Desarrollo Auto, Social y Moral

8/12/2019 Desarrollo Auto, Social y Moral

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Self, Social,& Moral

Development

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Identity Development Theorists

Erik Erikson

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Stages of Identity Development

Identity diffusion : not much thought given to identity

Identity foreclosure : firm adherence to particular ideas about identity

still little exploration / not open to other perspectives

Identity moratorium : time & thought purposefully given to identity considerations

Identity achievement : informed commitment to a particular identity configuration

Identity Development Theorists

James Marcia

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Individuals living in modernsocieties provide their lives with

unity and purpose by constructing

evolving narratives of the self.

McAdams

Life Story Model


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Dorothy Holland

Practice Theory of Identity Development

Many contemporary theories of identity

development are grounded in the beliefs that

identities are constructed, fluid, and multiple,

(not necessarily unidirectional & reciprocal),

and that they are situated (and therefore shapedbyand shape in response) the contexts in which they are formed. In

a popular contemporary model of identity development Dorothy

Holland and her co-authors highlight the important and reciprocal

interplay between a personally held perspective on ones own identityand ones context (Holland, Lachicotte, Skinner, & Cain, 1998).

According to these theorists, identity is a construction, a consequence

of interaction between people, institutions, and practices.


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Third Space / Hybrid Identities Gutierrez

Making room for student identi ties in class

Children and adolescents bring important cultural resources from their

home & community experiences. It is the job of schools to understand

those resources & their application to the demands of school based

learning. We must consider design learning environments so that

differences between community-based & school-based norms can be

negotiated by students and teachers.Lee, C. (2007). Culture, Literacy, and Learning. New York: Teachers

College Press.

Blending cultural (lived) and academic sources of knowledge can allow

youth to stay connected with their communities & their cultural identities,AND achieve at school.

Hatt, B. (2007). Street smarts vs. book smarts: The figured world of

smartness in the lives of marginalized, urban youth. The Urban Review,

39(2), 145-166.

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Traditional Dimensions of Self

Self Concept: Picture of yourselfSelf-esteem: Opinion of yourself

Multiple concepts of self

Supporting development of self-esteem

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Safe-to-Fail environment that values all students

Know yourself & your biases

Be intellectually honestSet clear goals for teacher & student

Value cultural diversity in your student


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PEER RELATIONSHIPSFriendships

Peer groups (crowds)

Peer networksRomantic Relationships

Peers are the glue that adheres students to the educational

enterprise. Ladd (quoted in Hymel, et al., 1996; p. 318)

Positive peer relationships coincide with student adjustment,

positive affect toward school (liking school) engagement &

involvement (Furrer & Skinner, 2003; Kindermann, 1993; Ryan, 2001; Wentzel, 1997)

Poor peer relationships coincide with : low self esteem,poor achievement

dropping out,

delinquency,

mental health problems 8


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Moral Development

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Carol Gil l igan

Noticed that females often scored a full stage below male counterparts.

Either: females are less morally developed than males orsomething is wrong with Kohlbergs framework.

Responses from females did not fit in Kohlbergs framework

The moral reasoning of women and girls valued preserving connections.

enAutonomy

Independence

Separateness

WomenRelatedness

Interdependence

Connectedness

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Wil l iam Damon

Noted that Kohlberg focuses on thought NOT actual behavior.

Most children & adults express the belief that it is wrong

to let someone else suffer

but only a small subset will get involved.

Focus not just what the person thinks is the right course,

but what they will actually do.

Al f ie KohnSaw a problem with Character Education as a support for Moral Development

(A collection of exhortations & extrinsic inducements designed to

make children work harder, behave well & do what they are told

is not the same thing as moral Development. )

2 problems with this:1. Research does not support the effectiveness of such lessons

2. Good behavior (docility) is mistaken for good character.

If our goal was to help children become active participants in democratic society

we should engage students in deep, cr i t ical ref lect ion, & disc uss ion abou t

justice, caring, equity& opportunities to get involved!! 11


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Encouraging Moral Development

Model moral and pro-social behavior andexpose students to role models

Encourage, acknowledge and reward prosocial behavior

Encourage perspective taking, empathy,

and pro-social behavior

Discuss reasons why some behaviors are inappropriate

Engage students in discussions of moral issues

and dilemmas

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1 creative use of Moral Development for Teachers

Conf l ict Resolution & Behavior Management

Cooperative discipline (Linda Albert)emphasizes analyzing the reason for misconduct

The Six-Ds of Conflict ResolutionStep 1: Def ine the problem objectively.

(focus on the behavior not the individual,

agree on an account of the problem without blaming)

Step 2: Describe the feel ings.

(use I-messages, practice active listening)

Step 3: Declare the need.

(practice active listening, reframe problem)

Step 4: Discuss solutions..

(dont criticize ideas, remain calm and open-minded,consider several solutions to the problem)

Step 5: Decide on a plan.

(eliminate weak solutions together, choose the solution

with the most pros from both points of view)

Step 6: Determine the plans effectiveness.

(meet with student(s) to evaluate)13


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Documents

Desarrollo Auto, Social y Moral