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

2. 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 ( )
Cognitive Development Theory – Piaget ( )
Social Experience Theory – Cooley ( ) & Mead ( )
Psychosocial Development Theory – Erikson ( )
Moral Development Theory – Kohlberg (1966)
Gender-based Theory – Gillian (1992)

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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!)

13. 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

14. 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

15. 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)

16. 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

17. 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

18. 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

19. 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

20. 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