Theory of Robert Selman
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Robert Selman, Ph.D., is the Larsen Professor of Human Development and Education at the Harvard Graduate School of Education. He is a Professor of Psychology in the Department of Psychiatry at Harvard Medical School. SelmanÆs research extends PiagetÆs stage development theory, focusing on methods to help adolescents develop social interaction skills as a means of reducing risks to their health and promoting successful social relationships. At the present time he is engaged in practice-based research, studying interpersonal and intergroup development in children from preschool through high school. Over his career, Selman has focused on treating psychological disorders in children in day school and residential facilities. According to the Harvard Graduate School of Education, his recent focus is on the ôpromotion of social awareness and engagement through literacy and language arts curricula at the elementary level, in school-based programs at the middle grades level of public schools, and in the social studies, literature, and history curriculum at the high school levelö (Faculty 2003, 1). The focus of SelmanÆs work has been to study adolescent conflict resolution and social interaction through social institutions and moral reasoning. The underlying premise is that such behaviors are representative of a more individual reasoning process. SelmanÆs work primarily focuses on interpersonal relationships. For the past decade Selman has been focusing on the ô
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UNAWARE
One
3 5
Egocentric
Differentiate self from other; label visible feelings
Cause of otherÆs feelings
Two
6 8
Social-informational
Social perspective based on otherÆs reasoning can be different from selfÆs reasoning focus on one view
Three
8 10
Self-reflective
Put self in otherÆs place to judge intentions, purpose, and action
CanÆt see both self and other simultaneously
Four
10 12
Mutual perspective
3rd person perspective of self and other; view each other mutually and simultaneously as subjects
Five
12 15
Conventional system
Mutual perspective taking does not explain whole story; social conventions necessary
(Selman 1980)
The different domains are important because they also progress in stages. Selman (1980) theorized that self-understanding first develops, followed by an application of understanding outward. This outward movement flows at first to close friends, then peers. This is why the self domain is important for successful understanding of others and for progression in perspective-taking. Selman (1981) argues that social dysfunction is related to the development of friendship awareness, which develops during the friendship domain. He points to severa
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Approximate Word count = 1273
Approximate Pages = 5 (250 words per page)
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