family, self, and peers

Question 1

conception of self

Answer 1

conceptual system made up of one’s thoughts and attitudes about one’s self, including:
- gender, appearance, possessions, values, beliefs, preferences, etc

Question 2

Self in age 3 to 4

Answer 2

understanding in terms of concrete, observable
characteristics related to physical attributes, activities, abilities, & psychological traits
– unrealistically positive
– sense of self over time: coincides with first
autobiographical memories

Question 3

Self in middle to late primary school

Answer 3

Conceptions of self begin to become integrated and more broadly encompassing
- older children rely on objective performance

Question 4

Self in early adolescents

Answer 4

• thinking about the self is characterized by a form of egocentrism called the personal fable
• This kind of egocentrism causes many adolescents to be preoccupied with what others think of them
• The imaginary audience refers to the belief that everyone is focused on the adolescent’s appearance and behavior

Question 5

Self in middle teens

Answer 5

adolescents often begin to agonize over the contradictions in their behavior and characteristics

Question 6

Self in late adolescence and early adulthood

Answer 6

• Self becomes both more integrated and less
  determined by what others think
• Reflect internalized personal values, beliefs, and standards
• Adult support important in helping adolescents understand the complexity of personalities

Question 7

Erikson’s theory of psychosocial development

Answer 7

1. basic trust vs.mistrust (yr1)
2. autonomy vs. shame and doubt (1-3.5 yrs)
3. initiative vs guilt (4-6 yrs)
4. industry vs. inferiority (6 to puberty)
5. identity vs. role confusion (adolescence-early adulthood)

Question 8

Erikson’s S1: basic trust vs.mistrust (yr1)

Answer 8

focuses on developing trust when caregivers provide reliability, care, and affection. A lack of these can lead to mistrust

Question 9

Erikson’s S2: autonomy vs. shame and doubt (1-3.5 yrs)

Answer 9

Children develop a sense of personal control over physical skills and a sense of independence.

Question 10

Erikson’s S3: initiative vs guilt (4-6 yrs)

Answer 10

asserting control and power over the environment. Children who succeed feel capable and able to lead others; those who fail may feel guilty about their needs and desires

Question 11

Erikson’s S3: industry vs. inferiority (6 to puberty)

Answer 11

Children need to cope with new social and academic demands. Success leads to a sense of competence, while failure results in feelings of inferiority

Question 12

Erikson’s S5: identity vs. role confusion (adolescence-early adulthood)

Answer 12

developing a sense of self and personal identity. Success leads to identity achievement, while failure results in role confusion and a weak sense of self

Question 13

identity confusion

Answer 13

incomplete and sometimes incoherent sense of self, with resulting feelings of isolation and depression

Question 14

identity diffusion

Answer 14

i can’t figure it out, i’ll just forget about it —> no progress towards resolving contradiction of itself

Question 15

identity foreclosure

Answer 15

can arise if adolescent prematurely commit themselves to an identity without adequately considering their choices
- e.g. parents want kid to be doctor when they grow up, and kid just accepts it and becomes doctor because of parents

Question 16

negative identity

Answer 16

identity that represent opposite of what is valued by people around the adolescent

Question 17

psychosocial moratorium

Answer 17

a time-out period during which adolescent is not expected to take on adult roles and can pursue activities that lead to self-discovery

Question 18

influences on identity formation

Answer 18

• approach parents take with their children (e.g. parenting style)
• individual’s own behavior (e.g. drug use undermines teens’ abilities to develop healthy identities)
• larger social context (e.g. SES)
• historical context (e.g. equal rights movement, religious rules/ expectations)

Question 19

function of families

Answer 19

• survival of offspring
• economic function
• cultural training

Question 20

ways parents socialize their children:

Answer 20

• parents as direct instructors: telling your kid how to tie shoelaces, ride a bike, etc
• parents as indirect socializers: not directly telling your kid what or how to do something, rather kid learns from parents actions
  - e.g. if a kid lives in a household where dad always expects that wife serves food and cleans dishes, the kid will learn that this is ‘okay’
• parents as social managers: parents controls kids time, so parents control what the kid is exposed to and relationships they develop, etc.
  - e.g. allowing your kid to spend time and have play-dates with kids that have good values

Question 21

critical axis that parents vary along:

Answer 21

supportiveness and demandingness

Question 22

authorative parents (characteristics of parent and child)

Answer 22

high in demandingness and high in supportiveness

typical parent characteristics:
- set clear standards and limits for their children and firm about enforcing them
- allow children considerable autonomy within those limits
- are attentive and responsive to their children’s concerns and needs, respect and consider their child’s perspective

typical child characteristics:
- competent
- self-assured
- popular
- high in coping skills
- low in antisocial behaviors in childhood
- in adolescence: high in social and academic competence, positive behavior, low in problem behavior

Question 23

authoritarian parents (characteristics of parent and child)

Answer 23

high in demandingness and low in supportiveness

typical parent characteristics:
- non-responsive to their children’s needs
- enforce their demands through the exercise of parental power and use of threats and punishment
- are oriented toward obedience and authority
- expect children to comply without question or explanation

typical child’s characteristics:
- low in social and academic competence in childhood and adolescence
- as children they tend to be unhappy/unfriendly, with boys affected more negatively than girls in early childhood
- low in self-confidence

Question 24

permissive parents (characteristics of parent and child)

Answer 24

low in demandingness and high in supportiveness

typical parent characteristics:
- highly responsive to their children’s needs
- low demanding
- don’t require that their children regulate themselves or act in appropriate or mature ways

typical child characteristics:
- as children, they tend to be impulsive, lacking in self control, and low in school achievement
- as adolescents, they engage in more school misconduct and drug use than do those with authoritative parents

Question 25

uninvolved parents (characteristics of parent and child)

Answer 25

low in demandingness and low in supportiveness

typical parent characteristics:
- do not set limits for or monitor their children’s behavior
- are not supportive of them and sometimes are rejecting or neglectful
- tend to be focused on their own needs rather than their children’s

typical child characteristics:
- infants and toddlers tend to have attachment problems
- as children, they have poor peer relationships
- adolescents tend to show antisocial behavior, poor self-regulation, internalizing problems, substance abuse, risky sexual behavior, low academic and social competence
- depression, withdraw

Question 26

cliques in middle school vs. high school

Answer 26

MS: cliques tend to include 3 to 10 children who are usually of the same sex and race

HS: cliques often include multiple genders

Question 27

cliques by age 11

Answer 27

many of children’s social interactions occur within the clique

Question 28

cliques by ages 11-18

Answer 28

increase in the number of adolescents with ties to cliques and an increase in stability of cliques

Question 29

cliques by early and middle adolescence

Answer 29

high value on being in a popular group and in conforming to group’s norms
- with age, increase focus on individual relationships

Question 30

adolescent girls vs. boys in cliques

Answer 30

• adolescent girls tend to be more integrated into cliques
  
  • adolescent boys tend to have greater diversity of friends

Question 31

cliques by seventh grade

Answer 31

increase in cross-sex relationships

Question 32

crowds

Answer 32

groups that are loosely organized around some stereotypes that folks have in common
- e.g., if you play varsity —> jock
- how you get labeled, positive or negative impact on you

Question 33

gangs

Answer 33

groups where its a membership that you can choose to be part of, focus on behaviors that are ilegal acts

Question 34

bullying

Answer 34

physical, verbal, social, and cyber

Question 35

romantic relationships in early vs. later adolescence

Answer 35

motivations in pursuing romantic partner vary throughout adolescence
- early adolescence: partner that would elevate your social status
- later adolescence: focus on compatibility, share interests and values