PSYC228_Chap8 Flashcards
understanding of self
preschoolers - physical qualities - preoperational - immediate + in the moment awareness of self - focus on positive parts of self
middle-late childhood - operationally thinking more, behaviours + abilities focus - connections - also aware of strengths + weaknesses
social comparison
process of learning about one’s abilities + characteristics by observing how they compare to others’
reason of shift from positive to more realistic sense of self
self-concept
onen’s multidimensional impression of one’s own personality, of the attributes, abilities, + attitudes that define one’s self
set of descriptive beliefs about one’s own personality + abilities that have evolved thru social interactions + personal perceptions
when evaluation of self-concept starts, self-esteem becomes involved
what provides children info to use to create self-concept
parental influences
per feeback
culture
selective memories
self-esteem
judgements of worth that children make about themselves + feelings that those judgements elicit
value children place on self + emotional responesse they have to these values
influenced by: parental interactions + social comparisons which have the most significant impact
self-efficacy
one’s perceived ability to be successful in accomplishing specific goals
reflects child’s sense of agency - how competant the chlid thinks he/she is
correlates of high self-esteem
feeling happy
doing better inschool
demonstrating lower anxiety
performing better in sports
having more friends
correlates of low self-esteem
more likely to engage in delinquent behaviour
feelign depressed more often
higher incidence of eating disorders
piaget’s theory of moral development (faulty/non-Biblical)
believed morality mirrors cognitive abilities, says prior to
pre-moral period 4yrs, children don’t know what’s right or wrong - decisions abotu what’s right/wrong come from authority figure who says it’s wrong - helps kids understand rules
moral realism - heteronomous morality
moral relativism - autonomous morality
moral realism
first moral stage of piaget’s thoery of moral development
- heteronomous morality
rules = absolute + unchangeable
focus on consequences rather than intentions - doesn’t care if done on purpose or not
children = moral non-relativists
idea that there are moral facts that refer to objective, rather than subjective, features of the world
heteronomous morality
piaget’s description of a chlid’s first idea of what is right + wrong + sense that morality is an external, unchangeable set of rules with focus on consequences of behaviour
moral relativism
piaget’s 2nd stage of moral reasoning - wright + wrong depend very much on situation at hand
chlidren consider intentions when saying if right or wrong
it’s ok if didn’t do it on purpose
autonomous morality - democratic approach in which rules are human-made + can change if everyone agrees - games can be made
idea that morality is subjectively grounded + contextually dependent
autonomous morality
piaget’s observation that as children get older they begin to see morality as more flexible + consider intentions of other people’s behaviour
difference betw piaget’s +kohlberg’s theory of moral development
both have levels + use dilemmas to understand moral reasoning, but kohlbergs conceptualizes the reasoning process differently
kohlberg theory of moral development
brought into academic world + expanded on piaget’s
believed cog + moral development follow similar patters
BUT unlike piaget, kohlberg’s levels build upon each other + don’t vary
heinz dilemma
preconventional morality
conventional morality
postconventional morality
3 levels of Kohlberg’s moral development
preconventional morality - (moral judgement = selfcenterd)
conventional morality (other-centered)
postconventional morality (personal standards for right + wrong)
preconventional morality
level 1 of kohlberg’s theory of moral developent, in which moral reasoning is guided by personal rewards + punishments
conventional morality
level 2 of kohlberg’s thoery of moral development, in which moral reasoning is guided by laws + social norms
postconventional morality
level 3 of kohlberg’s theory of moral development where moral reasoning is guided by universal ethical principles
gilligan’s different voice
ciriticized kohlberg’s theory of moral development for gender bia
- male view focus on justice
- female view focus on care + relationships
pioneer of gender studies - difference feminism - highlights gender differences but calls for equal valuing of them
in middle to late childhood, children face developmental task in Erikson’s theory of resolving
industry versus inferiority stage
industry versus inferiority stage
erikson’s 4th stage of psychosocial development, leading to sense of competence or move away from social interactions
industry side - child growing sense of skill, self-konwledge, + desire to be industrious
inferiority side - low self-esteem, less enthusiasm, less competent feeling, fear + anxiety arnd teachers
tween
term used in popular media to describe a preadolescent or young person who shares characteristics of both children + teenagers
parents of school-aged children are more likely to
appeal to children’s self-esteem or to arouse guilty feelings than with physical coercion common for younger chlidren
parents more effective when monitor children rather than directing them
children of mothers hwo rely on reasoning + suggestions = more likely to use negotiation than those who are more defiant due to directive maternal strategies
collaborative divorce
process where a team of psychological + legal experts works with families undergoing divorce to protect the child(ren) and resolve roadblocks, facilitating an amicable divorce with minimal legal entanglements
parties try to resolve conflicts without going to court
divorce coach helps parents understand chlidren effects
goal to reduce conflict + improve parenting thru stress management + open communication
key rule is that collaboration ends if traditional divorce litigation occurs
2 key factors in determining quality of sibling relationships
parent-child interaction
sibling temperament (especially older sib)
sibling rivalry
competitive quality found in some sibling relationships
can add tension especially early in life
with age, dissipates as olders become more teachers + mentors
sociometric measurement
type of measurement of interpersonal relationships thru social group survey
primary method of assessing nature of peer relations
type of survey where hcildren rank class members by who they like most/lesat
5 peer statuses (populary, rejected, neglected, controversial, average)
popular children
children with high #s of positive nominations + low negative nominations in sociometric analysis
rejected children
children with high #s of negative nominations + low positive nominations in sociometric analysis
neglected chlidren
children with few neg or pos nominations in a sociometric analysis
controversial children
children with high #s of pos + high #s of neg nominations in a sociometric analysis
average chlidren
chlidren who get slightly more nominations in a sociometric analysiss than neglected children but not enough to rank them in one of hte categories
rejected-aggressive
chlidren who are rejected by peers for aggressive behaviour
rejected-withdrawn
children who are rejected by peers for withdrawn behaviour
outside of cyber bullying, bullying behaviour prevalence
dec from gr 6-10
canada was ranked __ out of 39 countries for lack of bullying
29th
bullying
unwanted aggressive behaviour by another youth or group of youths that involves a power inbalance + is repeated mult times
inflicts physical, psychological, social, or educational harm
in person more common than electronic
cyberbullying
bullying that takes place thru tech like email, chat rooms, text meesage, social media
chlidren who engage in bullying behaviour have themselves typically epxereinced
harsh parenting by caregivers
bullying behavioru centers arnd
quest for dominance
bully aims to be at top of social hierarchy
like hte fact that they’re bullies
majority of bullying victiqms are
male
but females are victums too
victimization is most common amoung children whoare
viewed by peers as different or quiet
-low self esteem + poor peer relationships
4 promising program elements to reduce incidence of bullying
- improve supervision of students
- use school rules + bahaviour management techniquest to id + address bullying
- have whole-school anti-bullying policy + consistently enforce policy
- promote co-operation betw school staff + parents
what serves as a protective function for victimization?
friendship
friendship involves
voluntary, close + mutual relationship
defining feature = reciprocity = an equal giving + taking betw partners
also similarity of friends
young childrne’s frienships are based in the here + now whereas school-aged children’s
transcend specific activities
shift in frienships seems to reflect piage’ts ideas about children’s movment from concrete understanding of world to
more abstract one
perspective taking
the increasing ability to take on other people’s viewpoints
girls report more caring intimacy + conflict resolution + co-rumination than boys in
frienships
co-rumination
act of dwelling on negative occurrences + feelings
school-aged children have a
basic emotional vocabulary + can correctly id emotional situations, facial expressions + behaviours
what may be associated with greater emotional knowledge, emotional regulation + emotional coping?
verbal ability
emotional vocabulary
the increasing ability to id + label complex emotions
emotional regulation
the abillity to adapt to changing situations witha. range of constructive emotional repsonses
self-conscious emotions
require deeper understanding of world than primary emotions
also require some external social filter, thru which an invid considers another’s perspective in relation to his/her behaviour
envy, embarrassment, pride, guilt
emotions that involve internal + external evaluations of the self
inc with age
resilience
positive adjustment in the face of significant risk
children are NOT resilient!!
reslilience = relationship betw child + his/her context
when characterisitics of chlid fit with features of context in such a way as to bring + adjustment in face of significant risk
do boys or girls have a greater risk for developing depression?
girls
and girls will have hgiher risk of developing depression if: negative parental experiences, maternal depressio or loss of parent, conduct disorder or aggression
what factors make boys more likely to develop depression
childhood anxiety + depression
low self-esteem + perceptions of parental rejection
risk factor
a negative factor in a child’s life that endangers his/her well-being + likelihood for resilience, such as insecure attachment to primary caregiver, parental death, + neighbourhood violence
protective factor
a positive factor in a child’s life taht bolsters his/her wellbing + likelihood for resilience, like high self-efficacy, authoritative parenting, + competent + caring friends
coping skills increase with
age
what are involved when children use strategies to manage stressful experiences or negative emotions?
coping + emotional regulation
closely related or interchangeable
coping with peer rejection
active coping = problem solving + seeking help/support
aggressive coping = teasing + retaliation
denial coping = pretending not to care, ignoring issue
reminative coping = worrying + withdrawal
