Self, Family, Peers Flashcards

1
Q

What is the self from ages 3-4?

A

First sign of child having a sense of self, grounded in the concrete, observable characteristics related to physical attributes, activities, and psychological traits

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1
Q

What is the self?

A

A conceptual system made up of one’s thoughts and attitudes about one’s self, including one’s gender appearance, possessions, values, etc.

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2
Q

4 facts about the self from ages 3-4?

A

1) Often unrealistically positive: they think they are really good at what they are doing
2) Sense of self over time, later in life, people refer back to this age to support their notions of self
3) Children change/refine conceptions of self in primary school due to increasing engagement in social comparison
4) As child who they are, if they are playing soccer at that moment, they will say “a soccer player”

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3
Q

What is the self in middle to late primary school?

A

Conceptions of self begin to become integrated and more broadly encompassing, start to see they have multiple components to who they are as a person

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4
Q

What are two facts about the self in middle to late primary school?

A

1) Older children rely on objective performance, evaluate themselves through social comparison (e.g. might not say they are passionate about something if someone else seems more passionate)
2) Self-concepts increasingly based on their relationships with others, especially peers and others’ evaluations on them

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5
Q

What is the self in adolescence? And one difficulty?

A

Think of themselves in terms of a variety of selves depending on the context (e.g. different selves with friends and family).
Difficulty when there are contradictions in the different selves

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6
Q

What is the self in early adolescence?

A

Thinking about the self is characterized by a form of egocentrism called the personal fable (no one else is able to understand who you are or how you are feeling)

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7
Q

What are two side effects of the personal fable?

A

1) Can cause adolescents to be preoccupied with what others think of them
2) Gives rise to the imaginary audience: the belief that everyone is focused on your appearance and behaviour (as if under a microscope)

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8
Q

What is the self in the middle teens?

A

Adolescents often begin to agonize over the contradictions in their behaviour and characteristics (e.g. stop eating meet because they value animal protection)

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9
Q

What is one ability that adolescents lack in their middle teens around their conception of self?

A

Most lack the cognitive skills needed to integrate their recognition of these contradictions into a coherent conception of self (can identify contradictions but not solve them)

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10
Q

What is the self in late adolescence and early adulthood?

A

Self becomes more integrated and less determined by what others think; self reflects internalized values, beliefs, and standards. Adult support is important still.

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11
Q

What are the first 5 stages of Erikson’s Theory of Psychosocial Development?

A

1) Basic trust vs. Mistrust (yr 1)
2) Autonomy vs. Shame and doubt (1-3.5 years)
3) Initiative vs. Guilt (4-6 years)
4) Industry vs. Inferiority (6 to puberty)
5) Identity vs. Role confusion (adolescence-early adulthood)

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12
Q

What occurs at the Basic trust vs. mistrust stage (yr1)?

A

If at this stage, children cannot learn to trust others, they will continue to have trouble trusting others throughout their life

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13
Q

What occurs at the Autonomy vs. shame and doubt stage (1-3.5 years)?

A

Children are acquiring new skills and thoughts.
If they feel criticized (‘don’t do that’), it can cause doubt and hinder their sense of agency later on

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14
Q

What occurs at the Initiative vs. guilt stage (4-6 years?)

A

Children are often putting their parents on pedestals and feel guilt when they don’t meet parents expectations.

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15
Q

What occurs at the industry vs. inferiority stage (6 to puberty)?

A

Gain sense of competence vs. excessive feelings of inadequacy, through feedback from others

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16
Q

What occurs at the Identity vs. Role Confusion stage (adolescence-early adulthood)?

A

Resolve who they really are or face negative outcome. Successful resolution of crisis results in identity achievement (coherent sense of self they feel positive about)

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17
Q

What are three negative outcomes of Identity vs. Role confusion stage?

A

1) Identity confusion: an incomplete and sometimes incoherent sense of self, resulting feelings of isolation and depression
2) Identity foreclosure: can arise if adolescents prematurely commit themselves to an identity without adequately considering their choices
3) Negative identity: an identity that represents the opposite of what is valued by people around the adolescent (e.g. rebelling from family)

18
Q

What is Erikson’s psychosocial moratorium?

A

A time-out period during which the adolescent is not expected to take on adult roles and can pursue activities that lead to self-discovery. Only possible for the privileged, theory is derived from grown adults’ memories.

19
Q

What are 4 influences on identity formation?

A

1) Approach parents take with their children (e.g. parenting style)
2) Individual’s own behaviour (e.g. drug use undermines ability for healthy identity)
3) Larger social context, such as family economics
4) Historical context (e.g. equal rights movements, religion)

20
Q

What are three functions of families?

A

1) Survival of offspring (keeping the kid alive)
2) Economic function (taking care of health: food, shelter, etc.)
3) Cultural training (teaching norms and values of the culture child lives in)

21
Q

What is socialization?

A

The process through which children acquire the values, standards, skills, knowledge, and behaviours that are regarded as appropriate for their present and future role in their particular culture.

22
Q

What are the three main ways that parents influence socialization?

A

1) Direct Instructors: explicit statements about a belief/behaviour
2) Indirect Socializers: children interpreting things based on parents’ actions and reactions to things (e.g. mom is always the one cooking -> socialization on gender roles)
3) Social Managers: parents make choices for their kids (signing up for activities, playdates with certain friends, etc.)

23
Q

What are two important dimensions of parenting?

A
  • Warmth, support, acceptance (vs. rejection/nonresponsiveness)
  • Control and demandingness
24
Q

What are Baumrind’s 4 parenting styles?

A

Authoritative (supportive, demanding)
Authoritarian (unsupportive, demanding)
Permissive (supportive, undemanding)
Uninvolved (unsupportive, undemanding)

25
Q

What are 4 typical parent characteristics of Authoritative Parenting?

A

1) Sets clear standards/limits and is firm with enforcement
2) Allows children considerable autonomy within those limits
3) Attentive and responsive to child needs, respects child’s perspective
4) Available and concerned when child is in distress

26
Q

What are 3 child characteristics of Authoritative parenting?

A

1) Competent, self-assured, popular
2) High in coping skills, low in antisocial behaviours
3) In adolescence, high in social and academic competence

27
Q

What are 5 parent characteristics of Authoritarian parenting?

A

1) Nonresponsive to children’s needs
2) Excessive exercise of parental power (demands without reason)
3) Use threats and punishment and parental power to enforce demands
4) Oriented towards obedience and authority
5) Expect their children to comply without question or explanation

28
Q

What are 3 typical child characteristics of authoritarian parenting?

A

1) Low in social and academic competence
2) As children, tend to be unhappy and unfriendly, boys affected more than girls in early childhood
3) Low in self confidence

29
Q

What are 4 parent characteristics in permissive parenting?

A

1) No to very few consequences when child breaks demands, doesn’t set boundaries
2) Highly responsive to child’s needs
3) Low demanding
4) Do not require that their children regulate themselves or act in appropriate or mature ways

30
Q

2 child characteristics of permissive parenting?

A

1) Impulsive, lacking self control, low in school achievement
2) Engage in more school misconduct and drug use than those of authoritative parents

31
Q

3 typical parent characteristics of uninvolved parenting?

A

1) Doesn’t set limits for or monitor their children’s behaviour
2) Not supportive of them, sometimes rejecting or neglectful
3) Tends to focus on their own needs rather than their children’s

32
Q

4 child characteristics of uninvolved parenting?

A

1) Infants and toddlers tend to have attachment problems
2) Children have poor peer relationships
3) Adolescents show antisocial behaviour, substance use. and low academic and social competence
4) Depression, withdrawn

33
Q

What is an example of a child’s influence on parenting?

A

Temperamental differences; a child who pushes boundaries may cause parent to adopt a more demanding approach

34
Q

What is bidirectionality of parent-child interactions? And an example?

A

Idea that parents affect children’s characteristics, and vice versa.
E.g. children can learn to be noncompliant through interactions with their parents that reinforce their negative behaviour

35
Q

What is an influence of socioeconomic status on parenting?

A

An authoritarian style may be adaptive in some cases to protect children in unsafe living conditions

36
Q

What can moderate the potential impact of economic stress?

A

If home environment is negative, if the child has another adult figure who can provide support in lacking areas, it can negate potential negative effects

37
Q

What are cliques?

A

Friendship groups which children voluntarily form, often share a similarity

38
Q

What do cliques look like:
A) In middle childhood
B) By age 11
C) Ages 11-18
D) Early and middle adolescence

A

A) Tend to include 3 to 10 children, usually same sex and race
B) Many of child’s social interactions occur within clique, primary role of socialization shifts from parents to peers
C) Increase in the number of adolescents with ties to cliques and increase in stability of cliques
D) High value on being in a popular group and conforming to norms

39
Q

What do cliques look like:
A) With adolescent girls and boys
B) in seventh grade
C) By high school

A

A) Adolescent girls tend to be more in cliques, adolescent boys tend to have a greater diversity of friends (more varied interests/characteristics)
B) Increase in cross-sex relationships
C) Cliques often include multiple genders

40
Q

Other types of groups:
What are:
A) Crowds
B) Gangs

A

A) group not voluntarily joined, affiliated due to stereotypes on shared interest (e.g. jocks).
If group has high-status, it can have positive effect on self esteem, and vice versa
B) loosely organized groups that person voluntarily joins, revolving around illegal activity

41
Q

4 Types of Bullying?

A

Physical bullying
Verbal bullying
Social bullying (e.g. exclusion)
Cyberbullying

42
Q

What is the difference between young and older adolescents on romantic relationships?

A

young adolescents tend to select partners that bring them status, older adolescents are more likely to select partners based on compatibility