Unit 2 B Socialization Development models Bain, C.M., & Colyer, J.S. (2001). The Human way. New York: Oxford University Press.

Socialization Stage Models Social scientists have attempted to break down the human process of absorbing our experiences to become complete selves, into stages Psychosexual Theory – Freud (1856-1939) Cognitive Development Theory – Piaget (1896-1980) Social Experience Theory – Cooley (1864-1929) & Mead (1863-1931) Psychosocial Development Theory – Erikson (1902-1994) Moral Development Theory – Kohlberg (1966) Gender-based Theory – Gillian (1992)

1. Psychosexual Theory – Freud Conscious mind Mind id Unconscious Mind ego super ego Assumption: All born with the instinctive impulse to seek pleasure and avoid pain – id This instinct my come into conflict with the ego – Which tells us to obey the expectations of society and family. The id and ego battle it out! Personality is the result of which wins, the id or ego, at various points in our lives

1. Psychosexual Theory – Freud Continued Id vs Ego (Extremes) - Selfish - considerate - concerned for others - distant and cool in our personal relationships A combination of id and ego results in a personality somewhat more moderate Criticisms: Less accepted today Inborn, unconscious motivations are less accepted than external factors (no biological proof) – more focus on nurture, not nature Freud said males were normal and females inferior

1. Psychosexual Theory – Freud Continued Stages Age Id’s Pleasure focus Signs in Adulthood that the Id won 1. Oral Birth – 18 m Oral gratification - sucking Putting things in mouth Overeating, smoking, nail-biting 2. Anal 18 m – 3 yrs Bowl pleasure Resisting toilet training Meanness, obsessive neatness, resentment of authority 3. Phallic 3-6 yrs Awareness of sex organs Oedipus /Electra complex Selfishness, poor opposite-sex relationships 4. Latency 6yrs to puberty Same-sex friends Few opposite-sex friends Lack of close friends 5. Genital adolescence Dating and marriage Sexual energy Guilt about sexuality, feelings of inadequacy

1. Psychosexual Theory – Freud Continued Criticisms: Less accepted today Inborn, unconscious motivations are less accepted than external factors (no biological proof) Today we have a balanced focus on both nurture and nature Freud said males were normal and females inferior

2. Cognitive Development Theory - Piaget Children go through chronological developmental stages of intelligence Orderly and predictable Self emerges as each step is mastered Process of learning… limited by the development of the human brain

2. Cognitive Development Theory - Piaget continued Stage Age Characteristics (concluded from experiments) 1. Sensorimoter Birth – 2 yrs Learn by touching, egocentric (don’t understand others’ experiences), something exists only when you can see it 2. Pre- operational 2-7 yrs Understands symbols, understands that things can exist when you can’t see them (including concepts - cat, dog), Can’t understand why others can be right and they, wrong 3. Concrete 7-11 yrs Have logic - understand principles of measurement and size, quantities may be equal although arranged differently 4. Formal 11 yrs + Think abstractly – “on my right-hand side”, recognize other’s experiences and that others may by right or wrong

2. Cognitive Development Theory - Piaget continued Criticisms / problems / conclusions: Not everyone progresses through the stages at same rate 30% of 30 year olds not at formal operational

Social Experience Theory – Cooley and Mead The self does not exist at birth Self development is based on how we think others see us. (Nurture based) “the looking glass” - the idea that we see ourselves as having the features we think others see in us

3. Social Experience Theory – Cooley and Mead continued I – Self (subjective self) initiates social actions The Self Me – Self (objective self – plays the role of the other person) forms impressions about the I-self based on the responses of the other person Example: If the I-self initiates a social action (asks a guy on a date) If the guy says yes, the me-self is molded positively. If the guy says no, the me-self is molded negatively Therefore, children’s social experiences are vital to their development of the Me-self

3. Social Experience Theory – Cooley and Mead continued Criticisms / problems / conclusions Criticized for down-playing the biological element of the self (the nature side of the debate!)

4. Psychosocial Development Theory – Erik Erikson 8 chronological stages of development that describe a person’s entire life At each stage individuals face a conflict between social demands and personal wants Self emerges as we successfully or unsuccessfully resolve all 8 conflicts

Stage age Experience + Experience - Psychosocial Development Theory – Erik Erikson Stage age Experience + Experience - Trust v. Mistrust B - 1 Parent care: physical /psychological needs Lack of care uncertain parental love Autonomy v. shame, doubt 2 yrs Encouragement, clear discipline Criticism, overprotective discipline Initiative v. guilt 3-5 Encouragement of child’s interests, parental pride Criticism of child’s failures Industry v. inferiority 6-12 Guidance and praise of academic/social development Too high/low expectations to success in school Identity v. diffusion Adol. Strong role models to promote self-esteem and life goals no role models, social demands cause inner turmoil Intimacy v. isolation Young adult Healthy identity – concern for others – caring relationships Focus on the self over others fear of being hurt by bad rel. Generativity. isolation. Adult - hood Make good personal decisions, success, enjoy work, concern for growth others Self-centered, lack of concern for others Integrity v. despair Old age Self-confident, having led a complete life - satisfaction Depression, lacking fulfillment, sense of failure

4. Psychosocial Development Theory – Erik Erikson. continued Criticism / problems / critiques Model is too rigid – not everyone proceeds at same rate Still highly popular (simple, complete, logical)

5. Moral Development Theory – Lawrence Kohlberg Ability to judge morality depends on stage of brain development (critical of Cooley and Mead, intrigued by Piaget) We go from believing in black and white rules to questioning and understanding them as shade of grey

5. Moral Development Theory – Lawrence Kohlberg. continued Postconventional stage Adults - beyond blind acceptance of society’s norms - Are rules ethically justified? Conventional stage Teenagers - acknowledge the needs of others (less selfish) right and wrong need to be consistent with society’s norms – rules may vary according to circumstances Preconventional stage Young children -decide on an action solely on whether of not it is in their direct personal interest - rules are rules, not to be broken, never varied, or punished

5. Moral Development Theory – Lawrence Kohlberg. continued Criticism / problems / conclusions: Stages are too rigid, not everyone achieves them all. Only boys were used as research subjects

6. Gender-Based Theory – Carol Gilligan Critiqued Lawrence Kohlberg – using boys only in his study Gender based moral perspectives: Male morality – “Justice” perspective ( use rules and abstract principles when defining what is right and wrong) Female morality – “Care and responsibility” perspective (judge actions by how they affect personal relationships and loyalties Boys will sacrifice relationships to preserve rules Girls will bend rules to preserve relationships

6. Gender-Based Theory – Carol Gilligan. continued Criticism / problems / conclusions: Doesn’t say why the gender differences exist (nature or nurture?) Used only a narrow range of ages Many support her findings - valid