The Socialization Process

Freud and Psychoanalytical Perspective ID- basic drives for survival and gratification (I want) –Food, water, love, safety Ego- ration and logic help us make better decisions and is more conscious (I have to wait my turn in line and then I can get what I want) Superego- Morals and ethics that subconsciously guide our decision making (Sharing is important)

Erikson and Psychosocial Development 8 Stages of Development: Focus on cultural and social influences on personality 1.Trust vs. Mistrust (birth to age 1): love and care leads to trust and a lack of love leads to mistrust 2.Autonomy versus Shame/Doubt (1-3): Freedom to explore leads to autonomy and overcautious parent can lead to a lack in trust of one’s own abilities

Erikson and Psychosocial Development 3. Initiative vs. Guilt (3-5): If parent’s encourage kids to try new things and to take an initiative they will, but if parent’s act as if all actions are bad or a nuisance the child develops a sense of guilt 4. Industry vs. Inferiority (6-11): If child’s efforts (good or bad) are viewed positively the child will continue to make more efforts but if told they are wrong they can feel a sense of inferiority

Erikson and Psychosocial Development 5. Identity vs. Role Confusion (12-18): If individuals feel safe and secure in their roles they have a strong sense of self, but role conflicts can lead to confusion 6. Intimacy vs. Isolation (18-35): Time to develop close and intimate relationships and if individual fails to do so they may feel isolated

Erikson and Psychosocial Development 7. Generativity vs. self-absorption (35-55): Concern for others and our future generations or concerned solely with personal achievement and and well-being 8. Integrity vs. Despair (maturity and old age): Can look back and feel as if conflicts resolved or feel as if life was insignificant or unfulfilling

Piaget and Cognitive Development Focus was on 4 stages of cognitive development and could not move forward until achieved the prior stage 1.Sensorimotor stage (Birth to 2): Can only understand what there senses provide them but begin to understand object permanence 2.Preoperational Stage (2-7): can use words and symbols but not to think logically and solve problems

Piaget and Cognitive Development 3. Concrete Operational Stage (7-11): Child begins to “think” before they act and develops a sense of empathy 4. Formal Operational Stage (12- adolescents): Ability to evaluate and think critically about actions and events

Kohlberg and Moral Development Behavior is based upon 3 stages of moral development 1.Preconventional Level (7-10): Do good because of fear of punishment and vice- versa 2.Conventional Level (10-adulthood): Must “fit in” and conform to society 3.Postconventional level (few ever reach): moral conduct is based on human rights and is more important than laws or government

Gilligan on Gender and Moral Development Believed Kohlberg did not take gender differences into account Believes women follow through 3 different stages and focus is on compassion (who gets hurt the least) rather than justice (right or wrong)

Gilligan on Gender and Moral Development 1.Woman is motivated to do what is best for her and by selfish concerns 2.Woman realizes she has responsibilities to others 3.Woman is able to make decisions that are most beneficial to herself as well as others

Cooley, Mead and Symbolic Interactionist Perspective Focus switches from a psychoanalytical or psychological explanation for personality and behavior to a social explanation Cannot develop our self-identity without interaction

Cooley “Looking Glass Self” Sense of self is derived from others Concerned with how we THINK others perceive us 1.Imagine how others see us (skinny, fat, funny) 2.Imagine how we think people are judging us based upon those observations 3.Develop a positive self-concept if we like how we are judged and a low self-concept if not

Mead and Role Taking We try out different roles throughout our life 1. Up to about age 3 most interactions lack meaning and children do not realize they have a role 2.From 3-5 children begin to see themselves as different from others and realize roles exist 3.Finally children not only understand they have a role, but must interact appropriately with those who play different roles 4.Sports Team- each player must interact and use the others in order to succeed

Self-Identity/Concept All of these theories attempt to explain how we develop or reach our self-concept 1.Physical Self- “I am short (but very handsome)” 2.Active Self- “I am a great wrestler, but horrible at baseball!” 3.Social Self- “I get along well with others” 4.Psychological Self- “I believe in hard- work and optimism”

What Is Your Self-Concept?? Provide 2 examples of all four components of self-concept for yourself How does your self-concept help determine your actions? For each of the four components explain how “being short, an athlete, optimistic, etc” has influenced some of your behaviors in the past or today Identify 3 of the theories we discussed and explain how you have progressed or are still progressing through the various stages and/or phases