Three personality structures; ○​ ID - pleasure seeking ○​ Ego - rational, logical, problem solving ○​ Super Ego - internalized moral standards -​ Frued is the father of psychosexual develeopment -​ Our personality is developed from these satges according to Freud ​ Psychosexual Development occurs across five stages ○​ Oral (0-1) ○​ Anal (1-3) ○​ Phallic (3-6) ○​ Latency (6-12) ○​ Genital (12 –adulthood) ○​ ** Emphasized that harsh parenting approaches had long term negative outcomes on children’s overall well-being Conflict = Fixation at particular stage -​ Good example; he beleive strong interupptions during any of these phases could directly effect their devleopment ans cause other issue later on - for exmaple smoking Erikson’s Theory of Psychosocial Development ​ Accepted basic elements of Freud’s theory; added social factors ○​ Cultural influences and contemporary issues ​ Eight age-related developmental stages; specific crisis at each stage ○​ Stage resolution needed for growth ​ Basic Trust vs. Mistrust (0-1) ○​ Key challenage: Devleoping trusting relationships with caregivers ​ Autonomy vs. Shame and Doubt (1-3) ○​ Key challenge: devleoping a sense fo independance and automony ​ Imitative vs. Guilt (4-6) ○​ Key challenge: taking intitive in activities and feeling a sense of purpose ​ Industry vs. Inferiority (6 –puberty) ○​ Key challenge: developing a sense of competence and mastery in skills ​ Identity vs. Role Confusion (adolesce –early adulthood ○​ Key challenge: fostering a coherent sense of idenity exploring roles Psychoanalytic Theories ​ Freud’s contribution ○​ Emphasis on early emotional relationships and importance of early childhood ​ Current attahcment theroy and research ​ Role of unconscious mental actity ​ Current cognitive theoru and neuroscience ​ Erikson’s contribution ○​ Emphasis on quest for identity in adolescence ○​ Laid foundation for research on adolescence -​ Erikson in very influenital in many of these studies -​ Primary issue with these research questions is that their research questions are too big and cannot be tested Practical Application ​ With regard to Erikson’s theory of psychosocial development, at what stage would you expect the children with whom you are working to be? What is the developmental crisis or central issue that must be resolved in this stage? ​ How does this developmental stage apply to everyday behaviour in the classroom/professional working environment? ​ How do the children’s caregivers support the successful resolution of the developmental issues that define this stage? -​ Psychoanalytic theoreis focused on internal forces Learning Theories ​ Watson’s Behaviorism ​ Skinner’s Operant Conditioning ​ Social Learning Theory -​ Social learning theories focus on external forces Watson’s Behaviourism ​ Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in, and I’ll guarantee to take any of one of them at random and train him to become any type of specialist I might select-doctor, lawyer, artist, merchant-chief, and yes, even beggar man and thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors (Watson, 1924, p. 104) -​ He is says that you can shape the person in to who you want them to be by conditioning Skinner’s Operant Conditioning  ​ B. F. Skinner proposed that behaviour is under environmental control ​ All behaviour (every act) is an operant response influenced by the outcomes of past behaviour ○​ Intermittent reinforcement ○​ Behaviour modification ​ For parents and teachers ○​ Attention as powerful reinforcer ○​ Time-out/temporary isolation -​ Children often actout when wanting attentions; this is where skinenr invented the timeout Bandur’s Social Learning Theory ​ Albert Bandura ○​ Most human learning is inherently social and based on observation, attention, and imitation of other people's behaviour. ○​ Observational learning (cognitive processes) ​ Attention ​ Encoding ​ Storing ​ Retrieving ○​ In reciprocal determinism, child – environment influences operate in both directions. ○​ Bobo Study - Vicarious Reinforcement Learning Theory in Review ​ Strengths: ○​ Unlike psychoanalytic theories, learning theories are based on principles derived from experiments ○​ Resulted in research on parenting and behaviour management strategies for youth workers ​ Weakness: ○​ Focus on behaviour, not brain or mind ○​ Lack attention to biological influences ○​ Minimize impact of perceptual, motor, cognitive, and language development Theories of Social Cognition ​ Social cognition theorists believe that children: ○​ Actively process social information (active child) ○​ Can think and reason about their own and others' thoughts, feelings, motives, and behaviours (active child) ○​ Use self-socialization to influence their own development (individual differences) Selman’s Theory of Role Taking ​ Stages of perspective taking ○​ Stage 1(ages 6-8) ​ They learn that oeipoke cna have a different perspective from themselves, but they assume its becuase theuy have different infromation ○​ Stage 2 (ages 8-10) ​ Recogize that someone else can have view but they cant yet compare ○​ Stage 3 (ages 10-12) ​ Only here that children systematically compare their point of view with another serons ○​ Stage 4 (ages 12 years and older) ​ Comparing ones point of view in reference to a generalized other Dodge’s Information-Processing Theory of Social Problem Skills ​ Children’s use of aggression as a problem-solving skill ○​ Hostile Attribution Bias: ​ Dodge introduced this idea that some children have a general expectation that others are antagonistic towards them and are likely to take an approach of retaliation -​ Studying children who stuffered from other peoples behaviours -​ Children were quesitoned about the situationa dn then asked what they would do about the situation -​ Some children saud they were going to get even as it was intentional Dweck’s Theory of Self Attribution and Achievement ​ Learning goals vs. performance goals ​ Differences in attributions ○​ Entity/helpless orientation ○​ Incremental/mastery orientation ○​ Entity theory (fixed mindset) ○​ Incremental theory (growth mindset) -​ Looking at childrens achievement modivation from either learning goals or performance goals. Hown do they value themselves? -​ The difference between fixed mindset vs growth mindset which is actually the didffernce between entity vs incremental theories Current Perspectives on Social Cognitive Theories ​ Children are active seekers of information about the social world ​ Effect of social experience is influenced by their interpretations ​ Supported by research ​ Lack insight into biological factors in social development Developmental Social Neuroscience ​ Social environment plays a crucial role in shaping the developing brain. ○​ Adverse rearing conditions (orphanages) can disrupt hormonal systems(hypothalamic–pituitary–adrenal (hpa) axis); ○​ atypical hormonal responses in social situations. ​ Developmental social neuroscience approach ○​ Study of neural consequences of early social stress, particularly in children exposed to adverse rearing conditions ○​ The Science of Neglect -​ A big portion of these studies is neglect The Science Of Neglect - Video watched in class -​ Children are the next generation of society - hence why there is so much focus on children -​ Neglect fails to provide the basic functionings of the brain and can further deeply affect the development of a child brain (synaps, neurological based) -​ For healthy development children require adult interactions -​ Over any other kind of maltreatment children are most likely to be neglected -​ We have the potential to change the children's development trajectories Ecological Theories ​ Ethological Theories ○​ Understanding development in terms of evolutionary heritage ​ Evolutionary Theories ○​ Explores how certain genes predispose people to behave in ways that allow for survival -​ These theories are united in their broad view in their development -​ imprinting: young birds and mammals become very attached from birth to someone else - this is applying evolution to development Bioecological Theory ​ Child’s environment composed of a series of nested structures that impact development ○​ Microsystem (family;bidirectionality) ○​ Mesosystem (microsystem interconnections)  ○​ Exosystem (indirect, but influential) ○​ Macrosystem (larger cultural and social context) ○​ Chronosystem (temporal dimension change over time) Analyzing ADHD Using the Bioecological Model ​ Causes of ADHD within microsystem ○​ heritability, parent behaviour, prenatal environment ​ Treatment approaches ○​ Microsystem (doctors) ○​ Exosystem (the drug industry) ○​ Macrosystem (the government) ​ External influences on medication availability Think Pair Share ​ What are some ways that COVID-19 impacted children’s contexts in both broad (national policy) and narrow (family dynamics) ways? The Media ​ Interactions among multiple levels of the bioecological model are relevant when considering relationships between children and the media. ​ Key areas; ○​ Chronosystem →e.g. media available in households over time ○​ Macrosystem→e.g. cultural values and government policies ○​ Exosystem→e.g. economic pressures ○​ Microsystem →e.g. parental monitoring -​ Media is considered to be at the exosystem level Media and Child Development - Video watched in class Media and Child Development ​ Digital media's impact on children's development varies ○​ Younger children primarily engage in entertainment or educational content. ○​ Older children shift towards interactive and social media use. ​ Consider all factors! ○​ Activities like video calls with friends and family are considered beneficial in moderation. ○​ Risk factors influence quality of media and interpretation of this body of research. Older Children’s Exposure to Media ​ Over three-fourths of tweens and teens regularly use social media and watch online videos.  ​ A 2021 survey revealed that two-thirds of teens/tweens enjoy online video viewing "a lot," surpassing television and video games. ​ Concerns about media exposure among tweens and teens include potential effects of violence, pornography, isolation, and harmful social comparison. ​ A survey in countries with emerging economies showed 79% of adults believe people should be very concerned about children being exposed to harmful or immoral conte Other Concerns: ​ Physical Inactivity: ○​ Sedentary nature of screen time associated with childhood obesity ○​ Children who exceed screen time recommendations likely do not meet recommended levels of physical activity. ​ Pornography ○​ Concerns for child exposure to pornography ○​ Validated by data from large representative sample of Canadian teenagers ○​ 63% reported consuming pornography, accidentally or intentionally; aggressive and/or violent forms ○​ Paedophiles commonly use web ​ Share illegal photographs of children ​ Lure children into sexual relationship Social Media ​ In 2021, 84% of American teens used at least one social media platform (varied platforms) daily; may be addicted. ​ Impact of social media on adolescent well-being is mixed. ○​ Pressure to be responsive, sleep interference, feeling left out, racist content, and hate speech ○​ Social support and community building ​ Individual differences in response to social media ○​ Girls of colour, LGBTQ+ ○​ Cyberbullying ​ Recognize the methodological issues in these studies including self reporting biases -​ Social media has one of the biggest impacts on indiivduals; with eveything there is positive and negative factors TIKTOK: the runaway train - video watched in class -​ Explores some of the dark sides that have emrged from this app -​ Specifically focused on eating disorders Effective Weapons Against the Various Negative Effects of Media ​ Parental control over their children’s access to undesirable media ​ Discussion of pornography with trusted adult  ​ Legal controls and government programs that minimize negative features of the media on children Current Perspectives ​ Evolutionary theories ○​ Theories emphasize genetic tendencies grounded in evolution. ○​ Evolutionary theories impossible to test and tend to overlook human capacity to transform environment and self ​ Bioecological model ○​ Placement of individual in a broad context of development and interaction among various level factors ○​ Key biological determinants of behaviour development are not considered.