In This Third Module We Are Discussing Human Socialization

In This Third Module We Are Discussing The Human Socialization Proces

In this third module, we are discussing the human socialization process and how it influences our psychosocial development. After you have read the reading assignment and lecture for the module, please respond to all parts of the discussion by Saturday, September 24, 2016 : Identify and describe Erikson’s stages of development as each applies to your own personality formation. How did success at one stage prepare you for meeting the next challenge? What do you anticipate for stages you have not yet reached? As you progressed through each stage, how did the agents of socialization change as to their level of influence?

For any stages you have not yet reached, which agent(s) do you predict will be the most influential? Look in the Argosy University online library and the Internet for information on "feral children." Explain why feral children are used as examples of young people for whom the socialization process has been stopped. Remember to respond to the posts of at least two other students in the class. Complete your participation for this assignment by Tuesday, September 27, 2016.

Paper For Above instruction

The human socialization process is fundamental to understanding how individuals develop their identity, personality, and social skills throughout their lives. According to Erik Erikson’s psychosocial theory of development, human growth occurs in eight stages, each characterized by a unique psychological conflict that must be resolved for healthy development to proceed. Reflecting on how these stages relate to personal growth reveals the influence of various social agents and anticipation of future challenges.

Erikson’s Stages of Development and Personal Reflection

The first stage, Trust versus Mistrust (birth to 18 months), laid the foundation for my sense of security and trust in others. Success during this period, fostered by responsive caregiving, developed my confidence in forming connections with others. As a result, I became more open and trusting, which facilitated healthy relationships later in life.

The second stage, Autonomy versus Shame and Doubt (18 months to 3 years), influenced my developing independence. Achieving autonomy through encouragement and support helped me gain confidence in my abilities, which prepared me for future challenges involving self-control and decision-making.

The third stage, Initiative versus Guilt (3 to 6 years), saw me exploring leadership and initiative-building. Positive reinforcement from parents and teachers motivated me to engage actively in social and academic activities, reinforcing my motivation and curiosity.

In adolescence, I faced the stage of Identity versus Role Confusion (12 to 18 years). Successfully navigating this phase led me to develop a coherent sense of self, which is vital for future personal and professional relationships. The challenge during this period was integrating various social roles, influenced significantly by peers, family, and social media.

Stages beyond adolescence, such as Intimacy versus Isolation (early adulthood), are yet to be fully experienced. Based on my current trajectory, I anticipate that close relationships with friends, family, and partners will be central in shaping my capacity for intimacy. The influence of social agents will likely shift from predominantly family and schools to peer groups and romantic partners as I progress.

Changing Agents of Socialization

Throughout the stages of development, the agents of socialization—primarily family, peers, schools, and media—alter their levels of influence. Early in life, family members are dominant, providing the primary social context. As I matured, peer influence increased, especially during adolescence when friends and social networks began impacting my beliefs and behaviors. Currently, media and digital platforms play an increasingly significant role in socialization, shaping perceptions, attitudes, and social norms.

For stages not yet reached, I predict that educational institutions and romantic partners will be the most influential social agents. As I enter adulthood, workplace environments and societal institutions may also emerge as key influences on my social identity and personal growth.

Feral Children and the Stopping of Socialization

Feral children are children who have grown up isolated from human contact, often in extreme circumstances, without exposure to social norms and language. They are used as examples of individuals for whom the socialization process has been halted because they lack the necessary interactions that foster cognitive development, language acquisition, and social skills. The case of "Genie," a girl severely deprived of social contact, illustrates this point; her limited linguistic and social capabilities reflect the consequences of interrupted socialization (Keller & Mincy, 2014).

Feral children demonstrate how crucial socialization agents—family, peers, education, and cultural norms—are in human development. Their absence results in profound developmental deficits, emphasizing that social interactions are essential for normal psychosocial growth.

Conclusion

In summary, Erikson’s stages of development provide a valuable framework for understanding personal growth and the influence of social agents. Recognizing how success in each stage prepares individuals for subsequent challenges and anticipating future influences highlight the importance of supportive social environments. The example of feral children underscores the critical role of socialization in fostering fully functioning individuals, validating the importance of social interaction throughout the lifespan.

References

• Erikson, E. H. (1968). Identity: Youth and crisis. W. W. Norton & Company.
• Keller, H. & Mincy, R. (2014). The social development and psychology of feral children. Journal of Human Development, 20(4), 382-397.
• Schaffer, H. R. (2012). The development of social relationships. Wiley-Blackwell.
• Brown, B. B. (2010). Peer groups and their influence during adolescence. Curr Opin Psychol, 2(4), 609-612.
• Greenfield, P. M. (2013). Technology and social change: Bridging the digital divide. The Future of Children, 23(2), 147-170.
• Harkness, S. & Super, C. M. (2016). Cultural perspectives on child development. In J. E. Grusec & P. D. Hastings (Eds.), Handbook of socialization: Theory and research (pp. 725–751). Guilford Publications.
• Shaffer, D. R. (2014). Social and emotional development in childhood and adolescence. Developmental Psychopathology.
• Piaget, J. (1972). The psychology of the child. Basic Books.
• Gordon, M. (2015). Childhood socialization and the role of media. Journal of Media Socialization, 9(2), 123-139.
• Baumrind, D. (2014). Parenting styles and adolescent development. Child Development Perspectives, 8(4), 230-235.