Module 3: Social-Emotional Development Flashcards
Trust v.s Mistrust
Infants
Autonomy v.s Shame and Doubt
Toddlerhood
Initiative v.s Guilt
Perschool
Industry v.s Inferiority
School-age
Identity v.s Identity Diffusion
Adolescence
Intimacy v.s Isolation
Young Adulthood
Generativity v.s Stagnation
Middle Adulthood
Integrity v.s Despair
Late Adulthood
Identity Achieved
Adolescents are provided with opportunities to explore many options involving occupations, academic skills, friendship, and values and to commit to certain goals and values.
Moratorium
Adolescents are actively involved in the exploration process but have not yet made decisions or commitments
Identity foreclosure
Adolescents have parents who typically use an authoritarian style of parenting.
Identity diffusion
Adolescents either have not yet begun the process of exploration or have gone through the exploration but are unable to make commitments to their goals and values
Ethnic Identity
Psychological attitudes toward and behaviors related tp membership in an ethnic and racial group
Self-identification
The ethnic label an individual uses regarding his or her group membership
Sense of belongingness
The level of importance or concern given to one’s ethnic group
Positive or negative attitudes…
…toward’s one’s ethnic group typically in the form of acceptance or denial of one’s ethnic group
Ethnic Involvment
The participation in social and cultural aspects of the ethnic group
Gender Identity
Knowledge that one is biologically male or female
Gender-Role Flexibilty
The ability to alter expectations of their own and other’s behavior
Self-concept
A cognitive aspect in which individuals have a perception about themselves
Self-esteem
An effective aspect in which an individual evaluates components of themselves
Social Competence
Both social and emotional skills that lead to positive social outcomes: having friends and social status
Social Skills
The ability to reason, think through situations, pick up cues, and make appropriate decisions with respect to interpersonal relationships
Sociability
One’s level of social participation: maintaining relationships and interactions with others
Prosociality
Focusing on other’s needs and interests by helping or cooperating with individuals or groups based on social norms and expectations
Emotional Competence
The ability to express, understand, and regulate emotions within the self and others
Emotional Expressiveness
The ability to express positive and negative emotions appropriately
Emotional Understanding
Having knowledge about others’ emotions and using language to describe those emotions
Emotional Regulation
The ability to cope with emotions: maintaining positive emotions and avoiding the display of inappropriate emotions by monitoring and modifying emotional reactions
Beginning of strong reciprocity in social exchanges
Early Childhood
Rapid development in synchronizing interactions with peers
Early Childhood
Movement from nonverbal signals to strong verbal communication patterns
Early Childhood
Onset of self-classification of gender, age, and race
Early Childhood
High levels of mutuality in social responding
Early Elementary
Responding simultaneously to more than one peer
Early Elementary
Learning how to recruit others into ongoing activity
Early Elementary
Increased reliance on verbal strategies in interpersonal control
Early Elementary
Peer group formation and identification of role in the group
Late Elementary
Continued reliance on authority figures to guide behavior, but increasing reliance on peers as a mechanism of norm establisment
Late Elementary
Continued reciprocity and increased integration of patterns of social exchange
Late Elementary
Employment of peer group affiliation to achieve particular ends
Early Adolescence
Peers now taking primary role as a mechanism of norm establishment
Early Adolescence
Sharp delineation between strategies for same-sex and opposite-sex relations, along with norms, behaviors, goals, and outcomes
Middle Adolescence
Development of more rigid social structures and evolution of subgroup norms for behavior
Middle Adolescence
Formation of transient cross-sex liaisons for mutual support or gratification
Middle Adolescence
Divergence of interaction styles as a function of the social groups in which individuals engage
Late Adolescence
Sharpening of sexual stereotypes
Late Adolescence
Employment of cognitive capabilities to enhance social relations
Late Adolescence
More sophisticated use of skills to inhibit, remove, or control the behavior of others
Late Adolescence
Emotional Intelligence
Directed attention toward the importance of social and emotional competence to many areas of successful life, including interpersonal relationships and academic performance
Self-awareness
Having an accurate view of one’s self, such as one’s strengths, weaknesses, and values
Social awareness
Having perspective-taking skills, empathy, and respect for diversity to effectively relate to others
Responsible decision-making
Having the skills to identify problems, analyze the situation, and effectively solve problems: developing a sense of personal, moral, and ethical responsibility
Self-management
Having the skills to regulate one’s emotions, such as coping with impulses and stress and being motivated to set goals and provide self-discipline
Relationship Management
Implementing behaviors to facilitate interpersonal relationships, such as communication skills, conflict resolution skill, and cooperative and help-seeking behaviors
