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Social Relationships in Childhood

Social Relationships in Childhood. Seminar 7 Instructor: Bina Roginsky, Psy.D. Elements of Diversity Value Orientation Model (Kluckhohn and Strodtbeck, 1961). Euro-American culture in the United States:

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Social Relationships in Childhood

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  1. Social Relationships in Childhood Seminar 7 Instructor: Bina Roginsky, Psy.D

  2. Elements of DiversityValue Orientation Model (Kluckhohn and Strodtbeck, 1961) • Euro-American culture in the United States: • future oriented, focused on doing, emphasizes individualism, aspires to be dominant over nature, • believes that human nature is mixed, some people are good and some are bad (e.g., Carter, 1990). • Value activity, doing, hierarchical relationships • Native cultures: • past oriented, focused on being, emphasize collateral (group) relations, aspire to be in harmony with nature • believe that people are fundamentally good

  3. Elements of DiversityLocus of Control (Rotter, 1966) • Most common groups with high INTERNAL locus of control (Caucasian, Chinese) have: • More attempts at mastering environment • Better coping and cognitive processing • Lower anxiety, higher motivation • External locus of control more common in minority, females, low SES - “It’s no use trying…”

  4. What happens when we add responsibility as a factor? • Internal Control and Responsibility • Assertive/passive: I’m Ok and society is OK- I can make it • External Control and Internal Responsibility (Marginal/passive) • I’m OK but control comes from being like dominant culture - it’s up to me • External Control and Responsibility • Passive/aggressive: I’m not Ok, I might as well give up. Society is the reason for my problems • Internal Control and External Responsibility • I’m OK but need a chance - society is not good and I need to change it

  5. Other factors to consider when discussing control and responsibility • Racial pride and identity • Most likely to be accepted by IC-ER • Redefining self and group in positive light • View many current issues as rising from racism • How might these concepts and worldviews be expressed in children? • Is there a certain direction that we would encourage them to think in?

  6. Racial/Cultural Identity Development ModelAtkinson, Morten, & Sue (1989 Conformity - dominant cultural values Dissonance - question identity Resistance & Immersion - appreciate group and reject dominant culture Introspection - differentiate individual views Integrative Awareness - self & other appreciation

  7. General stages of identity development Stage one: Lack of awareness of the importance of culture Intermediate Stages: Psychological discomfort, self-examination, over-identification with own culture Final Stage: Self-acceptance and appreciation of culture

  8. Three Stage Model for Identity Development (Phinney) • Stage 1: Unexamined ethnic identity • Acceptance of white identity • Similar to “foreclosure” • Stage 2: Ethnic Identity Search • Similar to moratorium • Dissonance - understanding that not all majority values are beneficial to cultural minority group • Stage 3: Ethnic Identity Achievement • Internalization and incorporation • Have ways to cope with negative stereotypes and prejudice

  9. This week • A case study - this powerpoint may be helpful • Reading • Two discussion board threads • Research your topic well - you will need it for DB and project • Start thinking about the final week/project • Email with any questions/ideas!

  10. Additional resources • http://www.joe.org/joe/2001december/tt1.php • http://wilderdom.com/psychology/loc/LocusOfControlWhatIs.html • http://www.youtube.com/watch?v=NcTCJdH4Ooc • http://onlinelibrary.wiley.com/doi/10.1002/ace.8405/pdf • http://books.google.com/books?id=mdhnuLN-1mEC&lpg=PA61&ots=ymEjPaRpmp&dq=white%20identity%20development%20model&lr&pg=PA68#v=onepage&q=white%20identity%20development%20model&f=false

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