ch. 4 - the self, social, and moral development Flashcards
restricting food intake for fear of weight gain
anorexia nervosa
emotional bond that forms between people
attachment
erikson’s second stage; marks the beginning of self-control and self-confidence for young children
autonomy versus shame and doubt
uncontrolled eating of large quantities of food, often very quickly and to the point of discomfort
binge eating disorder
binge eating followed by purging, fasting, or excessive exercise to “undo” the binge
bulimia nervosa
Bronfenbrenner’s ____________________ of development that includes physical and social contexts in which we develop
bioecological model
families including stepbrothers, stepsisters, and step-parents who move in and out of lives
blended families
individuals’ choices concerning political and religious beliefs
commitment
total situation that surrounds and interacts with an individual’s thoughts, feelings, and actions to shape development and learning
context
using online mediums (social media) to spread rumors, make threats, or otherwise terrorize peers
cyber aggression
Erikson suggests that individuals face this but it can be resolved by either embracing an extreme position or finding a balance between extreme responses
developmental crisis
moral issue involving dividing and sharing materials (in a classroom setting)
distributive justice
process by which adolescents consider and try out alternative beliefs, values, and behaviors
exploration
families with grandparents, aunts, uncles, and cousins either living in the same household or in daily contact with each other
extended families
say “___________” instead of “your parents,” or “your mother and father”
“your family”
Erikson’s seventh stage; extends the ability to care for another person and involves concern for the next generation and future generations
generativity versus stagnation
inflicting intentional harm; can be overt or relational
hostile aggression
people’s general sense of themselves including beliefs, emotions, values, commitments, and attitudes, along with their cultural, gender, sexuality, ethnic heritage, religion, class, age, and other intersections
identity
after exploring realistic options, the individual has made choices and is committed to pursuing them
identity achievement
individuals do not explore any options or commit to any actions
identity diffusion
commitment without exploration; often “settling” for the values of parents or extremist groups (in rare settings)
identity foreclosure
Erikson’s fourth stage; children are beginning to see the relationship between perseverance and the pleasure of a job completed
industry versus inferiority
Erikson’s third stage; children maintain a balance between a zest for activity and an understanding that not every impulse can be acted on
initiative versus guilt
intended to gain an object or privilege; not normally including harm
instrumental aggression
Erikson’s final stage; involves consolidating our sense of self and fully accepting its unique and “unalterable” history
integrity versus despair
in the context of moral values, children adopt the external standards as their own
internalize
Erikson’s sixth stage; the willingness to relate to another person and to have a relationship based on more than mutual need
Intimacy versus isolation
certain professionals must report suspected cases of child abuse
mandated reporting
hypothetical situations in which people must make difficult decisions and give their reasons
moral dilemmas
stage in which children believe that rules are absolute and cannot be changed
moral realism
thinking about right and wrong
moral reasoning
children understand that people make rules and can change them
morality of cooperation
exploration with a delay in commitment to personal and occupational choices
moratorium
threats and/or physical attacks
overt aggression
parents’ levels of warmth and control, their expectations for maturity, and their willingness to grant autonomy
parenting styles
“rules” on how to dress, talk, interact, etc.
peer cultures
Erikson’s __________ theory that emphasizes the emergence of the self, the search for identity, relationships with others, and the role of culture
psychosocial
series of changes marking the beginning of sexual maturity
puberty
threatening or damaging social relationships
relational aggression
our mental picture of who we are
self-concept
evaluative dimension of the self-concept
self-esteem
agreed-upon rules and ways of doing things in a particular situation
social conventions
children are developing an understanding that other people are people too, with their own minds, thoughts, feelings, beliefs, desires, and perceptions
theory of mind
