Psychology 3 Flashcards
Bronfenbrenners Ecological Theory
Focuses on the social contexts in which people live
The interactions among 5 environmental systems are key to development
Microsystem
Immediate settings in which we live and with whom we Directly interact with :
parents, family, teachers, peers, neighborhoods
Mesosystem
Connections/links
between Microsystems: connections between family experiences and school experiences, and relationships between students and peers.
Exosystem
Experiences in one setting (where student does not have an active role) influence what students and teachers experience in the
immediate context. Indirect
influences on the child
Macrosystem
Macrosystem: Culture in which students and teachers live:
- behavior patterns
- beliefs
- dress
- music
- ceremonies/holidays
Chronosystem
The socio-historical conditions of a student’s development.
The pattern of events and transitions over your life span
Bronfenbrenners Theory in the classroom
Think about children embedded in several environmental systems and Influences
Attend to connections between school and families
Eriksons Life-Span Development Theory
-Presents a developmental view of people’s lives in 8 stages
-Personality develops primarily as a result of resolving conflicts in each stage.
Trust vs. Mistrust 0-1 years
Task is to gain a sense of trust in themselves and in the world around them. Developed through consistent love and support.
+outcome: feeling of comfort, minimal fear/anxiety, needs are met, secure attachment
- outcome: fear, discomfort, anxiety, discomfort, insecure attachment
Autonomy vs. Shame and Doubt 1-3years
Discover that their behavior is their own – they can be independent and have self- control. Self-control fostered by support and encouragement.
+outcome: Independence, will, self- control
- outcome: poor self-esteem, inappropriate control
Initiative vs. Guilt 3-5years
to engage in active, purposeful, responsible behavior and assert themselves through directing play and social interactions. Developed by exploring and accepting challenges.
+Outcome: sense of responsibility
-Outcome: Increased anxiety and feelings of guilt.
Industry vs. Inferiority 6yrs-puberty
Direct energy toward mastering knowledge. Mastery comes from success and recognition.
+Outcome: productivity, good
self-efficacy, development of intellectual skills
- Outcome: Feeling
unproductive, incompetent. Poor level of self efficacy
Identity vs. Role Confusion 10-20yrs
to find out who they are, what they are all about, where they are going in life
+ Outcome: exploration of paths to healthy identity
-Outcome: remain confused about their their identity
Identity Diffusion
Inability to commit themselves to choices. Show little interest
Identity Moratorium
Desire to make a choice at some time in the future but unable to do so in the present. Commitments are absent or vague.
Indenting Foreclosure
Making a choice/ commitment because someone else prescribes to a particular choice.
Identity Achievement
Committing to a choice and maintaining that choice under all conditions
Intimacy vs. Isolation early adult years
To form positive, close relationships with others
+outcome: Finding oneself and caring about another without losing who you are.
- outcome: Failure to form an intimate relationship becomes socially isolated.
Generativity vs. Stagnation middle adulthood
Transmitting something positive to the next generation
Integrity vs. Despair late adulthood
Life review and retrospective evaluation of one’s past. Does
your life have meaning?
Baumrinds Parenting styles: Neglectful
Parents are uninvolved. Parents are uninvolved.
Children have poor self-
Children have poor self-
control, don’t handle
control, don’t handle
independence well, and low
independence well, and low
achievement motivation.
Baumrinds Parenting styles: Authoritarian
Parents are restrictive and
punitive. Children tend to punitive. Children tend to
be socially incompetent,
be socially incompetent,
anxious, and exhibit poor
anxious, and exhibit poor
communication skills. communication skills.
Baumrinds Parenting styles: Indulgent
Parents are highly Parents are highly
involved but set few
involved but set few
restrictions. Children have restrictions. Children have
poor self-control.
poor self-control.
Baumrinds Parenting styles: Authoritative
Parents are nurturing and
supportive, yet set limits. supportive, yet set limits.
Children are self-reliant, get
Children are self-reliant, get
along with peers, and have
along with peers, and have
high self-esteem.
high self-esteem.
Ethnic and Socioeconomic variations in families
Minorities: Families tend to be larger; stronger connection with extended family for support
Higher percentage of single parent homes
Less formal education; lower income
Lower rates of psychiatric disorders
Low income: Tend to value external characteristics such as obedience and neatness
See education as the teacher’s job
Middle-class: Often place high value on internal characteristics such as self-control and delayed gratification
See education as a mutual responsibility
Self concept
a cognitive appraisal of our social, physical, and academic competence.
Kohlbergs levels of moral development
Preconventional: Moral reasoning is controlled by external rewards and punishments
Conventional: Internal standards are imposed by others
Postconventional: Morality is internal, not based on external standards.
Care vs. Justice Perspective
Justice perspective focuses perspective focuses
on rights of individuals
Care perspective emphasizes relationships and concern for others
