Importance of Socialization Agents

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Socialization
07 / 08 / 2020 2
Socialization
Learning Objectives
At the end of the lesson, the
midshipmen will be able to:
1. Define socialization;
2. Examine the nature and
importance of socialization;
3. Discuss the concepts of
social role and social status;
07 / 08 / 2020 REVIEWED, VALIDATED, AND APPROVED. 3
Socialization
4. Identify the various agents of
socialization;
5. Examine the degree of influence
each agent of socialization exerts
on every individual; and
6. Understand the importance of
the different agents of
socialization.

STCW
Meaning
Table
ofA-II/1
Socialization
Sociability is a characteristic of human life
from the very beginning. Normally, an infant is
surrounded by people who interact with
him/her from the moment of his/her birth.
The child then becomes a social being because
of socialization. But what then is socialization?
STCW
Meaning
Table
ofA-II/1
Socialization
Socialization- is the acquisition of

the norms and roles expected of
people in a particular society.
(Weiten et.al., 2009)

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Meaning
Table
ofA-II/1
Socialization
Socialization- is a life-long
process of learning whereby the
individual acquires the accepted
beliefs, values, sentiments,
norms and behavior of his/her
group and society. It is through
socialization that the individual
becomes a functioning member
of his/her group. (Medina,
2001)
STCW
Meaning
Table
ofA-II/1
Socialization
Espiritu (1986) defined socialization
as a process by which social sharing
and transmission occur.
Garcia (1992) said that socialization is

the process by which an individual
learns to conform to the norms of
his/her social group, acquires a
status, and plays a corresponding
role.
STCW
Meaning
Table
ofA-II/1
Socialization
Brinkerhoff and White (1988) pointed out that
socialization is a process of learning the roles,
statuses, and values necessary for participation in
social institutions.
Based on the foregoing definitions, socialization is
actually two processes in one: 1) the process of
learning to be competent members of the
society, and 2) the process of developing oneself.
The individual is capable of developing the self as
he/she engages in interactions with other “selves”
to attain the goals of the society in general.
STCW
Importance
Tableof
A-II/1
Socialization
Socialization is very important to
an individual and to society. Here
are some reasons why
socialization is important.
 Human culture is transmitted

from one generation to the next
 The young become part of an
organized society.
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STCW
Importance
Tableof
A-II/1
Socialization
cont.
 The individual acquires a
social self and personality.
 The individual learn his/her
role in a society.
 Knowledge and skills are
developed to ensure
satisfaction of needs and
human survival
STCW
Social
Table
Role
A-II/1
and Status
An essential part of the
socialization process is the
learning of social roles. The
individual learns social roles as
he/she acquires the culture of
the society through interaction.
Roles are taught in a direct way,
in deliberately planned ways, or
in more subtle ways.

STCW
Social
Table
Role
A-II/1
and Status
A teacher may directly inform
students of the behavior that is
expected in the classroom, or this
expectation may be transmitted
less directly by means of the
teacher’s stare or the tone of
voice. In fact, gestures,
expressions, and cues can, at
times, convey much more than
conscious, deliberate instructions.
STCW
Social
Table
Role
A-II/1
and Status
A role is a pattern of behavior that is
expected of an individual who occupies a
particular status in society. A status is a
rank or position relative to other positions
in a particular group at a particular time.
For example, when a person occupies the
status of a teacher, she is expected to play
a teacher’s role with all its rights and
obligations. Roles also help us structure our
behavior in accordance with socially
expected guidelines.
STCW
Social
Table
Role
A-II/1
and Status
A status may be assigned to a
person at birth or at another
stage in the life cycle. This is
called “ascribed status”. There is
hardly a personal choice with
this status. Status may also be
attained through personal effort,
merit, or choice. This status is
called “achieved status”.

STCW
Agents
Table
of Socialization
A-II/1
1. Family- it is considered as the most
important agent of socialization in the
sense that it is usually the first group
to provide meaning and support to
the individual. The family is a socially
sanctioned, relatively permanent
grouping of people united by blood,
marriage, or adaptation, who
generally live together and cooperate
economically.
STCW
Agents
Table
of Socialization
A-II/1
cont.
Within the family, young children learn
the socially approved means of
satisfying their needs and begin to
develop an understanding of the many
basic roles of society. The family is the
child’s first reference group, and its
attitudes, norms, values, and practices
are the source of the child’s first
interpretation of the world.
STCW
Agents
Table
of Socialization
A-II/1
2. Peer Group- another important agent of
socialization is the child’s peer group. It
consists of many groups made up of
children, in which the child participates.
The peer group enables the child to
experience an egalitarian type of
relationship. In this group, an individual
engages in a process of give-and take. The
peer group provides the setting within
which the child develops close
relationships of his/her own choice.
STCW
Agents
Table
of Socialization
A-II/1
Peer group membership places the child in a
social context where much of the learning
that takes place is non-deliberate and non-
authoritative. The peer group represents a
choice in companions, relationships and
activities based on the interest of individual
members. It is the first agent of socialization
that the child actively chooses. Because the
peer group is chosen, it is usually a
reflection of prior learning as well as the
source of new knowledge.
STCW
Agents
Table
of Socialization
A-II/1
3. School- the school is another major
agent of socialization. It does much
more than teach the basic skills and
technical knowledge. If further transmits
society’s central cultural values and
ideologist, so that they may fit into the
roles of the community. The school
exposes children to situations in which
the same rules, regulations, and
authority patterns apply to everyone.
STCW
Agents
Table
of Socialization
A-II/1
4. Mass Media- the mass media such as
newspapers, radio, movies, television, and books
are also important in communicating to
individuals a society’s beliefs, values, mores, and
traditions. Before, children and adults spent
many hours each week listening to the radio and
watching television but at present the most
popular media being used in are “Facebook” and
“Twitter”. Of course, these two social networks
have both advantages and disadvantages.

STCW
Agents
Table
of Socialization
A-II/1
5. Religion- in any society, religion
is an important source of individual
direction. The values and moral
principles in religious doctrines
serve as guide to appropriate roles
and behaviors. Often, the values
learned from religion are
compatible with the ideals learned
through other agents of
socialization.
STCW
Agents
Table
of Socialization
A-II/1
6. Primary Group- a primary group is one of
the major agents of socialization. Being small,
intimate, and face-to-face, it goes far in
determining the personality of the individual.
It strongly influences personality and character
development. The makes people into human
beings who are able to sympathize, love,
resent, and so on. These sentiments, impulses,
and human feelings are developed within
people as they are molded by primary groups.
Sub-topic:
STCWPersonality
Table A-II/1and Social Self
Objectives:
At this lesson, the midshipmen will be able
to:
1. Define personality and self;
2. Describe the different ideas on the origin
and development of the self;
3. Examine the different concepts with
regard to personality development; and
4. Discuss clearly the cognitive and
psychosocial stages of personality
development.
STCW
Meaning
TableofA-II/1
Personality
Personality is defined in many ways.
Some of these definitions are as
follows:
Personality is the relatively enduring
pattern of thoughts, emotions, and
behaviors that characterize a person,
along with the psychological
processes behind those
characteristics. (Mcshane & Von
Glinow, 2010)
STCW
Meaning
TableofA-II/1
Personality
Personality is the set of psychological traits
and mechanisms within the individual that
are organized and relatively enduring and
that influence his/her interactions with, and
adaptations to, the intrapsychic, physical, and
social environments. (Larsen & Buss,2010)
Brinkerhoff (1988) defines personality as the

unique attributes and abilities of the
individual.
STCW
Meaning
TableofA-II/1
Personality
Barnow (1983) defines personality

as a more or less enduring
organization of forces within the
individual, associated with a complex
of fairly consistent attitudes, values,
and modes of perception, which
account, in part, for the individual’s
consistency of behavior.

STCW
Meaning
TableofA-II/1
Personality
Such an idea views every action or mode of thinking,
feeling and acting as expressive of personality to some
degree. It also regards personality as consistent in spite
of internal conflicts or seeming inconsistencies due to
situational demands of certain statuses and roles.
Dewey and Humber (1966) look at personality as the

way by which the individual is interrelated through
ideas, actions, and attitudes to many non-human
aspects of his/her environment and biological heritage.

STCW
Determinants
Table A-II/1
of Personality
In the early days of Greek history, people
believed that personality could be
understood by knowing the physical traits of
a person. This idea was repudiated by the
environmentalist during the 16th century
and later on, modified by the psychologists.
After a century of long debates and studies,
the scientists reached a consensus that
personality is the result of genetics,
environment, and personal experiences.
STCW
Determinants
Table A-II/1
of Personality
1. Heredity- is the determinant of the
biological make-up of a person. This
biological make-up provides the raw
materials or stuff from which
personality is formed. Some of the
biological inheritances transferred from
parents of offspring include physical
features, psychological processes,
reflexes, urges, capacity, intelligence,
and traits.
STCW
Determinants
Table A-II/1
of Personality
2. Environment- is the molder of personality. It is the sum
total of a person’s natural, cultural, and social
surroundings.
a. Natural Environment- This includes all living and non-

living things that surround a person. The topography of the
land, the climate, the plants and animals, affect one’s
personality. Research findings showed that the
psychological, physical, and emotional attributes of a
person are partly determined by geography and biology.
People in different parts of the world have different skin
and eye colors and body sizes.
STCW
Determinants
Table A-II/1
of Personality
b. Cultural Environment- This consists of the
material and non-material human-made
environment. Customs, traditions and
technology of a society are known to
influence personality. Modal or basic
personality is brought about by the
similarity in child-rearing practices and life
experiences in the community. Modal
personality is the most frequently observed
personality attribute of a given society.
STCW
Determinants
Table A-II/1
of Personality
Whiting and Whiting’s (in
Ronquillo, 1989), studies of six
cultures indicated that child-
rearing and economic function
of the child affects personality
traits. Children who have many
household chores tend to be
more independent and helpful
to others than children who
have less household chores.
STCW
Determinants
Table A-II/1
of Personality
c. Social Environment- this is the network
of relationships and institutions
surrounding the individual. The social
environment influences the values, beliefs,
attitudes, and ideas that make up one’s
personality. The Family, the peer group,
and the community are the most important
groups that influence personality. Studies
of deviant people showed that peer groups
influence the personality dispositions of
their members.
STCW
Determinants
Table A-II/1
of Personality
3. Personal Experiences- childhood
experiences are known to influence
personality predisposition. Excessive
frustrations or gratification can result in
positive or negative fixations. Rewards and
punishments that a person experienced affect
human perceptions. Death in the family can be
viewed differently by various persons
depending on their own personal experiences.
Experiences of love and affection may develop
or retard human development.
Theories
STCW of Table
Personality
A-II/1 Development
Various theories have been formulated explaining the
development of personality. Some of the theories or the
development of personality are:
a. Freud’s Psychosexual Stages

Freud viewed personality development as progression in
the satisfaction of the basic human needs. Freud called this
progression as the psychosexual stages because he believed
that they were sexual in nature and the they progressed
from impulses of the “id”. Each psychosexual stage
represents a need for a different kind of bodily gratification.

STCW
Freud’sTable
Psychosexual
A-II/1 Stages
1. The Oral Stage (Age Range: Birth to 1 Year)
Erogenous Zone: Mouth
-During the oral stage, the infant's primary
source of interaction occurs through the
mouth, so the rooting and sucking reflex is
especially important. The mouth is vital for
eating, and the infant derives pleasure from
oral stimulation through gratifying activities
such as tasting and sucking.

STCW
Freud’sTable
Psychosexual
A-II/1 Stages
Because the infant is entirely dependent upon
caretakers (who are responsible for feeding the
child), the child also develops a sense of trust and
comfort through this oral stimulation.
The primary conflict at this stage is the weaning
process--the child must become less dependent
upon caretakers. If fixation occurs at this stage,
Freud believed the individual would have issues
with dependency or aggression. Oral fixation can
result in problems with drinking, eating, smoking,
or nail-biting.
STCW
Freud’sTable
Psychosexual
A-II/1 Stages
2. The Anal Stage (Age Range: 1 to 3 years)
Erogenous Zone: Bowel and Bladder Control
During the anal stage, Freud believed that the primary

focus of the libido was on controlling bladder and
bowel movements. The major conflict at this stage is
toilet training--the child has to learn to control his or
her bodily needs. Developing this control leads to a
sense of accomplishment and independence.

STCW
Freud’sTable
Psychosexual
A-II/1 Stages
According to Freud, success at this stage is dependent
upon the way in which parents approach toilet training.
Parents who utilize praise and rewards for using the toilet
at the appropriate time encourage positive outcomes and
help children feel capable and productive. Freud believed
that positive experiences during this stage served as the
basis for people to become competent, productive, and
creative adults.
However, not all parents provide the support and

encouragement that children need during this stage. Some
parents instead punish, ridicule or shame a child for
accidents.
STCW
Freud’sTable
Psychosexual
A-II/1 Stages
According to Freud, inappropriate parental
responses can result in negative outcomes. If
parents take an approach that is too lenient,
Freud suggested that an anal-expulsive
personality could develop in which the individual
has a messy, wasteful, or destructive personality.
If parents are too strict or begin toilet training
too early, Freud believed that an anal-retentive
personality develops in which the individual is
stringent, orderly, rigid, and obsessive
STCW
Freud’sTable
Psychosexual
A-II/1 Stages
3. The Phallic Stage (Age Range: 3 to 6
Years)
Erogenous Zone: Genitals
Freud suggested that during the phallic

stage, the primary focus of the libido is
on the genitals. At this age, children also
begin to discover the differences
between males and females.
STCW
Freud’sTable
Psychosexual
A-II/1 Stages
Freud also believed that boys begin to view their
fathers as a rival for the mother’s affections. The Oedipus
complex describes these feelings of wanting to possess
the mother and the desire to replace the father. However,
the child also fears that he will be punished by the father
for these feelings, a fear Freud termed castration anxiety.
The term Electra complex has been used to described a

similar set of feelings experienced by young girls. Freud,
however, believed that girls instead experience penis
envy.

STCW
Freud’sTable
Psychosexual
A-II/1 Stages
Eventually, the child begins to identify with the
same-sex parent as a means of vicariously
possessing the other parent. For girls, however,
Freud believed that penis envy was never fully
resolved and that all women remain somewhat
fixated on this stage. Psychologists such as Karen
Horney disputed this theory, calling it both
inaccurate and demeaning to women. Instead,
Horney proposed that men experience feelings of
inferiority because they cannot give birth to
children, a concept she referred to as womb envy.
STCW
Freud’sTable
Psychosexual
A-II/1 Stages
4. The Latent Period (Age Range: 6 to Puberty)
Erogenous Zone: Sexual Feelings Are Inactive
During this stage, the superego continues to develop
while the id's energies are suppressed. Children
develop social skills, values and relationships with peers
and adults outside of the family.
The development of the ego and superego
contribute to this period of calm. The stage begins
around the time that children enter into school and
become more concerned with peer relationships,
hobbies, and other interests.
STCW
Freud’sTable
Psychosexual
A-II/1 Stages
The latent period is a time of exploration in which the
sexual energy repressed or dormant. This energy is still
present, but it is sublimated into other areas such as
intellectual pursuits and social interactions. This stage is
important in the development of social and communication
skills and self-confidence.
As with the other psychosexual stages, Freud believed

that it was possible for children to become fixated or
"stuck" in this phase. Fixation at this stage can result in
immaturity and an inability to form fulfilling relationships as
an adult.
STCW
Freud’sTable
Psychosexual
A-II/1 Stages
5. The Genital Stage (Age Range: Puberty to Death)
Erogenous Zone: Maturing Sexual Interests
The onset of puberty causes the libido to become

active once again. During the final stage of
psychosexual development, the individual develops
a strong sexual interest in the opposite sex. This
stage begins during puberty but last throughout the
rest of a person's life.

STCW
Freud’sTable
Psychosexual
A-II/1 Stages
Where in earlier stages the focus was
solely on individual needs, interest in the
welfare of others grows during this stage. The
goal of this stage is to establish a balance
between the various life areas.
If the other stages have been completed

successfully, the individual should now be
well-balanced, warm, and caring.
STCW
Freud’sTable
Psychosexual
A-II/1 Stages
Unlike the many of the earlier stages of
development, Freud believed that the ego
and superego were fully formed and
functioning at this point. Younger children are
ruled by the id, which demands immediate
satisfaction of the most basic needs and
wants. Teens in the genital stage of
development are able to balance their most
basic urges against the need to conform to
the demands of reality and social norms.
STCW
Freud’sTable
Psychosexual
A-II/1 Stages

Erikson’s
STCW Table
Psychosocial
A-II/1 Studies
b. Erikson’s Psychosocial Studies
• Erikson’s Theory
Erik Erikson (1902–1994) was a stage theorist
who took Freud’s controversial theory of
psychosexual development and modified it as
a psychosocial theory. Erikson emphasized
that the ego makes positive contributions to
development by mastering attitudes, ideas,
and skills at each stage of development.

Erikson’s
STCW Table
Psychosocial
A-II/1 Studies
This mastery helps children grow into
successful, contributing members of society.
During each of Erikson’s eight stages, there
is a psychological conflict that must be
successfully overcome in order for a child to
develop into a healthy, well-adjusted adult.
Erikson developed his eight stages of
psychosocial development based on Freud’s
psychosexual theory.
Stages
STCW
Of Psychosocial
Table A-II/1 Development
Erikson’s stages of psychosocial
development are based on (and expand
upon) Freud’s psychosexual theory. Erikson
proposed that we are motivated by the
need to achieve competence in certain
areas of our lives. According to psychosocial
theory, we experience eight stages of
development over our lifespan, from infancy
through late adulthood. At each stage there
is a crisis or task that we need to resolve.

Stages
STCW
Of Psychosocial
Successful completion of each
developmental task results in a sense of
competence and a healthy personality.
Failure to master these tasks leads to
feelings of inadequacy.
Erikson also added to Freud’s stages by
discussing the cultural implications of
development; certain cultures may need to
resolve the stages in different ways based
upon their cultural and survival needs.

Stages
STCW
Of Psychosocial
1. Trust vs. Mistrust
From birth to 12 months of age, infants
must learn that adults can be trusted. This
occurs when adults meet a child’s basic
needs for survival. Infants are dependent
upon their caregivers, so caregivers who are
responsive and sensitive to their infant’s
needs help their baby to develop a sense of
trust; their baby will see the world as a safe,
predictable place.
Stages
STCW
Of Psychosocial
Unresponsive caregivers who do not
meet their baby’s needs can
engender feelings of anxiety, fear,
and mistrust; their baby may see
the world as unpredictable. If
infants are treated cruelly or their
needs are not met appropriately,
they will likely grow up with a sense
of mistrust for people in the world.

Stages
STCW
Of Psychosocial
2. Autonomy vs. Shame/Doubt
As toddlers (ages 1–3 years) begin to
explore their world, they learn that they
can control their actions and act on their
environment to get results. They begin to
show clear preferences for certain elements
of the environment, such as food, toys, and
clothing. A toddler’s main task is to resolve
the issue of autonomy vs. shame and doubt
by working to establish independence.

Stages
STCW
Of Psychosocial
This is the “me do it” stage. For example, we
might observe a budding sense of autonomy
in a 2-year-old child who wants to choose her
clothes and dress herself. Although her outfits
might not be appropriate for the situation, her
input in such basic decisions has an effect on
her sense of independence. If denied the
opportunity to act on her environment, she
may begin to doubt her abilities, which could
lead to low self-esteem and feelings of shame.
Stages
STCW
Of Psychosocial
3. Initiative vs. Guilt
Once children reach the preschool stage
(ages 3–6 years), they are capable of initiating
activities and asserting control over their world
through social interactions and play. According
to Erikson, preschool children must resolve the
task of initiative vs. guilt. By learning to plan and
achieve goals while interacting with others,
preschool children can master this task.
Stages
STCW
Of Psychosocial
Initiative, a sense of ambition and
responsibility, occurs when parents allow
a child to explore within limits and then
support the child’s choice. These children
will develop self-confidence and feel a
sense of purpose. Those who are
unsuccessful at this stage—with their
initiative misfiring or stifled by over-
controlling parents—may develop feelings
of guilt.
Stages
STCW
Of Psychosocial
4. Industry vs. Inferiority
During the elementary school stage (ages 6–12),
children face the task of industry vs. inferiority.
Children begin to compare themselves with
their peers to see how they measure up. They
either develop a sense of pride and
accomplishment in their schoolwork, sports,
social activities, and family life, or they feel
inferior and inadequate because they feel that
they don’t measure up.
Stages
STCW
Of Psychosocial
If children do not learn to
get along with others or
have negative experiences
at home or with peers, an
inferiority complex might
develop into adolescence
and adulthood.

Stages
STCW
Of Psychosocial
5. Identity vs. Role Confusion
In adolescence (ages 12–18), children face the task
of identity vs. role confusion. According to Erikson,
an adolescent’s main task is developing a sense of
self. Adolescents struggle with questions such as
“Who am I?” and “What do I want to do with my
life?” Along the way, most adolescents try on many
different selves to see which ones fit; they explore
various roles and ideas, set goals, and attempt to
discover their “adult” selves.
Stages
STCW
Of Psychosocial
Adolescents who are
successful at this stage have
a strong sense of identity
and are able to remain true
to their beliefs and values in
the face of problems and
other people’s perspectives.

Stages
STCW
Of Psychosocial
When adolescents are apathetic, do not
make a conscious search for identity, or are
pressured to conform to their parents’
ideas for the future, they may develop a
weak sense of self and experience role
confusion. They will be unsure of their
identity and confused about the future.
Teenagers who struggle to adopt a positive
role will likely struggle to “find” themselves
as adults.
Stages
STCW
Of Psychosocial
6. Intimacy vs. Isolation
People in early adulthood (20s through
early 40s) are concerned with intimacy vs.
isolation. After we have developed a sense of
self in adolescence, we are ready to share
our life with others. However, if other stages
have not been successfully resolved, young
adults may have trouble developing and
maintaining successful relationships with
others.
Stages
STCW
Of Psychosocial
Erikson said that we must have
a strong sense of self before we
can develop successful intimate
relationships. Adults who do
not develop a positive self-
concept in adolescence may
experience feelings of
loneliness and emotional
isolation.

Stages
STCW
Of Psychosocial
7. Generativity vs. Stagnation
When people reach their 40s, they enter the time known
as middle adulthood, which extends to the mid-60s. The
social task of middle adulthood is generativity vs. stagnation.
Generativity involves finding your life’s work and
contributing to the development of others through activities
such as volunteering, mentoring, and raising children.
During this stage, middle-aged adults begin contributing to
the next generation, often through childbirth and caring for
others; they also engage in meaningful and productive work
which contributes positively to society.
Stages
STCW
Of Psychosocial
Those who do not master this
task may experience
stagnation and feel as though
they are not leaving a mark on
the world in a meaningful way;
they may have little
connection with others and
little interest in productivity
and self-improvement.

Stages
STCW
Of Psychosocial
8. Integrity vs. Despair
From the mid-60s to the end of life, we are
in the period of development known as late
adulthood. Erikson’s task at this stage is
called integrity vs. despair. He said that
people in late adulthood reflect on their lives
and feel either a sense of satisfaction or a
sense of failure. People who feel proud of
their accomplishments feel a sense of
integrity, and they can look back on their
lives with few regrets.
Stages
STCW
Of Psychosocial
However, people who are not
successful at this stage may feel
as if their life has been wasted.
They focus on what “would
have,” “should have,” and
“could have” been. They face
the end of their lives with
feelings of bitterness,
depression, and despair.

Stages
STCW
Of Psychosocial

STCW
Jean Table
PiagetA-II/1
(1896-1980)
C. Jean Piaget (1896-1980)- Swiss
biologist and psychologist Jean Piaget
(1896-1980) observed his children (and
their process of making sense of the
world around them) and eventually
developed a four-stage model of how the
mind processes new information
encountered. He posited that children
progress through 4 stages and that they
all do so in the same order.
STCW
These
Table
fourA-II/1
stages are:
1. Sensorimotor stage (Birth to 2 years old)- The
infant builds an understanding of himself or herself
and reality (and how things work) through
interactions with the environment. It is able to
differentiate between itself and other objects.
Learning takes place via assimilation (the
organization of information and absorbing it into
existing schema) and accommodation (when an
object cannot be assimilated and the schemata
have to be modified to include the object.
These four stages are:
2. Preoperational stage (ages 2 to 4)- The child is
not yet able to conceptualize abstractly and
needs concrete physical situations. Objects are
classified in simple ways, especially by important
features.
3. Concrete operations (ages 7 to 11)- As
physical experience accumulates,
accommodation is increased. The child begins to
think abstractly and conceptualize, creating
logical structures that explain his or her physical
experiences.
STCW
These
Table
fourA-II/1
stages are:
4. Formal operations (beginning at
ages 11 to 15)- Cognition reaches
its final form. By this stage, the
person no longer requires concrete
objects to make rational
judgements. He or she is capable of
deductive and hypothetical
reasoning. His or her ability for
abstract thinking is very similar to
an adult.
STCW
These
Table
fourA-II/1
stages are:

Charles Horton Cooley’s Concept of the “Looking-
STCW Table A-II/1
Glass Self”
d. Charles Horton Cooley’s Concept of the “Looking-Glass
Self”
We are the ways we are at least partly because of other
people’s reactions to us and to what we do. We are
constantly picking up feedback, and incorporating it into our
sense of self. The self is built up through social interaction. It
is a social construction as well as a personal reality. To show
how others influence the image we have of ourselves. Cooley
developed the concept of the looking-glass self. The self,
which is essentially an individual’s awareness of his/her social
or personal identity, was for Cooley, a social development.

STCW Table A-II/1
Glass Self”
According to Cooley, there are three steps
in the formation of the looking-glass self:
1. We imagine how we appear to others.

2. We imagine how others judge our
appearance.
3. We develop feelings about and responses
to these judgements.
STCW Table A-II/1
Glass Self”
People imagine not only how others see them and
their actions but also how others judge what they
see, whether with approval or with doubt or with
doubt or hostility. As a result, the looking-glass self
is made up of feelings about other people’s
judgements of one’s behavior. The self consists of a
composite of the person’s more or less accurate
assessments of others’ judgements. To Cooley, this
social self was the central element of society. The
imaginations, which people have of one another,
are the social facts of society.
e. George
STCW Mead’s
TableSelf-development
A-II/1 stage
According to Mead, there are
three stages in the development
of the self:
1. Preparatory Stage- during this

stage, children imitate the
behavior of others in the
environment.

e. George
STCW Mead’s
TableSelf-development
A-II/1 stage
2. Play Stage- during the stage, children assume or play
several roles, ne after another. They playfully imitate
the roles of the “significant others” –those who act out
or perform roles that deal intimately with children.
Example are parents, siblings and teachers.
3. Game Stage- during the game stage, children assume

several roles simultaneously. They are able to take the
role or attitude of what Mead called the “generalized
others” –the attitude of the entire community
organized social group or the composite expectations of
all the other role players with whom they interact.
07 / 08/ 2020 REVIEWED, VALIDATED, AND APPROVED. 82
Summary
Video Presentation:
Socialization
https://www.youtube.com/watch
?v=K-RvJQxqVQc

STCW Table
Summary
A-II/1
Video Presentation:
Agents of Socialization
https://youtu.be/PF7m1fFr2eQ

Reference
R1. Leano, RD Jr., Society and
Culture with Family Planning,
C&E Publishing, INC. (pp. 105-
120)
06 / 22 / 2020 85
Socialization
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07 / 08/ 2020 REVIEWED, VALIDATED, AND APPROVED.

07 / 08 / 2020 REVIEWED, VALIDATED, AND APPROVED. 4

Socialization- is the acquisition of

people in a particular society.

(Weiten et.al., 2009)

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Garcia (1992) said that socialization is

 Human culture is transmitted

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Brinkerhoff (1988) defines personality as the

Barnow (1983) defines personality

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Dewey and Humber (1966) look at personality as the

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a. Natural Environment- This includes all living and non-

a. Freud’s Psychosexual Stages

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During the anal stage, Freud believed that the primary

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However, not all parents provide the support and

Freud suggested that during the phallic

The term Electra complex has been used to described a

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As with the other psychosexual stages, Freud believed

The onset of puberty causes the libido to become

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If the other stages have been completed

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1. We imagine how we appear to others.

1. Preparatory Stage- during this

07 / 08 / 2020 REVIEWED, VALIDATED, AND APPROVED. 81

3. Game Stage- during the game stage, children assume

07 / 08 / 2020 REVIEWED, VALIDATED, AND APPROVED. 83

07 / 08 / 2020 REVIEWED, VALIDATED, AND APPROVED. 84

Contact your Instructor for your Assessment.

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