A systemic, multiple socialization approach to the study of prosocial development

Abstract

Prosocial development includes tendencies, such as empathy, sympathy, helping behaviors, prosocial values, prosocial moral reasoning, and forgiveness, that reflect a concern for, and benevolence towards, others (Carlo, 2014). Prosocial tendencies form the foundations of positive interpersonal relationships, group cooperation, moral exemplary behaviors, and social justice (Carlo, 2014). These tendencies are deemed markers of healthy and normative social functioning and can also be manifested under conditions of adversity. Indeed, there is also accumulating evidence that prosocial development can mitigate maladaptive and antisocial outcomes and enhance other adaptive behaviors and outcomes (e.g., academic achievement, anxiety, depression; Carlo et al., 2018). Most traditional theories of prosocial development acknowledge the central socializing influence of family, peers, and media in children’s prosociality (Carlo and Conejo, 2019; Carlo and de Guzman, 2009; Eisenberg, 1986). However, despite demonstrated links between these distinct socializing influences, few studies examine the more ecologically valid notion that such influences are likely to interactively and jointly influence children’s prosocial development. Utilizing this approach would acknowledge the dynamic systems that shape children’s lives. Further, adopting a systemic socializing influence perspective would likely prompt the use of relatively sophisticated and innovative methodologies to account these multiple influences. The aim of the present special issue is to highlight the manner in which two or more socialization agents (e.g., parents, siblings, peers, schools, youth organizations,