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Social and Behavioral Socialization Outcomes (Self-regulation the ability…
Social and Behavioral Socialization Outcomes
Self-regulation
the ability to regulate or control one's impulses, behavior, and/or emotions until an appropriate time, place, or object is available for expression. (p. 453)
Can be observed in children beginning about age two and increasing with age (p. 454)
Self-regulation is a continuous process, an outcome of affective, cognitive, and social forces.
Self-regulatory difficulties may be symptomatic of conduct disorders, attention deficit hyperactivity disorder or depression. (p. 453)
The development of self-regulatory ability depends partly on biological factors such as the child's temperament and partly on contextual factors, such as parenting practices and teaching strategies.
Antisocial behavior
any behavior that harms other people, such as aggression, violence, and crime (p. 454)
Prosocial behavior
any behavior that benefits other people, such as altruism, sharing and cooperation. (p. 454)
aggression
unprovoked attack, fight, or quarrel (p. 455)
Biological theories influences on aggressive behavior include evolution, genetics, and neuroscience.
Evolution (Freud)
Genetics
Neuroscience
Aggression occurs indirectly through the interaction of biological processes and environmental events.
Social Cognitive Theories
Learning Theory actions are contingent on consequences--behavior that is reinforced will be repeated; behavior that is not reinforced will cease.
Bandura--children learn through a series of reinforcing and non reinforcing experiences with it is appropriate to act aggressively, what forms are permissible, and to whom they can express aggression without disapproval or punishment.
Information processing
the way an individual attends to, perceives, interprets, remembers and acts on events or situations (p. 458)
Sociocultural Theories people are influenced by the attitudes, values, and behavior patterns of those around them particularly significant others.
Peers group pressure, supply the individual with the attitudes, motivation, and rationalizations to support antisocial behavior.
group pressure depends on their personalities, the situation, and also the number of reference groups to which they belong (p. 459)
Community--social contagion--when restraining socialization forces are reduced, aggression is more likely.
Communities who subscribe to the "culture of honor" believing that aggression is the acceptable reaction to personal affronts, have more incidence of violence.
Ecological Theories--variables operating in aggressive behavior involve the: child, family, school, peer group, media, community
Altruism
Voluntary actions that are intended to help or benefit another person or group of people without the actor's anticipation of external rewards (p. 455)
Prosocial responses become increasingly apparent throughout children as children develop cognitively and have more social interactions.
Biological Theories--reproduction and survival are inborn
Freud: Id, ego, superego (p. 463)
Social Cognitive Theories
Learning Theory: direct reinforcement or vicarious reinforcement
Reciprocal behavior
Observing and imitation a model
Instruction
Learning by Doing--increased in children via real-life experiences.
Cognitive Developmental Theories
Perspective-Taking
Moral Reasoning
Social Interactional Theories
Communication Style
Parenting Style
Sociocultural Theories
Children from cultures that give them early responsibility in family function tend to exhibit spontaneous altruism. (p. 468)
Gender roles
sex typing
classification into gender roles based on biological sex. (p. 483)
A
gender role
refers to the qualities an individual understands to characterize males and females in his or her cultures
Gender role is more of a psychological construct, whereas sex is a physical construct.
Consensus that biological, cognitive and social factors interactively contribute to sex-typed behavior.
Theories
Psychoanalytical Theory (Freud) How one comes to
feel
like a male female.
Social Cognitive theory (Mischel, Bandura) How one come to
behave
as a male or female
Cognitive-developmental theory (Kohlberg) How one comes to
reason
about oneself as a male or female
Gender schema theory (Bern, Martin, Halverson) How one comes to
process information
about oneself as a male or female by perceiving and interpreting gender-linked information
Morals
encompass an individual's evaluation of what is right and wrong. (p. 471)
Morality involves feeling, reasoning, and behaving.
Moral development: Preschoolers and school-agers consider right and wrong to be direct opposites, with nothing in between. Adolescents as matter of degree. (p. 471)
Piaget's Theory: Morality as "the understanding of and adherence to rules through one's own volition. (p. 471).
Heteronomous morality
Piaget's stage of moral development in which children think of rules as moral absolutes that cannot be changed. (p. 471)
autonomous morality
Piaget's stage of moral develoment in which children realize that rules are arbitrary agreements that can be changed by those who have to follow them. (p. 471)
younger children reason about the wrongness of an act in terms of amount of damage done, rather than whether the act was done purposefully or accidentally. (p. 472)
Kohlberg's Theory: no consistent relationship between parental conditions of child rearing and various measures of conscience or internalized values, because morality cannot be imposed it has to be constructed as a consequences of social experiences.
Preconventional level
Kohlbergis stagess of moral reasoning in which the individual considers and weighs the personal consequences of the behavior (p. 474)
conventional level
Kohlberg's stages of moral reasoning in which the individual can look beyond personal consequences and consider other's perspectives (p. 474)
Postconventional level
Kohlberg's stages of moral reasoning in which the individual considers and weighs the values behind various consequences from various points of view. (p. 474)
Kohlberg's work has be criticized because of moral reasoning and moral behavior, interviewing technique, cultural bias, gender bias
Justice moral Perspective
emphasizes the rights of the individual; when individual rights conflict, equitable rules of justice must prevail (p. 478)
care moral perspective
views people in terms of their connectedness with others; others' welfare is intrinsically connected to one's own. (p. 478)
Gilligan's Perspective
Influences
Situational contexts: The situation an individual is in often influences actual moral behavior. & Cognitive Factors involve the judgement of the situation, age of the child, and cultural orientation.
Individual Contexts: Temperament, self-control, self-esteem, intelligence and Education, social interaction, emotions
Socialization Contexts: family, peers, school, mass media, community
Several researchers believe that one's moral code develops through social interaction (discussion, debate, and emergence of consensus).
Socialization influences on Gender-Role Development
Family
Mothers and fathers interact with sons and daughters differently.
Fathers are the more influential gender-role socialization agent.
Individual differences in sex typing are influenced by parental involvement, maternal work status, and sex typing of parental roles within the home
Peers
Begin to exert their influences during early childhood.
Peers tend to reinforce gender stereotyping and to encourage sex segregation that leads to boys and girls growing up in different peer environments.
Schools
Schools provide a number of gender-related messages to children, some intentional and some unintentional.
Men are disproportionately represented in positions of power and administration, whereas women are often teachers, particularly in early grades
Teachers respond to boys and girls differently at every level of schooling
School-research has found that teachers threat boys and girls differently
Community
The community influences gender-role development through its attitudes regarding what is appropriate behavior for males and females and the gender role
Culture and religious orientation influence children's perceptions and expectations for gender
Mass Media
Mass media affect gender-role development by the way the appearance and behavior of male and female characters are portrayed, as well as by the advertising messages.
Print media influence gender-role socialization by the way in which males and females are stereotyped.
Stereotypes about men and women's behavior are visible in rock music videos.
Gender preferences in video games reinforce stereotypical behavior
tends to portray gender stereotyped behaviors and expectations.