1. SOCIAL/BEHAVIORAL SOCIALIZATION OUTCOMES
Chapter 12
SOCIAL/BEHAVIORAL SOCIALIZATION OUTCOMES

2. Chapter Objectives
1. Theories which can be used to explain the development of aggressive and antisocial behavior. 2. Theories used to describe the development of altruism and prosocial behavior. 3. Moral theories of Piaget, Kohlberg, and Gilligan. 4. Major influences in the development of morality (individual, societal, etc.). 5. Major theories of gender-role development.

3. What is Self-Control (self-regulation)?
According to Vygotsky:
children cannot control their behavior until they incorporate into their own, the adult standards.
Self-control
includes the ability to delay gratification,
instead of engaging in impulsive behavior.

4. Self-Control/Regulation
According to Berns (Damon):
Influenced by the …..authoritative style of parenting
continuous process
an outcome of affective, cognitive, and social forces.
Prosocial behavior- appropriate: treated warmly and affectionately.
Anti-social behavior- Includes any behavior that harms others.

5. Learning Theories: Antisocial
According to Bandura theory
(reinforcement, modeling, and instruction)
Aggression was probably learned by observation and modeling.
Children identify with role models and imitate behavior. (T.V.)
Children imitate prestigious models
Children imitate those with high status and power

6. Abraham Maslow's Hierarchy of Needs Visualize yourself as a mountain climber

7. Varying Theories
STUDYING AGGRESSION

8. Sociocultural Theories
Influenced by (an) internal moral code (s)
An ability to interpret social cues or behavioral responses from others………
Peers: group pressure
Responses that are rewarded intermittently resist extinction.
Community: provides laws and police
To discourage aggression:
Don’t spank
Don’t ignore
Produce alternatives

9. SELF-REGULATION/BEHAVIOR Ecological model:
Influenced by variables that interact within the child’s culture (child, family, school, peer group, media, community)
Ineffective parenting
Deviant peer groups
Chronic delinquent behavior
Personality conflicts
SES stressors
Attitudes on handling aggressive behaviors

10. Prosocial Behavior: Altruism
Aims of socialization:
teach how to get along with others
Prosocial responses, such as
cooperating,
sharing,
giving comfort, and
offering to help
Altruistic behavior begins to appear during the preschool years.

11. Prosocial Behavior: Altruism
An effective socializing technique affecting altruistic behavior is moralizing with explanation.
“Look, you made Johnny cry; it’s not nice to pull hair.”
“Now what should you do?”
producing an outcome or some action to resolve the wrong doing.

12. Learning Theories Reinforcement, modeling, and instruction
Media model, as shown on Mister Rogers Neighborhood or Sesame Street, who exhibit prosocial behavior are likely to be imitated by their viewers especially when an adult reinforces the show’s message by discussion.
The school can train children by:
role playing.
children to teach others to be helpful or to share.
Providing opportunities for cooperation
Thus prosocial behavior can be increased in children by experience.

13. Kohlberg’s Theory of Moral Development
Kohlberg’s theory or moral development is based on reasoning about moral dilemmas.
associated with changes in the individual’s intellectual development
Depending on the age of the child and or their cognitive abilities

14. Moral Development MORAL ISSUE: Did you see what happened? Yes.
They were playing and John hit him too hard.
Is that something you are supposed to do or not supposed to do? Not so hard to hurt.
Is there a rule about that? Yes.
What is the rule? You're not to hit hard.
What if there were no rule about hitting hard, would it be all right to do then? No.
Why not? Because he could get hurt and start to cry…feelings

15. Social Convention CONVENTIONAL ISSUE:
Did you see what just happened? Yes.
They were noisy.
Is that something you are supposed to or not supposed to do? Not do.
Is there a rule about that? Yes.
We have to be quiet.
What if there were no rule, would it be all right to do then? Yes.
Why? Because there is no rule.

16. Kohlberg vs Gilligan
Kohlberg’s stage theory has been criticized because people’s reasoning and behavior don’t always correspond.
People may know it’s wrong yet do it anyway.
Gilligan proposes moral development be viewed in terms of care and well as justice

17. Gilligan’s Moral Development
Moral care perspective (collectivistic) sees people in terms of their connectedness with others.
The welfare of others is intrinsically connected to one’s own welfare.
People share in each other’s fortunes and misfortunes and must accept responsibility for one another’s care.
EX. Various cultures

18. Kohlberg’s Model of Moral Development
This theory has withstood the test of time
Most psychologists agree that morality is developmental;
that is, children universally progress through stages of understanding, and even though the timing of the progression and the highest stage reached are individual, the sequence of the stages is the same.

19. Family Influence on Moral Develop.
Although Kohlberg rejected the role of parents in a child’s construction of morality,
Damon (Berns, 2010) believes that since parents first introduce the child to the laws and logic of a social system, they are a crucial ingredient in the child’s moral development.
(ex) Childrearing methods have an impact.

20. Peers Influence on Moral Develop.
Most psychologists including Kohlberg believe that social interaction, especially the opportunity to
take the role of another person and
the opportunity to generate rules democratically,
can enhance moral development.
Children with more opportunities for participation in the family, peer groups, and social settings may develop faster in moral thought.

21. Mass Media Influence on Moral Dev.
Disadvantage: Since young children attend primarily to the consequences of acts and not intentions, they are unlikely to understand moral messages of programs, even when these are explicit.
(ex) Finders, Keepers….Losers, Weepers
Advantage: Television contributes to moral development by providing role models.
When children identify with televised models, they copy the observed behavior and accept the models attitudes

22. SOCIAL/BEHAVIORAL SOCIALIZATION OUTCOMES
Gender-Role Theories
SOCIAL/BEHAVIORAL SOCIALIZATION OUTCOMES

23. Theories of GENDER-ROLE Development
1. Psychoanalytic theory: how one comes to (feel) like a male or female
According to Sigmund Freud children identify with the same sex partner out of sexual love for the opposite-sex parent and fear the same sex partner for that love.
(ex) a boy identifies with the father because he loves his mother and is fearful of his father, who also loves his mother, will punish him for that love.

24. Theories of Gender-Role Development
2. Social Learning, or social cognitive theory (behavior): gender appropriate due to rewards, reinforcement, and punishment
“You are strong, just like your daddy.”
3. Cognitive Development Theory (think of oneself) a girl thinks:
“I am a girl; therefore, I do girls things.”
Children behave as boys and girls because of their understanding of how they are treated.

25. Theories of Gender-Role Development
4. Gender schema theory (perception): Girls cook and boys fix things
(through observation, experiencing and processing)
How one comes to perceive oneself as either male or female and process information accordingly.
Conclusion:
males and females behave differently.
They know which type of behavior is expected of their sex

26. Influencing Gender Roles:
Socialization practices maximize gender differences: family, peers, school, mass media, and the community.
Children learn their roles through:
rewards and punishment,
imitating a prestigious person, and
by being treated warm and affectionately by the model.

27. GENDER ROLES GENDER ROLE RESEARCH
MALES
more aggressive
exhibit greater visual-spatial ability than females
FEMALES
exhibit greater verbal ability than males
Socialization Practices Maximize Gender Differences
Girls and Boys Are Channeled Into Sex-typed Behaviors

28. GENDER ROLES INFLUENCES ON THE DEVELOPMENT OF GENDER ROLES
Family influences sex typing:
Paternal involvement
Maternal work status
Sex typing of parental roles in the home
females are encouraged in passive feminine roles taking and fine-motor play.
males in active, gross-motor, and manipulative play;

29. GENDER ROLES INFLUENCES ON THE DEVELOPMENT OF GENDER ROLES
Peers reinforce gender stereotyping
Peers encourage sex segregation
Boys’ games
elaborate rules
involved in team play
Girls’ play
smaller, intimate groups,
closer proximity to adults,
a strong convention of turn-taking, and
more conversation

30. GENDER ROLES INFLUENCES ON THE DEVELOPMENT OF GENDER ROLES
Teachers treat boys and girls differently.
Boys rewarded for achievement
Girls rewarded for more compliance
Mass media portrays gender stereotypes
Print media, Popular music, Interactive media
men are more dominant
Women are passive, less involved in problem-solving
Men portray strength, performance, and skill;
Women portray attractiveness and desirability.

31. GENDER ROLES INFLUENCES ON THE DEVELOPMENT OF GENDER ROLES
Community influences:
its attitudes regarding what is appropriate
behavior for males and females
its gender-role models it provides for children
occupations

32. GENDER ROLES INFLUENCES ON THE DEVELOPMENT OF GENDER ROLES
Schools
The passage of federal legislation (Title IX Education Amendment) in 1972 outlawed discrimination on the basis of sex.
Effects increased participation of girls in sports.
Foster prosocial behaviors by role modeling and providing opportunities for cooperation.