Course 1
CHILDHOOD AND GROWING UP
Module 1. Principles of Development
Unit 1: Growth and Development of a Child
A. MEANING OF GROWTH AND DEVELOPMENT AND ITS DIFFERENCE.
¾ Definitions of Growth – Crow & Crow
¾ Definitions of Development- E.B. Hurlock
¾ Analysis of the definitions to bring out the Meaning of Growth & Development.
DIFFERENCE
GROWTH
DEVELOPMENT
‹ Definition
‹ Definition
‹ Quantitative
‹ Qualitative
‹ Part of developmental process
‹ Cannot happen without growth
‹ Particular change in structure of body
‹ Changes are wholistic
‹ Does not continue throughout life
‹ Continues throughout life span
‹ Changes produced- measured
‹ Directly not measured but assessed
through observation of behaviour.
B. STAGES OF GROWTH AND DEVELOPMENT (EARLY CHILDHOOD, LATER CHILDHOOD
AND ADOLESCENCE)
Each Stage can be described with respect to..
Physical Development
Cognitive Development
Social development
Moral Development
Emotional Development
C. ROLE OF SCHOOL IN GROWTH AND DEVELOPMENT OF A CHILD
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Proper knowledge of developmental potential of each stage
Suitable environment for proper growth
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Rendering appropriate Nutritional Education/ Sex Education
Knowledge of psyche of each stage
Diagnosing potentialities
Help in setting goals
Arranging learning environment to maximise development
Incentive & reinforcement
Training of emotions & emotional needs
Religious & moral education
Vocational education
Arranging guidance services
TASK/ASSIGNMENT:CASE STUDY OF ANY SCHOOL, WHICH HAS A POSITIVE IMPACT ON THE
OVERALL GROWTH AND DEVELOPMENT OF ITS STUDENTS.
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Unit - 2: Process of Development
A) Genetic background and Development
Define – Heredity and Individual differences.
Heredity-Definition:
The American Heritage® Dictionary of the English Language, 4th Editionn:
A. “The genetic transmission of characteristics from parent to offspring.
B. The sum of characteristics and associated potentialities transmitted genetically to an individual organism.”
2. Definition:
“One’s heredity consists of all the structures, physical characteristics, functions or capacities derived from
parents, other ancestry or species”. – (Douglas and Holland- 1947”.
Analysis:
Thus heredity refers to a biological mechanism as a result of which a child gets something from his ancestral
stock through his parents.
Definition: Individual Differences:
Carter B. Good (1959),
1. Individual Differences stand for “the variations or the deviations among individuals in regard to a single
characteristic or a number of characteristics”.
2. Definition:
The differences between individuals that distinguish or separate them from one another and make one as an
unique individual in oneself are named as “individual differences” in psychological terminology.
Analysis:
Individual differences are seen in the three domains namely Cognitive, Affective and Psycho-motor like:
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Physical differences
Mental differences (IQ, Thinking..)
Difference in motor ability
Difference in achievements
Emotional differences
Impact of genetic factors on child development:
1. Physical Development: E.g. what does law of similarity speak like children tend to be similar to their
parents---thus following the notion of like begets like—the children of fair colored parents are likely to be
fair.
2. Cognitive Development– IQ inherited from parents etc E.g., Studies of intelligence report results that seem
to show that intelligence is genetically determined for the most part.
Trends in Development
¾ The genetic material that makes us different one from the other, also makes us similar in many ways--development changes take place in an orderly sequential patterns . Some of the patterns of
development are:
¾ Developmental Direction: HEAD region to the organism downward.
¾ Differentiation and Integration: are facets of the progressive changes in organisation of individual as a
functioning system
¾ Cumulative Influence: Some events predispose the individual to certain kinds of behaviour in latter
life.
¾ A significant alteration of either the life history or of the stimulating conditions is likely to produce a
different type of behaviour.
(Meaning of these patterns/trends of development with examples)
C) Maturation and Learning:
Meaning of Maturation and learning
Relationship between Maturation and Learning.
Task/Assignment: Prepare a report of three research studies, results of which suggest that genetic
factors make a considerable contribution to individual’s development and behaviour.
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Module 2: Fundaments of Development
Unit 3: Context of Development
A) Child Development as a multidimensional concept within a pluralistic society
( physical, Emotional and Social)
¾ Meaning of development as a multidimensional concept with reference to physical, emotional and
social processes.
¾ Definition of Pluralistic society.
¾ Meaning:
¾ Children’s development is multidimensional. Children develop in three broad areas, which child
development experts (Berk, 2008) refer to as “domains” of development:
¾ Physical development—Changes in body size, shape, appearance, functioning of body systems,
perceptual and motor capacities, and physical health.
¾ Social/emotional development—Changes in a child’s unique way of dealing with the world (e.g.,
understanding and expression of emotions, knowledge about others, interpersonal skills, selfawareness, friendships, moral reasoning and behavior).
¾ Cognitive development—Changes in intellectual abilities, including learning, memory, reasoning,
thinking, problem-solving, creativity and language development.
¾ These domains of development overlap and often interact with each other. What happens in one
domain can have a major influence on another domain. For example, the toddler’s newly acquired
ability to walk (physical development) can influence his or her potential to learn about new aspects of
the environment (cognitive development).
¾ On the other hand, if a child has a physical impairment, such as the inability to hear, it can affect his or
her social/emotional and cognitive development (e.g., language acquisition). In addition, development
can occur unevenly across the vari- ous domains. In some children, physical development outpaces
social/emotional development, or vice-versa.
A. Definition of Pluralistic Society:
¾ A state of society in which members of diverse ethnic, racial, religious, or social groups maintain an
autonomous participation in and development of their traditional culture or special interest, within the
confines of a common civilization.
¾ Definitions:
¾ “A pluralistic society is a diverse one, where the people in it believe all kinds of different things and
tolerate each other’s beliefs even when they don’t match their own.”
¾ “A pluralistic society accepts many different sorts of people, from different races, sexual orientations,
cultures, and religions. Pluralistic ideas are part of a philosophy known as pluralism.”
¾ Analysis- therefore:
¾ In a pluralist society, no one group or characteristic totally dominates social organization because all
groups have to act as if they value and accept diversity.
¾ In other words, pluralism guards against totalitarianism and against tribalism, though not against tribes
asserting their separate identities, providing that they accept the equal value of other tribal cultures.
B) Impact of different parenting styles on child development.
1. Authoritarian or demanding style
¾ Obedient children, who follow their parent's
advice and instructions.
¾ Responsive children, who spring to their
attention, when their parents ask them to do
something immediately.
¾ Children may keep waiting for their parents'
instructions.
¾ Children may rank very low in the level of
happiness of life.
3. Permissive or liberal style
2.Authoritative or firm style
¾ Children know, when to respond to their
parents' instructions and demands.
¾ Children are cooperative with their parents.
¾ Children are obedient and responsive.
4. Uninvolved or impassive style
¾ Children, who undergo such a style may
display very poor competency and capability.
¾ They may not do well in their classroom
studies and tests.
¾ They may rank very low in happiness index.
¾ They may face future problems in selfregulating their emotions.
¾ Children, who are raised in this manner could
face a lot of problems in life.
¾ Such children lack self-control.
¾ They may also lack self-image and selfesteem.
¾ They could be less competent than their peers.
C) Child development in socio- cultural context: Interplay of poverty, caste, gender and tribal
communities:
Pluralistic society A state of society in which members of diverse ethnic, racial, religious, or social
groups maintain an autonomous participation in and development of their
traditional culture or special interest, within the confines of a common civilization. “A pluralistic society accepts many different sorts of people, from different races, sexual orientations, cultures, and religions. Pluralistic ideas are part of a philosophy known as pluralism.” •
Impact of Pluralistic society on child development with respect to Physical Emotional and Social.
Physical Poverty
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Caste
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Malnutrition- child’s health
Higher rates of
rehospitalization, below-normal
growth, childhood illnesses,
neurological problems,
developmental problems and
health-related limitations
Diseases (asthma, Overweight
and obesity, Injuries)
Affects cognitive ability
Teen pregnancy
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Availability of Food (Quality
and facility)
Medical facilities and
treatment, untreated medical
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conditions
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Emotional
Health Problem (Nature of
work and Work place)
Health care services :
including prevention and
treatment
Dissatisfaction
Depression
lack self confidence
Adjustment problems
stress
lack compassion
Social
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inequality
rejection
involves angry, antisocial
urges
Aggression
Frustration
Avoid interpersonal
interactions
elicit negative emotions,
such as, sadness, loneliness,
hurt, anger, jealousy and
lower self-esteem in the
victims
Avoidance behavior
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Education :
illiteracy
Living standard
(basic needs)
Social status
involve in anti
social activities
Early marriages
Substance abuse
Education
facilities
Deprivation
untouchables
withdraw
socially
employment status
Social stigma
(‘defect’ in a
person’s social
identity‐negative
information
about a person
that is known by
others)
highly selfconscious,
sensitive to
others’
comments and
criticism, and is
likely to feel
socially anxious,
especially when
under
observation
social role :role
of serving the
members of
higher castes
Gender
Tribal
Communi
ties
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Child Trafficking
Malnutrition- Low IQ
Impaired Cognitive skills
Deprived Adequate standard
of living
Health care services :
including prevention and
treatment
Safety from injury, violence,
and environmental hazards
Poor children experience are
often
characterized
by
hardship,
hunger,
homelessness, exposure to
toxins and other dangerous
substances, exposure to
violence and other hazards to
physical
safety,
and
inadequate preventive health
care.
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Inequality (Food,
Education facilities)
Anxiety
Child Abuse
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Parenting and the quality
of the home environment
Encouragement / Support
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Violence and Trauma
Aggression
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Parenting and the quality
of the home environment
Safety
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Decision
making
Education
facilities
Selection of
profession
Inequality
unable to fulfill
basic needs
socio-economic
status
Family structure
Number of
siblings
socially
disapproved
behaviour
Education
facilities and
dropout rate
Task/ Assignment: Select any one socio – cultural context in India and write a 1000 words essay on
their parenting styles , or make a scrap book to depict child development in any one tribal community
in India.
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Unit 4- Methods and Approaches of Studying child development
A. Methods:
1.Observation – Participatory and non-participatory (Definition, Merits and Limitations)
2. Clinical :
¾ Clinical method is a part of clinical psychology which is an art and technology of dealing with
adjustment problem.
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Clinical method is directed towards the study of individual behaviour.
The clinical set up is associated with health care and treatment of the children/individuals
It helps the investigator to find the root cause of the problem or exceptional behaviour.
Suggest possible treatment and provide appropriate environment
Characteristics
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The clinical method is applicable to an individual having problem
It involves methods of diagnosis and treatment.
It aims at seeking maximum adjustment and welfare for the disturbed individual.
It is an art as well as science
Method of Diagnosis
¾ Diagnosis is based on the past events, experiences, its impact and reactions, the present environment
and adjustment problems. The following techniques are used¾ Adequate physical check up
¾ Making out a case history
a) Identifying data
b) Environmental background
d) History of exceptional behaviour
¾ The Clinical Interview
¾ Direct observation of behaviour
¾ Using tests and measuring devices
Method of treatment
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Modifying the environmental forces
Modifying the individual’s attitude
Modifying the environmental forces
Resettlement
Change in attitude of parents, teachers, peer etc.
Provision of better facilities
Modifying the individual’s attitude
Guidance and counseling
Auto suggestions
use of therapies – game therapy
Role play
c) Developmental history
Merits
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Useful for making comprehensive study of an individual
It helps to find our the causes of maladjustment
The method helps in revealing special disabilities of the person
It is useful in the study of school problems
Provides new avenues for research
Individualized method
Very useful in dealing with personal problems and adjustment
Limitations
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Subjective method
Lengthy method
Costly
Difficult preparation –human sources may not cooperate in preparation of case history
Difficult interpretation – no definite norms
No laboratory verification
Limited scope – no universal application
B. Approaches:
Cross Sectional Approach
Meaning: Cross-sectional research studies are based on observations that take place in different groups at one
time.
¾ This method is used to gather information only. The information may then be used to develop other
methods to investigate the relationship that is observed.
¾ The cross-sectional method of investigation often is used when the research aim is to compare
developmental levels at various ages or backgrounds.
¾ Many children at different ages are studied in groups according to their age, and the results on the
same sets of measures are compared for the groups.
Characteristics:
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People are studied at a “point” in time, without follow-up.
“Snapshot” of a population, a “still life”
Variables are not manipulated by researchers
Provide information only; do not answer why
Cross-sectional studies include surveys
Can combine a cross-sectional study with follow-up to create a cohort study.
Can conduct repeated cross-sectional studies to measure change in a population.
Uses
¾ In psychology, cross-sectional research studies are often used by researchers studying developmental
psychology.
¾ They often do this to examine changes in similar groups at different ages.
¾ However, a cross-sectional study may also compare groups from different backgrounds.
¾ When we conduct a study using cross-sectional design, we take a group of samples from a set, or
continuum, to see if there are any differences in the section of the continuum.
A cross-sectional study may also compare people from different backgrounds. If the reading ability of sixyear-olds were measured in low, middle, and high-income families, one would have a "cross-section" of
reading ability at that age for the various income groups in a community.
Merits
¾ Using a cross-sectional design has one advantage in that a study can be conducted in a shorter amount
of time as opposed to waiting for a group of 5 year olds to reach the age of 15 and observe the changes
in social behavior over the course of 10 years
¾ A cross-sectional study may also compare people from different backgrounds.
¾ Cross-sectional studies help us to identify the age-demarcated transitions during which one or more
changes take place, and individual differences in the ages at which an ability is acquired.
¾ Efficient, large numbers of subjects
¾ Can measure attitudes, beliefs, behaviors, personal or family history, genetic factors, existing or past
health conditions, or anything else that does not require follow-up to assess.
Limitations
¾ Differences do not necessarily reflect individual’s development
¾ Differences between age groups reveal just that – differences – and not the process of developmental
change within the child.
¾ Cross-sectional research study can be used to describe the characteristics that exist in a group, but it
cannot be used to determine any relationship that may exist.
¾ Incidence information is not available from a typical cross-sectional study
¾ Sometimes can reconstruct incidence from historical information
2. Cross Cultural Approach
Meaning
¾ Cross-cultural research as the activity of solving problems cross-culturally; this process leads to new
knowledge using the scientific method and the comparative technique which are currently accepted as
adequate by scholars in the field.
¾ People differ culturally to the extent that their customs, roles, and other learned behaviors that are
passed on from generation to generation are different.
¾ It is often impossible to investigate the effects of certain variables, simply because they do not appear
in our own society.
¾ The main purpose of cross-cultural research in psychology and education is the elaboration of general
and specific objectives to the cultures involved without distorting an articulate common goal.
Need to use the approach
¾ Social and psychological disciplines, behavioral laws need to be tested against the universal human
being. If this is not done, proposed behavioral laws or general goals can only be accepted in the
particular society or culture in which they are found.
¾ For this reason, using abstract generalizations about some cultural groups without looking at their
relationships with society is methodologically wrong and ethically inappropriate.
Contributions of Cross-Cultural Research to Psychology
¾ Knowledge: Findings of similarities and differences of behavior and mental functioning have added to
the body of psychological knowledge
¾ Critical Thinking: Psychological findings are now analyzed to determine whether similar results will
be found in different cultures
Merits
¾ The advantage of the cross-cultural approach as compared with the single cultural research approach is
that the possibilities for misinterpretation are less with the former.
¾ It permits generalization to other societies or cultures or subcultures of the same nation
¾ Confirming and exploring the universality of some relationship or attribute of social man;
¾ Natural experiments, in which regions differ in some environmental factor which can be studied using
an experimental treatment;
¾ Maximum variability studies.
Limitations
¾ The problem in inferences occurs when researchers attribute the source of group differences to culture
without being empirically justified in doing so. And even if the source of observed differences is
indeed culture, it is not exactly clear what cultural variables produce the differences and why.
¾ When group differences have been found, researchers have typically concluded that those differences
have a cultural, racial, or ethnic source, when in fact the mere documentation of between-group
differences does not justify such interpretations.
3. Longitudinal Approach
Meaning
¾ Observe one group/individual at different times
¾ In longitudinal studies, the researcher follows the same group of subjects through the various stages of
development that are measured.
Merits
¾ Answers ‘How do individuals change in time?’
¾ Since it tracks the performance of each person over time, researchers can identify common patterns as
well as individual differences in development.
¾ Longitudinal studies permit investigators to examine relationships between early and later events and
behaviors. Let’s illustrate these ideas
Limitations
¾ That longitudinal data require repeated measures imposes practical constraints. To begin with, it is
necessarily costly, in that it involves research time and efforts to collect data.
¾ However, most statistical techniques for longitudinal data analysis require large samples for sufficient
statistical power
¾ Takes a long time
¾ Longitudinal studies, particularly those which cover greater periods of time, are renowned for
participant attrition through mobility and morbidity. This causes massive headaches in terms of the
generalizability of the research,
¾ Its cost in efforts to maintain contact with the sample, and the statistical headache of coping with
missing data.
Task/ Assignment: Observe an adolescent and conduct a case study on his overall development.
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Module 3: Perspectives of development in Psycho-Social
context
Unit 5: Theoretical Perspectives
• Background and Introduction about the Psychologist who has proposed the theory
• Theory- stages and important concepts
• Implications for Education
A. Social Cognition: The social formation of the mind- Vygotsky
¾ “Focused on the role of social and cultural factors in the making of human conscience.”
¾ “His works emphasize the socially transmitted knowledge of the teacher and the active
engagement of the child in the learning process.”
¾ “Social Development Theory argues that social interaction precedes development; consciousness
and cognition are the end product of socialization and social behavior.”
The More Knowledgeable Other (MKO)
¾ Refers to any person that has a more advanced ability level or a better understanding, with respect
to a particular task, process, or concept
¾ Can be a teacher, coach, older adult, peers, younger person, computers, etc
¾ The Zone of Proximal Development : Considered to be the difference between what a child is able
to do with guidance and what they are able to do without guidance
Implications for Education
B.
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¾ Vygotsky's social development theory challenges traditional teaching method
¾ strategies based on the social development theory are far more effective than other instructional
strategies.
¾ Scaffolding, reciprocal teaching, and guided instruction are effective strategies that implement
Vygotsky’s theory. Scaffolding is a temporary supportive structure that the teacher creates to assist
a student to accomplish a task that they could not complete alone.
¾ Reciprocal teaching is an instructional strategy used to teach reading where students take turns
being the teacher for a pair or small group. The teacher’s role may simply be as a moderator.
¾ Guided instruction involves the teacher and students exploring problems and then sharing their
different problem solving strategies in an open dialogue.
Ecological systems: Urie Bronfenbrenner
Development is the result of the relationships between people and their environments
Cannot evaluate a child’s development only in the immediate environment
Must also examine the interactions among the larger environments that a child develops in.
Implications for Education
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Primary relationship must be intended to last a lifetime
Teachers need to work to support the primary child-adult relationship
Schools should create an environment that welcomes and nurtures families
Education should foster societal attitudes that value all work done on behalf of children
More research is needed to examine interactions between different levels of relationships in a child’s
development
C. Constructivist: Piaget’s theory of cognitive development
¾ Cognitive constructivism is based on the work of Jean Piaget. His theory has two major parts: an
ages and stages component that predicts what children can and cannot understand at different ages,
and a theory of development that describes how learners develop cognitive abilities.
How Cognitive Development Occurs
¾ Cognitive Development is gradual，orderly, changes by which mental process become more
complex and sophisticated.
¾ The essential development of cognition is the establishment of new schemas.
¾ Assimilation and accommodation are both processing of the ways of cognitive development.
¾ The equilibration is the symbol of a new stage of the cognitive development.
Four developmental stages and the processes by which children progress through them.
1. Sensori motor Stage (birth to 24 months)
2. Preoperational Stage (2-7 years old)
3. Concrete Operational Stage (7-11 years old)
4. Formal Operational Stage (11-15 years old)
Implications for Education
¾ Piaget's theory of constructivism impacts learning curriculum because teachers have to make a
curriculum plan which enhances their students' logical and conceptual growth.
¾ Teacher must put emphasis on the significant role that experiences-or connections with the
adjoining atmosphere-play in student education. For example, teachers must bear in mind the role
those fundamental concepts, such as the permanence of objects, plays when it comes to
establishing cognitive structures.
¾ The role of teachers is very important. Instead of giving a lecture the teachers in this theory
function as facilitators whose role is to aid the student when it comes to their own understanding.
¾ This takes away focus from the teacher and lecture and puts it upon the student and their learning.
¾ The resources and lesson plans that must be initiated for this learning theory take a very different
approach toward traditional learning Instead of telling, the teacher must begin asking.
¾ Instead of answering questions that only align with their curriculum, the facilitator in this case
must make it so that the student comes to the conclusions on their own instead of being told.
¾ Also, teachers are continually in conversation with the students, creating the learning experience
that is open to new directions depending upon the needs of the student as the learning progresses.
Teachers following Piaget's theory of constructivism must challenge the student by making them
¾ Effective critical thinkers and not being merely a "teacher" but also a mentor, a consultant, and a
coach.
D. Moral: Kohlberg’s Theory of Moral
Implications for Education
¾ Without a clear moral education agenda, the role of educators in the students' formation of moral
judgment is vague.
¾ Efforts at intervention or social modeling should be done in collaboration with the other social
systems that influence the lives of students.
¾ So many opportunities exist for modeling of negative attributes that much consideration should be
given to the active pursuit of a moral education curriculum
¾ Deliberate role modeling and opportunities for ethical discussions.
¾ The obligations of educators and their efforts at modeling culturally acceptable behavior is more
important than it has ever been.
¾ Encourage democratic groups in class which students are encouraged "to think on Moral issues
¾ Encouraging the students to think of themselves as a community, is not practicing a form of
indoctrination.
Development Task/Assignment: Present the Biography of any one psychologist using any creative
technique
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Unit-6 : Growing up in a Pluralistic context
A) Childhood and growing up in context of:-Marginalization
Definition: The process whereby something or someone is pushed to the edge of a group and accorded lesser
importance. This is predominantly a social phenomenon by which a minority or sub-group is excluded, and
their needs or desires ignored.
Impact of Marginalization :
How do the marginalized feel?, Excluded, Ignored, Victimized, Deprived, Role of the teacher,
Definition of Diversity
The inclusion of individuals representing more than one national origin, color, religion, socioeconomic
stratum, sexual orientation, etc.
Impact of Diversity
¾ Positive: Heterogeneous grouping, Inclusive classrooms, Being more open-minded, Positive
outlook towards embracing the differences
¾ Negative: Homogenous grouping
¾ Role of the teacher
Stereotyping
Definition: Stereotyping is when you judge a group of people who are different from you based on your own
and/or others opinions and/or encounters.
Gender, Religion, Socio economic status , Intellectual abilities, Role of the teacher
B) Issues and Implications of changing family structure:a) Attachment and Bonding
b) Experiences of trauma in childhood( child abuse, violence death of parent)
What Is Attachment?
Definition:
¾ An emotional bond between an infant or toddler and primary caregiver, a strong bond being vital
for the child’s normal behavioral and social development.
¾ It focuses mainly on relationships during early childhood, and the impact that these have on the
emotional development and mental health of children as they grow up.
Attachment
¾ A secure attachment is likely to develop when an adult is sensitive and attuned to the baby’s
communications, and when the adult provides consistent and predicable care which meets the
needs of the baby quickly and reliably.
¾ An insecure attachment is likely to develop when the adult is insensitive and not well attuned to
the baby’s communications, and when the care is inconsistent and unpredictable and does not
satisfy the baby’s needs quickly or reliably.
¾ The quality of this enduring mother/child bond will have a significant impact on the child’s
developing personality and future social, emotional and mental wellbeing - for better or for worse.
Role of the teacher
¾ Experiences of trauma in childhood( child abuse, violence, death of parent)-Psychological impact
on the child.
¾ Struggling with upsetting emotions,
¾ Thinking the event is their fault,
¾ Frightening memories,
¾ A sense of constant danger,
¾ Feeling numb, Sleep disorders,
¾ Disconnected, and unable to trust other people,
c) Interventions for life skills in the areas of coping with stress, Effective communication and
interpersonal skills
Definition:
¾ Life skills are abilities for adaptive and positive behaviour, that enable individuals to deal
effectively with the demands and challenges of everyday life.
¾ Coping with stress is about recognizing the sources of stress in our lives, recognizing how this
affects us, and acting in ways that help to control our levels of stress. This may mean learning how
to relax, so that tensions created by unavoidable stress do not give rise to health problems.
Task/Assignment:Prepare a programme for life skill intervention for any one issues mentioned above.
The intervention programme can be based on the above mentioned issues like Marginalization,
Stereotyping and its impact.
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Module 4: Development of Identity Unit 7: Self and Emotions
A ) Formation of self (Self-concept, self-esteem, Self-efficacy)
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Self-concept – (beliefs)
Self-esteem – (worthiness)
Self-efficacy – (accomplishments)
Types of Self: (Positive, Negative, Real, Ideal Social) with examples
How it affects formation of self
( For Ex. Choice Behaviour, Motivational efforts, Perseverance, facilitating thought process,
Vulnerability to stress etc.)
B) Emotions: Goleman’s Theory of Emotional Intelligence
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Five components of EI
Personal Competencies
Self Awareness
Self Regulation
Motivation
Social Competencies
Empathy
Social Skills
C) Identity crisis- Marcian Theory
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James Marcia expanded Erikson's concept of identity crisis.
He is a Canadian developmental psychologist who is known for his theory of identity
development.
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Marcia believed that there are 4 processes that adolescents can go as they develop their identity.
These processes are called as identity statuses.
An adolescent's identity status depends on two conditions:
1.If the adolescent is actively searching for, or exploring, their identity (Crises)
2.if the adolescent is dedicated to, or made a commitment to, any personal values or beliefs.
Identity crisis: Four Categories
Identity Achievement: Identity achievement refers to having found one's true sense of self. It is a key
element of personality development. Identity achievement can only occur after a person has actively
explored a wide variety of options available to him. In other words, a person must undergo an identity
crisis (or identity moratorium) in order to reach identity achievement. For instance, a person who is in
identity achievement with regard to occupation would have first tried out various career routes
Identity Diffusion: Identity diffusion is one step in the process of finding a sense of self. It refers to a
period when an individual does not have an established identity, nor is actively searching for one. In other
words, it's a time when a person's identity remains unresolved, yet there is no identity crisis (called an
identity moratorium).Children and young teens are often in a state of identity diffusion for most types of
identity, such as religious, occupational or cultural identity.
Identity Moratorium: An identity moratorium is one step in the process of finding a sense of self. It is a
period of active searching for one's occupational, religious, ethnic or other form of identity. During a
moratorium, individuals typically explore many different options and do not feel committed to any one
approach.
Identity Foreclosure: It occurs when people think they know who they are, but they have not even
explored their options yet. Identity foreclosure mimic identity, but it isn't actually a true identity. A person
must undergo an identity crisis (also called moratorium) in order to achieve a genuine sense of self.
Task / Assignment: Prepare a reflective Journal on one’s own self.
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Unit-8 : Establishing Identity in a Real World
A. Influence of Media: (Depiction of children, and men and women in television and Cinema, social
networking)
¾ Definition of media (TV, Cinema and social networking ) Influence of media as a term.
¾ Depiction or Portrayals of ( children , teens and Men & Women. Instances from world and India.
Research evidences.
¾ Impact of media on children and teens
¾ How will a teacher help to reduce the negative impact of media.
Depiction of men and women
¾ Young people are seen as synonymous of problems of delinquency, drugs, or party animals especially
of urban culture.
¾ young people being lumped together as a problem group called 'youth/s
¾ Or highly regressed youths who cannot think
¾ Entertainment as career option for teens.
¾ Heavy emphasis on beauty - Appearance and weight so transition to adulthood difficult.
¾ Girls are surrounded by images of female beauty that are unrealistic and unattainable.
¾ Stereotypical images of uniformly beautiful, obsessively thin and scantily dressed objects of male
desire. And studies show that girls who are frequent viewers have the most negative opinion of their
gender.”
¾ For teenage boys macho image. The Ajay Devgan kind of depiction. Super hero.
Psychological Impact of such depictions on the child and the adolescent
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Health: the impact of advertising on childhood obesity.
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Research has found strong associations between increases in advertising for non-nutritious foods and
rates of childhood obesity. Aerated drinks are refreshing. Smoking is heroic and stylish. Couch
potatoes – no exercise.
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Colors Perceptions get colored - What is macho? What is smart? What is savvy? Materialistic
perceptions of the world, prejudiced views - fair are beautiful, dark is ugly, ex community is
backward. These lead to negative or biased attitudes.
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Encourages Stereotypes: The media perpetuate stereotypes about gender, intelligence, religion,
color.
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Aggression – violence in movies, television, gaming etc create hyper active kids who can turn
aggressive as they grow up.
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Emotional disturbance- Distress, disappointment, stress as they live in a make believe world.
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Morality influenced- casual sex, delinquent behavior, culture affected
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Achievement in schools- grades falling, drop outs.
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Affects motivation levels: decreased interest and motivation for hard work
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Materialistic world view- affects sustanability.
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Identity crisis
B.
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Peer relations: competitions, cooperation and peer pressure
Concept of Peer relationships?
Concept of Competition, cooperation in peer relationships
Concept of Peer pressure
Impact of peer pressure
Teachers role
Factors that lead to Peer disharmony
¾ Deviant physical attributes, such as speech problems, physical clumsiness or disability, may lead to
peer relation difficulties.
¾ Hyper activity – aggression
¾ Shy and withdrawn children are likely to experience peer relationship difficulties
Impact of Peer pressure
¾ Fashion choices
¾ Alcohol and drug use
¾ Decision to have a boyfriend or girlfriend
¾ Choice of who your friends are
¾ Academic performance
C. Role of teacher in establishing identity with respect to media and peer relations.
Peer pressure :
• Training young kids in self –assertion
• Developing a self-identity
• Doing workshops on peer pressure- experts
• skits and plays displaying these issues followed by discussion
• Experts and counselors on the issue
• As teachers- Talk to your teen.
• Open up the lines of communication with the parents
• Build an action plan with the teen
• Work with experts and NGO’s
• Do not allow the teen to place all of the blame at their friend’s /groups feet
• Train to take responsibility
• More cooperative learning strategies
• Use of films
• Reflections
• Learning to say no- assertion
Teacher’s role for Mass media
• Experts talk on ill-effects of T.V/ media etc
• Research findings share with kids
• Develop a course in 'media education' which aims to create an active understanding of the emergence
and workings of various media and provides critical tools that would help students discern the
'underlying messages' they are subjected to in different kinds of media products (such as
advertisements, soap operas, rock music, teen magazines etc.).
• Teach children about media influence- eto analyze T.V ads /film scenes –over claiming. How to
analyze articles. Detect stereotypes
• Parent workshops - Restrict T.V. times – channelize reading habits, sports, music etc Identify suitable
good quality programmes on television and help parents and children to make informed choices of
what to view, encouraging the use of television in a measured and worthwhile manner. Also caution
parents and children about programmes that are clearly unsuitable for students.
• Classroom discussions on film stereotypes.
• Critical thinking and Problem solving approaches that asks fundamental higher order questions.
• Create libraries of good films and programmes that have learning potential and are relevant to
children. Use these programmes consciously for active learning of subject matter or exposure to
human and global issues, and, as far as possible, not as mere entertainment or 'fillers'.
• Closer ties with school and parents.
Task / Assignment: Review a film related to any of the above mentioned issues and submit a report.
References:
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Child Psychology by Thompson
Psychology of the Child – third edition by ROBERT I. WATSON / HENRY CLAY LINDGREN
Child Psychology by R.C. MISHRA
The Psychological Development of the Child by PAUL MUSSEN
Mangal S.K., Advanced Educational Psychology
Dr. Walia J.S., Development of the learner and teaching learning process
Mishra.R.C. Child Psychology.A.P.H. Publishing house.
Thompson. G. Child psychology.
Watson. I.R.& Lindgreen.H.C. Psychology of the child.
http://www.helpguide.org/articles/ptsd-trauma/emotional-and-psychological-trauma.htm
http://www.teindia.nic.in/files/teacher_trg_module/13_life_skills_module.pdf
http://www.asksource.info/pdf/31181_lifeskillsed_1994.pdf