Moreno Chapter 4

Personal, Social, and Moral

Development

Personal and
Social
Development

Diversity in
Personal, Social,
and Moral
Development

Moral
Development
Theories

Development
of the Self
Personal, Social,
and Moral
Development

Eriksons
Psychosocial
Theory

Personal and Social Development

Nature influences from heredity
Nurture influences from environment
Family influences
Attachment
Parenting styles
Authoritative
Authoritarian
Permissive
Uninvolved
Family structure

Peer influences
Peer pressure
Friendship
Peer status

Which is which?
A teenager asks for permission to go to a party that a
classmate, Jimmy is having while his parents are away on a
trip. Jimmy is a well-known partyer who has been
suspended from school several times.

Parent A: Absolutely not! If I ever catch you hanging out

with Jimmy, you will be grounded
Parent B: I dont think its a good idea. We know that
Jimmy gets in trouble all the time and I worry that without
his parents at home, things may get out of control
Parent C: Sure, I think that would be a lot of fun. Just be
careful
Parent D: Whatever!
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Which one are you?

Popular
Neglected
Average
Rejected
Controversial
(Turn to your friend, pick one category and
explain the reasons of your choice)

A Sense of Self

Who am I?
What are my strengths and weaknesses?
Am I a good person?
Do others like me?
Am I worthy of others care,
What is my mission in life?

Self-Concept
Realism
Overinflated self-concept
Unrealistic (might lead to negativism)

Abstraction
The way one define oneself (physical characteristics
vs. non-physical characteristics)

Differentiation
Categorisation of self-concept
By adolescence, at least three: social, academic and
physical

Self-concept and achievement

9

Self-Worth
Also called self-esteem (to what extent a person
value him/herself (positively or negatively)
An individuals overall view of himself/herself as a
person
How they feel about themselves (value)

Not self-efficiency (expectations concerning

abilities to perform tasks)
Self-handicapping
Undermine ones ability to achieve or perform a task

Self-worth and achievement

10

The Collective Self

Ethnic identity
Supporting students collective self
development
Heritage language and sense of self
Bilingual education influences
Cooperative and community projects

11

Pairing activity (20 minutes)

1) What are the psychosocial development
theories stated in the textbook?
What are the main points of each theory?

2) What are the moral development theories

stated in the textbook?
What are the main points of each theory?
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Eriksons Theory
Psychosocial interaction between
individuals emotional needs and the social
environment
Developmental crisis

14

Eriksons Psychosocial Crises

Pre-school
Trust versus mistrust
Autonomy versus shame
Initiative versus guilt

15

Eriksons Psychosocial Crises

Elementary and Middle School
Industry versus inferiority

High School
Identity versus role confusion

Adulthood
Intimacy versus isolation
Generativity versus stagnation
Integrity versus despair
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Limitations to Eriksons Theory

Fails to consider the role of culture
Most adolescents fail to successfully find their
identity
Experts criticize the idea that the identity
crisis precedes the intimacy crisis.

17

Marcias Theory of Identity

Development
Four types of identity status emerged from facing identity
crisis (adolescence):
1. Identity achievement
Results from explored realistic options, made choices and
committed to pursue choices

2. Identity diffusion

Results from disorganized examination of choices

3. Identity foreclosure
Results from following others without examining alternative for
one own life

4. Moratorium

Results from pausing (on hold) from making any decision for
ones personal development
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19

Piagets Theory of Moral

Development
Two stage theory of childrens moral
development
Heteronomous morality
Obey externally imposed rules to avoid being punished/
negative consequences

Autonomous morality
Perceiving rules as being flexible and negotiable

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Kohlbergs Theory of Moral Development

1.

2.

3.

Moral dilemmas
Difficulties to decide/choose one thing/task/person over the other
Conflict of interest, set of priorities, social norms/taboos
Moral internalization
Process to internalize external moral codes as our own internal moral
codes
Three stages of moral development:
Pre-conventional moral reasoning

No internalization

Consequence of action, rather inherent goodness or badness of action

Conventional moral reasoning
Intermediate level of internalization
Assume that abiding set of rules to be internally driven, but it is standard
rules by others
Post-conventional moral reasoning

Individuals internal moral principles may outweigh the rules of society

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Evaluation of Kohlbergs Theory

Strengths:
Valuable insights into the nature and development of
childrens and adolescents moral reasoning
Supported by research

Limits:
Subjective scoring on moral dilemma tests
Underestimates young childrens moral reasoning ability
Moral development seems to follow trends rather than
progressing systematically through stages
Bias: Kohlbergs research was conducted mainly with
middle-class American males under 17 years of age.
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Gilligans Theory of Moral

Development

Challenged Kohlbergs work gender biased

The ethic of care
No significant differences in Gilligans findings
Both males and females can use either a care
or justice orientation

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Promoting Moral Development

Moral education programs
Character education : an instructional
approach
Values clarification
Cognitive moral education
Service learning

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Diversity in Students Attachment

Students with learning disabilities, emotional
disturbances, and mild mental retardation are
less satisfied with their studentteacher
relationships
Teachers also report feeling significantly less
close to students with learning disabilities
Diversity in parentchild attachment

26

Gender Differences in Friendship and

Interpersonal Behaviors
Younger agers:
Boys are more likely to play in groups, be
competitive
Girls are more likely to engage in cooperative
activities and play in pairs

Later Adolescence:
Female friendships emphasize emotional
closeness and intimacy
Male friendships emphasize achievement and
autonomy
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Stages of Adolescent Girls Friendships

11 to 13, girls engage in activities for fun
14 to 16 years, more emphasis on sharing
secrets;
trust has become especially meaningful
girls may show signs of possessiveness with their
female friends

later adolescence, girls may begin to transfer

to males some of the trust, disclosure of
secrets, and possessiveness
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Gender Differences in Self-Concept and SelfEsteem

Students perceived competence in math, language
arts, and sports diminished over time
Girls tend to perceive themselves as more competent
than boys in reading and social activities
Boys tend to perceive themselves as more competent
than girls in math and athletics
Self-esteem decreased for both boys and girls during
the transition to junior high
High School: boys self-esteem increased dramatically
until the end of high school, significantly higher than
that of girls
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Cultural Differences in Identity Development

Western cultures may consider moratorium and
identity achievement statuses to reflect greater
developmental maturity than identity diffusion or
foreclosure
Non-Western cultures, parents, elders, or
community leaders may be seen as the
appropriate individuals to choose an adolescents
career or spouse : foreclosure may be considered
more positively than identity moratorium or
identity search
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Diversity in Interpersonal Behaviors

Asian-American students are often believed to
display deficits in social skills, because their
culture places a higher priority on academics than
social interactions
Recent immigrants to the United States from nonEnglish-speaking countries may also show
relatively little interactions with peers when
English is the only language used in the classroom
Cultural differences in teasing
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Summary

Personal and social development

The development of self
Eriksons Psychosocial Theory
Moral Development
Diversity in personal, social, and moral
development

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TEST YOUR KNOWLEDGE AND UNDERSTANDING

1. What is personal, social, and moral development

and what are their main influences?
2. How do different parenting styles relate to
students personal and social growth?
3. What are some strategies for creating school
familycommunity partnerships?
4. What is the difference between self-worth and
self-concept?
5. How can teachers promote students initiative,
industry, and identity?
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TEST YOUR KNOWLEDGE AND UNDERSTANDING

6. How might Eriksons ideas about psychosocial development
relate to Gilligans ideas about moral development?
7. What are the stages of moral development according to
Kohlberg?
8. What kind of instructional activities can you use to support
each one of the developmental theories that you learned in
this chapter?
9. What are the principles of personal, social, and moral
development and how would you apply those principles to
your classroom?
10. What are some diversity issues in students personal,
social, and moral development?

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CONNECT WHAT YOU LEARNED TO OTHER CHAPTERS

1. How would you use the information presented in Chapter 1 to help
you respond to a parent who reacts against the idea of participating
in his/her childs homework activities (Chapter 1)?
2. Asha does very well when classroom activities are well structured
and predictable but becomes upset and withdrawn when presented
with new, unusual activities. Devise a plan to determine whether
Ashas behavior is the result of her personality or an
emotional/behavioral disorder (Chapter 2).
3. What connections can you make between social development and
Piagets study of perspective taking (Chapter 3)?
4. How would you relate Eriksons developmental stages to an
apprenticeship model of learning (Chapter 3)?

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Possible questions for Assignment 2

1. What are some strategies that the teacher used to promote
students personal development?
2. Which of the development principles were applied during the lesson
and how?
3. Which of the development theories were most prominent in the
lesson?
4. How do you think that the teachers messages will affect students
self-concept or self-worth?
5. Did the teacher demonstrate an awareness of students diversity?
6. Evaluate the overall effectiveness of the lesson according to the
development theories that you learned by including both strengths
and weaknesses.
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