Self, Social, & Moral Development

Identity Development Theorists Erik Erikson

Identity Development Theorists James Marcia

Stages of Identity Development

Identity diffusion : not much thought given to identity Identity foreclosure : firm adherence to particular ideas about identity still little exploration / not open to other perspectives Identity moratorium : time & thought purposefully given to identity considerations Identity achievement : informed commitment to a particular identity 3 configuration

McAdams Life Story Model

Individuals living in modern societies provide their lives with unity and purpose by constructing evolving narratives of the self.
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Dorothy Holland Practice Theory of Identity Development

Many contemporary theories of identity development are grounded in the beliefs that identities are constructed, fluid, and multiple, (not necessarily unidirectional & reciprocal), and that they are situated (and therefore shaped by and shape in response) the contexts in which they are formed. In a popular contemporary model of identity development Dorothy Holland and her co-authors highlight the important and reciprocal interplay between a personally held perspective on ones own identity and ones context (Holland, Lachicotte, Skinner, & Cain, 1998). According to these theorists, identity is a construction, a consequence of interaction between people, institutions, and practices.
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Third Space / Hybrid Identities Gutierrez Making room for student identities in class
Children and adolescents bring important cultural resources from their home & community experiences. It is the job of schools to understand those resources & their application to the demands of school based learning. We must consider design learning environments so that differences between community-based & school-based norms can be negotiated by students and teachers. Lee, C. (2007). Culture, Literacy, and Learning. New York: Teachers College Press. Blending cultural (lived) and academic sources of knowledge can allow youth to stay connected with their communities & their cultural identities, AND achieve at school. Hatt, B. (2007). Street smarts vs. book smarts: The figured world of smartness in the lives of marginalized, urban youth. The Urban Review, 39(2), 145-166.
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Traditional Dimensions of Self

Self Concept: Picture of yourself Self-esteem: Opinion of yourself Multiple concepts of self Supporting development of self-esteem
Safe-to-Fail environment that values all students Know yourself & your biases Be intellectually honest Set clear goals for teacher & student Value cultural diversity in your student
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PEER RELATIONSHIPS
Friendships Peer groups (crowds) Peer networks Romantic Relationships Peers are the glue that adheres students to the educational enterprise. Ladd (quoted in Hymel, et al., 1996; p. 318)

Positive peer relationships coincide with student adjustment, positive affect toward school (liking school) engagement & involvement (Furrer & Skinner, 2003; Kindermann, 1993; Ryan, 2001; Wentzel, 1997)
Poor peer relationships coincide with : low self esteem, poor achievement dropping out, delinquency, mental health problems

Moral Development

Carol Gilligan
Noticed that females often scored a full stage below male counterparts. Either: females are less morally developed than males or something is wrong with Kohlbergs framework. Responses from females did not fit in Kohlbergs framework The moral reasoning of women and girls valued preserving connections. Men Autonomy Independence Separateness Women Relatedness Interdependence Connectedness
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William Damon
Noted that Kohlberg focuses on thought NOT actual behavior. Most children & adults express the belief that it is wrong to let someone else suffer but only a small subset will get involved.

Focus not just what the person thinks is the right course, but what they will actually do.

Alfie Kohn
Saw a problem with Character Education as a support for Moral Development (A collection of exhortations & extrinsic inducements designed to make children work harder, behave well & do what they are told is not the same thing as moral Development. )
2 problems with this: 1. Research does not support the effectiveness of such lessons 2. Good behavior (docility) is mistaken for good character. If our goal was to help children become active participants in democratic society we should engage students in deep, critical reflection, & discussion about 11 justice, caring, equity& opportunities to get involved!!

Encouraging Moral Development

Model moral and pro-social behavior and expose students to role models Encourage, acknowledge and reward prosocial behavior Encourage perspective taking, empathy, and pro-social behavior Discuss reasons why some behaviors are inappropriate Engage students in discussions of moral issues and dilemmas

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1 creative use of Moral Development for Teachers Conflict Resolution & Behavior Management Cooperative discipline (Linda Albert) emphasizes analyzing the reason for misconduct
The Six-Ds of Conflict Resolution
Step 1: Define the problem objectively. (focus on the behavior not the individual, agree on an account of the problem without blaming) Step 2: Describe the feelings. (use I-messages, practice active listening) Step 3: Declare the need. (practice active listening, reframe problem) Step 4: Discuss solutions.. (dont criticize ideas, remain calm and open-minded, consider several solutions to the problem) Step 5: Decide on a plan. (eliminate weak solutions together, choose the solution with the most pros from both points of view) Step 6: Determine the plans effectiveness. (meet with student(s) to evaluate)

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2nd creative use of Moral Development for Teachers Dealing With Bullying
Bullying = Negative, mean behavior, that occurs repeatedly, in a relationship that is characterized by an imbalance of power. Elementary school more overt Middle & High school more covert IN THE U.S. Weekly: 8% - 20% bullied Annually: 24% - 45% bullied Across the school years: up to 75% of students are bullied
Factors that encourage bullying Schools where adults are largely unaware or do not take action Schools where peers to not take action Many effective anti-bullying programs focus on students actively working to develop a school culture that resists bullying.

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