HUMAN DEVELOPMENT II:

SOCIAL, PSYCHOSOCIAL AND

MORAL DEVELOPMENT
EDUCATIONAL PSYCHOLOGY
3rd WEEK
By:
Dr. Zakiah Mohamad Ashari

GUIDING QUESTIONS
What

characterizes a high-quality studentteacher relationship?

What

are mental models, and why are they

important to social development?

How

can teachers nurture psychosocial

development, especially students initiative,
competence, and identity?

What

are the stages of moral development?

GUIDING QUESTIONS
How

do social competence develop, and how can

teachers nurture students prosocial behaviors?

How

does aggression develop, and how can

teachers
help
students
resolve
conflicts
amicably?

What

makes a bully? What makes a victim?

How

do students special needs interfere with

their social development?
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CHAPTER OVERVIEW
Relationships
Psychosocial

Development
Moral Development
Social Competence
Aggression

RELATIONSHIPS
Mental

models Self and others

Quality of relationships
Culture, diversity, and special needs
Trust: The beginning of positive social
development
Students
attachment
styles
with
teachers
Attachment for learners with special
needs
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ANTECEDENTS AND DEVELOPMENTAL OUTCOMES OF

STUDENTS MENTAL MODELS OF SELF AND OTHERS
Students enduring beliefs and expectations about what
they are like and what other people are like

Self Am I lovable? Am I a good person?

Others What are other people like? Can you trust
other people? Will they be there when you need them?

HIGH QUALITY RELATIONSHIP

Attunement

sensing and reading anothers

state of being and adjusting ones own behavior
accordingly

Relatedness

the psychological need to

establish close emotional bonds and attachments
with other people (belongingness or intimacy)

Supportiveness

an affirmation of the other

persons
capacity
for
self-direction
and
contribution to help realize his or her self-set goals

Gentle

discipline a socialization strategy that

revolves around explaining why a way of thinking
or behaving is right or wrong

LOW QUALITY
RELATIONSHIPS
Characterized

by neglect

Indifference
Permissiveness
Lack

of support
Lack of involvement
Characterized

by abuse

Insensitivity
Rejection
Hostility
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A TEACHERS
RESPONSIBILITY
Teachers

need to initiate conversation,

talk to and make suggestions for the
student (Magee, Galinsky, & Gruenfeld,
2007)

The

current teacher-student relationship

has
long-term
and
enduring
ramifications on the students later
school functioning and achievement
9
(Hamre & Panta, 2001)

CULTURE, DIVERSITY, AND

SPECIAL NEEDS
Behaviors

reflect cultural priorities

rather than social skills deficits or
behavioral disorders
Promote social development through
open-ended classroom dialogues
Maintain

good relationships with others

Avoid trouble with peers and adults
Pursue equity and justice
10

THE BEGINNING OF POSITIVE

SOCIAL DEVELOPMENT

Care An emotional concern and sense of responsibility

to protect or enhance another persons welfare or wellbeing

Attachment A close emotional relationship between

two persons that is characterized by mutual affection and
the desire to maintain proximity with the other.

Trust Confidence that the other person in the

relationship cares, is looking out for your welfare, and will
be there when needed

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Self-esteem Trust applied to oneself; an attitude that
one is worthy of a positive rather than a negative
evaluation

STUDENTS ATTACHMENT
STYLES WITH TEACHERS
Basic

attachment-related questions:

Can

I trust this person to be available

and responsive in times of need?
With this persons support, what can I
accomplish?

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PSYCHOSOCIAL
DEVELOPMENT
A

broad term to describe the quality of a

persons social development as a function
of past relationships in ones life
Psycho

Students sense of self

Social Quality of relationships in ones life
Development Extent to which ones social
development thrives or flounders
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ERIKSONS LIFESPAN
DEVELOPMENTAL
FRAMEWORK

14

INITIATIVE, COMPETENCE, AND

IDENTITY
Initiative

the use of surplus energy to

plan and constructively carry out a task

Competence

the self-assurance that

one
can
successfully
accomplish
culturally valued tasks

Identity

the sense of being a distinct

and productive individual within the
larger social framework
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IDENTITY STATUS IN ADOLESCENCE

Diffused

has not searched, explored or

committed to adult roles

Foreclosed

has not
committed to adult roles

explored,

yet

has

Moratorium

has explored but has not yet

committed to adult roles (identity crisis)

Achieved

has actively explored and made a

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personal commitment to a way of life

TAKING IT TO THE CLASSROOM

Supporting

Adolescents Identity

Expand

students awareness of social

opportunities
Support exploration of possible identities
Communicate value and support for schoolbased clubs and organizations
Support open-ended decision making about
possible identities
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YOUR TURN

Lydia is 17 years old and will graduate from

high school next year. She has had to work
after school every day and on the weekends
for the past two years, leaving her with very
little free time. She has no idea what she
wants to do with her life after high school.
How

might you help her make some decisions?

What steps should she take?

MORAL DEVELOPMENT
Students

judgements about what is

right and wrong

Changes

in students reasoning as to
why one action is right and another is
wrong
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STAGES OF MORAL DEVELOPMENT

(KOHLBERGS THEORY)
Preconventional

understands
social convention nor moral rules

neither

Stage

1 Moral judgments are based on a

punishment-and-obedience orientation. What is
good or right is that which avoids punishment
and defers to authority.
Stage 2 Moral judgments are based on what
satisfies ones own needs. What is right is what
I need; what is wrong is what I get punished for.
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KOHLBERGS THEORY
(CONTD)
Conventional

understands
embraces social convention

and

Stage

3 Moral judgments are based on a

good boy-nice girl orientation. What is good
or right is what pleases others and gains
their approval.
Stage 4 Moral judgments are based on a
law-and-order orientation. What is good or
right is doing ones duty, following fixed
rules, and acting to maintain the social order.
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KOHLBERGS THEORY (CONTD)

Post

conventional
embraces moral rules
Stage

understands

and

5 Moral rules are created from

socially agreed-upon standards that have
been critically examined and revised to meet
the need and values of the society.
Stage 6 Moral rules exist as self-chosen
ethical principles, such as justice, equal rights,
respect for the individual, fairness, and
reciprocity.
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ETHIC OF CARE
Ones

sense of responsibility and

compassion extends beyond oneself and
ones in-group to include a general ethic
of care by which decisions of right and
wrong are based (moral judgments).

Moral

maturity advanced from concerns

of the self through concern for ones ingroup to a concern for the needs of all.
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ETHIC OF CARE

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GENDER DIFFERENCES
IN MORAL DEVELOPMENT
Theories

of moral development can be

based on both a morality of justice and
a morality of care and this is true for
both boys and girls

25

CHARACTER AND
CONSCIENCE
Situational

compliance cooperatively
carrying out a teacher do this or dont do
that request with a sense of obligation
rather than a sincere commitment to the
action

Committed

compliance cooperatively
carrying out a teachers request to do this
or dont do that with an eager, willing, and
sincere commitment to the action

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POWER ASSERTION
Associated

with situational compliance,

impaired self-regulation, and increased
aggression

socialization strategy designed to

gain compliance through coercion,
pressure, forceful or harsh insistence,
and a negative or critical interaction
style

27

CONSCIENCE
The

capacity to use ones moral

cognition, moral emotions, and moral
self to inhibit aggression and to initiate
altruism and helping

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FOUR INTEGRATED SYSTEMS

DEVELOPMENT OF CHARACTER OR
CONSCIENCE

29

SOCIAL COMPETENCE
Social

competence How skilled

children
and
adolescents
are
at
managing the often frustrating and
challenging experiences they have with
other people
Emotional

regulation The capacity to

modulate or calm upsetting internal
emotional
reactivity
during
stressful
situations
30

SOCIAL COMPETENCE AND

SPECIAL EDUCATION
Teachers

rate
maintaining
self
control
as the essential social
competence for students with special
needs.

31

AGGRESSION
Any

intentional behavior designed to

harm
another
person
or
group
physically or psychologically

32

INSTRUMENTAL AND HOSTILE AGGRESSION

Instrumental

Strategic behavior to obtain

something one desires (i.e. a possession, a
toy, attention, etc.) that results in harm
inflicted on another person

Hostile

Anger-driven impulse to inflict

intentional harm on another person
Starting fights unprovoked physical aggression
Verbal protests verbal aggression directed at
teachers
Verbal hurt verbal aggression directed at peers 33

VIDEO GAME TECHNOLOGY

AND AGGRESSION
Exposure

to violence changes how the

student thinks.
Repeated
exposure
gives
viewers
aggressive social expectations and
aggressive behavioral scripts.
Students who take these aggressive
social expectations and behavioral
scripts into the schools will be more
aggressive and less helpful.

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Bullying

Bullying A unprovoked physical,

verbal, or psychological attack on a
peer that is intended to harm,
repeated over time, and involved a
power differential between bully and
victim

35

What Makes a Bully?

Bullies show low empathy and a high

value for social dominance and peer
admiration.

Bullying peaks in middle school.

A lack of social support is associated

with bullying.
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Taking It to the Classroom

Intervention Strategies

Establish clear rules against bullying.

Model desirable behaviors.
Foster a caring peer culture and climate
of emotional safety.
Hold regular discussions to review or
revise classroom rules.
Help students understand what bullying
is.
Tell students they are never alone
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against a bully.