Social & Emotional Development PDF

SOCIAL & EMOTIONAL DEVELOPMENT Sana Fatima Associate Clinical Psychologist Visiting Lecturer Greenwich University / Bahria University   Social-emotional development is a child’s ability to understand the feelings of others, control their...

SOCIAL & EMOTIONAL DEVELOPMENT Sana Fatima Associate Clinical Psychologist Visiting Lecturer Greenwich University / Bahria University   Social-emotional development is a child’s ability to understand the feelings of others, control their own feelings and behaviors, and get along with peers. Social- emotional  A child’s positive relationship with trusting and Development caring adults is the key to successful social and emotional development.   Social and emotional development involves the acquisition of a set of skills. Key among them are the ability to:  Identify and understand one’s own feelings Key Skills  Accurately read and comprehend emotional states in others  Manage strong emotions and their expressions in a constructive manner  Regulate one’s own behavior  Develop empathy for others  Establish and sustain relationships Why is Social- Emotional Development Important?   Father of Psychosocial Developemnt  Erik Homberger Erikson was born on June 15, 1902 in Frankfurt, Germany to his Jewish mother Karla Abrahamsen and to his biological father, who was an unnamed Danish man.  Dr. Theodor Homberger, his step father who was Erikson’s pediatrician. ERIK  Graduated from high school – wanted to become an artist. ERIKSON  Around 1920, he decided to travel Europe  Enroll in an art school back in Germany.  He began to teach art and other subjects to the American children who came to Vienna for Freudian training (Sharkey, 1997).  admitted to the Vienna Psychoanalytic Institute.  1933, America’s first child analyst (Harvard Medical School)  While Erikson was at Harvard, he met psychologists such as Henry Murray and Kurt Lewin and anthropologists such as Ruth Benedict, Margaret Mead, and Gregory Bateson.  They had as much as an impact on him as Sigmund and Anna Freud.  Yale, Berkeley, and the Menninger Foundation – studies on the modern life of the Lakota and the Yurok.  Books & Essays - Childhood and Society (1950), Young Man Luther (1958), Youth: Change and Challenge (1963), Insight and Responsibility (1964), and Identity: Youth and Crisis(1968).  Left the University of California at Berkeley in 1950  He is called an Ego Psychologist.  Erikson passed away in 1994 at the age of 92.   Humans developed throughout their life span.  Ego develops as it successfully resolves crises that are distinctly social in nature.  These involve establishing a sense of trust in others, developing a sense of identity in society, and helping the next generation prepare for the future. PSYCHOSOCI  Erikson developed eight psychosocial stages of development. AL  Addresses bio, social, situational, personal influences DEVELOPME  Crisis: must adaptively or maladaptively cope with task in each developmental stage NT THEORY  Respond adaptively: acquire strengths needed for next developmental stage  Respond maladaptively: less likely to be able to adapt to later problems  Basic strengths: Motivating characteristics and beliefs that derive from successful resolution of crisis in each stage  8 - Integrity vs. despair 7 - Generativity vs. stagnation 6 - Intimacy vs. isolation STAGES OF 5 - Identity vs. identity confusion DEVELOPME NT 4 - Industry vs. inferiority 3 - Initiative vs. guilt 2 - Autonomy vs. shame /doubt 1 - Trust vs. mistrust 1 - Trust vs. Mistrust Developed through 0–1 years consistent love and support 2 - Autonomy Independence vs. Shame fostered and Doubt by support and 1–3 years encouragement 3 - Initiative Developed by vs. Guilt exploring and 3–5 years accepting challenges 4 - Industry vs. Inferiority Mastery comes from 6 years– success and puberty recognition 5 - Identity vs. Exploration of Role different paths to Confusion attain a healthy Adolescence identity 6 - Intimacy vs. Form positive, close Isolation relationships with Early adult others years Erikson’s Human Development Stages 7 - Generativity vs. Transmitting Stagnation something positive to Middle Adulthood the next generation 8 - Integrity vs. Despair Life review and Late Adulthood retrospective evaluation of one’s past   Initiative  Encourage social play  Have children assume responsibility  Structure assignments for success  Industry Healthy  Nourish motivation for mastery Developmen  Be tolerant of honest mistakes t  Identity  Recognize that identity is multidimensional  Encourage independent thinking  Stimulate students to examine different perspectives Trust Vs Mistrust 0 – 1 years  Erikson's first psychosocial crisis occurs during the first year.  The crisis is one of trust vs. mistrust.  During this stage the infant is uncertain about the world in which they live. To resolve these feelings of uncertainty the infant looks towards their primary caregiver for stability and consistency of care.  If the care the infant receives is consistent, predictable and reliable, they will develop a sense of trust which will carry with them to other relationships, and they will be able to feel secure even when threatened.  Success in this stage will lead to the virtue of hope.  By developing a sense of trust, the infant can have hope that as new crises arise, there is a real possibility that other people will be there are a source of support.  Failing to acquire the virtue of hope will lead to the development of fear.  For example, if the care has been harsh or inconsistent, unpredictable and unreliable, then the infant will develop a sense of mistrust and will not have confidence in the world around them or in their abilities to influence events.  This infant will carry the basic sense of mistrust with them to other relationships. It may result in anxiety, heightened insecurities, and an over feeling of mistrust Autonomy vs. Shame and Doubt 2–4 years Is It Okay to Be Me?  As the child gains control over eliminative functions and motor abilities, they begin to explore their surroundings.  The parents still provide a strong base of a security from which the child can venture out to assert their will.  The parents' patience and encouragement helps foster autonomy in the child.  Children at this age like to explore the world around them and they are constantly learning about their environment.  Caution must be taken at this age while children may explore things that are dangerous to their health and safety.  At this age children develop their first interests.  For example, a child who enjoys music may like to play with the radio. Children who enjoy the outdoors  Highly restrictive parents, however, are more likely to instill in the child a sense of doubt, and reluctance to attempt new challenges. As they gain increased muscular coordination and mobility, toddlers become capable of satisfying some of their own needs. They begin to feed themselves, wash and dress themselves, and use the bathroom.  If caregivers encourage self-sufficient behavior, toddlers develop a sense of autonomy—a sense of being able to handle many problems on their own. But if caregivers demand too much too soon, refuse to let children perform tasks of which they are capable, or ridicule early attempts at self-sufficiency, children may instead develop shame and doubt about their ability  Initiative vs. Guilt 3–5 years Is it Okay for Me to Do, Move, and Act?  Initiative adds to autonomy the quality of undertaking, planning and attacking a task for the sake of just being active and on the move.  The child is learning to master the world around them, learning basic skills and principles of physics. Things fall down, not up. Round things roll. They learn how to zip and tie, count and speak with ease.  At this stage, the child wants to begin and complete their own actions for a purpose. Guilt is a confusing new emotion. They may feel guilty over things that logically should not cause guilt. They may feel guilt when this initiative does not produce desired results.  The development of courage and independence are what set preschoolers, ages three to six years of age, apart from other age groups. Young children in this category face the challenge of initiative versus guilt.  During this stage, the child learns to take initiative and prepare for leadership and goal achievement roles. Activities sought out by a child in this stage may include risk- taking behaviors, such as crossing a street alone or riding a  Within instances requiring initiative, the child may also develop negative behaviors. These behaviors are a result of the child developing a sense of frustration for not being able to achieve a goal as planned and may engage in behaviors that seem aggressive, ruthless, and overly assertive to parents. Aggressive behaviors, such as throwing objects, hitting, or yelling, are examples of observable behaviors during this stage.  Preschoolers are increasingly able to accomplish tasks on their own, and can start new things. With this growing independence comes many choices about activities to be pursued.  Sometimes children take on projects they can readily accomplish, but at other times they undertake projects that are beyond their capabilities or that interfere with other people's plans and activities.  If parents and preschool teachers encourage and support children's efforts, while also helping them make realistic and appropriate choices, children develop initiative- independence in planning and undertaking activities. But if, instead, adults discourage the pursuit of independent activities or dismiss them as silly and bothersome, children develop guilt about their needs and desires.  Industry vs. inferiority 5–12 years Can I Make it in the World of People and Things?  The aim to bring a productive situation to completion gradually replaces the impulses and wishes of play. The fundamentals of technology are developed.  The failure to master trust, autonomy, and industrious skills may cause the child to doubt his or her future, leading to shame, guilt, and the experience of defeat and inferiority.  "Children at this age are becoming more aware of themselves as individuals." They work hard at "being responsible, being good and doing it right." They are now more reasonable to share and cooperate.  Children grasp the concepts of space and time in more logical, practical ways. They gain a better understanding of cause and effect, and of calendar time.  At this stage, children are eager to learn and accomplish more complex skills: reading, writing, telling time. They also get to form moral values recognize cultural and individual differences and are able to manage most of their personal needs and grooming with minimal assistance. At this stage, children might  Erikson viewed the elementary school years as critical for the development of self-confidence. Ideally, elementary school provides many opportunities to achieve the recognition of teachers, parents and peers by producing things- drawing pictures, solving addition problems, writing sentences, and so on.  If children are encouraged to make and do things and are then praised for their accomplishments, they begin to demonstrate industry by being diligent, persevering at tasks until completed, and putting work before pleasure. If children are instead ridiculed or punished for their efforts or if they find they are incapable of meeting their teachers' and parents' expectations, they develop feelings of inferiority about their capabilities.  At this age, children start recognizing their special talents and continue to discover interests as their education improves. They may begin to choose to do more activities to pursue that interest, such as joining a sport if they know they have athletic ability, or joining the band if they are good at music. If not allowed to discover their own talents in their own Identity vs. Role Confusion 12 to 18 years Who Am I? 5. Identity vs. Role Confusion (age 12 toChildren 18 yrs) are becoming more independent, and begin to look at the future in terms of career, relationships, families, housing, etc. The individual wants to belong to a society and fit in.  This is a major stage in development where the child has to learn the roles he will occupy as an adult. It is during this stage that the adolescent will re-examine his identity and try to find out exactly who he or she is.  According to Bee (1992), what should happen at the end of this stage is “a reintegrated sense of self, of what one wants to do or be, and of one’s appropriate sex role”. During this stage the body image of the adolescent changes.  Erikson claims that the adolescent may feel uncomfortable about their body for a while until they can adapt and “grow into” the changes. Success in this stage will lead to the virtue of fidelity.  Fidelity involves being able to commit one's self to others on the basis of accepting others, even when there may be ideological differences.  During this period, they explore possibilities and begin to form their own identity based upon the outcome of their explorations. Failure to establish a sense of identity within society ("I don’t know what I want to be when I grow up") can lead to role confusion.  Role confusion involves the individual not being sure about themselves or their place in society.  In response to role confusion or identity crisis an adolescent may begin to experiment with different lifestyles (e.g. work, education or political activities). Also pressuring someone into an identity can result in rebellion in the form of establishing a negative identity, and in addition to this Intimacy vs. Isolation Early Adulthood  Occurring in young adulthood (ages 18 to 40 years), we begin to share ourselves more intimately with others.  We explore relationships leading toward longer term commitments with someone other than a family member.  Successful completion of this stage can lead to comfortable relationships and a sense of commitment, safety, and care within a relationship.  Avoiding intimacy, fearing commitment and relationships can lead to isolation, loneliness, and sometimes depression. Success in this stage will lead to the virtue of love Generativity Vs. Stagnation Middle Age   During middle adulthood (ages 40 7. Generativity vs. Stagnation to 65 yrs), we establish our careers, settle down within a relationship, begin our own families and develop a sense of being a part of the bigger picture.  We give back to society through raising our children, being productive at work, and becoming involved in community activities and organizations.  By failing to achieve these objectives, we become stagnant and feel unproductive. Success in this stage will lead to the virtue Integrity Vs Despair Late Adulthood   As we grow older (65+ yrs) and become senior 8. Ego Integrity vs. Despair citizens, we tend to slow down our productivity, and explore life as a retired person.  It is during this time that we contemplate our accomplishments and are able to develop integrity if we see ourselves as leading a successful life.  Erik Erikson believed if we see our lives as unproductive, feel guilt about our past, or feel that we did not accomplish our life goals, we become dissatisfied with life and develop despair, often leading to depression and hopelessness.  Success in this stage will lead to the virtue of wisdom. Wisdom enables a person to look back on their life with a sense of closure and completeness, and also accept death without fear.  SIGNIFICANT RELATIONS Integrity vs. Despair humankind Generativity vs. Stagnation divided labor, shared household Intimacy vs. Isolation partners: friends, competition, cooperation Identity vs. Role Diffusion peer and other groups Industry vs. Inferiority neighborhood, school Initiative vs. Guilt basic family Autonomy vs. Shame parental persons Trust vs. Mistrust maternal person  Social Contexts Peers of Developmen t Schools  Neglectful Parents are uninvolved. Children have poor self- control, don’t handle Authoritarian independence well, and low Parents are restrictive and achievement motivation. punitive. Children tend to be socially incompetent, anxious, and exhibit poor Parenting Indulgent communication skills. Styles Parents are highly involved but set few restrictions. Children have poor self-control. Authoritative Parents are nurturing and supportive, yet set limits. Children are self-reliant, get along with peers, and have high self-esteem.   Working parents  Nature of parents’ work matters  Children in divorced families  The quality of parental relationships, timing of divorce, use of support systems, type of custody, quality The schooling all affect children. Changing  Elementary school children did best when the parent and the school Family environment were authoritative.  Children in step families  Show more adjustment problems than children in intact families, especially during adolescence   Minority students Ethnic and  Low-income parents Socioeconomi c Variations in Families  Middle-class families Ethnic and Often place high value on internal Socioeconomi characteristics such as c Variations in self-control and delayed gratification Families See education as a mutual responsibility THANKYOU