Social Contexts and Socioemotional Development, Part 1 PDF

Social Contexts and Socioemotional Development, Part 1 ISAIAH EUGENE G. PEJI, MA, RPsy, RPm Faculty Member, Psychology College of Arts, Sciences, and Education I. Contemporary Theories A. Urie Bronfenbrenner’s Ecological Theory Urie Bronfenbrenner’s Ecological Theory emphasizes...

Social Contexts and Socioemotional Development, Part 1 ISAIAH EUGENE G. PEJI, MA, RPsy, RPm Faculty Member, Psychology College of Arts, Sciences, and Education I. Contemporary Theories A. Urie Bronfenbrenner’s Ecological Theory Urie Bronfenbrenner’s Ecological Theory emphasizes that human development is influenced by different environmental systems that interact with each other and with the individual over time. These systems are embedded in one another, creating a complex network of factors that shape development. A. Urie Bronfenbrenner’s Ecological Theory (a1) Five Environmental Systems (a1.1) Microsystem The microsystem is the immediate environment that directly interacts with an individual, such as family, school, and peers. Example: In the Philippines, a microsystem example could be a child's relationship with their close-knit family, where traditions like "mano po" (a sign of respect for elders) are taught. This cultural practice helps shape a child’s socioemotional development by fostering respect for authority figures. A. Urie Bronfenbrenner’s Ecological Theory (a1) Five Environmental Systems (a1.2) Mesosystem The mesosystem involves interactions between different microsystems, such as a child’s parents interacting with their teachers. Example: When Filipino parents attend "PTA" (Parents-Teachers Association) meetings to discuss their child's performance in school, the relationship between the home and school environment is reinforced, contributing to the child's development. A. Urie Bronfenbrenner’s Ecological Theory (a1) Five Environmental Systems (a1.3) Exosystem The exosystem refers to settings that do not directly involve the individual but still influence their development. Example: For instance, if a Filipino parent works abroad as an OFW (Overseas Filipino Worker), their absence from the family home can indirectly affect the child’s emotional and social well-being, even though the child is not directly involved in the work setting. A. Urie Bronfenbrenner’s Ecological Theory (a1) Five Environmental Systems (a1.4) Macrosystem The macrosystem encompasses the broader cultural and societal context in which the individual lives. Example: In the Philippines, the value placed on bayanihan (community spirit) is an example of how cultural norms influence a person’s sense of social responsibility and community involvement. A. Urie Bronfenbrenner’s Ecological Theory (a1) Five Environmental Systems (a1.5) Chronosystem The chronosystem refers to the dimension of time and how life events or changes over time influence development. Example: During the COVID-19 pandemic, many Filipino students had to adapt to online learning, which significantly impacted their social interactions and academic development. A. Urie Bronfenbrenner’s Ecological Theory (a2) Evaluating Bronfenbrenner’s Ecological Theory Bronfenbrenner’s theory is praised for its comprehensive view of human development by considering the interaction of various environmental factors. However, it has been criticized for underemphasizing biological influences. In the Philippine context, it provides a useful framework for understanding the socio-cultural influences on development, such as how extended family dynamics shape individual growth. B. Erik Erikson’s Life-Span Development Theory Erik Erikson’s Life-Span Development Theory suggests that individuals pass through eight stages of psychosocial development from infancy to late adulthood. Each stage presents a unique crisis that must be resolved for healthy development. B. Erik Erikson’s Life-Span Development Theory Erik Erikson’s Life-Span Development Theory suggests that individuals pass through eight stages of psychosocial development from infancy to late adulthood. Each stage presents a unique crisis that must be resolved for healthy development. B. Erik Erikson’s Life-Span Development Theory To comprehend the eight stages of psychosocial developent requires an understanding of several basic points. First, growth takes place according to the epigenetic principle. That is, one component part arises out of another and has its own time of ascendancy, but it does not entirely replace earlier components. B. Erik Erikson’s Life-Span Development Theory Second, in every stage of life there is an interaction of opposites, that is a conflict between a syntonic (harmonious) element and a dystonic (disruptive) element. During each stages, people must have both harmonious and disruptive experiences. Both of the experiences are need to develop a healthy personality. Example: Basic Trust vs. Basic Mistrust B. Erik Erikson’s Life-Span Development Theory Third, at each stage, the conflict between the dystonic and syntonic elements produces an ego quality or ego strength, which is referred to as a basic strength. Each of the other stages is marked by a basic ego strength that emerges from the clash between the harmonious and the disruptive elements of that stage. Example: Hope B. Erik Erikson’s Life-Span Development Theory Fourth, too little basic strength at any one stage results in a core pathology for that stage. Each stage has a potential core pathology. Example: Withdrawal B. Erik Erikson’s Life-Span Development Theory Fifth, although Erikson referred to his eight stages as psychosocial stages, he never lost sight of the biological aspect of human development. Sixth, events in earlier stages do not cause later personality development. Ego identity is shaped by a multiplicity of conflicts and events-past, present, and anticipated. B. Erik Erikson’s Life-Span Development Theory Seventh, during each stage, but especially from adolesence forward, personality development is characterized by an identity crisis. Identity crisis is a turning point, a crucial period of increased vulnerability and heightened potential. During each crisis, a person is especially susceptible to major modifications in identity, either positive or negative. An identity crisis is not a cathastrophic event but rather an opportunity for either adapative or maladaptive adjustment. B. Erik Erikson’s Life-Span Development Theory (b1) Eight Stages of Human Development Stage: Infancy Psychosexual Mode: Oral-Sensory Psychosocial Crisis: Basic Trust vs. Basic Mistrust Basic Strength: Hope Core Pathology: Withdrawal B. Erik Erikson’s Life-Span Development Theory (b1) Eight Stages of Human Development (b1.1) Trust vs. Mistrust (Infancy) This stage is about developing trust when caregivers provide reliable care. Example: In the Philippines, a baby who consistently receives nurturing care from family members, especially from a nurturing "yaya" (nanny), will develop a strong sense of trust. B. Erik Erikson’s Life-Span Development Theory (b1) Eight Stages of Human Development Stage: Early Childhood Psychosexual Mode: Anal-Urethral-Muscular Psychosocial Crisis: Autonomy vs. Shame and Doubt Basic Strength: Will Core Pathology: Compulsion B. Erik Erikson’s Life-Span Development Theory (b1) Eight Stages of Human Development (b1.2) Autonomy vs. Shame and Doubt (Toddlerhood) Toddlers learn to do things independently. Example: In the Philippines, a child might be encouraged to say “po” and “opo” (respectful terms for “yes”) while interacting with adults, fostering a sense of autonomy within cultural norms of respect. B. Erik Erikson’s Life-Span Development Theory (b1) Eight Stages of Human Development Stage: Play Age Psychosexual Mode: Genital-Locomotor Psychosocial Crisis: Initiative vs. Guilt Basic Strength: Purpose Core Pathology: Inhibition B. Erik Erikson’s Life-Span Development Theory (b1) Eight Stages of Human Development (b1.3) Initiative vs. Guilt (Preschool) Children assert control and power over their environment. Example: A Filipino child might take initiative by leading a traditional "palaro" (games), such as patintero, but could feel guilt if overstepping the bounds of acceptable behavior. B. Erik Erikson’s Life-Span Development Theory (b1) Eight Stages of Human Development Stage: School Age Psychosexual Mode: Latency Psychosocial Crisis: Industry vs. Inferiority Basic Strength: Competence Core Pathology: Inertia B. Erik Erikson’s Life-Span Development Theory (b1) Eight Stages of Human Development (b1.4) Industry vs. Inferiority (School Age) Children learn the value of hard work. Example: In the Philippines, a child may feel a sense of industry when they are praised for excelling in school or participating in "Sabayang Pagbigkas" (a group poetry recitation), boosting their self-confidence. B. Erik Erikson’s Life-Span Development Theory (b1) Eight Stages of Human Development Stage: Adolescence Psychosexual Mode: Puberty Psychosocial Crisis: Identity vs. Identity Confusion Basic Strength: Fidelity Core Pathology: Role Repudiation B. Erik Erikson’s Life-Span Development Theory (b1) Eight Stages of Human Development (b1.5) Identity vs. Identity Confusion (Adolescence) Adolescents explore their personal identity. Example: Filipino teenagers may grapple with balancing their traditional cultural values with more modern influences, especially if they are living in urban areas or abroad. B. Erik Erikson’s Life-Span Development Theory (b1) Eight Stages of Human Development Stage: Young Adulthood Psychosexual Mode: Genitality Psychosocial Crisis: Intimacy vs. Isolation Basic Strength: Love Core Pathology: Exclusivity B. Erik Erikson’s Life-Span Development Theory (b1) Eight Stages of Human Development (b1.6) Intimacy vs. Isolation (Young Adulthood) Young adults seek to form intimate relationships. Example: In the Philippines, this may manifest in the importance of pakikipagkapwa (building deep, meaningful relationships), where failure to establish such connections can lead to feelings of isolation. B. Erik Erikson’s Life-Span Development Theory (b1) Eight Stages of Human Development Stage: Adulthood Psychosexual Mode: Procreativity Psychosocial Crisis: Generativity vs. Stagnation Basic Strength: Care Core Pathology: Rejectivity B. Erik Erikson’s Life-Span Development Theory (b1) Eight Stages of Human Development (b1.7) Generativity vs. Stagnation (Adulthood) Adults work to contribute to society. Example: A Filipino adult might engage in community outreach or mentoring younger family members, displaying generativity by giving back to the community. B. Erik Erikson’s Life-Span Development Theory (b1) Eight Stages of Human Development Stage: Old Age Psychosexual Mode: Generalized Sensuality Psychosocial Crisis: Integrity vs. Despair Basic Strength: Wisdom Core Pathology: Disdain B. Erik Erikson’s Life-Span Development Theory (b1) Eight Stages of Human Development (b1.8) Integrity vs. Despair (Old Age) In old age, individuals reflect on their life. Example: A Filipino elder might find integrity in having lived a life in line with utang na loob (a sense of debt or gratitude to others), passing on wisdom to the younger generations. B. Erik Erikson’s Life-Span Development Theory (b2) Evaluating Erikson’s Life-Span Development Theory Erikson’s theory is valuable for understanding the psychosocial stages people go through, though it may not fully account for cultural differences. Example: In the Philippines, the strong collectivist culture often shifts the focus from individual to group identity, especially in family and community contexts. B. Erik Erikson’s Life-Span Development Theory (b2) Evaluating Erikson’s Life-Span Development Theory Erikson’s theory is valuable for understanding the psychosocial stages people go through, though it may not fully account for cultural differences. Example: In the Philippines, the strong collectivist culture often shifts the focus from individual to group identity, especially in family and community contexts. II. Social Contexts of Development A. Families Family plays a crucial role in shaping a child's development, providing the primary context for social and emotional growth. Example: In the Philippines, the family unit is often extended, with grandparents, aunts, uncles, and cousins forming part of the immediate support network. B. Parenting Styles Diana Baumrind’s Parenting Styles help explain how different approaches to parenting impact children's development. Each style has a different effect on children's behavior, emotional regulation, and social development. B. Parenting Styles (b1) Authoritarian Parenting Authoritarian parents enforce strict rules and expect obedience without questioning. In the Philippines, authoritarian parenting may be observed in households where pagsunod sa nakatatanda (following elders) is highly emphasized. Example: Children are expected to do chores or respect curfews without discussion. This can sometimes lead to children developing a fear of authority figures or lower self- esteem. B. Parenting Styles (b2) Authoritative Parenting Authoritative parents are both demanding and responsive, blending high expectations with warmth and support. Example: Filipino parents who engage in pag-aaruga (nurturing) but also instill discipline through communication and reasoning exemplify this style. For instance, they might e xpl ai n wh y i t ’ s i m p o r t a n t t o s t u d y h a r d w h i l e a l s o encouraging participation in extracurricular activities to foster well-rounded development. B. Parenting Styles (b3) Neglectful Parenting Neglectful parents are uninvolved in their children’s lives, which can have negative consequences on their emotional and social development. Example: In the Philippines, parents who work abroad as OFWs may unintentionally practice neglectful parenting if they are unable to maintain regular communication or involvement in their child’s daily life. This can lead to feelings of abandonment or emotional distance in children. B. Parenting Styles (b4) Indulgent Parenting Indulgent parents are highly involved but impose few demands or controls on their children. Example: In the Philippines, indulgent parenting might manifest in affluent families where children are provided with material goods but are not expected to contribute to household responsibilities. This may lead to entitlement or difficulty managing expectations in adulthood.  Parent Involvement in Children’s C. Schooling and Achievement Parent involvement is crucial for academic success. Example: In the Philippines, parent engagement in school is often high, particularly during events such as "Family Day" or graduation ceremonies, where parental presence is highly valued as part of the educational process.  Parent Involvement in Children’s C. Schooling and Achievement (c1) Coparenting Coparenting refers to how parents collaborate in raising their children. Example: In the Philippines, grandparents often play a significant role in child-rearing, especially when one or both pare n t s wo rk abro ad, c re at i n g a mu l t i - g e n e r a t i o n a l coparenting dynamic.  Parent Involvement in Children’s C. Schooling and Achievement (c2) The Changing Family in a Changing Society The traditional family structure in the Philippines has evolved, with more nuclear families and the increased prevalence of working parents and OFW families.  Parent Involvement in Children’s C. Schooling and Achievement (c2) The Changing Family in a Changing Society (c2.1) Working Parents Many Filipino parents work long hours or abroad as OFWs, which changes the family dynamic. Although remittances help provide better opportunities, children may experience emotional gaps due to physical distance from their parents.  Parent Involvement in Children’s C. Schooling and Achievement (c2) The Changing Family in a Changing Society (c2.2) Children in Broken Families Children from broken families may experience a lack of stability, affecting their emotional and psychological well- being. Example: In the Philippines, where separation and divorce remain stigmatized, children may struggle with societal judgment in addition to the emotional stress of family conflict.  Parent Involvement in Children’s C. Schooling and Achievement (c3) School-Family Linkages Strong collaboration between schools and families is vital for children’s success. Example: In the Philippines, schools often hold events like "Parent-Teacher Conferences" to strengthen the connection between home and school, helping ensure that children receive consistent support in their academic and personal development. D. Peers Peer interactions play a significant role in social development during childhood and adolescence. D. Peers (d1) Peer Statuses Peer statuses refer to the levels of popularity or acceptance that children experience in their peer groups. Example: Filipino students, especially in urban areas, may face social pressure to fit in, with peer statuses often shaped by socioeconomic status, appearance, and academic performance. D. Peers (d2) Friendship Friendships are essential for emotional support and social learning. Example: In the Philippines, barkada (peer groups) often form early in school, where group loyalty and collective activities are highly valued. These friendships provide a sense of belonging and security, which are crucial for emotional development. E. Schools Schools serve as one of the primary social contexts for children’s development, shaping their academic and social skills. E. Schools (e1) Schools’ Changing Social Developmental Contexts As society changes, schools in the Philippines have had to adapt to the evolving social context, particularly with the shift to online learning during the COVID-19 pandemic. The shift impacted students' social interactions and access to education, affecting their emotional and social development. E. Schools (e2) Early Childhood Education Early childhood education in the Philippines emphasizes values formation, social interaction, and the development of basic skills. Example: Programs like "Daycare Centers" or "Kinder" (kindergarten) focus on building foundational skills in a group setting, fostering early socialization. E. Schools (e3) The Transition to Elementary School The transition to elementary school can be challenging as children adjust to more structured academic environments. Example: In the Philippines, this transition is often marked by "Moving Up" ceremonies, symbolizing the importance of education and social promotion within the community. E. Schools (e4) The Schooling of Adolescents During adolescence, school becomes an important context for social and emotional development. Example: Filipino adolescents face the challenge of balancing academic expectations with social belonging, often engaging in extra-curricular activities like student government or "Sabayang Pagbigkas" (poetry recitation competitions) to build their identity and social standing. Social Contexts and Socioemotional Development, Part 1 ISAIAH EUGENE G. PEJI, MA, RPsy, RPm Faculty Member, Psychology College of Arts, Sciences, and Education