SOCIAL AND EMOTIONAL DEVELOPMENT OF CHILDREN AND
Guilt
ADOLESCENTS
The Freud Psychosexual Stages Of Development
Oral Stage (0 – 1 year old)
A child derives pleasure from oral activities, such as sucking and tasting. Successful
fulfillment of the child’s feeding need and proper weaning may result in the
establishment of trust.
Anal Stage (2 – 3 years old)
The main source of gratification at this stage is the ability to control bladder
movement and the elimination or retention of feces. A positive and appropriate
experience revolving around potty training can encourage competence, creativity and
productivity in individuals.
Phallic Stage (3 – 6 years old)
At this Freud psychosexual stage, the focus of pleasure is the genitals. Boys start to
perceive their father as rivals for their mother’ s affections, while girls feel similarly
towards their mother.
Latency Period (6 years to puberty)
At this stage, sexual urges are usually repressed and the individual spends most of
his/her time interacting with same sex peers, engaging in hobbies and acquiring
skills.
Genital Stage (Puberty onward)
The focus at this Freud psychosexual stage is on the sexual urges that are
reawakened and are directed toward opposite sex peers, with genitals as the primary
source of pleasure. Individuals who completed the earlier stages successfully become
well-adjusted, caring and secure individuals.
Erikson's Stage Of Psychosocial Development
1. Trust vs. Mistrust
According to Erikson, the trust versus mistrust stage is the most important period in a
person’ s life because it shapes our view of the world, as well as our personalities.
2. Autonomy vs. Shame and Doubt
This stage occurs between the ages of 18 months to around age 2 or 3 years.
According to Erikson, children at this stage are focused on developing a greater
sense of self-control.
3. Initiative vs.
This stage occurs during the preschool years, between the ages of 3 and 5. During the
initiative versus guilt stage, children begin to assert their power and control over the
world through directing play and other social interaction.
4. Industry vs. Inferiority
which happens after the third stage of initiative versus guilt. The stage occurs during
childhood between the ages of approximately six and eleven.
5. Identity vs. Role Diffusion
This stage occurs during adolescence between the ages of approximately 12 and 18.
During this stage, adolescents explore their independence and develop a sense of
self.
6. Intimacy versus Isolation
This stage takes place during young adulthood between the ages of approximately 19
and 40. During this period, the major conflict centers on forming intimate, loving
relationships with other people. Success at this stage leads to fulfilling relationships.
Failure, on the other hand, can result in feelings of loneliness and Isolation.
7. Generativity vs. Stagnation
This stage takes place during middle adulthood between the ages of approximately
40 and 65.
8. Integrity vs. Despair
This stage begins at approximately age 65 and ends at death. Psychologists,
counselors, and nurses today use the concepts of Erikson's stages when providing
care for aging patients.
Moral Development
If we are to related the effectiveness with other people in our environment, we must
make judgments about what is right and what is wrong. These judgments change
with age.
Piaget's Framework of Moral Reasoning
 Piaget loved to observed children as they reacted to their environment. He
concluded that there are general types of moral thinking:
 1. Moral of constrait
 Moral realism
 Define what is right and what is wrong and come from external authority.
2. Morality of cooperation
 Older children practice the morality of cooperation, alternatively
called moral relativism or moral flexibility. The older child is a
relativist; rules are not "carved on stone".
 A hallmark of cognitive development is decentration.
 Rules should be obeyed not just because some "authority" has
established them, but because they guard against violation of the
rights of others.
Kohlberg's Stages of Moral Reasoning
• Laurence Kohlberg, during his graduate studies, became fascinated with
Piaget's views on moral development.
• The stories Kohlberg created have become well known as "moral
dilemmas".
Kohlberg's Stages of Moral Development
Level I. Preconventional Morality (birth-9 years)
• Refers to judgments made before children understand the conventions of
society. Children at this level base their reasoning base on:
Stage 1: Punishment-Obedience Level
• Also known as "Obedience and punishment orientation".
• The child behaves in order to avoid punishment.
Stage 2: Instrumental Exchange Orientation
• Also known as "Naively egoistic orientation".
• They will do good to another person if they expect the other person to
reciprocate or return the favor.
Level II. Conventional Morality (9 years-young adulthood)
• Refers to judgments based on the rules or conventions of society; behaviors
that maintain the social order are considered good behaviors.
• The reasoning at this level is based on a desire to impress others.
• Peer relationships become very important during this period.
Stage 3: Interpersonal Conformity Orientation
• Also known as "Good-boy/Good-girl orientation".
• In order to create and maintain good relationships with other people, it is
important to conform to their expectations of good behavior.
Stage 4: Law-and-Order Orientation
• Also known as "Authority-and-social-order maintaining orientation".
• The convention of society have been established so that society can
function. Laws are necessary and, therefore, good.
• The moral person is one who follows the laws of a society without
questioning them.
Level III.Postconventional Morality (Adulthood)
• Typified by judgments that recognize the societal need for mutual
agreement and the application of consistent principles in judgments.
• Through careful thought and reflection, the postconventional thinker arrives
at a self-determined set of principles or morality.
Stage 5: Prior Rights and Social Contract Orientation
• Also known as "Contractual-legalistic orientation".
• At this stage, laws are open to evaluate. A law is good if it protects the
rights of individuals.
• Law should not be obeyed simply because they are laws, but because there
is mutual agreement between the individual and society that these laws guarantee a
person's rights.
Stage 6: Universal Ethical Principles Orientation
• Also known as "Conscience or principle orientation".
• The principles that determine moral behavior are self-chosen. They unify a
person's belief about equality, justice and ethics.
Gilligan's Stages of Moral Development
• Gilligan's theory is called a "morality of care and responsibility". This
theory stresses relationship, care, harmony, compassion and self-sacrifice.
Gilligan's theory comprises three levels and two transitions:
Stage I: Individual survival
• Identifies selfishness as its primary concern.
• The first transition is from individual survival to self-sacrifice and social
conformity leads to the realization that caring for others rather than just caring for
oneself is "good". From selfishness to responsibility.
Stage II: Self-sacrifice and social conformity
• Involves a growing realization that in order to care for others, one must also
take care of oneself.
• The second transition is from the self-care motive to the motives of the first
transition. From goodness to truth
Stage III: Morality of nonviolence
The ethnic of this is the equality of self and others. It is wrong to serve
oneself at the expense of others.
Lickona's Model of Moral Education
1. Building Self-esteem and Social Community
This process involves building a child's self-esteem, sense of competence
and mastery in the social community of the classroom. This process also requires that
students come to know each other as individuals, respect and care about each other,
and feel that they are members of and accountable to the group.
2. Cooperative Learning and Helping Relations
• The spirit of cooperatiob and the skills to realize that spirit are essential to
adult living. Cooperative learning, student learning from and with each other, can be
fostered in classroom at any grade level.
• The teacher reported thay children enjoyed the active nature of the exercise
and the active nature of the interaction with their partners.
3. Moral Reflection
• Focuses on the cognitive aspects of moral development. It might involve
reading, thinking, debate, and/or discussion.
• Reading and discussing good literature-which engages the mind and the
heart-can go far beyond a contrived moral dilemma in eliciting moral reflection.
4. Participatory Decision Making
• Holds students accountable for decisions that influence the quality of
classroom life. This process is not simply a matter of having students participate in
defining classroom rules; it is also a matter of establishing a sense of responsibility
and genuine participation in the welfare of the classroom community. The process,
when practice well, yields a set of norms that guide students' behavior.
SOCIAL COGNITIVE LEARNING OR OBSERVATIONAL LEARNING
Learning by observation was emphasized as a psychosocial theory by Albert
bandura. He introduced a social learning theory through observation or modeling.
Modeling has been recognized as an important influence on behavior exhibited by an
adult model in the presence of the model.
The study's findings were:
a. ) subjects exposed to aggressive models would reproduce aggressive acts
resembling those of their models and would differ in this respect both from subjects
who served non-aggressive models from those who had no prior exposure to any
models. this hypothesis assumed that subjects had learned imitative habits as a result
of prior reinforcement.
b.) Subjects give an opportunity to observe aggressive models later reproduced a
good deal of physical and verbal aggression ( as well as non-aggressive responses )
substantially identical with that of the model. In contrast, Subjects who were exposed
to non-aggressive models and those who had no previous exposure to any models
only rarely performed such responses.
c.) In the case of a highly masculine-typed behavior such as physical aggression ,
there is a tendency for both male and female subjects to imitate the male model to a
greater degree than the female model. Thus, it showed that maleness- femaleness
rather than some other personal characteristics of the particular models involved, is
the significant variable.
d.) the finding that subjects exposed to the quiet models were more inhibited and These body changes can inspire curiosity and anxiety in some-especially if
unresponsive than subjects in the aggressive condition, suggets that exposure to they do not know what to expect or what is normal. Early adolescents have concrete,
inhibited models not only decreases the probability of accurrence of aggressive black-and-white thinking
behavior but also restricts the range of behavior emmitted by the subjects.
2. Middle Adolescence (Ages 14 to 17)

Physical changes from puberty continue during middle adolescence. At this age,
The Bobo doll Experiment many teens become interested in romantic and sexual relationships.

The study consisted of 24 preschool children assigned to three conditions: Many middle adolescents have more arguments with their parents as they
struggle for more independence.The brain continues to change and mature in this
1) an experimental group which observed aggressive adult models; stage, but there are still many differences in how a normal middle adolescent thinks
2) another group which observed inhibited non-aggressive models; and compared to an adult

3) a control group which had no prior exposure to the models. Late Adolescents (18-21 and beyond)

Response Measures

Three measures of imitation were obtained from the observation experiment. ADOLESCENT PHYSICAL, COGNITIVE, EMOTIONAL AND SOCIAL
DEVELOPMENT
1. Imitation of physical aggression - This category included acts of striking the
bobo doll with the mallet , sitting on the doll and punching it in the nose, Kicking the During adolescence, young people experience many changes as they
doll, and tossing it in the air. transition from childhood into young adulthood. These changes include physical,
behavioral, cognitive, and emotional-social development.
2. Imitative non-aggressive verbal responses - subjects repeats the phrases,
"Sock him ". "Hit him down." "Kick him." " Throw hin in the air," "Pow."  Physical Development:
 Entering puberty heralds the physical changes of adolescence: a growth
3. Imitative non-aggressive verbal responses - Subjects repeats, "He keeps spurt and sexual maturation
coming back for more," or " He sure is a tough fella."  Puberty and Sexual Development
 Physical Appearance and Body Image
4. Nominative physical and verbal aggression - This category included
 Physical Activity and Weight
physically aggressive acts directed toward objects other than the bobo doll and any
hostile remarks except for those in the verbal imitation category, e.g. "Shoot the
bobo," "Cut him." "Stupid ball," "Knock over people," "Horse fighting , biting."
• Cognitive Development:

The changes in how adolescents think, reason, and understand can be even
ADOLESCENCE more dramatic than their obvious physical changes. Cognitive competence includes
such things as the ability to reason effectively, problem solve, think abstractly and
Adolescence is the period of transition between childhood and adulthood. It
reflect, and plan for the future.
includes some big changes—to the body, and to the way a young person relates to the
world.  Emotional Development:
STAGES OF ADOLESCENCE Emotional development during adolescence involves establishing a realistic and
coherent sense of identity in the context of relating to others and learning to cope
1. Early Adolescence (Ages 10 to 13)
with stress and manage emotions (Santrock, 2001), processes that are life-long issues
During this stage, children often start to grow more quickly. for most people.
  Social Development:
The social development of adolescents is best considered in the contexts in
which it occurs; that is, relating to peers, family, school, work, and community
PARENTING STYLE
A parenting style is a psychological construct representing standard
strategies that parents use in their child rearing. Parenting styles are the
representation of how parents respond to and make demands on their children.
1. Authoritarian Parents
 Authoritarian parents are often thought of as disciplinarians.
 They use a strict discipline style with little negotiation possible. Punishment
is commo
 Communication is mostly one way: from parent to child. Rules usually are
not explain
2. Permissive Parents or Indulgent parents
Mostly let their children do what they want, and offer limited guidance or
direction. They are more like friends than parents.
Their discipline style is the opposite of strict. They have limited or no rules and
mostly let children figure problems out on their own.
3. Authoritative Parents
- pantay ang anak at Parent sa right .
-Smooth communicative relation
4. Uninvolve Parents
- Parents who totally have no care in their child
Identity
• A man's character is discernible in the mental and moral attitude in which,
when it came upon him, he felt himself most deeply and intensely active and alive
(William James).
• Focusing the discussion on Eriksons view, identity can be described in
psychological terms. It includes identity formation which employs a process of
simultaneous reflection and observation.
• Youth Identity
• Formulation of identity to the Freudian theory of the "i'd," the instinctual
force driving man from within and the "groups ego" of the society which influences
and controls him; and which he conceptualizes as a model of his existence.
• The ego, according to Erikson, is one of the three indispensable and
ceaseless processes by which man’s existence become remain continuous in time and
organized in form. This task is possible through:
first, the biological process by which an organism comes to hierarchic
organization of organ systems living out its life cycle.
second is the social process by which organisms come to be organized in
groups which are geographically historically , and culturally defined.
The Development of Identity in the Life Cycle
Identity is founded on the epigenetic principle which Erikson derived from
the growth of organisms in the utero. This principle states that anything grows has a
ground plan, and that out of this ground plan the parts arise, each part having it's time
of formation and maturity, until all parts have arisen to form a functioning whole.
The diagram formalizes a progression through time of differentiation of parts. This
indicates:
(1) that each item of vital personality is systematically related to all others, and that
they all depend on the proper development in the proper sequence of each item; and
(2) that each item exists in some form before "it's" decisive and critical time
normally arrives.
Infancy and Basic Trust
The Development of a sense of basic trust in infancy, the first stage in the
psychosexual life of an individual and the cornerstone to his vital personality is
where the formation of identity starts. When a child is born, he cuts his symbiotic
relationship from his mother and depends only on his oral faculties for existence. In
the same way, maternal instinct and physical body component are prepared to meet
the child's need. When such need as feeding suffers a severe estrangement, the
individual withdraws unto himself and with others such as the mother.
Early Childhood and the Will to be Oneself
• This stage is of significance because here happens a rapid gain in muscular
maturation and verbalization. In these and in many other ways, the highly dependent
child begins to experience his autonomous will, but the child is often at odds with
one another. This whole stage becomes a battle for autonomy. As he gets ready to
start on his own feet more firmly, the infant also learns to delineate his world as "I"
and "you" and "we" and "mine".
Childhood and the Anticipation of Roles
Convinced that he is a person on his own, the child must now find out what kind of
person he may become. At this stage, he is deeply and exclusively "identified" with
his parents, who appear to him to be powerful and beautiful, although often quite
unreasonable, disagreeable and even dangerous.
This stage has three development which may bring about it's crisis:
1.) the child learns to move around more freely and more violently and therefore
established a wider and to him, unlimited radius of goals;
2.) His sense of language becomes perfected to the point where he understands and
can ask incessantly about innumerable things often hearing just enough to understand
them thoroughly; and
3.) both language and locomotion permit him to expand his imagination to so many
roles that he cannot avoid frightening himself has dreamed and thought up.
.School Age and Task Identification
• Children at this stage attach themselves to teachers and the parents of other
children and they want to watch and imitate people representing occupations which
they can grasp firemen, policemen, gardener, plumber, baker, teacher, etc. They want
to live at least a part of their lives near farins or safe streets around busy people and
around many other children of all ages so that they can be observe and participate as
their capacities and their initiative grows in tentative
Mother Child Bond
• The child's need for parents is inherent in being human much more than
belonging to the group of mammals. "There is an even or fundamental bond that all
mammals at least have to respect- the bond between mother and child." In the
bonding process the first example is mating or "pair" bond. However, where mating
is brief and where the sexes part immediately after the mating season, the association
of the young with the mother remains important. This is particularly true in all those
species where the young are relatively dependent.
Father Child Bond
• The father- child bond, detailing how it functions and how it differs from
the bond between mother and child. What emerged from their work is the beginning
of a truly modern concept of paternity, one in which old assumptions are overturned
or cast in a radically different light, a unique phenomenon with huge consequences
for the emotional and intellectual growth of children.
• Start early - While involvement doesn't always equal intimacy, father' s who
immerse themselves in all aspects of parenting from birth on are more likely to be
closer to their children.
• Creating "fathering space." - Schedule time and activities in which you take
care of your newborn entirely on your own. The traditional practice of deterring to
mother's as "experts" gives new father's few chances to hone their parenting skills,
bolster their confidence, and build solid bonds with baby.
• Articulate feelings - Although fatherhood is routinely described as "the most
wonderful experience" a man can have , new fathers and may feel anxious, fearful,
and frustrated.
• Mind the details - Tune in the children and avoid relying on mom to "read" what
the baby wants.
• Respect Diversity - Accept partners parenting style without criticizing. Mother's
often regard father's more boisterous style as too harsh or insensitive.
• Be Realistic - Father' s who want to adopt a more hands- on approach than they
themselves experienced are often frustrated when kids don't immediately respond.
What Children Say about Their Parents
Parenting ideas may not just emanate from parents, whether old who had
years of experience or new couples who had just been married and blessed with one
or two children. Parenting views can be gleaned from how children react to their
parents. Several attempts have been done by different researches to collect opinions
and viewpoints from children who are receivers of parenting styles.
Mother's at Work
How do children react to mother's at work? How does work effect mothers
relationship about with their children? The findings from this study hold many
suprises. It was found that children learn more about the world of work from their
mothers than from their fathers. Children don't think parents like their work as much
as they really do. These perceptions came from what parents said:" I have to go to
work." Or " I wish I didn't have to leave." Now let us look at the results of the study
regarding the question: Is having a working mother good or bad for children
Television
Television,which offers opportunity for both a visual an auditory response,
seems to occupy a more important position than radio or any other mass media in the
lives of today's children.
In terms of physical effects, television and radio seem to have caused no appreciable
damage to eyesight or hearing, although parents are told to leave a light on in the
room with the television and to encourage children to sit at least six feet from the
screen
Television and School Performance
Statistics on the result of the Scholastic Achievement Test in US in 1941 compared
with the previous decade showed that the average student who took the test that year
was no more intelligent than today's (Trelease,1995). The real problem, the
researchers said, was that student knowledge has no kept pace with the growing
complexity of the world. Social scientists, educators, and psychologists point to
television as a prime suspect.
Violence on Television
Another question which most concerns adults is undoubtedly the moral
effect children of radio and television program Speaking generally, newscasts and
informational programs are morally sound, situation comedies and programs where
games are played are usually devoid of provocative ideas and morally insignificant;
shows of violence usually point out that " crime doesn't pay," at least during the last
few minutes, and dramas usually develop fairly obvious universal truths and are
therefore morally instructive to a degree.
Positive Approach to Television
When young people's educational, social and moral well-being are a stake,
society cannot just be complacent. According to Slaby ( 1994). "Until recently,
researchers voices have been drown out in the din of denial and disinformation
coming from executives of the television and movie industries, whose self-serving
defense if violent programming has prevailed. TV industry spokepersons argue that
violent programs are mere reflection of the society, and that any effort to modify
programming would interfere with guarantees of freedom of the press
Technology Potential in Schools
There is no question that technology holds significant potential when it
comes to improving classroom practices and encouraging more effective learning.
Computers, tablets, and other devices can help boost the reach of highly effective
teachers, allowing more students to study with the best math and reading teachers,
for instance.
Exceptional Development: Mental Disorders
Some people may demonstrate behavior that seems abnormal in the sense
that they are far beyond expectation. There are three ways given by Plotnik such as
statistically, socially, and maladaptive ways as a gauge to decide whether a behavior
is abnormal. And yet Plotnik was of the opinion that neither of the three can
measures accurately describe abnormal behavior.
GAUGE IN ASSESSING ABNORMAL BEHAVIOR
Statistical Frequency
The approach says that a behavior may be considered abnormal if it occurs
rarely or infrequently in relation to the behavior of the general population. And yet
we would not consider these individuals to necessarily have mental disorders.
Social Approach
The social norm approach says that a behavior is considered abnormal if it
deviates greatly from accepted social standard values, or norms. Thus defining
abnormality on the basis of social norms can be risky as social norms change over
time.
Maladaptive Behavior
This approach defines a behavior as psychologically damaging or abnormal
if it interferes with the individual’ s ability to function in one’ s personal life or in
society.
TREATMENT OF ABNORMAL BEHAVIOR
There are three major approaches in understanding and treating mental
disorders: medical, cognitive and behavioral approach by Plotnik.
Medical Model Approach
The medical model approach views mental disorders as similar to physical
diseases with symptoms that can be diagnosed and treated. Psychiatrist use
psychoactive drugs to treat mental disorders.One advantage of medical model was
the emphasis on the role of genetic make-up and chemical balance in mental
disorders.
Cognitive-Behavioral Approach
It emphasizes that mental disorders result from deficits in cognitive
processes, such as thoughts and beliefs, and from behavioral problems such as
deficits in skills and abilities. It views mental disorders as resulting of maladaptive
ways of thinking and behaving.
Psychoanalytic Approach
It states that mental disorders are due to unconscious conflicts or problems
with unresolved conflicts at one or more of the psychosexual stage. Freud believed
that various personality problems could result from the unsuccessful resolutions of
conflicts during psychosexual stage in early childhood and may result to anxiety.
ASSESSING MENTAL DISORDERS
Psychological Test
It is given to persons who show symptoms of mental disorders. This include
the self-report questionnaire which is an objective personality test and consists of
specific statements or questions in which the person responds with specific answers;
and, the other is the projective tests such as the Rorschach inkblot test, which have
not set answers tub consists of ambiguous stimuli that a person interprets or makes
up a story about.
Clinical Interviews
This is one method of gathering information about a person’ s past and
current behavior, beliefs, attitudes, emotions, and problems. Some clinical interviews
are unstructured which means there are no set of questions. Other are structured
which means they follow a standard format of asking the same question.
COMMON MENTAL DISORDERS
Generalized Anxiety Disorder
It is characterized by excessive so unrealistic worry about almost
everything or feeling that something is about to happen.
Symptoms
This anxiety disorder includes both psychological and physical symptoms.
Psychological symptoms include being irritable, having difficulty concentrating, and
being unable to control one’ s worry which is out of proportion to the actual event.
While physical symptoms include restlessness, being easily fatigued, sweating,
flushing, insomnia, headache and muscle tension.
Treatment
Generalized anxiety disorder is commonly treated with psychotherapy
with or without drugs. The drugs most frequently prescribed are tranquillizers.
Panic Disorder
This is characterized by recurrent and unexpected panic attacks. People who
suffer from panic disorder have an increased risk of alcohol and other drug abuse, an
increased incidence of suicide, decreased social functioning, and decreased marital
happiness.
Symptoms
It is a period of intense fear or discomfort in which four or more of the
following symptoms are evident; pounding heart, sweating, trembling, shortness of
breath, feeling of choking, chest pain, nausea, feeling dizzy and fear of losing control
or dying.
Treatment
Successful treatment may require 3-8 months of drug therapy and
psychotherapy.
Phobia
This is an anxiety disorder characterized by an intense and irrational fear
that is out of all proportions to the possible danger of the object or situation. Because
of this intense fear, a person goes to great lengths to avoid the feared event. If the
feared event cannot be avoided, the person feels intense anxiety Social phobias are
characterized by irrational, marked, and continuous fear of performing in social.
situations.
Disorders Mood
Is a prolonged and disturbed emotional state that affects almost all of a
person’ s thought and behavior. Major Depression is marked by at least two weeks
of continually being in a bad mood, having no interest in anything, and getting no
pleasure from activities. In addition, a person must have at least four of the following
symptoms: problem in eating, sleeping, thinking, concentrating, or making decision,
thinking about suicide, and feeling worthless or guilty.
Bipolar Disorder
Bipolar disorder or manic depressive illness, sometimes referred to is a
mood disorder. It has two opposing conditions-At one end is the “ up” part called
mania. This can last for months, if untreated. When the person is in this cycle, he
feels energetic, talkative, outgoing and optimistic feeling that he is more creative and
a sharp thinker.
On the other side when the opposite cycle begins after the ebbing out of the “ up”
part, the person becomes depressive, miserable, tense and irritable. He hallucinates
and resorts to reckless behavior.

Bipolar disorder may lead to excessive sleep, overeating, and insomnia. It is likely
that this manic phase in bipolar depression result to emergency hospitalization and be
more dangerous. Bipolar disorder increases suicidal risks. It is difficult to diagnose.
For one, it can be covered up by alcoholism and drug abuse. Another worry is when
the person has actually other problems such as abuse, family conflict, and when
experiencing the normal ups and downs of growing up.

Medication don’ t cure bipolar disorder but control the symptoms.

Odephus Complex – anak na babae humahanga sa tatay

Electra Complex – anak na lalaki humahanga sa nanay.