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EDUCATIONAL PSYCHOLOGY REFLECTION FOR ACTION Canadian Edition O’Donnell, D’Amico, Schmid, Reeve, Smith
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CHAPTER 3 Social Development
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Educational Psychology, Canadian Edition Chapter 3 Social Development Themes of the ChapterThemes of the Chapter –There are aspects of a relationship that allow it to be characterized as a high- quality relationship –Social-developmental outcomes include concepts such as psychosocial development, social competence, and moral development
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Educational Psychology, Canadian Edition Guiding Questions What characterizes a high-quality student- teacher relationship?What characterizes a high-quality student- teacher relationship? What are mental models, and why are they important to social development?What are mental models, and why are they important to social development? How can teachers nurture psychosocial development, especially students’ initiative, competence, and identity?How can teachers nurture psychosocial development, especially students’ initiative, competence, and identity?(continued)
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Educational Psychology, Canadian Edition Guiding Questions (continued) What are the stages of moral development?What are the stages of moral development? How do social competence and aggression develop?How do social competence and aggression develop? How does self-concept develop throughout the school-age years?How does self-concept develop throughout the school-age years? How do students’ special needs interfere with their social development?How do students’ special needs interfere with their social development?
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Educational Psychology, Canadian Edition Relationships Mental models – self and othersMental models – self and others The quality of relationshipsThe quality of relationships Culture, diversity, and special needsCulture, diversity, and special needs Trust – the beginning of positive social developmentTrust – the beginning of positive social development Students’ attachment styles with teachersStudents’ attachment styles with teachers Attachment for learners with special needsAttachment for learners with special needs
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Educational Psychology, Canadian Edition Mental Models – Self and Others Students’ enduring beliefs and expectations about what they are like and what other people are likeStudents’ enduring beliefs and expectations about what they are like and what other people are like
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Educational Psychology, Canadian Edition Characteristics of high-quality relationships:Characteristics of high-quality relationships: – sensing and reading another’s state of being and adjusting one’s own behaviour accordingly –Attunement: sensing and reading another’s state of being and adjusting one’s own behaviour accordingly – the psychological need to establish close emotional bonds and attachments with other people –Relatedness: the psychological need to establish close emotional bonds and attachments with other people Mental Models – Self and Others
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Educational Psychology, Canadian Edition Characteristics of high-quality relationships: (continued)Characteristics of high-quality relationships: (continued) – an affirmation of the other person’s capacity for self-direction and contribution to help realize his or her self- set goals –Supportiveness: an affirmation of the other person’s capacity for self-direction and contribution to help realize his or her self- set goals – socialization strategy that revolves around explaining why a way of thinking or behaving is right or wrong –Gentle discipline: socialization strategy that revolves around explaining why a way of thinking or behaving is right or wrong Mental Models – Self and Others
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Educational Psychology, Canadian Edition Characteristics of low-quality relationships:Characteristics of low-quality relationships: –Neglect and abuse –Indifference –Permissiveness –Lack of support –Lack of involvement –Insensitivity –Rejection –Hostility Mental Models – Self and Others
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Educational Psychology, Canadian Edition Culture, Diversity, and Special Needs Behaviours sometimes reflect cultural priorities instead of social skills deficits or Behavioural disordersBehaviours sometimes reflect cultural priorities instead of social skills deficits or Behavioural disorders Saskatchewan curriculum for Native Studies includes several references to social relationship issues.Saskatchewan curriculum for Native Studies includes several references to social relationship issues. E.g., “There are many factors which have affected social relationships among Aboriginal peoples”E.g., “There are many factors which have affected social relationships among Aboriginal peoples”
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Educational Psychology, Canadian Edition Some children with special needs have difficulty giving love and affection to interaction partnersSome children with special needs have difficulty giving love and affection to interaction partners E.g., some children with autism and some children with emotional difficultiesE.g., some children with autism and some children with emotional difficulties Culture, Diversity, and Special Needs
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Educational Psychology, Canadian Edition Trust: The Beginning of Positive Social Development Aspects of trust – an emotional concern and sense of responsibility to protect or enhance another person’s welfare or well-being –Care: an emotional concern and sense of responsibility to protect or enhance another person’s welfare or well-being – a close emotional relationship between two persons that is characterized by mutual affection and the desire to maintain proximity with the other –Attachment: a close emotional relationship between two persons that is characterized by mutual affection and the desire to maintain proximity with the other
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Educational Psychology, Canadian Edition Issues Related to Mental Models of Self and Others Trust – confidence that the other person in the relationship cares, is looking out for your welfare, and will be there when neededTrust – confidence that the other person in the relationship cares, is looking out for your welfare, and will be there when needed Self-esteem – trust applied to oneself; an attitude that one is worthy of a positive or negative evaluationSelf-esteem – trust applied to oneself; an attitude that one is worthy of a positive or negative evaluation
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Educational Psychology, Canadian Edition Students’ Attachment Styles with Teachers Basic attachment-related questionsBasic attachment-related questions –What does this person do when I am upset? –Can I trust this person to be available and responsive in times of need? –With this person’s support, what can I accomplish?
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Educational Psychology, Canadian Edition Attachment for Learners with Special Needs Children with learning disabilities, emotional disturbances, or mild developmental delay are likely to report being dissatisfied with their student-teacher relationshipChildren with learning disabilities, emotional disturbances, or mild developmental delay are likely to report being dissatisfied with their student-teacher relationship
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Educational Psychology, Canadian Edition Psychosocial Development A broad term to describe the quality of a person’s social development as a function of past relationships in one’s lifeA broad term to describe the quality of a person’s social development as a function of past relationships in one’s life
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Educational Psychology, Canadian Edition Erikson’s Lifespan Developmental Framework
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Educational Psychology, Canadian Edition Initiative, Competence, and Identity – the child’s capacity to use a surplus of energy to plan and constructively carry out a taskInitiative – the child’s capacity to use a surplus of energy to plan and constructively carry out a task – the psychological need to be effective as one interacts with the surrounding environmentCompetence – the psychological need to be effective as one interacts with the surrounding environment – the sense of being a distinct and productive individual within the larger social frameworkIdentity – the sense of being a distinct and productive individual within the larger social framework
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Educational Psychology, Canadian Edition Identity Status in Adolescence – has not searched, explored or committed to adult rolesDiffused – has not searched, explored or committed to adult roles – has not explored, yet has committed to adult rolesForeclosed – has not explored, yet has committed to adult roles – has explored but has not yet committed to adult roles (identity crisis)Moratorium – has explored but has not yet committed to adult roles (identity crisis) – has actively explored and made a personal commitment to a way of lifeAchieved – has actively explored and made a personal commitment to a way of life
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Educational Psychology, Canadian Edition Guidelines for Supporting Adolescents’ Identity Expand students’ awareness of social opportunitiesExpand students’ awareness of social opportunities Support exploration of possible identitiesSupport exploration of possible identities Communicate value and support for school- based clubs and organizationsCommunicate value and support for school- based clubs and organizations Support open-ended decision making about possible identitiesSupport open-ended decision making about possible identities
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Educational Psychology, Canadian Edition Your Turn Lydia is 17 years old and will graduate from high school next year. She has had to work after school every day and on the weekends for the past two years, leaving her with very little free time. She has no idea what she wants to do with her life after high school.Lydia is 17 years old and will graduate from high school next year. She has had to work after school every day and on the weekends for the past two years, leaving her with very little free time. She has no idea what she wants to do with her life after high school. –How might you help her make some decisions? What steps should she take?
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Educational Psychology, Canadian Edition Moral Development Students’ judgements about what is right and wrong and their reasoning as to why one action is right and another is wrongStudents’ judgements about what is right and wrong and their reasoning as to why one action is right and another is wrong
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Educational Psychology, Canadian Edition Stages of Moral Development (Kohlberg’s Theory) – understands neither social convention nor moral rulesPreconventional – understands neither social convention nor moral rules – Moral judgments are based on a punishment-and-obedience orientation. What is good or right is that which avoids punishment and defers to authority –Stage 1: Moral judgments are based on a punishment-and-obedience orientation. What is good or right is that which avoids punishment and defers to authority – Moral judgments are based on what satisfies one’s own needs. What is right is what I need; what is wrong is what I get punished for –Stage 2: Moral judgments are based on what satisfies one’s own needs. What is right is what I need; what is wrong is what I get punished for(continued)
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Educational Psychology, Canadian Edition Kohlberg’s Theory (continued) – Understands and embraces social conventionConventional – Understands and embraces social convention – Moral judgments are based on a good boy-nice girl orientation. What is good or right is what pleases others and gains their approval –Stage 3: Moral judgments are based on a good boy-nice girl orientation. What is good or right is what pleases others and gains their approval – Moral judgments are based on a law-and-order orientation. What is good or right is doing one’s duty, following fixed rules, and acting to maintain the social order –Stage 4: Moral judgments are based on a law-and-order orientation. What is good or right is doing one’s duty, following fixed rules, and acting to maintain the social order(continued)
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Educational Psychology, Canadian Edition – Understands and embraces moral rulesPostconventional – Understands and embraces moral rules – Moral rules are created from socially agreed-upon standards that have been critically examined and revised to meet the need and values of the society –Stage 5: Moral rules are created from socially agreed-upon standards that have been critically examined and revised to meet the need and values of the society – Moral rules exist as self-chosen ethical principles, such as justice, equal rights, respect for the individual, fairness, and reciprocity –Stage 6: Moral rules exist as self-chosen ethical principles, such as justice, equal rights, respect for the individual, fairness, and reciprocity Kohlberg’s Theory (continued)
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Educational Psychology, Canadian Edition Ethic of Care One’s sense of responsibility and compassion extends beyond oneself and one’s in-group to include a generalOne’s sense of responsibility and compassion extends beyond oneself and one’s in-group to include a general ethic of care
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Educational Psychology, Canadian Edition Gender Differences in Moral Development Theories of moral development can be based on both a morality of justice and a morality of care; this is true for both boys and girlsTheories of moral development can be based on both a morality of justice and a morality of care; this is true for both boys and girls
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Educational Psychology, Canadian Edition Character and Social Conscience – cooperatively carrying out a teacher’s requests to “do this” or “don’t do that” with a sense of obligation rather than a sincere commitment to the actionSituational compliance – cooperatively carrying out a teacher’s requests to “do this” or “don’t do that” with a sense of obligation rather than a sincere commitment to the action – cooperatively carrying out a teacher’s request to “do this” or “don’t do that” with an eager, willing, and sincere commitment to the actionCommitted compliance – cooperatively carrying out a teacher’s request to “do this” or “don’t do that” with an eager, willing, and sincere commitment to the action
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Educational Psychology, Canadian Edition Power Assertion A socialization strategy designed to gain compliance through coercion, pressure, forceful or harsh insistence, and a negative or critical interaction styleA socialization strategy designed to gain compliance through coercion, pressure, forceful or harsh insistence, and a negative or critical interaction style
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Educational Psychology, Canadian Edition Power Assertion in the Classroom Give examples of how the following individuals assert power in the classroom either verbally or non-verballyGive examples of how the following individuals assert power in the classroom either verbally or non-verbally –Teachers –Students –Parents
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Educational Psychology, Canadian Edition The capacity to use one’s moral cognition, moral emotions, and moral self to inhibit aggression and to initiate altruism and helpingThe capacity to use one’s moral cognition, moral emotions, and moral self to inhibit aggression and to initiate altruism and helping Conscience
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Educational Psychology, Canadian Edition Aggression Any intentional behaviour designed to harm another person or group physically or psychologicallyAny intentional behaviour designed to harm another person or group physically or psychologically
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Educational Psychology, Canadian Edition Video Game Technology and Aggression Exposure to violence changes how the student thinksExposure to violence changes how the student thinks Repeated exposure gives viewers aggressive social expectations and aggressive behavioural scriptRepeated exposure gives viewers aggressive social expectations and aggressive behavioural script Students who take these aggressive social expectations and behavioural scripts into the schools will be more aggressive and less helpful than othersStudents who take these aggressive social expectations and behavioural scripts into the schools will be more aggressive and less helpful than others
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Educational Psychology, Canadian Edition Instrumental and Hostile Aggression – strategic behaviour to obtain something one desires that results in harm inflicted on another personInstrumental aggression – strategic behaviour to obtain something one desires that results in harm inflicted on another person – the anger-driven impulse to inflict intentional harm on another person, e.g.:Hostile aggression – the anger-driven impulse to inflict intentional harm on another person, e.g.: – – unprovoked physical aggression –Starting fights – unprovoked physical aggression – – verbal aggression directed at teachers –Verbal protests – verbal aggression directed at teachers – – verbal aggression directed at peers –Verbal hurt – verbal aggression directed at peers
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Educational Psychology, Canadian Edition Responding to Hostile Aggression Hostile Aggression –Starting fights –Verbal aggression –Verbal hurt How would you prevent their occurrence?How would you prevent their occurrence?
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Educational Psychology, Canadian Edition Social Competence – how skilled children and adolescents are at managing the sometimes frustrating and challenging experiences they have with other peopleSocial competence – how skilled children and adolescents are at managing the sometimes frustrating and challenging experiences they have with other people –Emotional regulation: the capacity to modulate or calm internal emotional reactivity during stressful situations
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Educational Psychology, Canadian Edition Social Competence and Special Education Teachers rate maintaining self control as the essential social competence for students with special needsTeachers rate maintaining self control as the essential social competence for students with special needs What happens when students lose self- control?What happens when students lose self- control?
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Educational Psychology, Canadian Edition Self-Concept Set of beliefs the individual uses to mentally represent or understand his or her sense of selfSet of beliefs the individual uses to mentally represent or understand his or her sense of self Three patterns govern the development of self- concept over timeThree patterns govern the development of self- concept over time – –Greater realism – –Greater abstraction – –Greater differentiation
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Educational Psychology, Canadian Edition Enhancing Self-Concept Why?Why? –Domain specific self-concept beliefs correlate positively with academic achievement in that domain and with other positive educational outcomes How?How? –Intensive intervention programs can boost students’ domain specific skills and thus change self-concepts
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Educational Psychology, Canadian Edition Social Comparisons The act of comparing one’s personal characteristics, performance, and abilities to the characteristics, performances, and abilities of othersThe act of comparing one’s personal characteristics, performance, and abilities to the characteristics, performances, and abilities of others
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Educational Psychology, Canadian Edition Self-Esteem The evaluation of oneself as a person, partially on the emotional basis of how others treat the self and partly on the basis of one’s competence and achievement in different domainsThe evaluation of oneself as a person, partially on the emotional basis of how others treat the self and partly on the basis of one’s competence and achievement in different domains
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Educational Psychology, Canadian Edition Self-Esteem in Students with Learning Disabilities Students with learning disabilities score substantially lower on measures of self- esteem than do equally intelligent students who do not have learning disabilitiesStudents with learning disabilities score substantially lower on measures of self- esteem than do equally intelligent students who do not have learning disabilities
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Educational Psychology, Canadian Edition Copyright Copyright © 2008 John Wiley & Sons Canada, Ltd. All rights reserved. Reproduction or translation of this work beyond that permitted by Access Copyright (the Canadian copyright licensing agency) is unlawful. Requests for further information should be addressed to the Permissions Department, John Wiley & Sons Canada, Ltd. The purchaser may make back-up copies for his or her own use only and not for distribution or resale. The author and the publisher assume no responsibility for errors, omissions, or damages caused by the use of these files or programs or from the use of the information contained herein.
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