3.6 - Social-Emotional Development Across the Lifespan Flashcards
Ecological Systems Theory
human development is influenced by interconnected environmental systems, ranging from immediate surroundings to broader societal structures. It emphasizes the importance of these systems in shaping an individual’s behavior and development.
- Microsystem
The innermost layer, representing the immediate environment where an individual has direct interaction.
Examples: Family, friends, teachers, peers, and close relationships.
These interactions have the most significant and immediate impact on the person’s development.
- Mesosystem
The connections and relationships between different parts of the microsystem.
Example: How a child’s relationship with their parents influences their interactions with teachers.
It highlights the importance of consistency and harmony among the various environments.
- Exosystem
Indirect environmental factors that affect the individual, even though they do not have a direct role.
Examples: A parent’s workplace policies, community resources, or local government decisions.
These factors can influence the individual through their effects on the microsystem.
- Macrosystem
The overarching cultural, societal, and ideological influences that shape attitudes, values, and norms.
Examples: Cultural traditions, laws, economic systems, and social values.
This layer provides the broader context within which all the other systems operate.
- Chronosystem
The dimension of time, encompassing both life events and broader historical contexts.
Examples: Major life transitions (e.g., starting school, parental divorce) or societal changes (e.g., technological advancements, pandemics).
It emphasizes that development is not static but evolves over time in response to changes in all the other systems.
- Authoritarian Parenting
“Too hard”
Parents impose rules “because I said so”
and expect obedience, cold shoulder, less love, not as happy, poor emotional regulation, often develop self doubt and do worse in school, more dependent, higher anxiety
- Authoritative Parenting
“Just Right”
Parents enforce rules, limits, and standards
but also explain, discuss, listen, and express
respect for child’s ideas and wishes: happier, more successful and competent, higher self-esteem, more independent
- Permissive Parenting
Indulgent
“Too Soft”
Permissive Neglectful
Uninvolved
Parents submit to kids’ desires, not enforcing
limits or standards for child behavior, open communication, lots of love, tend to be more impulsive, lack self-control, struggle with discipline and responsibility; do have high self-esteem
Neglectful parents are not around to support their children’s needs; more likely to have many emotional and behavior problems, low self-esteem, insecure attachments, poor academically, risky behaviors
- Secure Attachment
most children (60-65% percent) feel distress when mother leaves, and seek contact with her when she returns
- Insecure Avoidant Attachment
(20%) tend to ignore the caregiver and show little distress when separated and do not seek comfort upon return
- Insecure Ambivalent Attachment
(10-15%) clingy and anxious when caregiver is present-upset when caregiver leaves and mixed reactions upon return
- Insecure Disorganized Attachment
5-10%) display inconsistent patterns of insecurity, often fearful, uncertain
- Temperament
refers to a person’s characteristic style and intensity of emotional reactivity (stability vs change).
Some infants have an “easy” temperament; they are happy, relaxed, and calm, with predictable rhythms of needing to eat and sleep.
Some infants seem to be “difficult”; they are irritable, with unpredictable needs and behavior, and intense reactions.
- Separation Anxiety
Effects of Environment on Attachment
Separation anxiety peaks and fades whether kids are at home or in day care.
emotional tie to a person - anxiety when they leave
- Contact comfort
the physical and emotional comfort an infant receives from being in close contact with a caregiver, particularly a mother, which is crucial for developing a sense of security and forming healthy attachments.
- Developmental Psychologist
Study the changes that take place over the lifespan of people
Cognitive
Physical
Social
Emotional
- Imaginary Audience
feeling that everyone is watching you - self-consciousness
- Personal fable
believing that their experiences are unique, teenagers think no one can relate or understand them
- Social Clock
a culturally-defined timetable or set of expectations regarding when individuals should achieve certain life milestones like marriage, parenthood, and retirement
- Emerging Adulthood
period of transition between adolescence and full adulthood - major changes happening at a certain time (College, career, living, financial)
- Psychosocial Development
the process of personality development influenced by social and cultural factors throughout a person’s life, encompassing changes in behavior and social cognition
- Trust & Mistrust
Infancy (to 1 yr) During this stage, infants learn to trust or mistrust their caregivers. An example might be an infant developing a sense of security when their needs are consistently met by their parents or caregivers. If not met it will lead to no attachment, you want secure attachment.
- Autonomy vs Shame & Doubt
(Early Childhood, 1-3 years): Toddlers begin to explore their independence. For example, a child might assert their independence by wanting to dress themselves, and if encouraged, they develop a sense of autonomy.
- Initiative vs Guilt
(Preschool, 3-6 years): Children begin to take on more responsibility and set goals. An example could be a child deciding to build a sandcastle, and if their efforts are encouraged, they develop a sense of initiative.
If they aren’t they feel guilty. “why stage” need to encourage.
- Industry vs Inferiority
(Elementary School, 6-12 years): Children start to develop competence in various skills and knowledge areas. An example might be a child excelling in school or a particular sport, leading to a sense of industry.
- Identity vs Role Confusion
(Adolescence, 12-18 years): Adolescents explore their identity and may experiment with different roles. For example, a teenager might explore different interests and activities to form a sense of self-identity.
- Intimacy vs Isolation
(Young Adulthood, 18-40 years): Young adults seek meaningful relationships and intimacy. An example could be forming a close and loving relationship with a partner or experiencing feelings of isolation.
Generativity vs Stagnation
(Middle Adulthood, 40-65 years): Adults in this stage focus on contributing to society and the next generation. An example might be a middle-aged person mentoring younger individuals or getting involved in community projects.
Integrity vs Despair
(Late Adulthood, 65+ years): In this stage, older adults reflect on their lives and come to terms with their accomplishments and failures. An example could be an older individual feeling a sense of wisdom and fulfillment when reflecting on their life experiences or feeling regret and despair if they perceive their life as unfulfilled.
Adverse Childhood Experiences
Potentially traumatic events that occur before age 18 that could negatively affect your development (social, cognitive) (Physical abuse, emotional abuse, sexual abuse, domestic violence, parental substance abuse, mental illness, suicide or death, crime or imprisoned family)
Identity Achievement
High exploration; high commitment
Identity Diffusion
Little exploration: no commitment
Identity Foreclosure
little exploration; high commitment
Identity Moratorium
high exploration, little commitment
