SOCIO-EMOTIONAL

DEVELOPMENT
MODULE 26
 MODULE 26: SOCIO-EMOTIONAL DEVELOPMENT OF ADOLESCENT

• Subject Teacher: Mrs. NORA MANGUIGIB

• Reporters: IMEE OTBON
• CHARLENE GANO
Adolescence isn’t just about prom or
wearing sparkly dresses.
-Jena Malone
SELF UNDERSTANDING
• In early adolescence (10-13 years old), teen
begins to acquire a reflective idea of one’s
self, not only in terms of their immediate
present which younger children also se, but
in terms of their past and their future.
• During adolescent years , the teen also
begins to see his/her role and the
importance to society.
• This development require self-thought or
introspective thinking along generalized ideas ,
such as in thinking that one is bright , flexible,
intelligent and etc.
 *SELF IMAGE
• There is the all important value
known as self-esteem, an
appreciation of who one is regardless
of possible limitations or deficiencies
in bodily and mental qualities.
 STEREOTYPES IN GENDER
DIFFRENCES
BOYS :
 Have higher self-esteem in achievement and
leadership
More self-sufficient
More competent in Math subjects
Tend to prefer activity and autonomy of children.
 STEREOTYPES IN GENDER
DIFFRENCES
GIRLS:
Girls see themselves better in terms of congeniality and
sociability
Girls are help-seeking
Have a higher self-esteem in relation to competence in
spelling, penmanship, neatness, reading, and music.
Prefer social and verbal skills
 STEREOTYPES IN GENDER
DIFFRENCES
GIRLS:
More feminine therefore more submissive and dependent
Prefer family relationship, connection, and openness
Experience more anxiety, self-doubt in making choices
isolation/individualism in the family
More emotional
DEVELOPING SELF ESTEEM


Root of Self-esteem in
the mother-child
Relationship.
DEVELOPING SELF ESTEEM
• SELF-ESTEEM
- means appreciation of one’s self or self-
love, regardless of genetic potential
endowments (Physical, Mental , Emotional)
DEVELOPING SELF ESTEEM
•POTENTIAL ENDOWMENTS
- developed to a great extent
through family formation , school
education and social influence.
DEVELOPING SELF ESTEEM
• Personal Attitude
- grow defends on individual, although
motivational influences can help progressive
growth (coming from parents, siblings,
friends ,teachers , and etc.)
DEVELOPING SELF ESTEEM
• Popularity and External Appearances
- admiration by other , social position
and prestige, are among the many external
factors that contribute to self-esteem.
DEVELOPING SELF ESTEEM
• SELF- APPRECIATON
-self reliance , autonomy , energy , courage
and other internal positive motivators are more
permanent factors which can lead the adolescent
to the progressive self-concept he/she needs in
adult life.
FRIENDSHIP AND INTIMACY
• SEVERAL TYPES OF FRIENDSHIP
a. Acquaintances who meets periodically
b. Companions who share common interest through
regular contacts.
c. Intimates or best friends with depth of self-
disclosure/feelings/caring, romantic partners in intimate
heterosexual relationship.
 *IDENTITY ISSUE
-Self-Identity, is not a stagnant
end-point, but rather a continuous
change and evolvement of oneself
throughout life’s course.
 PHASES OF IDENTITY STATUS
• THE FOUR PHASES OF IDENTITY STATUS ON ERICKSON’S THEORY
Commitment and crisis are two dimensions that combine to define these stages.
1. Identity For closure
In this case adolescent who is follower, finding security in others not in
herself/himself.
The adolescent makes a commitment before asking about alternatives. This
commitment arises from values or expectations of other people (such as a parent,
relative or friend), which may be premature as foreclosure is rooted in commitment to
obey, follow a strong leader, respect authority a most vulnerable kind of self-esteem
develops.
2. Moratorium
• This case is the case of an adolescent searcher.
The adolescent enters a crisis by becoming aware of alternative roles, values
and beliefs. Thus, he explores and experiments becoming a prober and critic
without any permanent commitment to follow authority or be part of a system.
• The moratorium status is viewed as a most sophisticated mode of identity
search and achievement.
3. Identity Achiever
• The point where the adolescent fully finds himself/herself.
• An optimal sense of identity is experienced, once feels at home with one’s
body, with one’s knowledge and awareness of oneself.
• Identity seekers have looked at alternatives and have made their choice with
an optimal feeling of themselves.
4. Identity diffusion
• This is the case of the adolescent failing to find himself/herself.
• There is hardly knowledge of who one is, uncertainly running though
episodes in life. Identity-diffused persons lack goal orientation, direction
and commitment.
• As a result, adolescence is prolonged, unable to reach maturity due to a
diffused or fragmented personality. Inability to explore alternatives and
make choices may be due to psychosocial factors, springing from a
complexity of reasons, such as disdain or hostility to playing a role in the
family or community.
• Told by parents to do well in school so that he can enter a prestigious college,
the person may out of spite do poorly, even quit school deliberately.
PROMOTING A SENSE OF IDENTITY
• THE INGREDIENTS THAT MAKE UP AN OPTIMAL
SENSE OF PERSONALITY IDENTITY ARE:
1. Inner confidence about self competence and ability to learn and
master new task.
2. Ample opportunity to try out new roles either in one’s fantasy or
in actual practice, and;
3. Support from parents and adults.
 STEREOTYPE GENDER ROLES
According to Galambos et.al, (1990), on emotional response, girls in early
adolescence are more self-conscious, excelling in verbal skills, while they invest
more time in forming intimate friendships. Meanwhile, boys show independence
and are less emotional, involving themselves in sports.
 In a cross-cultural studies, the female is associated with nurturance, difference
and abasement, while the male is associated with dominance, autonomy,
aggression, exhibition, and achievement. In general, the female is described to be
less active and weaker than the male stereotype (Segal et al.,1999)
 ANTISOCIAL BEHAVIORS AMONG
ADOLESCENTS
• General Patterson formulated a developmental progression for anti-
social behavior which takes into account:
• A. The importance of parental monitoring and discipline on the child
in early childhood.
• B. Involvement with peer and school work in middle childhood, and
• C. Commitment with peer group in late childhood and adolescence.
 MORAL DEVELOPMENT
Lawrence Kholberg laid down three stages of moral reasoning among
adolescent.
• 1. Conventional Development
At this stage, the adolescent is able to understand and conform to social
conventions, consider the motives of peers and adults, engage in proper
behavior to please others, and follow the rules of the society.
2. Post-conventional level
At this stage, the adolescent wishes to conform to:
• A. law and order(don’t steal because it is against the law)
• B. the social contract (rights such as life and liberty must be upheld to
uphold the welfare of the majority in society), and
• C. universal ethical principles (the universal principles of justice, equity of
human rights, freedom of conscience, etc.)
• Do males and females differ in moral reasoning?
 some studies show that women are more focused on issues related to
caring and connecting with people, while males tend to resolve moral
concerns by invoking principles of fairness, equity, and justice.
 A more recent consensus among scholars, however, is the theory that
differences in moral tendencies between male and female are not
absolute, but relative to their individual orientations.
3. Development of Guilt
Guilt is a sense of feeling responsible for one’s actions, particularly when
harm has been done to oneself or others.
On the negative side
Guilt can threaten self-image, such that if one is unable to thresh out guilt
feelings, there can be serious problems in adjusting to normal living. Guilt that
causes anxiety and fear can usher in a complexity of illness, ranging from
chronic fatigue to escapism (e.g. use of drugs to forget the guilty feeling).
On the positive side
Guilt makes us aware of possible wrongdoing, serving as a regulator for
individuals to be more responsible in upholding esteemed social values.
As to stages in developing guilt,
The first Rudimentary feeling of guilt begin when children think they have
caused some kind of harm to others. Inaction to change behavior adds to the
initial guilt feelings.
 Anticipatory Guilt is felt when the child sees consequences that are
detrimental to oneself or others (e.g. stealing an item may cause others to
grieve losing a prized possession).
 Meanwhile, Survivor Guilt is experienced when one feels blameworthy
regardless of involvement. ( e.g. lingering feeling of baseless guilt).
 INFLUENCES IN MORAL DEVELOPMENT

Peers can encourage positive behaviors (e.g. example of good study habits),
although they can also encourage misconduct or inappropriate behaviors (e.g.
use of illegal drugs). Peer influence should not be underestimated.
 Compared with the influence of peers, the influence of parent is more
pervasive. The quality of parent-child relationship is more positive when
parents show competence, non-oppressive level parental control, appropriate
support and direction.
• On the other hand, parent/adult and peer values can occur when parents fail in
providing the appropriate levels of support and nurturance. Thus, parents who
do not care about the whereabouts of their children may lose them to being
dependent on peers.
• In the end, the inability of parents to provide quality presence and time can
cause frustration and anger, endangering the teen’s emotional behavior.
As the adolescent goes through a stage of emotional autonomy casting off
infantile ties to family, it is important that he/she develops a sense of
individuation .
 The process of individuation starts from infancy but sharpens when the teen
develops a keen sense of separateness and competence.
 Studies show that East Asians, including Filipinos, and Latin Americans
show more child-Parent cohesion and closeness.
Always, it is helpful for parents to respect the self-determination rights of
their growing children.
 Process of individuation by scholars are:
a. The practicing phase, as parents continues to make behavior conformance
demands while the adolescent begins to feel the need for psychological
freedom.
b. Rapprochement, as adolescents re-establish bonds with parents, induced by
parents recognizing their psychological need for freedom to grow.
Thus, it is important for parents to be aware of the life satisfaction consist of
the child’s perception of the quality of his/ser life.
 Psychological well-being consists of complex multiple dimension of the
child’s self-esteem, feeling of control, sociability (as opposed to anxiety and
loneliness).
 A proper balance between parent-child connectedness and separation is best,
allowing for cross-cultural/ethnic differences (e.g.
Christian/Islamic/Asian/western cultures).
Thank You For Your Cooperation!!
GOD BLESS!!!