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Life-span Psych > Chapter 8 > Flashcards

Chapter 8 Flashcards

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1
Q

The Nature of the Child

A

Drive for independence from parents expands the social world.

In middle childhood, children want to do things themselves.

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2
Q

Self-concept

The Nature of the Child

A
  • Ideas about self that include intelligence, personality, abilities, gender, and ethnic background
  • Ages 6 and 11 (average)
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3
Q

Erikson’s Stage Theory: School age (6-12 years)

A
  • Conflict: Industry vs. Inferiority
  • Resolution or “Virtue:” Competence
  • Culmination in old age: Humility; acceptance of the course of one’s life and unfulfilled hopes
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4
Q

Social Comparison

Abilities: Social Comparison

A

Involves tendency to assess one’s abilities, achievements, social status, and other attributes by measuring them against those of other people, especially one’s peers
• Children value the abilities they have and become more realistic.
• Recognition of prejudice and affirming pride in gender and background increases.

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5
Q

Self-concept becomes influenced by…

Abilities: Social Comparison

A

opinions of others, materialism, and superficial attributes

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6
Q

Industry versus inferiority

The Nature of the School-Age Children

A

– Fourth of Erikson’s psychosocial crises
– Characterized by tension between productivity and
incompetence

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7
Q

Children attempt to…

The Nature of the School-Age Children

A

master culturally valued skills and develop a sense of themselves as either industrious or inferior, competent or incompetent.

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8
Q

Signs of Psychological Maturation Developing Between Ages 6 and 11

A
  • Responsibly perform specific chores
  • Manage a weekly allowance and activities
  • Complete homework
  • Attempt to conform to peers
  • Express preferences for after-school hours
  • Accept some responsibility for pets, younger children
  • Strive for independence from parents
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9
Q

Culture and Self-Esteem

A

• Cultures and families differ in which attitudes and accomplishments they value.
• Emerging self-perception benefits academic and social competence.
• Praise for process—not static qualities—encourages growth.
– Incremental versus entity concept of growth

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10
Q

3 factors that influence attitudes about
self-esteem
(Protect or Puncture Self-Esteem?)

A

Culture, cohort, and age

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11
Q

Traditional research findings suggest

Protect or Puncture Self-Esteem?

A

unrealistically high and unrealistically low self-esteem
– Reduces effortful control
– May lead to lower achievement and increased aggression

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12
Q

Some current research links

Protect or Puncture Self-Esteem?

A

low self-esteem with increased aggression; other findings link inflated self-esteem with male bullying and aggression.

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13
Q

Resilience

Resilience and Stress

A

Capacity to adapt well to significant adversity and to

overcome serious stress

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14
Q

Important components

Resilience and Stress

A

Dominant ideas about resilience from 1965 to present day
• Resilience is dynamic
• Resilience is a positive adaptation to stress
• Adversity must be significant

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15
Q

Resilience is dynamic

Resilience and Stress

A

a person may be resilient at some periods but not at others.

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16
Q

Resilience is a positive adaptation to stress

Resilience and Stress

A

if rejection by a parent leads a child to establish a closer relationship with another adult, that child is resilient.

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17
Q

Adversity must be significant

Resilience and Stress

A

Resilient children overcome conditions that overwhelm many of their peers.

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18
Q

Cumulative Stress

A

• Accumulated stresses over time is more devastating than an isolated major stressor, e..g., disruptive home, hunger
• Daily hassles can be more detrimental than isolated
major stress
• Social context imperative
– Child soldiers
– Homeless children
– Separation after natural disaster

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19
Q

Factors contributing to resilience

Cognitive Coping

A
  • Child’s interpretation of events: How they process and internalize traumatic events
  • Support of family and community
  • Personal strengths such as creativity and intelligence: Nature and Nurture
  • Avoidance of parentification
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20
Q

Parentification

A

When a child acts more like a parent than a child. This may occur if the actual parents do not act as caregivers, making a child feel responsible for the family

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21
Q 
Family function
(Family Function / Structure)
A
  • The way a family works to meet the needs of its members

* Function is more important than structure but harder to measure

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22
Q

During middle childhood, families help children by

Family Function / Structure

A
  • Providing basic material necessities
  • Encouraging learning
  • Helping them develop self-respect
  • Nurturing friendships
  • Fostering harmony and stability
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23
Q 
Family structure
(Family Function / Structure)
A
  • Legal and genetic relationships among relatives living in the same home
  • Includes nuclear family, extended family, stepfamily, and others.
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24
Q

Diverse Family Structures

A
  • Two-Parent Families
  • Single-Parent Families
  • More Than Two Adults
25
Q

Two-Parent Families

Diverse Family Structures

A
  • Nuclear family
  • Stepparent family
  • Adoptive family
  • Grandparents alone
  • Two same-sex parents
26
Q

Single-Parent Families

Diverse Family Structures

A
  • Single mother or father (never married)
  • Single mother or father (divorced, separated, or widowed)
  • Grandparent alone
27
Q

More Than Two Adults

Diverse Family Structures

A
  • Extended family

* Polygamous family

28
Q

Single-Parent Family

Diversity of Family Structures

A
  • Consists of only one parent and his or her children under age 18.
  • 31 percent of all U.S. school-age children; rates of structure changes depend on age of child
  • More than half of U.S. children will live in a single-parent home for at least a year.
29
Q

Extended family

Diversity of Family Structures

A
  • Family consisting of parents, their children, and other relatives living in one household
  • 10 percent of U.S. school-age children
  • Family type distinction based on who lives in same household
30
Q

Polygamous family

Diversity of Family Structures

A

• Family consisting of one man, several wives, and the
biological children of the man and his wives
– 10 percent of children in some nations (not U.S.)
• Per-child income may be reduced
• Step-sibling role is challenging for many

31
Q

Connecting Structure and Function: Nuclear Families

A
  • Generally function best
  • Better educational, social, cognitive, and behavioral child outcomes
  • Mate selection and income related to nuclear families and child well-being
  • Parental alliance
  • Positive effects beyond childhood
32
Q

Adoptive and same-sex parent families

Connecting Structure and Function: Other Two-Parent Families

A

– Typically function well, often better than average nuclear families.
– Vary tremendously in ability to meet children’s needs.

33
Q

Stepparent families

Connecting Structure and Function: Other Two-Parent Families

A

– Some function well; positive relationships more easily formed with children under 2; more difficult with teenagers
– Solid parental alliance more difficult to form
– Child loyalty to parents often undermined by disputes

34
Q

Same-sex couple families

Connecting Structure and Function: Other Two-Parent Families

A

– Generally children develop well

– Limited long-term studies

35
Q

Skipped-generation families

Connecting Structure and Function: Other Two-Parent Families

A

Generally lower income, more health problems, less stability

36
Q

Connecting Structure and Function: Single-Parent Families

A

– On average, structure functions less well
– Lower income and stability
– Stress from multiple roles
– Benefit from community support

37
Q

Family Trouble (two factors)

A

Two factors increase the likelihood of dysfunction in every structure, ethnic group, and nation.
• Low income or poverty
• High conflict

Many families experience both!

38
Q

Poverty: Family-stress model

Family Trouble

A
  • Any risk factor damages a family only if it increases the stress on that family.
  • Adults’ stressful reaction to poverty is crucial in determining the effect on the children.
39
Q

Wealth

Family Trouble

A
  • Generally more income correlates with better family functioning.
  • Reaction to wealth may cause difficulty; parental reaction is key.
40
Q

Conflict

Family Trouble

A
  • Family conflict harms children, especially when adults fight about child rearing.
  • Fights are more common in stepfamilies, divorced families, and extended families.
  • Although genes have some effect, conflict itself is often the main influence on the child’s well-being.
41
Q

The Peer Group

A

• Particular habits, styles, and values that reflect the set of rules and rituals that characterize children as distinct from adult society
– Fashion
– Language
– Peer culture

42
Q

Friendship

Friendship and Social Acceptance

A

• School-age children value personal friendship more than peer acceptance.
• Gender differences
– Girls talk more and share secrets.
– Boys play more active games.

43
Q

Older children

Friendship and Social Acceptance

A
  • Demand more of their friends.
  • Change friends less often.
  • Become more upset when a friendship ends.
  • Find it harder to make new friends.
  • Seek friends who share their interests and values.
44
Q

Popular and Unpopular Children

A

Particular qualities that make a child liked or disliked depend on culture, cohort, and sometimes the local region or school.
• China 1990 to 2013
– Changes in value of shyness
• U.S. 2012
– Outgoing, friendly, cooperative, well-liked
– Later, dominant and aggressive behaviors may appear

45
Q

Neglected, not rejected children

Unpopular Children

A
  • Neglected by peers, but not actively rejected
  • Ignored, but not shunned
  • Do not enjoy school; but psychologically unharmed
46
Q

Aggressive-rejected children

Unpopular Children

A

Disliked by peers because of antagonistic, confrontational behavior

47
Q

Withdrawn-rejected children

Unpopular Children

A

Disliked by peers because of their timid, withdrawn, and anxious behavior

48
Q

Bullying

Bullies and Victims

A

Repeated, systematic efforts to inflict harm through physical, verbal, or social attack on a weaker person

49
Q

Bully-victim

Bullies and Victims

A
  • Someone who attacks others and who is attacked as well

* Also called a provocative victim because he or she does things that elicit bullying, such as stealing a bully’s pencil

50
Q

Types of Bullying

A
  • Physical (hitting, pinching, or kicking)
  • Verbal (teasing, taunting, or name-calling)
  • Relational (destroying peer acceptance and friendship)
  • Cyberbullying (using electronic means to harm another)
51
Q

Children show a variety of skills

Children’s Moral Values

A
  • Making moral judgments.

* Differentiating universal principles from conventional norms.

52
Q

Influences on moral development

Children’s Moral Values

A
  • Peer culture
  • Personal experience
  • Empathy
53
Q

Pre-conventional, Stage 1

Kohlberg’s levels of moral thought

A

Obedience and punishment
– Based on avoiding punishment, a focus on the consequences of actions, rather than intentions; intrinsic deference to authority

54
Q

Pre-conventional, Stage 2

Kohlberg’s levels of moral thought

A

Individualism and exchange

– The “right” behaviors are those that are in best interest of oneself; tit for tat mentality

55
Q

Conventional, Stage 3

Kohlberg’s levels of moral thought

A

Interpersonal relationships

– “Good boy / Good girl” attitude, sees individuals as filling social roles

56
Q

Conventional, Stage 4

Kohlberg’s levels of moral thought

A

Authority and social order

– Law and order as highest ideals, social obedience is a must to maintaining a functional society

57
Q

Post-conventional, Stage 5

Kohlberg’s levels of moral thought

A

Social contract

– Begin to learn others have different values; realization that law is contingent on culture

58
Q

Post-conventional, Stage 6

Kohlberg’s levels of moral thought

A

Universal Principles

– Develop internal moral principles; individual begins to obey these above the law

59
Q

Three common values among 6- to 11-year-olds

What Children Value

A
  1. Protect your friends.
    – Loyalty to peers often chosen over adult standards of behavior.
  2. Don’t tell adults what is happening.
  3. Don’t be too different from your peers.

Life-span Psych (10 decks)

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