Social dev Flashcards
1
Q
Self-concept
A
self concept is a conceptual system of a person’s thoughts and attitudes about their personal, physical, and social characteristics.
Self-concept develops in quantitative and qualitative ways, during the first decade of life.
– How each person expresses their self
– How each person relates to the world around them
2
Q
Domain of self concept
A
- The “Material” me “What makes me me? What is mine?”
- The “Social” me A man (sic) has as many social selves as there are individuals who know him”
- The “Spiritual” me “the most enduring and intimate part of the self” this is hardest to form and change
3
Q
What purpose does self-concept serve
A
Self-concept is essential for regulation of all behaviour
- The lens through which all stimuli are interpreted
- Making decisions about our goals & behaviour
4
Q
Self-Concept in infancy
A
0-1 YO, hard to tell if they have anyself concept but gaze show what they are interest in
5
Q
Self-Concept Todllers
A
1-2 YO
Toddlers learn that their bodies are part of themselves, and that they can manipulate their bodies to express themselves.
using Pronouns; Body control; “Self”
6
Q
Self-Concept Early ch.
A
3-5 YO
talks about Observable descriptions, based on preferences, possessions; unrealistic optimism
7
Q
Self-Concept Mid. ch.
A
(6-9 yo)
talk about Realistic abilities; know though social comparisons
8
Q
Self-Concept Late ch.
A
9-11 yo
know Others’ perceptions; some grouping of descriptors; values
9
Q
Self-Concept Early adol.
A
Conflicting self, abstract descriptors; egocentrism
In Early adolescence, abstract descriptors of self often conflict with each other.
expiriment by harter, ad identify who they are when they are with a certain person
-mark how significant these attribute is
Are any of these attributes:
• Opposites (line)
• Conflicting (arrow)
grow older show more line
10
Q
Self-Concept Late adol.
A
(15-18 yo) Higher order, integrated abstract descriptors complex sense of self.
11
Q
Social Learning Theory of self concept
A
Social Learning Theory:
The development of self-concept occurs alongside the development of social cognition.
Children learn by:
(1) observing the behaviours of others, and
(2) observing how others react to those behaviours.
(3) observing how they (the child) feel about those behaviours.
12
Q
Social Learning Theory exp
A
-Bobbo doll exp
Children who witnessed the actor being punished for their aggressive behaviour imitated fewer behaviours, unprompted.
Children easily reproduced behaviours when prompted and offered incentives.
13
Q
Agression scale in children
A
- have some agression at birth, 1 at 1 YO
- at 2YO highest due to testing and limit pushing
- lower as grow older, change in respond
14
Q
Social Learning Theory
Applications of Social Learning Theory
A
- caimpain of war on waste, reward good behavior and punish bad behavior to influence children
- prevent violence against women from a young age
- prevent alcoholoim by influenceing children
15
Q
Role Taking
A
Practicing awareness of the perspective of another person; better understanding that person’s behaviour, thoughts, and feelings.
16
Q
Role-Taking task story
A
Holly is an 8-year-old girl who likes to climb trees. She is the best tree climber in the neighborhood. One day while climbing down a tree she falls but does not hurt herself. Her father sees her fall. He is upset and asks her to promise not to climb trees anymore. Holly promises.
Later that day, Holly and her friends meet Shawn. Shawn’s kitten is caught in a tree and can’t get down. Something has to be done right away or the kitten may fall. Holly is the only one who climbs trees well enough to reach the kitten and get it down, but she remembers her promise to her father
17
Q
Role-Taking task question
A
Does Holly know how Shawn feels about the kitten?
Does Holly think her father will understand if she climbs the tree?
What does Holly think most people would do in her situation?
Does Shawn know why Holly cannot decide whether or not to climb the tree?
If Holly and her father discussed this situation, what might they
decide together? Why?
18
Q
Role taking stages
A
Stage 0 (3- 6 yo) Egocentric Difficulty recognizing others’ perspectives Stage 1 (6-8 yo) Subjective People have different perspectives only if they have different information Stage 2 (8-10 yo) Self-reflective People have different perspectives = they have different motivations Stage 3 (10-12 yo) Mutual Recognises motivations of others as a third-party spectator Stage 4 (12 yo +) Societal Makes comparisons of self and other to a “generalized other”
19
Q
Reslut of role taking tast
A
-older children are able to answer more question
20
Q
Two Social Contexts
A
Family and Friends can influence development
debate on which one is more important
21
Q
Who Counts as a Friend?
A
A Friend is:
• Status-matched (similar in developmental stage)
• Close (trust worthy, become important in adolescence)
• Non-familial (voluntary relationship, need to maintain)
A Friendship is:
• Supportive (celebrate moment, provide comfort)
• Reinforcing (reinforce a particular trait or tendency)
• Mutual, Reciprocal (benefit that friend receive, action people take for each other in a relationship)
22
Q
uniqueness of friendship
A
- Voluntary
- Equal power dynamic
- Transactional
- Important for wellbeing (.. not so unique)
- Dynamic systems
23
Q
Developmental System
A
A developmental “system”: • Comprises multiple elements • Each element contributes something unique • Achieves a specific purpose • Has specific needs or limitations
24
Q
Rubin model of frinedship
A
in the middle is the individual child who have interaction with other (can be important or not)
- those that the child have meaningful interaction with is consider friend
- these friend can interact with each other forming a peers group
25
Friendships as Dynamic Systems
* Any event can be considered a “system”, with specific purpose, needs, resources.
* The various elements of any system are also “systems”.
* Relationships between each element define those elements.
* Substantial or sustained changes to any one element ultimately change the entire system.
26
How do friendships shape
| youth development?
Development of cognitive skills
Emotional support & validation
Development of social skills
27
How do friendships shape youth development of cognitive skill
Friend Offer & accept constructive feedback
- create an environment to receive and create feedback
- leads to Develop creativity and Socially constructed learning (learning in a group is more efficient due to feedback and argument)
28
How do friendships shape youth development? Emotional Support & Validation
friends Buffer against unpleasant experiences
Celebrate positive experiences
Stability during transitions
Validate each other’s worth, belief and feeling
-validation is endorsing a child's idea, self concept
29
How important is friendship in support
Studies in Dutch student, rate from 1-4
- In the begining, family have the highest perceived social support but friendship is not far behind
- as the child grow older, friendship become more influencial in support than family
- at 18, even classmate is more important than family
30
Early friendship support evidence
```
-study of a war orphan group that move alot together(rare)
The orphaned peer group showed:
• Attachment (to each other)
• Protection
• Reinforcement
• Emotional support
hostile to outsider
```
31
How do friendships shape youth development soicial skill
Practice pro-social behaviour
Younger children: Pretend play (learning how to show support and concern for other)
Older children: Gossip, argue (failure to resolve this can have dire consequences). Learn to share sensitive information with each other and protecting trust (can be hard)
-one person is not responsible for another, learn betrayal and how to avoid it
32
The wicked side of friendship support:
```
-Friend don't encourage each other to a right path, just an environment for development.
Validation of attributes (anti behavior) can lead to Aggression Deviance
Negotiating & In-fighting failure lead to Bullying Cyberbullying. Children fail to learn this does not know their effect on other
Prosocial behaviour (benefit your friend instead of other) Gangs Criminal offenses
```
33
Family as a Dynamic System
* Any event can be considered a “system”, with specific purpose, needs, resources.
* The various elements of any system are also “systems”.
* Relationships between each element define those elements.
* Substantial or sustained changes to any one element ultimately change the entire system
34
Caregiver-Child Attachment
A strong, enduring emotional bond between infant and caregiver.
Important because this is the first relationship they encounter
35
‘Attachment’ is understood through:
* Attachment theory (Their first relationship inform all relationship in the future)
* Ethological approaches to psychology (the bond ensure the infant is cared for, ensuring their own survival while the caregiver ensure the survival of the next generation)
* Psychodynamic approaches to psychology (How does all their experience give rise to development)
36
Consequence of Caregiver-Child Attachment
```
Short-term consequences:
• Survival
• Security
• Co-regulation of emotions
Long-term consequences:
• Working model of relationships
• Expectations & behaviours in future relationships
```
37
Caregiver-Child Attachment stages
0-2 m Indiscriminate sociability: child Innate signals indiscriminately, want to be comforted. Care giver Respond to innate signals, comforts
2 - 7 mos Attachment in the making: infant Shows preference for familiar people. Care giver Respond to infant’s needs, build trust
7 – 24 mos Clear-cut attachment: Actively seek caregiver contact. Secure base, facilitate exploration
24 months ->Reciprocal .relationships Recognises caregivers’ feelings. Mutual regulation, working partnership
38
Mary Ainsworth: Measuring attachment via the “Strange Situations” task
-A child 12 month old is leave alone with a care giver. the care giver leave and look at the infant respond to a stranger. the care giver return and take a look again
39
Four attachment patterns:
Secure attachment: upset when the caregiver leaves.They're happy or easier to comfort when the caregiver returns, so that the upset or the discomfort is just ashort term consequence. upset can be due to lack of caregiver, trust the abandonment was temporary.
Anxious-resistant: the infant is upset when the caregiver leaves, but they are also difficult to soothe upon their return. even though they want to be comforted. cannot trust the abandonment was temporary
Anxious-Avoidant: infant is indifferent to the caregiver before they leave. might be due to not yet learn to mistrust or their caregiver is not important for their survival
Disorganised or disoriented: inconsistant with respond pattern. The infant is frozen/ cry after being comforted. The relationship to the children is not clear
40
Child-care and family are predictors of attachment patterns
Income-to-needs ratio and Maternal sensitivity are positive predictor of attachment at 3 YO
Child care does not affect attachment directly but can offset low level of Income-to-needs ratio and Maternal sensitivity
41
Caregiver-Child Attachment Toddlerhood
Cooperation with caregivers & family members
Toddlers who have secure attachments are really good at this. They can cooperate and recognise other people's needs and be a partof a family team.
Toddlers who are insecure and not so good at this, so those who are resistant respond to requests to help with anger or resistance. They focus their attention on this emotional response to the parent rather than getting on with the task
toddlers who are avoidant. Those who are indifferent to their parents often don't listento the instruction.They don't seek help when they need it, and they miss the opportunity to learn from their parents
toddlers who are disoriented or disorganised. they're also not so good at this, but also the caregivers response to the child is inconsistent, so there's more going on there that might need support by early childhood.
42
Caregiver-Child Attachment Early childhood
Ability to ask for & respond to teacher’s help
children who have secure attachment can recognise when theyneed help from a teacher directly. Ask for that help from the teacher and then work with the advice and recommendations from the teacher.
Children who are resistant, They are more likely to approach, asking for help by complaining or being upset and passive about what is happening for them, rather than asking directly for help and then when help is offered there. Often not satisfied with that help
Children who are avoidant. rather than asking for help at all, they wait passively for the teacher to offer them help and to recognise that they need assistance and when again, when help is offered they are not satisfied with that help
43
Caregiver-Child Attachment adulthood
Parents’ attachment behaviours contribute to infant’s attachment pattern.
-different form of attachment can be passed down generationally
44
Stability & Change in Caregiver Attachment Pattern
Prototype model
Attachment pattern is relatively fixed from infancy
Adult attachment pattern will not change during their transition to parenthood
Revisionist model
Attachment pattern can change with new meaningful relationships
Adult attachment pattern will change during the transition to parenthood
45
Stability & Change in Caregiver Attachment Pattern test
```
Interview 162 mothers at 6,12,18 and 24 month old
• Aged 18 to 39
• 80% in relationship
• Economical stress
• Primiparous parents
```
46
Stability & Change in Caregiver Attachment Pattern test measurement
* Attachment (avoidance of parental role, anxiety)
* Perceived caregiving from mother & partner
* Romantic relationship quality
* Social support
* Distress & Depressive symptoms
47
Caregiver-Child Attachment test result result for avoidance
-relatively stable but huge variation due to
+ Caregiving from mother
+ Social support
- Distress
- Depressive symptoms* Affected ongoing trajectory
48
Caregiver-Child Attachment test result result for anxious
-follow and slow downward decrease, huge variation due to
+ Caregiving from mother & partner* Affected ongoing trajectory
+ Rom relationship
- Distress* Affected ongoing trajectory
- Depressive symptoms* Affected ongoing trajectory
49
Siblings uniqueness
```
• Duration (until one die)
• Permanency/stability
• Intimacy (see the beast and worst of each other)
• Share experiences:
– Genetic heritage
– Social/cultural heritage
– Family values
– Family history
```
50
Sibling Rivalry
sibling rivalry refers to the competition between siblings, whether that's competition for parents attention or for grades or for achievements.
It can begin as soon as the younger sibling is born, and it can be alleviated by the parents or caregivers, fostering a secure relationship with the older sibling before the younger siblings arrival or encouraging the younger the older to act as a care giver siblings.
51
Sibling Conflict
- Sibling conflict is the fighting between siblings over possessions, over rules over perceived inequality or perhaps just to annoy each other.
- Sibling conflict offers a really important early opportunity to learn conflict resolution.
- important way for Children to learn, empathy and roll taking from each other.
- adult should invervine as negotiator
52
The Sibling Coalition
```
Older siblings help with:
• Socio-cognitive capacity
• Caregiving & protection
• Teaching
Younger siblings help with:
• Reciprocate behaviour
• Offer trust, respect, admiration
Both siblings help with:
• Prosocial behaviour (social skills)
• Dealing with parents & other children (translating, diluting danger, reinforcing a message)
```
53
Bioecological Approach
- The children is at the center, know as a microsystem. They are affected by many factor
- Factor affecting children interacting with each other is the mesosystem
- factor outside of children knowledge affecting the mesosystem is know as exosystem
- The boardest level (culture, law,class) are know as marcosystem
- These are influence by the chronosystem (time)
54
Bioecological Approach
- The children is at the center, know as a microsystem. They are affected by many factor
- Factor affecting children interacting with each other is the mesosystem
- factor outside of children knowledge affecting the mesosystem is know as exosystem
- The boardest level (culture, law,class) are know as marcosystem
- These are influence by the chronosystem (time)
55
Bioecological Approach
These five systems and each system sits within the other systems and each system supports and constrains the systems that sit within it.
- The children is at the center, know as a microsystem. They include factor that effect the children
- relationship between Factor affecting children interacting with each other is the mesosystem
- factor outside of children knowledge affecting the mesosystem is know as exosystem
- The broadest level (culture, law,class) are know as macrosystem
- These are influence by the chronosystem (time)
56
Aspect of emotion
```
Physiological experiences (body mechanism)
Neural responses
Cognitions (thoughts)
Emotional expression
Desire to take action
Subjective Feelings
```
57
Different Perspectives of Emotion
Discrete models: emotions are distinct or discrete from each other, so they comprise different profiles of physical, cognitive, neural, motivational and subjective experiences.
Functionalist models: emotion serve a purpose, how we interact with the enviroment also individual difference
Cognitive models : emerge in respond to an event, motivation is only one part, the main part of emotion is cognition
Dynamic models: each emotion can mix and link with each other
58
Cognitive Approach to Emotion pathway
Antecedent- an event that cause emotional respond
Primary Appraisal: What is happening? Cognitions Physiological Neural
Secondary Appraisal : What can I do about it?
Cognitions Feelings Desires
Action: Communication of Expression and Feelings
action cn either lead to target/consequence or trigger another antecedent
59
Emotion as a cognitive process
* Is not a singular event
* Is a sequenced order of internal events (narrative)
* Informs how a person responds to stimuli
* Influences how a person communicates with others
60
Dynamic Systems Approach to Emotion
* Any event can be considered a “system”, with specific purpose, needs, resources.
* The various elements of any system are also “systems”.
* Relationships between each element define those elements.
* Substantial or sustained changes to any one elements ultimately change the entire system.
61
Emotion as a dynamic system
• Changes with experience
-one can experiance many different emotion at once but the one that stand out the most is remembered
• Becomes more complex as the child’s understanding of their cognitive, physical, personal, and social worlds become more complex.
62
Emotional regulation is:
Conscious and unconscious processes used to monitor, modify and modulate emotional experiences and expressions.
63
Emotional Regulation of infancy and toddlerhood
* Behavioral strategies (self sooth, avert gaze)
* Infancy: Reliance on caregivers for regulation
* Toddlerhood: Respond to others’ needs; new emotions
64
Emotional Regulation of Early & Middle Childhood
* Behavioral strategies (distraction)
| * Cognitive strategies (understand that emotion affects others; negotiate outcomes, discuss feelings)
65
Emotional Regulation of late childhood
* Cognitive strategies e.g., shift values & goals to protect self-esteem
* Manipulate behaviour for goals
66
Emotional regulation of adolescene
•ER is disrupted by changes during puberty
| e.g., arousal, motivation, risk-taking
67
Temperament
A person’s characteristic way of feeling and responding to emotion.
Informed by:
•Reactivity: patterns of arousal, motor activity & attention.
•Self-regulation: modifying and adjusting reactivity.
68
Dimensions of temperament
1. Approach-withdrawal
2. Adaptability
3. Positive-negative mood
4. Activity level
5. Emotional reactivity
6. Responsiveness
7. Rhythmicity
8. Distractibility
9. Attention span
69
Temperament study
•Longest running AUS/NZ study of social & emotional development
•Three generations:
oGen 1: Parents in 2,443 families
oGen 2: Infants born between 1982 and 1983
oGen 3: Adult Children’s offspring
70
Some key findings of temperment
•Temperament is relatively stable, but can be modified.
•Difficult temperaments ~ developmental problems
–Adjustment problems
–Mental health issues
–Learning problems
•Early interventions can reduce risk
71
Different children temperment type
- Easy : approachable, high adaptivity, positive mood, regular rhythmic and non-intense emotional outburst, grow up healthy (40%)
- Difficult : withdrawal, low adaptive, negative mood, irregular rhythmic and intense emotion, pay attention to the cause of distress (10%)
- Slow: withdrawal, low adaptive, negative mood, low level of activity low distractibility
72
Absenteeism and its effect
```
Persistent absence from school can have deleterious effects on development
• Low academic achievement
• School dropout
• Reduced social support
• Poorer mental health
• Poorer economic security
• Lower life expectancy
```
73
A Bioecological Model of Absenteeism
```
Microsystem
Factor of the child, school and family influence on absenteeism
Mesosystem
Family members
Family-school
School members
Exosystem
Efftect of community the lead to absteenism
Macrosystem : cutural policy, goverment
Chronosystem
```
74
Benefits of bioecological approach to absenteeism:
* Considers interaction of multiple levels
* Interventions can target any level
* Aims to reduce risk and increase protective factors
75
The benefits of sport for youth development:
```
-Physical development
Personal development:
•Resilience
•Motivation
•Self-efficacy & Confidence
•Commitment
Social development:
•Social identity & belonging
•Companionship
•Structured conflict resolution
•Team work
```
76
The benefits of peers in sport:
Interaction can lead to better physical development, resilient, motivation, confidence and social idendity
Friendship lead to motivation, commitment, companionship, structuered conflict resolution and team work
group have better confidence
77
Developmental change in adolescene
-Nerological changes: risk vs reward and learning
Cognitive: identity and self concept
Social: Peer-focused and independant
Emotional regulation: poor monitoring and modulation of new emotion
78
Age and offender
-adolescene are linked to bad behavior compare to other life period
79
Study on punishment
•7 year study, US
•More severe punishments did not result in fewer arrests
•Increasing certainty of arrest resulted in fewer arrests
–Targeting specific offenses
–Increase patrol & surveillance
–Increasing risk perceptions of arrests
80
Different Status among peers
Popular- most liked by the peer, highly impactful
Controversal - equal like and dislike, impactful
average- some like and dislike, not impactful
neglected- low or no like and dislike, not impactful
-rejected- high dislike, not impactful
81
Status and emotional development in peer
popular - show externalise (express one self to other), aggresion can lead to rejected, no corelation with internalize
Controversal- yes externalise, no internalise
Average- no model
Negeltec no externalise yes internalise
rejected yes to both
82
Prejudice
Preconceived ideas about a person or group
•Usually negative & non-rationale
•Combination of emotional & social experiences
83
hat role do peers play in shaping adolescents’ prejudice test
```
671 Adolescents
•Living in Sweden
•10 Schools
•T1 Age M = 13.42
•50.7% female
•72% Swedish families
measure 3 time in three years
```
84
What role do peers play in shaping adolescents’ prejudice result
- family prejudice does not change
- ado prejudice increase in T2 and decrease in T3
- friend lower in T3
- high prejudice in family and friend can lead to increase or decrease of personal prejudice
85
Adolescents’ attitudes in relation to classroom diversity
-regardless of parent prejudice, a more diverse classrom lead to lower prejudice overall
86
Parent peer and friend involvement in prejudice
* Parents have a direct effect on adolescents’ attitudes: “setting the scene” for prejudice
* Close friends have a direct effect on adolescents’ attitudes: “reinforcing attitudes” over time
* Peers mitigate the initial effects of parents: Diversity of peer group = opportunity to reduce prejudice
