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Social and Behavioral Socialization Outcomes - Coggle Diagram
Social and Behavioral Socialization Outcomes
Self Regulation
Self-regulation is one of the aims of socialization.
Self-regulatory behavior involves the ability to delay gratification, the ability to sustain attention to a task, and the ability to plan and self-monitor a goal-directed activity.
Children develop foundational skills for self-regulation in the first 5 years of life.
Self-regulation, or control, is a continuous process, an outcome of effective, cognitive, and social forces.
The development of self-regulatory ability depends partly on biological factors, such as the child’s temperament, and partly on contextual factor.
Parenting practices influence the development of self-regulation in that the motive for children to internalize adult standards.
Teaching strategies, especially in preschool, play an important role in helping young children regulate thinking and behavior.
Through continuous instruction, observation, participation, feedback, and interpretation, various levels of self-control are established.
Emotions play a role in self-regulatory behavior.
Self-regulatory difficulties may be symptomatic of conduct disorders, attention deficit hyperactivity disorder (ADHD).
To behave appropriately, children have to have the cognitive maturity to understand that they are separate, autonomous beings with the ability to control their own actions.
Antisocial Behavior -Aggression
There are two types of aggressive behavior:
1) Instrumental- those whose goal is to obtain an object, a privilege, or a space.
2) Hostile- those whose goal is to harm another person.
The causes of aggression fall into the following general categories: (1) biological (2) social cognitive (3) sociocultural (4) ecological
Researchers have uncovered specific brain chemicals that can be manipulated to control different kinds of aggression in humans.
Individual responses to alcohol consumption may be linked to aggression-related personality traits.
Scientists suspect that both genetic and environmental factors contribute to the complexity of aggressive behavior.
The amygdala is responsible for controlling emotions.
.The less control over emotions may reduce one’s ability to control stressful situations and increase the chances of violent behavior.
Childhood aggression, especially hostile aggression, often forecasts later maladaptive outcomes, such as delinquency and criminality
Children learn through a series of rein- forcing and non-reinforcing experiences when it is appropriate to act aggressively.
Punishing aggression with aggression is providing model behavior for the child to imitate.
Media is a source for learning aggressive behavior through modeling what is seen on the screen and through interacting with computerized game.
Aggression can be a result of peer group pressure.
Prosocial Behavior- Altruism
One of the aims of socialization is to teach developmental skills.
To participate in a group, one must cooperate, share, and help others when needed
Altruism is biologically influenced and it shows some consistency over time.
Altruistic behavior is an indication of the ability to regulate biological drive.
A child's prosocial skill may depend on the individuals involved, the specific situation, and how the child interprets.
Observing an adult sharing is more effective than just telling a child to share.
A warm, nurturing affectionate relationship between children and parents contributes to the development of prosocial tendencies.
In contrast to a cold, indifferent, distant relationship.
Moral Development
As children mature and develop, their morality change.
Intelligence, motivation, the need for approval and self-control also influenced moral development.
Heteronomous morality is
piaget's stage of moral development in which children think of rules as moral absolutes that cannot be changed
Autonomous morality is
Piaget's stage of moral development in which children realize that rules are arbitrary agreements that can be changed by those who have to follow them
Preconvention level
Kohlberg's stages of moral reasoning in which the individual considers and weighs the personal consequences of the behavior
Conventional level
Kohlberg's stages of moral reasoning in which the individual can look beyond personal consequences and consider others' perspectives
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