Self, Family, Peers (4&5)

Question 1

The Self: 3-4yrs

Answer 1

understand themselves in terms of concrete, observable characteristics related to physical attributes, activities, abilities and psychological traits.

• describe preferences and possessions
• unrealistically positive

Question 2

The Self: early elementary school

Answer 2

Refined concepts of self, based on social comparisons, performance discrepancies on tasks

Question 3

The Self: mid-late elementary school

Answer 3

Integrated and more broadly encompassing conceptions of self. Increasingly based on relationships with others, their evaluations and objective performance.
Ability to evaluate themselves as a person

Question 4

The Self: Adolescence

Answer 4

Multiple selves, may lack ability to integrate these selves

Question 5

The Self: Early Adolescence

Answer 5

Personal Fable & Imaginary Audience

Preoccupied with what other think of them

Question 6

Personal Fable

Answer 6

adolescent egocentrism believing in uniqueness of one’s own feelings and thoughts.

Question 7

Imaginary Audience

Answer 7

adolescent egocentrism that everyone else is focused on their appearance or behaviour

Question 8

The Self: Middle Adolescence

Answer 8

lack cognitive skills to integrate multiple selves into a coherent sense of self
agonize over contradictions in their behaviour and characteristics

Question 9

The Self: Late Adolescence

Answer 9

more integrated and less determined by what others think

reflect internalizes personal values, beliefs and standards

Question 10

Identity vs. Role Confusion

Answer 10

Erik Eriksons pyschosocial stage of development

time of identity crisis resulting in identity achievement or incomplete/incoherent sense of self

Question 11

Identity Confusion

Answer 11

incomplete, sometimes incoherent sense of self results in feelings of isolation and depression

Question 12

Negative Identity

Answer 12

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

Question 13

Identity Foreclosrue

Answer 13

Prematurely committing to an identity, has not considered or experimented with other choices,
Establishes identity based on values or choices of others

Question 14

Identity Diffusion

Answer 14

Not making progress toward identities, not developing identities

Question 15

Moratorium

Answer 15

exploring various occupational and ideological options

Erikson “time out period” to pursue activities that lead to self-discovery

Question 16

Family Dynamics

Answer 16

members all influence one another, directly and indirectly.

dynamics change as children age - adolescents feelings of closeness declines, conflict or arguments

Question 17

Parents influence socialization (3)

Answer 17

Direct Instructors
Indirect Socializers
Social Managers

Question 18

Two dimensions of parenting styles

Answer 18

1. Warmth, support & responsiveness

2. Control & demandingness

Question 19

Authoritative Parenting

Answer 19

high support
high demanding
parents set clear standards, limits and are firm with enforcement, attentive and responsive to child’s needs,
-bidirectional communication, reciprocal relationship

Question 20

Authoritarian Parenting

Answer 20

low support
high demanding
parents are nonresponsive to childs needs, expect obedience
- unidirectional communication, controlling relationship

Question 21

Permissive Parenting

Answer 21

high support
low demanding
parents are responsive to childs needs and do not regulate childrens behavior, low control attempts
-indulgent relationship

Question 22

Uninvolved/Neglecting Parenting

Answer 22

low support
low demanding
parents are not involved or disengaged with child
-rejecting, neglecting relationship

Question 23

Authoritative outcomes

Answer 23

child is competent, self-assured, problem solving and coping skills, low antisocial behaviour
adolescent is highly competent socially & academically, positive behaviour, low problem behaviour

Question 24

Authoritarian outcomes

Answer 24

child tends to be unhappy, unfriendly, low self confidence

adolescent low social and academic competence continues from childhoom

Question 25

Permissive outcomes

Answer 25

child is impulsive, lacks self-control, low school achievement adolescent engages in more misconduct and drug use

Question 26

Uninvolved/neglecting outcomes

Answer 26

child has attachment problems, poor peer relationships adolescents show antisocial behaviour, poor self regulation, substance abuse, risky behaviour, low social and academic competence

Question 27

Bidirectionality of parent-child relationship

Answer 27

temperament, attractiveness can change how a parent parents, parenting can change how a child reacts

Question 28

Cliques

Answer 28

friendship groups that children voluntarily form or join, underlying similarities between members, clique stability increases from 11-18yrs,

Question 29

Erikson stage 1

Answer 29

Trust vs. Mistrust (0-1yr) ability to feel good and comforted by others if not - will have difficulty forming intimate relationships later

Question 30

Erikson stage 2

Answer 30

Autonomy vs. Shame and Doubt (1-3.5yrs) establishing independence with new abilities, yet parents try to restrict the child child must establish self-control without loss of self-esteem if not - doubt their abilities

Question 31

Erikson stage 3

Answer 31

Initiative vs. Guilt (4-6yrs) child must idolize parent and feel guilt when they disobey their wishes. set goals for self, develop high standards and initiative to meet them if not - conscience does not develop, must balance guil with initiative

Question 32

Erikson stage 4

Answer 32

Industry vs. Inferiority (6-puberty) must gain sense of competence vs. inadequacy as they master cognitive/social skills if not - feelings of failure and inadequacy

Question 33

Erikson stage 5

Answer 33

Identity vs. Role Confusion (adolescence-early adult) must resolve who they really are if not - face confusion