1. Class Aims: H-370 February 6, 2012
Aims: general introduction to social development: descriptive and explanatory
Specific introduction to developmental, social, cultural frames of reference
Watch video: Who do you trust and why?
Questions and comments on each segment
K, 3, 5
Interpret what you see and hear
Ways of comparing

2. Scenario ___________________
Chester, a tall, skinny teenager who excels in math and science classes, feels embarrassed when he has to change into gym clothes in the boy’s locker room at school because he lacks muscularity and size.
Other, more athletic and well­ built teens notice Chester’s shyness and decide to exploit it. With their camera­-enabled cellular phones, they covertly take pictures of Chester without his shirt on and in his boxer shorts. These pictures are then circulated among the rest of the student body via cellular phone.
Soon enough, boys and girls are pointing, snickering, and laughing at Chester as he walks down the school hallways. He overhears comments such as “There goes Bird­Chested Chester” and “Wussy­Boy” and “Chicken­Legs Chester” and “Stick Boy.”
These words cut him deeply, and the perception that his classmates have of him begins to affect his math and science grades. -
(or, Google-search “cyberbullying scenarios”)
This week’s reading-related activity was presented by Rad and Alicia. The discussion was focused upon the RESOLUTION of a bullying incident involving technology (cell phone cameras). Restorative justice was introduced, especially with questions raised about when it works, when it might not work, and appropriateness for different contexts.

3. An attempt at resolution________
Assemble into groups of 6, and have each member take on one of the following roles:
- Chester
- Chester’s guardian
- The gym teacher
- Boy(s) who took the picture
- Principal
A student who receives the text message of the picture (bystander, observer, indirect participant)
Assume you have convened to resolve this incident. Each of you will have one minute to explain your perspective, and then you will attempt to resolve/amend the situation in a way that everyone in the group thinks is just and/or fair.

4. Reflection ____________________
Was it easy to take on the perspective of the person you were assigned? Why or why not?
Is there such a thing as a universally fair solution to a bullying incident? A universally just solution?
What would it take for a “restorative justice” model (such as the one we attempted to create in this activity) to actually work? What are the pitfalls? The benefits?

5. Kindergarten Girl 1- age 5
“This is my cat and this is Wendy” (her teacher)
And why do you trust your cat, and why do you trust me?
“Because my cat is funny and you give us toys to play with.”

6. Kindergarten Girl 2- age 5
“I trust Sabrina.”
Why?
“Because she always plays with me.”
Is that a good feeling when she plays with you? (Nods, Yes)
Does Sabrina trust you? (Nods, Yes)
What do you do so that Sabrina trusts you?
“Play with her and follow her!”

7. Kindergarten Girl 3 - age 5
Show us your picture
What is that?
“Conchita” (the classroom aide)
(In Spanish) What does Conchita do for you?
“Mucha Cosa”
She does a lot of things for you.

8. Kindergarten Girl 4- age 5
“I trust my dog.”
And what does your dog do that you trust your dog?
“Anything I tell him to do, he does it.”

9. Kindergarten Boy - age 6 “I trust Conchita and Wendy.”
What do we do that makes you think you can trust us?
“You help me do things I don´t know how to do.”
Any one else?
“My two brothers.”
Why?
“They don´t hit me...but they´re little!!”

10. Two third Graders- Girls age 8
Who is someone you trust?
“I trust my friend because she is always honest with me and she tells the truth.”
Who is someone you do not trust?
“I do not trust my little brother because he aggravates me, he is always lying to me and he is always taking my money.”

11. Third Graders-Girls age 8
Describe a person (who is your friend).
“She is kind, nice, calm.”
What do you like to do?
“Read, play, discuss things, just talk.”
What are things you disagree with?
“Clothes: She likes certain clothes and I like certain clothes.”

12. Third Graders-Girls age 8
Does this person trust you?
“Yes.”
Why does she trust you?
“I´m a nice friend and most of the time I´m honest with her.”
How does she influence you?
“She makes me trust her more.”
How do you influence her?
“The same way.”

13. Third Graders-age 8 Who is someone who knows both of you?
“Our friend, Lakeisha.”
What is her view of your relationship?
“It it a good relationship and should go on forever.”

14. Third Graders-Girls age 8
Do you believe trust is important among friends?
“Yes.”
Why?
“If you have a friend and you are honest their trust will build and
and if they are always lying to you their trust won´t build in you.”

15. Third Graders-Girls age 8
Why?
“Because if you lie to them, they won´t trust you and your relationship will go apart and apart and apart.”

16. Fifth Grade Boys-ages 10 and 11
Do you believe trust is important among friends?
“Yes, Trust is important among friends because that is how they know they are good friends. If they do not trust each other they won´t be good friends.”

17. Fifth Grade Boys-ages 10 and 11
Who is a person you trust and who is a person you do not trust (and why)?
“I trust Joel because he is nice to me and shares with me.”
“I do not trust Miguel because he is into everything.”

18. Fifth Grade Boys-ages 10 and 11
What do you do together?
“Play basketball, eat pizza.”
Why does he trust you?
“I never tell his secrets.”
How does this person influence you?
“He is nice to me so I am nice back.”

19. Fifth Grade Boys-ages 10 and 11
Who is a person you do not trust?
“Lots of people.”
Name one.
“I don´t want to make this person feel bad but.....probably Christina.”
Why don´t you trust this person?
“She´s sneaky. She has too many gossips in her brain.”

20. Looking for Differences in Social Interaction (i.e. Descriptions of)
1: Individual (or “personality”) Differences
E.g. cautious versus adventurous
Extrovert versus Introvert
2: Group (or “population”) Differences
E.g. girls versus boys
Ethnic groups, identity groups
3: Developmental Differences
E.g. age related
Maturity related
Capacity related

21. The growth of reciprocity: Secrets and Lies
Do you believe trust is important among friends?
“Yes.”
Why?
“If you have a friend and you are honest their trust will build and
and if they are always lying to you their trust won´t build in you.”

22. The growth of reciprocity: Secrets and Lies
What do you do together?
“Play basketball, eat pizza.”
Why does he trust you?
“I never tell his secrets” versus
“We never squeal on each other” versus
“ We respect each other’s privacy”
How does this person influence you?
“He is nice to me so I am nice back.”

23. Developmental Differences in the meaning of the concept of Trust
Lies as unilateral transgressions
If she lies to me……..
Betrayal of secrets as breaking a bilateral agreement (a norm of “reflective reciprocity”) I tell her a secret and she keeps it

24. Theory Building Interpersonal and social understanding
Interpersonal and social interaction/negotiation/conflict resolution and shared experience
What comes next?

25. Class Aims: H-370 February 7, 2012
Bullying as a matter of manipulating social awareness
You Promised! : Why climb a tree? and other social decisions our whole lives have prepared us for
These slides for Tuesday, February 7 were never actually shown in class. Instead, I wound up doing a presentation about bullying and some of the assumptions that affect how it is addressed (or not) in schools. Bob and I were planning to have the following slides as a discussion for the Holly dilemma (and Charlene, etc) in the First Things guides, but ultimately decided to leave it out because of the current cohort’s focus on older age groups (early adolescence) so the bullying discussion made more sense. However, these slides may be interesting for you to use to think through the First Things exercises, especially if you want to experiment with different socio-emotional learning styles/formats, and what you consider to be effective methods of teaching conflict resolution.

26. Holly’s Dilemma How might she understand the problem?
What solutions might she come up with?
What will she think the best solution?
How will she know if her solution is right?

27. Holly climbs the tree because:
She is a good tree climber
She likes kittens
She does not want her friend to be sad
She thinks her father will understand that she took a small risk to her own safety to help a friend and his kitten, which is very important

28. Holly does not climb the tree because:
She is not strong enough to reach that high a branch
She does not like kittens that much
She does not want her father to be angry with her
She knows her friend will understand she cannot risk breaking a promise she just made to her father without asking him

29. Levels in the Coordination of Social Perspectives
egocentric (physical)
one-way (unilateral)
reciprocal (bilateral)
third person (mutual)
interdependent (contextual)
Danger of attaching ages to these levels, where is the field now

30. In whose eyes? Through whose eyes?
The eyes of the observer
The eyes/mind of the child
Thought as action and/or reflection

31. Psychological and Cultural comparative analysis:
She thinks her father will understand that she took a small risk to her own safety to help a friend and his kitten, which is very important (Child A)
She knows her friend will understand she cannot risk breaking a promise she just made to her father without asking him (Child B)

32. Possible Psychological Explanations of Differences in Personality
Child A has a strong personality and thinks that others will trust her, or go along with her, or fear her.
Child B is submissive and afraid to disobey or be seen disobeying her father

33. Possible Cultural Explanations of Differences
Child A is being raised in a culture (or family) that heavily values assertiveness, autonomy, and independence
Child B is being raised in a culture (or family) that heavily values respect for parents and the role of parent as strong authority

34. Possible Contextual Explanations: Social/ Psychological Conditions
Child A: Just the other day she broke a promise to her father and is feeling like she can not break another one so soon.
Child B: The other day her friends accused her of not being a good enough friend, and she wants to show them she is.

35. Explanations?
How are these explanations different from developmental explanations?
Has Holly changed in 35 years?
Is the context or the culture different in ways that make a difference?

36. Two Theoretical Issues
Different versus Better Social Behavior and Relations
Social Thought and Social Action