PERSONAL, GENDER, SOCIAL, MORAL Dev’t

DR. Von mizener

EDOL 631 3

Advanced Organizer Week 3 class outline

Chapter 3

PERSONAL, GENDER, SOCIAL, MORAL Dev’t

Erikson

Ainsworth

Kohlberg

Play

Risks

Week 3 class goals

Understand Erikson’s stages and how we/staff can support students’ successful passage through each stage

Understand Marcia’s theory of identity development

Be able to compare/contrast biological vs. social learning vs. behavioral theories of gender dev’t

Be able to identify various “types” of attachment

Identify your own level of morality, according to Kohlberg

Prepare for mental health risks your students may face

activity- ERIKSON

Psychosocial theory

GROUPS – 8 stages

– briefly summarize what happens in your stage and implications for your profession(s)

– real life example of someone you knew/ know in the stage See page 80/83

Content – erikson

Know stages, conflicts, and outcomes

Developmental crisis – outcomes

Autonomy vs shame/doubt – tolerance

Initiative vs guilt – Providing opportunities for Choice

Industry vs Inferiority – Role of praising effort over performance / praise improvement rather than compare to peers.

Goal-setting

More on page 83 – implications

Pegword example:

http://www.youtube.com/watch?v=LnDM1jYHe2A

Activity/assessment- marcia polling responses

Identity development – Marcia

2 questions: Active search? Commitments?

A) Achievement – yes/yes

B) Diffusion – no/no

C) Moratorium – yes/no

D) Foreclosure – no/yes

Temperament

Please share whether you believe temperament is consistent over time. What have you noticed in yourself, your own children or family members?

Easy, difficult, slow to warm up

Matching environment to baby “type”

Sexual and gender dev’t

Biological views

Freud’s view

Do you buy the Oedipal and Electra conflicts?

Behaviorist view

Are boys/girls treated differently from the start?

Have you observed this? In what ways?

Social learning view

Examples? How does TV play a role in learning stereotypes?

Disney?

Schema-based view

Activity & Examples – attachment video and polling

Attachment theory – Ainsworth

Strange situation – Ainsworth (Bowlby)

Avoident / Secure / Resistant

A / B / C

Examples –

9

Activity – stages of Play video identify types of play in clip

Unoccupied

Solitary

Onlooker

Parallel

Associative

Cooperative

Content – Kohlberg

Preconventional

Egocentric

Stage 1 obtain rewards / avoid punishments

Stage 2 follow rules if in best interest / depends on rewards

Conventional

Conform to social rules b/c believe it is “right” to do so

Stage 3 good boy/good girl – want to please – golden rule

Stage 4 law and order

Postconventional (stages 5/6)

Internal rules may or may not agree with societies norms

Universal ethical principle – may disobey laws that violate

Activity – Kohlberg – Heinz small group discussion

http://www.youtube.com/watch?v=5czp9S4u26M

A woman was near death from a special kind of cancer. There was one drug that the doctors thought might save her. It was a form of radium that a druggist in the same town had recently discovered. The drug was expensive to make, but the druggist was charging ten times what the drug cost him to produce. He paid $200 for the radium and charged $2,000 for a small dose of the drug. The sick woman’s husband, Heinz, went to everyone he knew to borrow the money, but he could only get together about $1,000 which is half of what it cost. He told the druggist that his wife was dying and asked him to sell it cheaper or let him pay later. But the druggist said: “No, I discovered the drug and I’m going to make money from it.” So Heinz got desperate and broke into the man’s store to steal the drug for his wife. Should Heinz have broken into the laboratory to steal the drug for his wife? Why or why not?[1]

Activity – group discussion cont.

Groups – Answer the Heinz Delimma for yourself. Choose and justify a course of action

Should Heinz steal the drug? Why or why not?

Analyze your response and determine what level of morality your “group” is in.

Remember the “REASON” for the action is more important than the action chosen

NOTE: weak link between “level” and action

Content – risks

Depression in children/adolescents

Indicators

Suicide – 2nd leading cause to…

Men vs women – why differences?

Affects on classmates

Does your school have a response plan?

Reflections Q/A?

Review – Week 3 class goals

Understand Erikson’s stages and how we/staff can support students’ successful passage through each stage

Understand Marcia’s theory of identity development

Be able to compare/contrast biological vs. social learning vs. behavioral theories of gender dev’t

Be able to identify various “types” of attachment

Identify your own level of morality, according to Kohlberg

Prepare for mental health risks your students may face

Assignments/Due dates

DB post due Sunday 11:%9

Read chapters

Midterm released after class week 4/ due by start of class week 5 (example of question will be shared next week)

Week 5 DB post upcoming – review guidelines online before next week