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PYB203 > 8. Middle Childhood to Adolescence: Psychological Development > Flashcards

8. Middle Childhood to Adolescence: Psychological Development Flashcards

1
Q

what is middle childhood?

A

6-12 years. it is a transitional period between two periods that are characterised by major changes. A time for developmental consolidation, but important changes here in self-regulation and sense of self

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2
Q

what is adolescence?

A

12-18 years. the period of transformation, rather than a period of turbulence

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3
Q

what important changes occur during adolescence?

A

changes in sense of self, peer relationships and parent-child relationships

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4
Q

when is early adolescence?

A

12-13

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5
Q

when is late adolescence?

A

17-18

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6
Q

what occurs during middle childhood with regard to psychological development?

A

a shift from external control by parents to internal self-regulation

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7
Q

how does parental monitoring contribute psychological development during middle childhood

A

supervision and regulation of children’s behaviour

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8
Q

what are the types of parenting that can cause influences on middle childhood psychological development?

A

proactive and reactive parenting

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9
Q

as the child gets older, what sort of changes occur in parental monitoring?

A

less frequent and less direct as the child gets older

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10
Q

what can be transformed in adolescence that a child had during childhood?

A

parent-child relationships

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11
Q

what changes in parent-child relationships during adolescence?

A

important communication patterns. A shift towards symmetrical and egalitarian parent-child relationship

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12
Q

how do adolescence change from childhood?

A

increase self-regulation; seek to control, choice and autonomy.

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13
Q

when are parents usually unwilling to grant autonomy?

A

in late rather than early adolescence

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14
Q

what is there often conflict between in psychological development during adolescence?

A

behavioural control vs psychological control

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15
Q

what is a peer?

A

social equal who functions at a level of behavioural complexity similar to that of self

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16
Q

what are the characteristics of peer relationships?

A

horizontal and symmetrical; spontaneous, egalitarian and competitive; needs to be supported and mantained

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17
Q

what do peer interactions allow?

A

provide alternative ways of interacting; teach emotional control and communication on equal footing; develop relationship skills

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18
Q

when is gender segregation common?

A

in early and middle childhood

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19
Q

what are peer relationships based on?

A

mutual loyalty and caring

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20
Q

what are the characteristics of peer groups?

A

interacts on a regular basis; defines sense of belonging; formulates its own norms; develops a structure or hierarchial organisation

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21
Q

what is fundamental in peer groups?

A

peer group conformity

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22
Q

what is peer group acceptance?

A

a measure of person’s likeability (or dislikeabiliy) in the eyes of peers

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23
Q

what is popularity?

A

not only accepted but especially admired and favoured

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24
Q

what is popularity associated with?

A

physical attractiveness; standard name; higher academic achievement; social competence.

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25
Q

what is rejection associated with?

A

socially inappropriate behaviours; academic problems; but in adolescence positive relationship between popularity and antisocial behaviour

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26
Q

what is a clique?

A

a group of 3-9 members, characterised by close relationships, provide security, group nroms

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27
Q

what is a crowd?

A

a collection of cliques, about 20 members; provide group identity (similar norms, interests, and values)

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28
Q

what is the first stage to age changes in the structure of adolescent peer groups (beginning during early adolescence and ending in late adolescence)?

A

pre-crows stage: isolated unisex cliques

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29
Q

what is the second stage to age changes in the structure of adolescent peer groups (beginning during early adolescence and ending in late adolescence)?

A

The beginning of the crowd: unisex clique interact

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30
Q

what is the third stage to age changes in the structure of adolescent peer groups (beginning during early adolescence and ending in late adolescence)?

A

The crowd in structral transition. Unisex cliques with upper-status heterosexual crowd

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31
Q

what is the fourth stage to age changes in the structure of adolescent peer groups (beginning during early adolescence and ending in late adolescence)?

A

The fully developed crowd: heterosexual cliques

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32
Q

what is the fifth (and final) stage to age changes in the structure of adolescent peer groups (beginning during early adolescence and ending in late adolescence)?

A

Crowd disintegrates into couples

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33
Q

In what context does dating take place?

A

takes place in the context of larger peer group

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34
Q

when do romantic relationships change significantly?

A

in adolescence (Brown, 1999))

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35
Q

when does the initiation phase occur?

A

early adolescence

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36
Q

when does the status phase occur?

A

mid-adolescence

37
Q

when does the affection phase occur?

A

late adolescence

38
Q

when does the bonding phase occur?

A

adulthood

39
Q

what are friendships?

A

peer relations that are based on intimacy and self-disclosure

40
Q

how are friendships characterised?

A

voluntarily, reciprocal, feelings of companionship, affection and intimacy

41
Q

what are friendships distinctive from?

A

general peer relationships

42
Q

what can friendships compensate for?

A

general peer popularity

43
Q

what are the stages of changing conceptions of friendships?

A

momentary companions of convenience –> one-way partnership –> ‘Fair-weather cooperators’ and Autonomous interdependency

44
Q

who are friends in the momentary companions of convenience stage of changing conceptions of friendship?

A

playmates who happen to live nearby and play together often

45
Q

who are friends in the one-way partnership stage of changing conceptions of friendships?

A

a friend is a special playmate who is willing to engage in one’s own favorite form of play

46
Q

who are friends in ‘fair-weather cooperators’ stage of changing conceptions of friendship?

A

partners whose likes and dislikes are known without understanding the basis for such preferences in the individual’s personality

47
Q

who are friends in the Autonomous interdepdendency stage of changing conceptions of friendship?

A

intimate and mutually shared relationships (after age 15)

48
Q

what are the elements of self-perception?

A

self-concept, identity, self esteem

49
Q

what is self-concept?

A

out perceptions - positive, negative, realistic, unrealistic - of out attributes and traits as a person

50
Q

what is identity?

A

our overall sense of who we are and how we fit into society

51
Q

what is self-esteem?

A

out overall evaluation of out worth as a person based upon the positive and negative self-perceptions that constitute out self-concept

52
Q

when does self-recognition first begin?

A

by 18-24 months

53
Q

when is a child able to exercise categorical self-classification of the self into social categories (age, sex, other visible characteristics)

A

emerges in toddlerhood

54
Q

what is a preschooler’s self-concept like?

A

concrete and physical

55
Q

what occurs in middle-childhood with regard to self-concept?

A

self-knowledge increases and able to incorporate aspects of social description and comparison

56
Q

what occurs when the middle childhood child’s self-knowledge increases?

A

moves beyond observable features and absolute descriptions and becomes more complex and better organised

57
Q

what contributes to the social description and comparison of a child’s self-concept in middle childhood?

A

how popular they are

how their skills compare with others

58
Q

what are the types of self-concept a child aged 4-7 likely to have

A

concrete, physical description (eg. I have blue eyes, I play football)

59
Q

what are the types of self-concept a child aged 8-11 likely to have?

A

comparative social assessment (e.g. I am taller than others in my class. I am good at reading but not in maths)

60
Q

what are the types of self-concept a child aged 12-15 likely to have?

A

Nuanced interpersonal implications (e.g. Im a good listener. Im shy and slow to make friends

61
Q

what happens to self-concept in adolescence?

A

it becomes more complex and abstract reflecting on formal operational thought

62
Q

what is skill increases in adolescence with regard to self-concept?

A

perspective-taking

63
Q

what is involved in perspective-taking?

A

adolescence egocentrism; personal fable; Imaginary audience

64
Q

what does an adolescence recognise with regard to self-concept?

A

inconsistencies of self which are interpreted as differences true and false selves

65
Q

what are the two aspects of self-esteem that preschoolers distinguish

A

competence, and personal and social adequacy

66
Q

what are the subfactors of competence?

A

physical and cognitive?

67
Q

what is personal and social adequacy?

A

social acceptance?

68
Q

what happens to self-esteem in adolescence?

A

it becomes multidimensional and hierarchial

69
Q

what is global self-esteem?

A

overall view and evaluation of self

70
Q

what are the elements of overall self-worth?

A

scholastic competence, social acceptance, behavioural conduct, athletic competence, physical appearance

71
Q

when does the accuracy of children’s self-evaluations increase?

A

over primary school years

72
Q

why does the accuracy of children’s self-evaluation increase?

A

they form a sense of what they should be like - an ideal self.

73
Q

how does a child’s accuracy of self-evaluation contribute to self-esteem?

A

with age, the gap between the real self and ideal self increases which contributes to a decrease in average self-esteem from early to middle childhood

74
Q

what factors contribute to decreases in self-esteem in adolescence?

A

transitional, stresses and challenges of adolescence and school and more realistic self-appraisals

75
Q

what sort of parenting style enhances self-esteem in adolescence

A

authoritative

76
Q

what parenting style reduces self-esteem

A

authoritarian

77
Q

what is high self-esteem correlated with with regard to adjustment

A

high self-esteem is positively correlated with a variety of measures of good adjustment

78
Q

what is the transitional considered a time of in adolescence?

A

turbulance

79
Q

what is the cause of crisis in transitional times of adolescence?

A

identity issues

80
Q

how does one solve a crisis into a secure and coherent sense of identity?

A

the adolescent must formulate:
o a philosophy of life, including moral values and orientation to religion
o a personality patter, linking early temperament with dispositions into comfortable adult character
o a decision about one’s gender role
o a sense of self as sexual being
o a stance in relation to politics and social issues
o a blueprint for future intimate relationships
o a sense of self, including ethnic identity
o an occupation or career identity

81
Q

In Marcia’s identity status model; what is the result of of No commitment made and no crisis experienced?

A

diffusion status

82
Q

what is diffusion status on Marcia’s identity status model?

A

that individual has not yet thought about or resolved identity issues and has failed to chart directions in life. E.g. “I havent really thought much about religion and I guess I dont know what I believe exactly”

83
Q

In Marcia’s identity status model; what is the result of of No commitment made and crisis experienced?

A

Moratorium status

84
Q

what is moratorium status in Marcia’s identity status model?

A

the individual is experiencing an identity crisis, actively raising questions and seeking answers. E.g. Im in the middle of evaluating my beliefs and hope that ill be able to figure out whats right for me. Ive become skeptical about some of what i have been taught and am looking into other faiths for answers

85
Q

In Marcia’s identity status model; what is the result of of commitment made and no crisis experienced?

A

Foreclosure status

86
Q

what is foreclosure status in Marcia’s identity status model?

A

The individual seems to know who he or she is but has latched onto an identity prematurally with little thought. e.g. My parents are Baptists and Im a baptist, its just the way i grew up

87
Q

In Marcia’s identity status model; what is the result of of commitment made and crisis experienced?

A

Identity Achievement status

88
Q

what is Identity Achievement status in Marcia’s identity status model?

A

The individual has resolved his/her identity crisis and made commitments to particular goals, beliefs and values. e.g. I really did some soul-searching about by religion and other religions too and finally know what i believe and what i do

PYB203 (11 decks)

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