SOCIALIZATION

The Social Development of the SELF,

MIND and EMOTIONS
SOCIOLOGY

The study of human behavior.

Refers to social behavior, society, patterns
of social relationships, social interaction,
and culture that surrounds everyday life.
 Charles H. Cooley

The Looking Glass Self

The Social Psychological Concept
The Looking Glass Self

the looking-glass self describes the

process wherein individuals base their
sense of self on how they believe others
view them. Using social interaction as a
type of “mirror,” people use the judgments
they receive from others to measure their
own worth, values, and behavior.
The Looking Glass Self…
The looking-glass self is a social psychological concept
stating that a person's self grows out of society's
interpersonal interactions and the perceptions of
others.

There are three components of the looking-glass self:

 We imagine how we appear to others,
 we imagine the judgement of that appearance, and
 we develop our self (identity) through the
judgments of others.
The Looking Glass Self…
 the theory that self-image is formed largely by the
messages we get from others, and an individual's
interpretation of those messages.
 The three components to Cooley's looking glass self are
(1) envisioning how one's self appears to others,
 (2) imagining what others must think of one's
appearance, and
 (3) developing self-feeling, such as pride or shame, from
one's understanding of these perceived judgments by
others.
George Mead – the Social Self
 The self is not there from birth, but it is
developed over time from social experiences
and activities.
 Self- from experience as we learn to interpret
situation by “taking on the role of the other”
 Children learn to do that in:
 Imitation (gesture, words)
 Play (specific roles)
 Games (multiple roles)
 Generalized other (role of the group)
George Herbert Mead’s SOCIAL SELF Theory
Stage Development Activities
The SELF Children initially only Language
mimic the gestures/words allows individuals to take on the
of others “role of the other” and allows
people to respond to his or her
own gestures in terms of the
symbolized attitudes of others
Generalized They play the roles of Play
OTHERS specific people individuals take on the roles of
other people and pretend to be
those other people in order to
express the expectations of
significant others.
Significant The first years of school, Game
OTHERS they become involved in the individual is required to
organized games, internalize the roles of all others
who are involved with him or her
learning the role of each in the game and must
position comprehend the rules of the
game.
Two sides of the self: Me & I
“Me” “I”
 Is considered the  Considered the present
socialized aspect of the and future phase of the
individual. self.
 The ‘Me” represents  Represents the
learned behaviors, individual’s identity
attitudes and based on response to
expectations of others the ‘me’
and the society
George Herbert Mead…

The social conception of the self entails that

individual selves are the products of social
interaction and not the logical or biological
preconditions of that interaction. It is not initially
there at birth, but arises in the process of social
experience and activity.
Jean Piaget’s Cognitive Development
Stage Developmental Period Age Learning

1 Sensorimotor Birth- Object Permanence

2

2 Pre-Operational Period 2-7 Centration

3 Concrete Operational 7-11 Decentration

Period

4 Formal Operational 11- Logical & Systematic

Adult- Thinking
hood
Sigmund Freud’s Psychoanalytic Theory

Personality Structures
Id Inherited drives for self Pleasure principle
gratification driven; raw biological
urges

Ego Balances between the needs Reality principle;

of the id and the demands of decision making
the society component

Superego Social conscience internalized Moral imperatives;

from social groups moral component
Sigmund Freud’s Structural Model of
Personality Development

The id is driven by the pleasure principle, which

strives for immediate gratification of all desires,
wants, and needs. If these needs are not
satisfied immediately, the result is a state anxiety
or tension. For example, an increase in hunger
or thirst should produce an immediate attempt to
eat or drink. The id is very important early in life,
because it ensures that an infant's needs are
met. If the infant is hungry or uncomfortable, he
or she will cry until the demands of the id are
met.
Sigmund Freud’s Structural Model of
Personality Development

 The ego operates based on the reality principle,

which strives to satisfy the id's desires in realistic
and socially appropriate ways. The reality
principle weighs the costs and benefits of an
action before deciding to act upon or abandon
impulses. In many cases, the id's impulses can
be satisfied through a process of delayed
gratification--the ego will eventually allow the
behavior, but only in the appropriate time and
place.
Sigmund Freud’s Structural Model of
Personality Development
 The last component of personality to develop is the
superego. The superego is the aspect of personality that
holds all of our internalized moral standards and
ideals that we acquire from both parents and society--
our sense of right and wrong. The superego provides
guidelines for making judgments. According to Freud, the
superego begins to emerge at around age five.

 The superego acts to perfect and civilize our behavior. It

works to suppress all unacceptable urges of the id and
struggles to make the ego act upon idealistic standards
rather that upon realistic principles. The superego is
present in the conscious, preconscious and
unconscious.
 There are two parts of the superego:

 The ego ideal includes the rules and standards

for good behaviors. These behaviors include
those which are approved of by parental and
other authority figures. Obeying these rules
leads to feelings of pride, value and
accomplishment.

 The conscience includes information about

things that are viewed as bad by parents and
society. These behaviors are often forbidden and
lead to bad consequences, punishments or
feelings of guilt and remorse.
Freud's Stages of Psychosexual
Development
STAGE AGE EROGENOUS
ZONE/FOCUS
Oral 0-1 year old Mouth

Anal 2-3 year old Anus

Phallic 4-5 year old Genitals

Latency 6-12 years old None

Genitals Puberty- Genitals

onwards
 Freud's Stages of Psychosexual Development

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.
Because the infant is entirely dependent upon caretakers (who are
responsible for feeding the child), the infant 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.
Freud's Stages of Psychosexual Development
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.
 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. 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 personalitydevelops in which the
individual is stringent, orderly, rigid and obsessive.
Freud's Stages of Psychosexual Development
PHALLIC STAGE

 Age Range: 3 to 6 Years

 Erogenous Zone: Genitals

 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.

 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.
 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.
Freud's Stages of Psychosexual Development
LATENT PERIOD

 Age Range: 6 to Puberty

 Erogenous Zone: Sexual Feelings Are Inactive

 During the latent period, the libido interests are suppressed. The
development of the ego andsuperego 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.

 The latent period is a time of exploration in which the sexual energy

is still present, but it is directed 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.
Freud's Stages of Psychosexual Development
GENITAL STAGE

 Age Range: Puberty to Death

 Erogenous Zone: Maturing Sexual Interests

 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.

 Where in earlier stages the focus was solely on individual needs,

interest in the welfare of others grows during this stage. If the other
stages have been completed successfully, the individual should now
be well-balanced, warm and caring. The goal of this stage is to
establish a balance between the various life areas.
 Erving Goffman
 The dramaturgical perspective was developed primarily
by Erving Goffman, who used a theatrical metaphor of
stage, actors, and audience to observe and analyze
intricacies of social interaction. From this perspective,
the self is made up of the various parts that people play,
and a key goal of social actors is to present their various
selves in ways that create and sustain particular
impressions to their different audiences.

 Impression Management
 Dramaturgical Approach
 Face Work
 Defense Mechanisms by Sigmund Freud

Rationalization Creating faults as an excusable reasons to

rationalize by dragging others
Reaction Formation Reacting opposite to one’s feelings

Projection Attributing one’s feelings to another

Displacement Diverting their feelings of anger to substitute

target
Regression Reversion to unmature behavior/childish

Repression Keeping depressing feelings for themselves

Denial Consciously refusal to unpleasant reality

ASSIGNMENT: HAND PRINT ACTIVITY

1. TRACE YOUR RIGHT HAND INFRONT OF THE PAPER AND THE LEFT AT THE BACK
OF THE PAPER.
2. WRITE ALL POSITIVE TRAITS IN YOUR RIGHT HAND AND NEGATIVE TRAITS IN
YOUR LEFT HAND DRAWING:
THUMB FINGER – YOUR POSITIVE TRAIT ACCORDING TO THE MAJORITY.
POINT FINGER – YOUR POSITIVE TRAIT ACCORDING TO YOUR FAMILY.
MIDDLE FINGER – YOUR POSITIVE TRAIT ACCORDING TO YOUR FRIENDS.
RING FINGER – YOUR POSITIVE TRAIT ACCORDING TO YOURSELF.
PALM – DESCRIBE YOUR HOMEGROWN PLACE
After the activity...
 What made the first and the last group to finished?
 What did you feel when you heard that you are going to share
your hand print?
 What did you feel when someone is sharing?
 What did you feel when you were sharing?
 What are your realizations after the sharing?
 How did it made you change your impression towards others?
Thank you for listening…