Theories of Self-Development

Socialization SOCI 1306 Theories of Self-Development Scholars in a variety of fields, most notably psychology and sociology, have long been fascinated by the subject of what influences human identity and behaviour. Every person is born with a distinct genetic composition and a set of biological characteristics that serve as the basis for their eventual physical and, to a lesser degree, psychological growth. Numerous traits are influenced by these genetic variables, including our physical qualities, temperamental traits, and susceptibility to specific disorders. But the formation of our identity, or "self," is much more intricate and defies explanation by biology alone. We really learn who we are and how we fit into the larger picture of society via the complex process of social interaction. Psychologically speaking, early infancy is where the process of self-development starts. Psychologists that have theorised on the developmental phases that people go through as they mature include Sigmund Freud and Erik Erikson. According to Freud's psychoanalytic theory, early events—especially those involving family dynamics—have a significant impact on the development of our subconscious and, ultimately, our personalities. Erikson elaborated on this by putting out a set of psychosocial phases that cover the whole life span and are each marked by a unique conflict that has to be resolved in order for psychological development to proceed normally. For instance, the tension between suspicion and trust is crucial throughout the infant period. While unpleasant experiences can breed emotions of distrust and insecurity, positive encounters with carers can promote feelings of security and trust. Self-development may also be viewed via the prism of sociology. The sociological idea of the "self" is frequently associated with the contributions of Charles Horton Cooley and George Herbert Mead. Mead's social behaviourism theory places a strong emphasis on how social contact helps people become more self-aware. Mead asserts that communication and the capacity to see things from other people's perspectives are the means by which the self is formed. The concept of the "generalised other" enters the picture here because, as individuals, we absorb the attitudes and expectations of society, which in turn mould our behaviour and sense of self. Cooley's notion of the "looking-glass self" enhances Mead's theory by implying that our perception of ourselves is influenced by how we think others see us. picturing how we seem to others, picturing the assessment of that appearance, and formulating a self-concept based on that imagined assessment are the three processes in this reflective process. A youngster is likely to internalise these qualities and form a good self-image if they believe that their peers find them to be intellectual and compassionate. On the other hand, a child's self-concept may suffer if they believe that others have a bad opinion of them. Current study further elucidates the interaction between societal forces and individual psychological development. Developmental psychology research highlights the significance of early childhood attachment types and their long-term effects on interpersonal relationships and self-esteem. A stable and accommodating caregiving environment, which is indicative of a secure attachment, promotes a robust self-esteem and the capacity to establish positive connections. On the other hand, difficulties arising from insecure attachment might impact social integration and self-perception. Furthermore, comprehending how the self is shaped by societal factors requires a knowledge of the idea of socialisation. The process that takes a person a lifetime to acquire and absorb cultural standards, beliefs, and behaviours is called socialisation. Secondary socialisation happens throughout life when people interact with various groups and social circumstances, such as schools, workplaces, and peer groups. Primary socialisation happens throughout childhood and is mostly impacted by family. Our identities, attitudes, and beliefs are shaped in part by each of these environments. Examining how social contact contributes to self-development requires taking society and cultural elements into account. People build their identities within a framework provided by cultural norms and values. Societies that prioritise collectivism, such as those that emphasise community and interdependence, may, for example, encourage a sense of self that is strongly associated with social duties and group membership. Individualistic cultures, on the other hand, may promote the growth of a more independent and self-sufficient personality as they place a higher importance on independence and personal success. The emergence of digital technology and social media has brought forth novel aspects to the process of socialisation and personal growth. Identity development is presented with both chances and challenges by social media interactions and the carefully calibrated selfpresentation. Social media may, on the one hand, give people a place to interact with likeminded people, discover and express various aspects of their identities, and get feedback that can boost their self-esteem. However, the pressure to live up to social media expectations, as well as the risk of unfavourable comments or cyberbullying, can have a detrimental effect on one's mental and self-esteem. Furthermore, our perception of who we are and where we fit into society is greatly influenced by social institutions including the media, religious institutions, and educational systems. For example, educational experiences may affect how people view themselves by either offering chances for success and recognition or, on the other hand, by exposing them to failure and criticism. Although media portrayals might influence our ideas of social standards, success, and attractiveness, religious teachings and practices can provide a sense of moral identity and purpose. Thus, the process of self-development is a dynamic and complex journey that crosses the social and biological boundaries. Our sense of self is built by ongoing interactions with our social environment, even if our genetic composition supplies the basic components. This construction is a continuous process that is shaped by a wide range of elements, such as early life experiences, societal and cultural norms, digital interactions, and the different social institutions we deal with throughout our lifetimes. In the end, comprehending how the self develops necessitates an integrated methodology that takes into account sociological understandings of the function of social interaction as well as psychological conceptions of individual growth. We may better understand the complexities of human identity and the various factors that have shaped each of us thanks to this all-encompassing viewpoint. The dynamic interplay between our natural traits and social experiences shapes and reshapes our sense of self as we negotiate the always changing social terrain, underscoring the significant influence of social contact on human development.