Psychosocial development
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Psychosocial Development. EDU 330: Educational Psychology Daniel Moos. Social and Personal Development: Introduction. What factors influence people ’ s personal and social development? How do personal and social development relate to academic achievement and satisfaction with school?.

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Psychosocial Development

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Psychosocial development

Psychosocial Development

EDU 330: Educational Psychology

Daniel Moos

Social and personal development introduction

Social and Personal Development: Introduction

  • What factors influence people’s personal and social development?

  • How do personal and social development relate to academic achievement and satisfaction with school?

Life is unpredictable

Good command of will power


Life full of missed opportunities

Tony Soprano

Social and personality development introduction cont

Social and Personality Development: Introduction, cont.

Development of identify and self concept i

Development of identify and self-concept (I)

  • Assumptions of Erikson’s Theory of Psychosocial Development

    • Stages

    • Psychosocial challenge (crisis) opportunities for development

    • Negative resolutions = Personality imperfections

    • Move through stages, regardless of resolutions

Development of identify and self concept iii

Development of identify and self-concept(III)

Trust, relaxed, optimistic

See life as unpredictable

Trust v. Mistrust (0-1)

Trusts develops

Fear being exposed as inadequate

Autonomy v. Shame/ Doubt (1-3)

Independence fostered by mastery

Good sense and command of their will power

Clear sense of what they want in life

Self-restrictive and fear of making mistakes

Exploratory attitude

Initiative v. Guilt (3-6)

Development of identify and self concept iv

Development of identify and self-concept(IV)

Enjoyment of mastery comes through success and recognition

Relish achievement and like to tackle challenge

Feel inadequate, incapable, lack ambition

Industry v. Inferiority (6-12)

Know who they are, what their goals are, and where they are going

See conflict in who they are and what they would like to be

Identity through experimentation

Identity v. Confusion (12-18)

Commitment to partnerships and ethics to abide by the commitments

Self-absorbed; identity too fragile to maintain uncertainties in relationships

Openness to others

Intimacy v. Isolation (Young adulthood)

Development of identify and self concept v

Development of identify and self-concept(V)

Generativity v. Stagnation (Middle adulthood)

Concern for creation of better world. Focus on service to others

Lack long term-goals; live for short-term gratification

Concern for next generation

View life as filled with missed opportunities

Acceptance of one’s life

Feel their lives have meaning and significance

Integrity v. Despair (Old age)

Erikson application ii

Erikson: Application (II)


  • Life is unpredictable

    • - resolution of trust v mistrust

  • Self-absorbed

    • - resolution of intimacy v. isolation

  • Life is full of missed opportunities

    • - resolution of integrity v. despair

Preview cognitive development

Preview: Cognitive Development

  • In your opinion, what are some challenges in teaching your developmental group?

  • To what extent does your content area/concentration require students to think abstractly, hypothetically, and/or of others?

  • At what age do you think it is appropriate to ask students to think think abstractly, hypothetically, and/or of others?

  • Abstractly? Symbolically?

  • 3x = 9 Read Interpreting art, poems?

  • Hypothetically?

  • If you were living during the Civil War, what would you do…

  • Of others?

  • Empathizing (role play, peer mediation)

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