This document discusses socialization and the impact of social-emotional deprivation at different developmental stages. It defines socialization and the key agents and processes involved, including primary and secondary socialization. It examines research on social isolation using examples like Harry Harlow's monkey experiments. Critical periods of development are outlined, and cases of feral children like Genie who experienced severe deprivation are described. The document outlines developmental issues associated with deprivation, like impaired language and social skills. It discusses emotional deprivation and strategies for overcoming deprivation. Finally, it notes trends in research on topics like the parent-infant relationship and pathways from childhood deprivation to adult social exclusion.

1. Socialization practices & influencing factors & impact of
social-emotional deprivation on different stages of
development
Presented by:
Shamli Rana
2015HS12M

2.  Socialization
 Socialization Process
 Stages & types of Socialization
 Agents or Influencing factors of Socialization
 Social-emotional deprivation on different stages of
development
 Research Trends

3.  Socialization is the lifelong social experience
by which individuals develop their human
potential and learn culture.
 Social experience is also the foundation for the
personality, a person’s fairly consistent
patterns of thinking, feeling, and acting.

4.  Research on the effects of social isolation has
demonstrated the importance of socialization.
All the evidence points to the crucial role in
social development in forming personality.
• Harry and Margaret Harlow’s experimental
work with rhesus monkeys.
• Studies of isolated children such as Anna,
Isabelle, and Genie

5. Influencing Factors
• Socialization agents are the sources from
which we learn about society and ourselves.
People and groups that influence our self
concept, emotions, attitudes, and behaviour
are called agents of socialization. They are our
socializes.
• People who serve as socializing agents
include family members, friends, neighbours,
the police, the employers, teachers, political
leaders, business leaders, religious leaders,
sports stars, and entertainers.
• Socialization agents also can be fictional
characters that we read about or see on
television or in the movies.

6. On the basis of Areas of Research
• SEX

7. • Ordinal Position:

8. • Child rearing practices:

9. Disciplinary procedures:

10. • Weaning and oral behaviours

11. Toilet Training:

12. • Aggression and dependency

13. Modifying behaviour:-Labelling.

14. • Peer Group Influence

15. • Media

16. Reading material

17. • The Family: The family has the greatest impact on
socialization. Infants are totally dependent on
others, and the responsibility to look after the
young ones typically falls on parents and other
family members. It is a matter of child survival.
Agents of Socialization

18. • Peer Groups: Peer group is the one whose
members have interests, social position, and age in
common.The attitudes of young and old may differ
because of a "generation gap." The importance of
peer groups typically peaks during adolescence,
when young people begin to break away from their
families and think of themselves as adults.

19. • The Mass Media: The mass media are impersonal
communication aimed at a vast audience. Mass media arise
as communication technology (first the newspapers and then
radio, television, films, and the Internet) spreads information
on a mass scale. The mass media have an enormous effect
on our attitudes and behaviour, and on shaping people's
opinions about issues as well as what they buy. Where
television provides lot of entertainment, at the same time it is
a big agent of socialization.

20. • Religion: Religion plays significant role in the
socialization . It influences morality, becoming a key
component in people's ideas of right and wrong. The
influence of religion extends to many areas of ourlives.
For example participation in religious ceremonies not
only teaches us beliefs about the here after but also
ideas about dress, concepts, and manners appropriate
for formal occasions.

21. Stages of Socialization
• Richard Moreland and John Levine (1982)
created a model of group socialization based
upon the assumption that individuals and
groups change their evaluations and
commitments to each other over time.
• Moreland and Levine identify five stages of
socialization:
Stage 1: Investigation :This stage is marked by
a cautious search for information. The
individual compares groups in order to
determine which one will fulfil their needs
,while the group estimates the value of the
potential member.

22. • Stage 2: Socialization: Now that the individual has
moved from prospective member to new member, they
must accept the group’s culture. At this stage, the
individual accepts the group’s norms, values, and
perspectives (assimilation), and the group adapts to fit
the new member’s needs (accommodation).
• Stage 3: Maintenance During this stage, the individual
and the group negotiate what contribution is expected of
members (role negotiation). While many members
remain in this stage until the end of their membership,
some individuals are not satisfied with their role in the
group or fail to meet the group’s expectations
(divergence).

23. • Stage 4: Resocialization: If the divergence point is
reached, the former full member takes on the role of a
marginal member and must be resocialized. There are
two possible outcomes of resocialization: differences are
resolved and the individual becomes a full member again
(convergence), or the group expels the individual or the
individual decides to leave (exit).
• Stage 5: Remembrance:In this stage, former members
recall about their memories of the group, and make
sense of their recent departure. If the group reaches a
decision on their reasons for departure, conclusions
about the overall experience of the group become part of
the group’s tradition.

24. Types of Socialization
• Primary socialization: Socialization occurs
when a child learns the attitudes, values, and
actions appropriate to individuals as members
of a particular culture. It is mainly influenced
by the immediate family and friends.
• Secondary socialization: Secondary
socialization refers to the process of learning
what is the Secondary socialization takes
place outside the home.
• Anticipatory socialization: Anticipatory
socialization refers to the processes of
socialization in which a person "rehearses" for
future positions, occupations, and social
relationships.

25. • Resocialization: Resocialization refers to the process of
discarding former behaviour patterns and reflexes,
accepting new ones as part of a transition in one's life.
This occurs throughout the human life cycle.
• Organizational socialization: Organizational
socialization is the process whereby an employee learns
the knowledge and skills necessary to assume his or her
organizational role.
• .

26. • Group socialization: Group socialization
is the theory that an individual's peer
groups, rather than parental figures,
influences his or her personality and
behaviour in adulthood. Adolescents
spend more time with peers than with
parents

27. • Gender socialization :contends that "an important part
of socialization is the learning of culturally defined
gender roles." Gender socialization refers to the learning
of behaviour and attitudes considered appropriate for a
given sex. Boys learn to be boys and girls learn to be
girls.
• Racial socialization :Racial socialization has been
defined as "the developmental processes by which
children acquire the behaviours, perceptions, values,
and attitudes of an ethnic group, and come to see
themselves and others as members of the group“.

28. • Natural Socialization: Natural socialization occurs
when infants and youngsters explore, play and discover
the social world around them.
• Positive socialization :Positive socialization is the type
of social learning that is based on pleasurable and
exciting experiences.

29. • Negative socialization: Negative
socialization occurs when others use
punishment, harsh criticisms or anger to
try to "teach us a lesson;" and often we
come to dislike both negative socialization
and the people who impose it on us.

30. Social Deprivation
• Social deprivation is the
reduction or prevention of
culturally normal interaction
between an individual and the
rest of society. The social
deprivation is included in a
broad network of correlated
factors that contribute to social
exclusion; these factors include
mental illness, poverty, poor
education, and low
socioeconomic status.

32. • Pierson has identified five key factors that set social
exclusion from services; and negative attitude of the
local neighbourhood. It is associated with abusive
caretaking, developmental delay, mental illness and
subsequent suicide.
• Critical Periods : A critical period refers to the
window of time during which a human needs to
experience a particular environmental stimulus in
order for proper development to occur. Due to
which development may be delayed or hindered.

33. • Feral Children: In severe cases of
social deprivation or exclusion,
children may not be exposed to
language to normal social
experiences. Language provides a
good example of the importance of
periods in development.

34. Genie (The Secret of the Wild Child).
• Feral children are children raised in
isolation with little to no human
interaction. Some incidents have
even reported instances of children
being raised by animals. The
documentary The Wild Child will be
the media reference used today.
Genie the feral child observed was
found in a dark secluded section of
her child hood home kept in captivity
in horrific conditions.

35. Genie
• When Genie was
recovered from her
home in 1970, she was
barely able to walk let
alone perform social
functions such as
reading, writing, and
even simple
conversations.

36. Psychological Damage Occurring from
Isolation on Children
• Isolation on young children has devastating effects on
social function including communication skills that are
massively diminished and usually not retrievable.
Academically feral children are usually unable to perform at
normal standards making them mentally handicapped.
• These effects make it hard if not impossible for them to
adapt to normal life. Genie was beginning to cope with her
developmental problems, and forming basic communication
and social skills when her treatment was suddenly stopped.
Stopping her treatment led to a sudden spiral downwards
back to her state before she began treatment.

37. Developmental Problems Associated with Isolation in Children
• Language development is affected greatly with isolation. If
the child is unable to hear and learn proper conversations
by a young age usually somewhere around 5 they may
never fully develop proper communication skills.
• Social problems caused by isolation are because of
language barriers, social cues that have never been taught,
and the inability to communicate feelings or emotions

38. Genie (The Secret of the Wild Child)
Genie Wiley was rescued
from her parents home in
1970 and taken to the hospital
for medical and psychiatric
evaluation. Upon evaluation it
was determined that the child
was massively malnourished
and had several mental and
social deficits.

39. Genie Wiley
• After Genie Wiley was rescued from her parents care they had
a team of psychiatric specialists evaluate her to determine
whether or not she was mentally retarded.
• It has been determined that two of the possible explanations
for Genie Wiley’s inability to learn full speech patterns were
either one she was mentally retarded from birth or the most
likely that humans lose the ability to learn communication
skills somewhere around the age of five.
• After several years with the psychiatrists Genie was
eventually put back into her mothers care where her learning
regressed. Making it unknown as to whether or not she could
have ever made a complete recovery

40. • Brain Development: social deprivation in
early childhood development can also
cause neurocognitive deficits in the brain.
Positron emission tomography (PET)
reveal drastic reductions in areas such as
prefrontal cortex, temporal lobe and further
damage occurs in the white matter of the
brain

41. • Mental Illness: A lack of social networking
predisposes people to mental illness.
• Attributed to instability within the individual.
• Deprived people fail to fit within the social
structure.

42. Emotional Deprivation

43. Emotional deprivation
• Deprivation of adequate and appropriate
interpersonal or environment
experience, usually in the early
developmental years. Maternal
deprivation the result of premature loss
or absence of the mother or of lack of
proper mothering; sensory deprivation a
condition in which an individual receives
less than normal sensory input.
• It can be caused by physiological,
motor, or environment disruptions.
Effects include boredom, irritability,
difficulty in concentrating, confusion and
inaccurate perception of sensory stimuli.

44. • Auditory and visual hallucinations and disorientation in
time and place indicate perceptual distortions due to
sensory deprivation. Symptoms can be produced by
solitary confinement, loss of sight or hearing,
paralysis, and even by ordinal hospital bed rest.
• The lack of adequate and appropriate interpersonal
and environmental interaction, usually in the early
developmental years.
• A lack of adequate warmth, affection, and interest,
especially of a parent or significant nurturer. It is a
relatively common problem among institutionalized
persons or children from broken homes.

45. Overcome Strategies
• Proper development from infancy.
• Listen to the child properly
• Help the child or individual to overcome the mild signs of
deprivation.
• Appropriate reading material and media should be there
in which child will be exposed.
• There are many non-profit organizations and institutes
who work for social-emotional deprived persons in
severe conditions.
(Prayas,J-5,jhalana industrial area, Jaipur, Raj.)

46. Research trends
• The important trend stems from studies of
the newborn. These studies have forced
researches to consider possible genetic
factors involve in social development.
• Emphasis is placed on studying the
mother-infant relationship as a truly dyadic
one, where infant is shaping the mother’s
behaviour as well as being affected by her.

47. Researches
• Parents’ Ethnic–Racial Socialization
Practices: A Review of Research and
Directions for Future Study(2006)
• Comparative Studies of
Socialization(1974)
Patricia Draper, University of Nebraska,
Lincoln, pdraper1@unl.edu
• From childhood deprivation to adult
social exclusion, Agnese Peruzzi,
Institute for Advanced Study (IUSS), Pavia
(2013)