Emotional Development In Middle Childhood Flashcards
Your self-concept
• self-concept
‣ To cognitive component for you think about yourself
• At younger ages, they tend to be pretty positive about themselves. Some tend to be pretty abstract.
◦ Sometimes the I’m usually nice to my friends but can be mean if I need to be.
◦ Developmental progression
‣ From actions to dispositions
‣ From concrete to abstract
‣ From absolute to situational
What to measure about self concept
• Ask on a scale which side they think they are more like. tends to not be judgy if you do it right. \
◦ Developmental pattern in how you feel about yourself
◦ Her example: I am terrible at cooking, I know this, and it does not effect my self-esteem.
◦ You ask them: How do you feel about yourself? And how do you feel about the kind of person you are?
the stages in measuring self-concept
‣ Preschool
• Where we often see separation anxiety
‣ Entry into elementary school
• Social anxiety - the fear of others.
‣ Fourth grade
• Finding ways to value good things and dis value bad things
The domains of Susan harter’s work to measuring self-esteem
◦ Multiple domains - General
‣ Academic self esteem
‣ Social self-esteem
• What people think about you, social anxiety
‣ Physical self-esteem
• How you look and feel about that
‣ Behavioral
• ADHD, autism and other individuals like this tend to feel bad about themselves
‣ Athletic
Susan Harter’s work to measuring self-esteem -> high self-esteem
‣ Healthy people don’t have to have high self-esteem in all of these domains, but by fourth or fifth grade we have found out how to value things we are good at and dis value what we are bad at.
‣ Find things to pursue more and more because they are good at it or enjoy it. Some people may not be good specifically at academics or athletics, it’s important to find at least one thing they are good at
Susan harter’s work to measuring self-esteem -> improving self - esteem
‣ Use the idea of showing them they are good at something to increase or improve their self-esteem. We can help improve it by helping them to be good at something then telling them so.
Mindset theory of carol Dweck - entity theorist
‣ Intelligence is a certain thing, and you have a certain amount based on how they feel. their effort becomes a sign of weakness instead of strength. They may just be showing off to make people think they are smart, don’t like to see others succeed. People end up fearing failure.
• The fear of not getting something wrong, and wanting to always being right
‣ Self-handicapping
• You want to succeed, but you are afraid you wont. So in advance you come up with a reason so if you don’t succeed there is a reason for that.
• Creating drama -> they create drama the night before then let everyone know
◦ Most of us end up here because of either the school systems or parents
Example of entity theorists versus incremental theorists
- fixed mindsets versus growth mindsets
• Have two students in college. John graduated with a double major and a 3.75 GPA with a lot of research and presented at national conferences. He went on to a PhD program and spent a lot of time on stuff and live through it. Pete double majored and also graduated with a 3.75 GPA. Pete made a point of letting people know he didn’t study and was often drunk or hungover when coming to class. Mostly just focused on football. Who’s smarter?
◦ The problem with Pete and people who think he is smarter may mean that he is very smart but simply did not have to study.
- Pete has a fixed mindset, but John has a growth mindset
Mindset theory - carol Dweck -> incremental theorists
Growth mindsets
= “If I try my best and do my best and still fail that is ok
Erikson’s theory - industry versus inferiority
‣ Industry versus inferiority -> have this when the adults in their life recognize what they are good at and they acknowledge it. However feel inferior when they are not helped when they are struggling
◦ happens in school aged children. Once you feel good about one thing It is easy to try to think about other things. Finding things they are good at may be hard but do it.
• Self-esteem
• Competence
◦ This is most of the important part in identifying yourself and the next stages
‣ All of this sets the stage for the following stages: identity versus role confusion, intimacy versus stagnation, generativity versus stagnation, ego integrity versus despair
Erikson’s theory
Trust versus mistrust
- preschool
Autonomy versus shame an doubt
- kindergarten
Initiative versus guilt
Industry versus inferiority
- competency helps set the stage especially for the next stages
