1. Social and Emotional
Development
of Children and
Adolescents

2. I. THEORIES OF
SOCIOEMOTIONAL
DEVELOPMENT
 Erikson’sPsychological Theory of
Human Development
 Bandura’s Social-Cognitive
Theories
 Goleman’s Emotional Intelligence

3. A. Erik Erikson’s Psychosocial
Theory of Human Development
 Trust vs. Mistrust (Hope)
 Autonomy vs. Shame and Doubt (Will)
 Initiative vs. Guilt (Purpose)
 Industry vs. Inferiority (Competence)
 Identity vs. Role confusion (Fidelity)
 Intimacy vs. Isolation (Love)
 Generativity vs. Stagnation (Care)
 Integrity vs. Despair (Wisdom)

4. Trust vs. Mistrust
 Erikson acknowledged the major
role the caregiver (mother) plays in
the most critical stage and that is
the first life crisis.

5. Identity vs. Role Confusion
 Central adolescent dilemma
 Every adolescent goes through
examination, his/her identity and
the roles he/she must occupy.

6. Intimacy vs. Isolation
 The fusion of identities can only be
reached when young people have already
formed a clear identity; contrary to what is
usually perceived as finding identity in any
relationship.

7. Generativity vs. Stagnation
 Establishingand guiding the
next generation

8. Bandura’s Social Cognitive Theory
 Learning may occur as a result of watching someone
else perform an action and experience reinforcement or
punishement. This kind of learning is called
observational learning or modeling.
 Bandura also calls attention to a class of
reinforcements called intrinsic reinforcements. These
are reinforcements within an individual.
 Bandura has bridged the gap between learning theories
and other approaches by emphasizing the role of
cognitive (mental) elements in learning.

9. Cont. Bandura’s Social Cognitive
Theory
 Another important consideration is maturation.
It needs maturity to be able to
understand/perform a more complicated task.
 Bandura suggests that what an observer learns
from a particular model is influenced by his own
goals, expectations about what kinds of
consequences are likely if he adopts the model’s
behavior and judgment of his own performance
(Bee and Boyd 2002).

10. Cont. Bandura’s Social Cognitive
Theory
 There are four sets of processes/phases to produce a
behavior that matches that of a model:
 Attention: a child’s experience in a particular situation
influences his ability to achieve a modeled behavior.
 Retention: whatever skills are retained from what a child has
observed are a collection of cognitive skills
 Reproduction: the reproduced behavior is dependent on
other cognitive skills, that includes feedback from others
 Motivation: produce the behavior is influenced by various
incentives; his own standards, and his tendency to compare
himself with others (Bandura, 1989 as cited by Hetherington, et
al., 2006)

11. Emotional Intelligence
 a type of social intelligence that affords the
individual ability to monitor his own and others’
emotions, to discriminate among them, and to
use the information guide his thinking and
actions.
 Three component of EQ:
 the awareness of one’s own emotions;
 the ability to express one’s emotions approximately; and
 the capacity to channel emotions into the pursuit of
worthwhile objectives

12. Major qualities that make up emotional
intelligence and how they can be developed:
 Major qualities that make up emotional intelligence and
how they can be developed:
 Self-Awareness. The ability to recognize a feeling as it
happens is the keystone of emotional intelligence.
 Mood Management. The ability to change mood from
good to bad and vice versa
 Self-Motivation. Trying to feel more enthusiastic and
developing more zeal and confidence to arrive at
concrete achievement.
 Impulse Control. The essence of emotional self-regulation
is the ability to delay impulse in the service of a goal.
 People Skills. The ability to feel for another person,
whether in job, in romance and friendship and in the
family.

13. II. SOCIALIZATION AND THE
DEVELOPMENT OF IDENTITY
AND SOCIAL RELATIONS
 Socialization is the process by which parents
and others set the child’s standards of
behavior, attitude, skills, and motives to
conform closely to what the society deems
appropriate to his role in society.

14. A. Development of Identity
 James E. Marcia, has identified four identity or
statuses and correlated them with other aspects of
personality. These are the following:
 Anxiety
 Self-esteem
 Moral reasoning
 Patterns of social behavior
 Marcia defines crisis as a period of conscious
decision-making while commitment as a personal
investment in an occupation or a system of
beliefs (ideology).

15. Cont. Dev’t of Identity
 Marcia identifies four categories of identity information:
 Identity Achievement (crisis leading to commitment).
Characterized by flexible strength and tendency to be
thoughtful, although not too introspective, under
stress, have sense of humor.
 Foreclosure (commitment without crisis). Characterized by rigid
strength; self-assurance, self-satisfied, and strong sense
of family ties.
 Identity Diffusion (no commitment). Those who are shy away
from commitment.
 Moratorium (in crisis). They may not necessarily be in good
relationship but express preference for intimacy. They
are characteristically talkative, competitive, lively, and
anxious.

16. B. The Process of Identity
Consolidation
 Childrentake on what they see on
terms of behaviors and ways of fathers
and mothers. Most likely, they develop
the same patterns of doings things and
acting out in the roles of the family.
This process is called identity formation.

17. Gender Differences in Identity
Formation
 The process by which children acquire the
motives, values and behaviors viewed as appropriate
for males and females within a culture is called gender
typing.
 Gender-based beliefs are ideas and expectations about
what is appropriate behavior for males and females.
 Gender stereotypes are beliefs and characteristics typified
in the behavior of males and females and which are
deemed appropriate and therefore acceptable.
 Gender roles are the composites of behaviors typical of
the male of female in a given culture.

18. Cont. Gender Differences in Identity
Formation
 Gender identity is the perception of oneself as either
masculine or feminine.
 Androgynous persons are those with both masculine and
feminine psychological characteristics.
 The developmental theory of Kohlberg states that
gender-typed behavior is not seen until a child is able
to achieve gender constancy.
 Gender-schema theory suggests that children need
only basic information about gender in order to
develop naïve mental schemas that help them organize
their experiences and form rules concerning gender.

19. III. THEORIES OF THE
DEVELOPMENT OF MORAL
REASONING, ATTITUDES AND
BELIEFS:
KOHLBERG, TURIEL, GILLIGAN
 3 Basic Components of Morality
 Cognitive – involves knowledge of ethical rules and
judgments what is good and what is bad.
 Behavioral – the person’s actual behavior, his response
to situations involving ethical considerations
 Emotional – involves the person’s feelings and conduct
in reaction to situations that need moral and ethical
decisions.

20. Lawrence Kohlberg’s Cognitive
Theory of Moral Development
Level 1 – Preconventional Morality
 Stage 1 – Obedience and
Punishment Orientation
 Stage 2 – Naïve Hedonistic and
Instrumental Orientation

21. Level 2 – Conventional Morality:
Conventional Rules and Conformity
 Stage 3 – Good boy Morality
 Stage 4 – Authority and Morality
that maintain the Social Order

22. Level III – Postconventional
Morality: Self-accepted Moral
Principles
 Stage 5 – Morality of Contract:
Individual Rights, and Democratically
Accepted Law
 Stage 6 – Morality of Individual
Principles and Conscience

23.  According to Elliot Turiel that even
very young children can distinguish
moral values from what are dedicated
by conventions and are accepted ways
of doing things

24. Carol Gilligan’s Theory of Moral
Development
 Most females think of morality more
personally than males do
 Females tend to see themselves in terms of
their relationships with others. On the
contrary, males have the tendency to view
themselves as distinct and separate from
others.

25. Cont. Carol Gilligan’s Theory of
Moral Development
 The moral development in females is
traced through three levels:
 The primary concern is with oneself
 Females equate morality with
goodness, self, sacrifice, and caring for others
 Morality is equated with care for both
themselves and others

26. IV. FACTORS AFFECTING
DEVELOPMENT:
PARENTING, ROLE
MODELS, PEER GROUPS AND
INTERACTIONS
 Parenting
 Role Models
 Peer Group and Interactions

27. Parenting
 ParentingStyle
Authoritative -is a style of parenting that stresses self-
reliance and independence
Authoritarian - is a style of parenting that stresses
obedience respect for authority, and traditional values
Indulgent - is a style of parenting characterized by show
of affection, love, warmth, and nurturance but with little supervision
Neglectful - is a style of parenting characterized by little
warmth, nurturing, and supervision

28. Resulting Social Behavior in Child
 Authoritative – Social competence and
responsibility
 Authoritarian – Ineffective social interaction;
inactive
 Indulgent – Social competence, well-adjusted;
peer oriented; misconduct
 Neglectful – poor orientation to work and
school; behavior problems

29. Role Models
 Working mothers normally serve as role models for their
children
 The children of both mothers who were full-time
homemakers and mothers who worked outside the home
were similar in
cognitive, socioemotional, academic, motivational, and
behavioral domains from infancy through adolescence.
 For as long as there is alternative child care, maternal
employment does not usually have bad effects on children.
 Peers also influence acquisition of knowledge behaviors.
 Children also imitate older, more powerful and more
prestigious peer models
 As children age, they learn to reinforce peers’ behaviors

30. Peer Group and Interactions
 As the young are experiencing rapid
physical changes, they take comfort with
other people who are undergoing the same
changes.
 Peer group has always been a source of
affection, sympathy and understanding.

31. V. EXCEPTIONAL
DEVELOPMENT
 Gifted children are those who score
130 or above in an intelligence test and
have creative, artistic, leadership.
 There are average and above average
intelligence and manifest a discrepancy
between expected and actual
performance

32. Juvenile Delinquents
it
is anti-social, different from
what is normal action
2 Classifications:
StatusOffender
considered crime regardless
of who commits

33. Causes of Juvenile Delinquency
 Industrialization and urbanization which take
the adults away from home and leave the young
by themselves
 The fast life and varied activity of cities prove
tempting to the young who may not have money
to finance said activities. They may resort to
illegal ways of getting the necessary funds
 Frustrations wherein the resulting
disappointment is vented against society

34. Causes of Juvenile Delinquency
 Emotional deprivation that makes the youth feel
that if nobody cares for him, he does not care
for society in turn
 Deep seated conflicts and problems which
makes the young hostile toward the world
 Gangs or “barkada” of the wrong kind
 Poverty which cannot satisfy certain desires
 Broken homes where children are torn in their
loyalties and their sense of security

35. Causes of Juvenile Delinquency
 Irregular discipline
 Rejection – if youth is rejected, he also rejects
society and turns anti-social
 Lack of affection and sense of belonging
 Idleness which leads to mischief

36. Psychological Disorders that
Affect Children
 Conduct Disorder – manifests in repetitive and
persistent pattern of behavior where a young person
transgresses on the basic rights of others or violates
societal norms or rules
 Attention Deficit/Hyperactivity Disorder
(ADHD) – is a persistent pattern of inattention and
hyperactivity or impulsivity that is far in excess of
such behaviors observed in children in various stages
of development
 Anxiety Disorder – characterized by the feeling of
apprehension and low self-confidence that may be felt
through the adult years