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Childhood Dev't > 13. Social/Emotional Dev't in Middle Childhood > Flashcards

13. Social/Emotional Dev't in Middle Childhood Flashcards

1
Q

how is self-esteem measured?

A

preschool: pictures, and asking which one they most resemble

older children: questionnaire

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2
Q

what is the most widely used self-esteem questionnaire?

A

Self-Perception Profile for Children (Susan Harter)

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3
Q

what 5 domains does the SPPC evaluate?

A
  1. scholastic competence
  2. athletic competence
  3. social competence
  4. behavioural conduct
  5. physical appearance
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4
Q

how is the SPPC designed?

A
  • child answered 6 questions in each domain
  • answers form an average
  • results are shown on a bar graph
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5
Q

why does self-esteem drop in middle childhood?

A
  • children begin to compare themselves with peers

- at school they get more realistic feedback than at home

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6
Q

what does it mean that self-esteem becomes more differentiated in middle childhood?

A
  • children evaluate themselves in more domains
  • evaluations in each domain are increasingly independent
  • children develop multiple self-esteems, in in a specific area; especially scholastic competence
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7
Q

what are sources of self-esteem? (1+3)

A

how other people see us

  • parenting
  • other authority figures (teachers)
  • social comparisons
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8
Q

what parenting/family factors positively influence self-esteem? (5 points)

A
  • affection and involvement
  • family harmony
  • nurturing environment
  • validating messages/actions
  • discipline and rules, open to discussion
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9
Q

define idiocentric

A

emphasizing independence and personal needs and goals over those of others

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10
Q

define allocentric

A

emphasizing interdependence, affiliation, and co-operation with groups more than personal goals

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11
Q

what consequences are associated with low self-esteem?

A
  • problems with peers
  • psychological disorders (e.g. depression)
  • antisocial behaviour
  • poor academic performance
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12
Q

define friendship

A

a voluntary relationship based on mutual liking between two people

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13
Q

describe interracial friendships (2 points)

A
  • friendships are more common between kids of the same ethnic group, except in small classes
  • interracial friendships are usually confined to school, except when in integrated neighbourhoods
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14
Q

describe gender preference in middle childhood friendships (3 points)

A
  • usually choose same-sex
  • mixed same- and opposite-sex friendship children are well-adjusted and have good social skills
  • ONLY opposite-sex friendship kids tend to have trouble academically and socially, lower self-esteem
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15
Q

what characteristics are typical of children with good friends? (6)

A
  • higher self-esteem
  • less likely to be lonely and depressed
  • more often act prosocially - sharing and cooperating
  • cope better with life stresses
  • less likely to be bullied
  • greater self-worth as adults
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16
Q

what are the five categories of popularity?

A
  1. popular - generally liked
  2. rejected - generally disliked
  3. controversial - both liked and disliked
  4. average - both liked and disliked but less intensely
  5. neglected - ignored
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17
Q

what are characteristics of popular children (6)

A
  • better at initiating social interactions
  • better communicators
  • better at joining conversation/play session
  • skilled at assessing/monitoring their own social impact
  • more likely to share, cooperate, help, take turns
  • less likely to interrupt, start fights, or break rules
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18
Q

what are characteristics of rejected children

A
  • socially unskilled
  • aggressive, unprovoked attacks
  • poor self-control, disruptive
  • retaliatory
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19
Q

define prejudice

A

a negative view of others based on their membership in a specific group

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20
Q

when does prejudice increase and when does it lessen?

A
  • increases when children learn their group membership

- declines when they learn individual differences

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21
Q

The Convention on the Rights of the Child (1989) includes what human rights? (4)

A
  • to survival
  • to develop to the fullest
  • to protection from harm, abuse, and exploitation
  • to have full participation in family, cultural, and social life
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22
Q

what 4 principles are the “Convention on the Rights of the Child” rights rooted in?

A
  1. nondiscrimination
  2. best interests of the child
  3. respect for the child’s views
  4. right to life, survival, and development
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23
Q

define prosocial behaviour

A

actions that promote harmony in a social group

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24
Q

define altruism

A

prosocial behaviour that helps another person with no direct benefit to the actor

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25
Q

what skills are necessary for prosocial behaviour

A
  • perspective-taking

- empathy

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26
Q

describe perspective-taking

A
  • by elementary age, children understand that different people have different views
  • they can see themselves as others do
  • therefore they are more willing to share and help
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27
Q

define empathy

A

the ability to understand another person’s emotions

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28
Q

what situational factors increase the likelihood of altruism? (4)

A
  • if the children feel responsible to the person in need
  • when they feel they have the skills to help
  • when they are feeling happy and successful
  • when they don’t think they have to give up a lot by helping
29
Q

what can parents do to foster prosocial behaviour? (4)

A
  • reasoning
  • modelling
  • positive emotional expression
  • praise
30
Q

define dispositional praise

A

praise that links the child’s altruistic behaviour to an underlying altruistic characteristic of the person

31
Q

what general factors contribute to children’s prosocial behaviour? (3)

A
  • skills
  • situational influences
  • parental influence
32
Q

define aggression

A

externalized behaviour meant to harm, damage, dominate, or injure others. It violates their rights.

33
Q

define assertiveness

A

goal-directed behaviour that respects the rights of others

34
Q

define instrumental aggression

A

when a child uses aggression to achieve an explicit goal

35
Q

define reactive aggression

A

when one child’s aggression is cued or caused by another child’s behaviour

36
Q

what factors distinguish bullies from non-bullies (2)

A
  • bullies believe that bullying/aggressive behaviour is legitimate
  • parents of bullies tend to have less knowledge of their child’s behaviour
37
Q

define relational aggression

A

hurting another person by damaging that person’s social relationships

38
Q

how does bullying change with age

A
  • physically when younger
  • verbally when older (but still physical as well)
  • relatively stable for individual children, though form changes
39
Q

what factors can influence development of aggressive tendencies?

A
  • family (aggression, poor emotion regulation in parents/siblings)
  • abuse (physical, sexual, psychological, neglect)
  • violent TV
  • cognition
  • poverty, racism, terrorism
40
Q

what developmental challenges are associated with abuse? (8)

A
  • less likely to be securely attached
    • trouble with peers (withdrawn or aggressive)
    • emotion regulation
  • ongoing stress and anxiety
  • lower scholastic achievement
  • school-related behaviour problems
  • internalizing and externalizing behaviour
  • physical attacks -> neurological damage -> attention, concentration, learning
41
Q

describe internalizing behaviour

A

suicidal ideation, depression, anxiety

42
Q

describe externalizing behaviour

A

physical aggression and sexualized behaviour

43
Q

what is the impact of neglect

A

cognitive development, academic adjustment, development of language

44
Q

what is the relationship between violent TV, aggression, and violence? (4)

A
  • violent TV increases aggression in children (physical in boys, relational in girls)
  • desensitizes them, making them more accepting of interpersonal violence
  • especially pronounced when it is the identifiable character (good guy) doing the violence
  • disagreement about whether this leads to real-world violence
45
Q

in terms of cognition, what characteristics are typical of aggressive children (2)

A
  • not skilled at interpreting and responding to others’ actions
  • less likely to attend to cues that signal non-hostile intent
46
Q

how many children are bullied chronically?

A

10% (Europe and North America)

47
Q

what forms can bullying take (3)

A
  • physical aggression
  • verbal abuse
  • ostracism
48
Q

when is school bullying most / least common? (5)

A
  • outdoors / indoors
  • school transition times / end of high school
  • early adolescence / high school
  • boys / girls
  • group / one-on-one
49
Q

what is the impact of bullying on the victims? (6)

A
  • lonely
  • anxious
  • depressed
  • dislike school
  • low self-esteem
  • self-harm
50
Q

what are the two types of bullying victims

A
  1. aggressive - overreact, easily baited

2. passive - withdrawn, emotionally sensitive, submissive, unwilling/unable to defend themselves

51
Q

what can help bullied kids? (3)

A
  • being taught more effective and assertive behaviour
  • increasing self-esteem and therefore resilience
  • foster friendships with peers
    WHAT ABOUT STOPPING THE BULLYING?
52
Q

define latchkey children

A

children who largely are under their own supervision after school

53
Q

factors for parents to consider in contemplating child self-care (3)

A
  • age and emotional maturity
  • neighbourhood
  • some way to have adult contact
54
Q

what do latchkey children need to know? (3)

A
  • after-school routines
  • rules for after-school behaviour
  • emergency procedures
55
Q

why is it hard to know the divorce rate? (2)

A
  • cohabiting without marriage

- serial divorcers

56
Q

what percentage of children live with their fathers following divorce?

A

15%

57
Q

what does less time with fathers following divorce lead to? (3)

A
  • worse relationships with fathers
  • extended distress about the divorce
  • poorer health outcomes in young adulthood
58
Q

what did the Virginia Longitudinal Study of Divorce and Remarriage find? (5)

A

In the two years following divorce:
- mothers less effective parenting
- children regressed
After 2 years:
- strong mother/daughter bond
- mothers reasonable expectations, more affectionate
- negative reinforcement trap common in mother/son households

59
Q

what is the effect of divorce when children grow up? (4)

A
  • more likely to be teenaged parents
  • more likely to divorce
  • less satisfaction with life
  • more likely to be depressed
60
Q

who is most effected by divorce? (3)

A
  • middle childhood and adolescents
  • more emotional children
  • those prone to interpret events negatively
61
Q

how does divorce influence development? (3)

A
  • lose one parent’s attention/help
  • financial hardship means fewer developmentally-supportive materials/activities and less effort to parenting
  • parental conflict is distressing
62
Q

define joint custody

A

a post-divorce legal arrangement whereby both parents retain legal custody of their children

63
Q

children adjust best to divorce when… (3)

A
  • parents don’t compete for children’s attention
  • maintain good relationships with both parents
  • parents work out problems on their own and without putting the kids in the middle
64
Q

define blended family

A

also called a stepfamily, this family consists of two adults living together, either common-law or married, who have biological children from one or both families

65
Q

what effect does a stepfather typically have (3)

A
  • good for boys when he’s warm and involved
  • hard on mother-daughter bond
  • beneficial during adolescence
66
Q

what problems are reported with blended families? (3)

A
  • lack of emotional support
  • inconsistent discipline
  • higher divorce rate can leads to more trauma
67
Q

what is a skip-generation family?

A

a family that consists of grandparents and grandchildren without the presence of the children’s parents

68
Q

what is a foster family?

A

a family that consists of at least one adult and one child who is not the biological child or a relative of the foster parent

Childhood Dev't (15 decks)

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