Please enable JavaScript.
Coggle requires JavaScript to display documents.
Social and Behavioral Socialization Outcomes (prosocial behavior…
Social and Behavioral Socialization Outcomes
antisocial behavior
violence
crime
aggression
unprovoked attacks
fights
quarrels
types:
instrumental: goal is to gain object, space, privilege
hostile: goal is to harm
causes
social cognitive
learning theory
information processing theroy
biological
ecological
child (personality, cognitive level, social skills)
peer group (modeling, norms, acceptance/rejection)
school (attitudes on handling aggressive behavior)
media (modeling)
family (parenting, interaction)
community (socioeconomic stressors, attitudes about what constitutes aggressive behavior, availability of support systems).
sociocultural
peers
community
(Dishion & Patterson, 2006: Dodge, Pettit, & Bates, 1994) increased risks
lack of maternal warmth
exposure to aggressive adult models
harsh parental discipline
maternal aggressive values
family life stressors
mother’s lack of social support
peer group instability
lack of cognitive stimulation
prosocial behavior
altruism
sharing
cooperation
biological theories
social cognitive theories
learning
direct reinforcement (reward for an altruistic act)
vicarious reinforcement (observing someone else engaging in the act and getting reinforced for it)
cognitive development theories
perspective taking
moral reasoning
social interaction theories
sociocultural theories
morality
feeling; empathy and guilt
reasoning; the ability to understand rules, distinguish right from wrong, and take another person’s perspective
behaving; prosocial and antisocial acts, self-regulation of impulses
Jean Piaget (1965)
heteronomous morality: children think of rules as moral absolutes that cannot be changed
autonomous morality: children realize that rules are arbitrary agreements that can be changed by those who have to follow them
Kohlberg (1976)
preconventional level
individual considers and weighs the personal consequences of the behavior: “How will I be affected?”
conventional level
consider others’ perspectives: “What will they think of me?”
postconventional level
considers and weighs the values behind various consequences from various points of view: “How would I respect myself if I . . . ?”
The Defining Issues Test (DIT)
maintaining norms schema (corresponds to stage 4)
postconventional schema (corresponds to stage 6)
personal-interest schema (corresponds to stages 2 and 3)
moral development
situation context
cultural orientation
judgment of the situation
age of the child
individual contexts (personal characteristics)
temperament
self-control
self-esteem
intelligence and education
social interaction: emotions
gender roles
sex typing: classification into gender roles based on biological sex
theories of gender-role development
psychoanalytic theory: Fraud
social cognitive theory
cognitive developmental theory
gender schema theory
socialization influences gender type development
peers
school
family
community
mass media