Theories of Socio-emotional

Development
Group 13
P R E PA R E D B Y:
Kris Jill Balolong
N i c o l e Vi s o
R e g i n e Yu - a g
 OBJECTIVES
At the end of the discussion, 90% of the students will be
able to:
 Appreciate the concept of Socio-emotional Development
Theories through evaluating the importance of the three
theories through answering the provided assessment
relating to the topic.
 Identify the different theories of Socio-emotional
Development.
 Analyze the importance of varying and changing
social identity among learners.
 Worldviews of
Personality Development
 The Organismic World View

 The Mechanistic World View

 The Contextual World View

 Socio-Emotional Development
Theories
• The Psychodamic Theories: Freud, Erickson
and Object Relations Theory.
• The Psychosexual Stages of Development
Theory.
• The Psychosocial Stages of Development.
The Psychodamic 1. Instincts and Motives
Theories: Freud, by Sigmund Freud
Erickson and
• Central to Freud’s psychoanalytic theory
Object Relations
is the notion that human beings have
Theory. basic biological urges or drives that must
be satisfied.
• Two kinds of Instincts
-The Life instincts(Eros), the aim for
survival.
-The Death instincts(Thanatos), the
destructive forces that motivate us to
harm others and even ourselves.
 Freud strongly believed in
unconscious motivation, in
the power of instincts and
other inner forces to
influence behavior even
though they are not known to
us.
 1. Id, Ego and Superego
• Freud believed that each individual has a fixed amount
of psychic energy that can be used to satisfy basic urges
or instincts and to grow psychologically. As the child
develops, this psychic energy is divided among three
components of personality.
 Approximate Stage of Description Major Characteristics
Age Psychosexual
Stages

Birth to 12- Oral Libido is focused on the mouth as
18 months a source of pleasure. Obtaining
oral gratification from a mother
figure is critical to later
development.
Interest in oral gratification
from sucking, eating, mouthing,
and biting.

The 12-18 to 3
years old
Anal Libido is focused on the anus, and
toilet training creates conflicts
between the child’s biological
Gratification from expelling and
withholding feces; coming to
terms with society’s controls

Psychosexual
urges and society’s demands. relating to toilet training.

Stages of
3 to 5 years Phallic Libido centers on the genitals.
Resolution of the Oedipus or
Electra complex results in
identification with the same sex
Interest in the genitals; coming
to terms with oedipal conflict,
leading to identification with
same-sex parent.

Development parent and development of the

superego.

Theory. 5-6 years to

Adolescence
Latency Libido is quiet; psychic energy is
invested in schoolwork and play
Sexual concerns largely
unimportant.
with same-sex friends.

Adolescence Genital Puberty reawakens the sexual Re-emergence of sexual

to Adulthood instincts as youths seek to interest and establishment of
establish mature sexual mature sexual relationships.
relationships and pursue the
biological goal of reproduction.
 Stage Psychosocial Crisis Radius of Significant Psychosocial Modalities
Personas

1 Trust vs. Mistrust Maternal person To get

To give in return

2 Autonomy vs. Parental persons To hold on

Shame and Doubt To let go

3 Initiative vs. Guilt Basic Family To make(going after)

The To “make like” (playing)

Psychosocial 4 Industry vs.

Inferiority
Neighborhood and
school
To make things (completing)
To make things together

Stages of 5 Identity vs. Role

confusion
Peer groups and out-
groups, models of
To be oneself (or not to be)
To share being oneself

Development 6 Intimacy vs.

leadership
Partners in friendship, To lose and find oneself in
Isolation sex, competition and another
cooperation

7 Generativity vs. Divided labor and To make be

Self-absorption shared household To take care of

8 Intergrity vs. “Humankind” To be, through having been

Despair “Mankind” To face not being
 No Crisis
Experienced
No Commitment Diffusions Status
made
The person has not yet
The 4 Identity thought about or resolved
identity issues and has
Statuses, as
failed to chart directions in
life.
shown by current Commitment made Foreclosure Status
Religious beliefs The individual seems to
know who he or she is but
has latched to an identity
prematurely, without much
thought (e.g., but
uncritically becoming
what parents or authority
figures suggest he or she
should.)
Crisis Experienced
Moratorium Status
The individual is currently
experiencing an identity
crisis and is actively
raising questions and
seeking answers.
Identity
Achievement Status
The individual has
resolved his or her identity
crisis and made
commitments to particular
goals, beliefs and values.
 Stage Psychosocial Crisis Erikson’s Virtues or Approximate Ages in Years
Qualities of Strength

1 Trust vs. Mistrust Hope 0-1

2 Autonomy vs. Will 2-3

Shame and Doubt

3 Initiative vs. Guilt Purpose 3-6

The Virtues in
each 4 Industry vs.
Inferiority
Competence 7-12 or so

Psychosocial 5 Identity vs. Role

confusion
Fidelity 12-18 or so

Stage 6 Intimacy vs. Love The 20s

Isolation

7 Generativity vs. Care Late 20s to 50s

Self-absorption

8 Integrity vs. Despair Wisdom 50s and beyond

  The primary concern of
object relations theory is
to explain how individuals
Object
Relations
develop in relation to the
Theory emotional interactions they
have with people around
them.
Learning Theories in Social
and Emotional Development
  A basic premise of Watson’s
behaviourism is that conclusions
about human development and
functioning should be based on
Watson's observations of overt behaviour
Behaviorism rather than speculations about
unconscious motives or
cognitive processes that remain
unobservable.
  Like Watson, then
Skinner believed that the
Skinner's course of human
Operant development depends on
Conditioning the individual’s learning
experience.
  Claims that humans are
cognitive beings whose
Bandura's
active processing of
Social information from the
Learning environment plays a major
Theory role in learning and human
development.
Contextual Theories of Social
and Emotional Development
  American psychologist Urie
Bronfenbrenner, developed a
theory that capitalized on
Bronfenbrenner's
Ecological
context when it comes to
Approach to development. He highlighted
Development how culture and context of
relationships between and
among those caring for the
child could affect how the
child grows.
In other words, the relationship between
person and environment is one of
reciprocal influencer, person and
environment form a dynamic, ever-
changing system. He categorized these
into four systems.
• Microsystem
• Mesosystem
• Exosystem
• Macrosystem
THANKS
Assessment:
1. What are the three worldviews of Personality
Development?
2. In your own perspective, which of the three
theories you can relate to yourself in terms
of personality development? why?
3. What are the importance of learning the
three theories as an educator in the future?
4-5. As a future educator, what is your own view
of a person’s personality development?