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Developmental Psychology Homework V

Terms in this set (59)

The middle childhood years are characterized by steady growth, brain maturation, and intellectual advances. Children become more capable and independent and social. Negotiation and compromise become important.
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- Social comparison
•Tendency to assess oneself against those of other people, especially peers
•Contributes to development of realistic, culturally viable self value
- Peer relationships
•Crucial during middle childhood
•Correlated with self-concept
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- Industry versus inferiority
•Characterized by tension between productivity and incompetence
•Proposes children judge themselves as competent or incompetent, productive or useless, winners or losers
•Self-pride dependent on others' view
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- Freud: Latency
•Emotional drives are quiet, and unconscious sexual conflicts are submerged.
•Children acquire cognitive skills and assimilate cultural values by expanding their world to include teachers, neighbors, peers, club leaders, and coaches.
•Sexual energy is channeled into social concerns
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- Self-concept
•Contains ideas about self that include intelligence, personality, abilities, gender, and ethnic background
•Gradually becomes more realistic, specific, and logical
•Is dependent on social comparison
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- Resilience
•Involves capacity to adapt well to significant adversity and to overcome serious stress
•Suggests differential sensitivity

- Important components
•Resilience is dynamic.
•Resilience is a positive adaptation to stress.
•Adversity must be significant.
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- Dominant Ideas About Resilience,
1965-2017
1965: All children have same needs for healthy development.
1985: Factors beyond the family, both in the child and in the community, can harm children.
2005: Focus on strengths, not risks
2012: Genes, family structures, and cultural practices can be either strengths or weaknesses.
2015: Communities are responsible for child resilience.
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- 2017
•Resilience is seen more broadly as a characteristic of mothers and communities.
•Some are quite resilient, which fosters resilience in children.
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- Cumulative Stress
•Repeated stresses, daily hassles, and multiple traumatic experiences may challenge resilience.
•Social context is crucial.
•Family as protective buffer
•Committed caregiver, especially mother
•Daily routine
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- Coping measures reduce impact of repeated stress.
•Interpretation of family situation and other circumstances
•Development of friends, activities, and skills
•Participation in school success and after-school activities
•Involvement in community, church, and other programs
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- Social support and religious faith
- Network of supportive relatives is a better buffer than having only one close parent.
- Grandparents, teachers, unrelated adults, peers, and pets can lower stress.
- Use of religion, which often provides support via adults from the same faith group, has been found to be helpful.
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- Parentification
•Occurs when a child acts more like a parent than a child
•Happens if the actual parents do not act as caregivers, making a child feel responsible for the entire family
•Has effect related to child interpretation of what they do
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- Shared and nonshared environments
•Genes affect half or more of the variance for almost every trait.
•Influence of shared environment (e.g., children raised by the same parents in the same home) shrinks with age
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- Family structure
•Legal and genetic relationships among relatives living in the same home and includes nuclear family, extended family, stepfamily, and others
- Family function
•Way a family works to meet the needs of its members
•Families provide basic material necessities to encourage learning, to help development of self-respect, to nurture friendships, and to foster harmony and stability.
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- Families help children
•Provide basic physical necessities
•Encourage learning
•Help development of self-respect
•Nurture friendships
•Foster harmony and stability
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- Continuity and Change
•No family always functions perfectly
•Children worldwide fare better in families than in other institutions
•School-agers value continuity and having fathers at home
•Stability challenges occur in military families
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•Children raised in the same households by the same parents do not necessarily share the same experiences or home environment.
•Changes in the family affect every family member differently, depending on age and/or gender.
•Most parents respond to each of their children differently.
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- More than two-adult families
•Extended family
•Polygamous family
•These may also be included as two-parent or single-parent family categories.
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•United States leads world in rates of marriage, divorce, and remarriage.
•Single, cohabiting, and stepparents sometimes provide good care for their children, but children usually do best living with married parents.
•Divorce is a process, not a decree.
•Custody disputes and outcomes frequently harm children.
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•Both marriage and personal freedom are idolized. This creates a cultural conflict.
•A shrinking middle class impacts the ability to find jobs and support families. This creates a strain on marriages and families.
•Some of the greatest effects of divorce come from frequent changes in residence, school, and family members.
•Parenting style (e.g., discipline, too much or too little child responsibility, conflict, secrets)
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- Two-parent families
Generally function best
Better educational, social, cognitive, and behavioral child outcomes
Mate selection effects and parental alliance
Positive effects beyond childhood
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- Grandparent family (skipped-generation family)
Generally lower income, more health problems, less stability
Often involve grandchildren with health or behavioral problems who are less likely to succeed in school
Receive fewer services for children with special needs
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- Single-parent families
•On average, structure functions less well for children
•Lower income and stability
•Stress from multiple roles
•Benefit from community support
•More common in United States than in many nations
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- Two factors increase the likelihood of dysfunction in every structure, ethnic group, and nation:
•Low income or poverty
•High conflict
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- Family income correlates with function and structure.
•Low-SES contribute to increased family risk factors.
•Any risk factor damages only if it increased parental stress and adult hostility (family-stress model)
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- Conflict
•Family conflict harms children, especially when adults fight about child rearing.
•Fights are more common in stepfamilies, divorced families, and extended families.
•Although genes have some effect, conflict itself is the main influence on a child's well-being.
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- Child culture
Particular habits, styles, and values that reflect the set of rules and rituals that characterize children as distinct from adult society
•Fashion
•Appearance
•Peer culture
•Attitudes
•Independence
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- Friendships
•In middle childhood, children value personal friendship more than peer acceptance.
•Friendships lead to psychosocial growth and provide a buffer against psychopathology.
•Gender differences:
•Girls talk more and share secrets.
•Boys play more active games.
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- Older children
•Demand more of their friends
•Change friends less often
•Become more upset when a friendship ends
•Find it harder to make new friends
•Seek friends who share their interests and values
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- Popular children in the United States
•Kind, trustworthy, cooperative
•Athletic, cool, dominant, arrogant, aggressive (around fifth grade)
- Unpopular children in the United States
•Neglected
•Aggressive-rejected
•Withdrawn-rejected
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- Bullying
Repeated, systematic efforts to inflict harm through physical, verbal, or social attack on a weaker person
- Bully-victim
Someone who attacks others and who is attacked as well
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•Physical (hitting, pinching, or kicking)
•Verbal (teasing, taunting, or name-calling)
•Relational (destroying peer acceptance and friendship)
•Cyberbullying (using electronic means to harm another)
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- Causes
•Genetic predisposition or brain abnormality
•Parenting/caregiving environment
•Age, peers

- Consequences
•Impaired social understanding, lower school achievement, relationship difficulties
•Depression
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•The whole school community must be involved, not just the identified bullies.
•Intervention is more effective in the earlier grades.
•Evaluation of results is critical.
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- Forces that drive emerging interest in moral issues include:
•Child culture
•Personal experience
•Empathy
- Children show a variety of skills in:
•Making moral judgments
•Differentiating universal principles from conventional norms
•Becoming more socially perceptive
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- Kohlberg's levels of moral thought
- Stages of morality stem from three levels of moral reasoning with two stages at each level
1.Preconventional moral reasoning: Emphasizes rewards and punishments
2.Conventional moral reasoning: Emphasizes social rules
3.Postconventional moral reasoning: Emphasizes moral principles
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- Criticisms of Kohlberg
- Pros
•Child use of intellectual abilities to justify moral actions was correct.
- Cons
•Culture and gender differences are ignored.
•Differences between child and adult morality are not addressed.
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- Prosocial values among 6- to 11-year-olds
•Care for close family members
•Cooperate with other children
•Do not hurt anyone intentionally
- Adult versus peer values
•Protect your friends
•Do not tell adults what is happening
•Conform to peer standards of dress, talk, and behavior
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- Throughout middle childhood, moral judgment becomes more comprehensive.
-Psychological and physical harm, as well as intentions and consequences taken into account
- Peer effects on morality (Piaget)
- Transition from advocating for retribution to restitution between ages of 8 and 10 years
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An individual who has adopted a growth mindset is likely to:
believe that change is possible and to use failure as an opportunity to improve.
Which of the following is a shift that occurs in middle childhood, between ages 6 and 11?
Children become more likely to negotiate and compromise with friends.
During middle childhood, a child's self-concept:
becomes less imaginary and positive and more realistic and specific.
_____ is a crucial part of middle childhood, as children model and tweak their self-concept according to behaviors and opinions of others.
social comparison
What is Erikson's fourth stage of psychosocial development?
industry versus inferiority
According to Erikson, children in the fourth stage of psychosocial development make self-reflections about whether they are:
productive or useless
Children who are praised for their process are encouraged to keep trying regardless of failure, a thought process referred to as:
having a growth mindset.
The capacity to dynamically adapt in a positive manner to significant adversity is called:
resilience.
When facing stressful conditions, some children assume a parental role and try to take care of everyone else in the family. This is called:
parentification.
The way in which a family works to meet the needs of its members is referred to as:
family function
A crucial factor in school-age children thriving is:
harmony and stability in the home.
One of the crucial factors determining how well a child deals with divorce is:
whether the child maintains a healthy relationship with both parents.
A researcher is looking at risk factors such as low income, divorce, single parenthood, and/or unemployment to determine how perceptions of each risk factor influence the impact it has on family health. What research model would this researcher most likely use?
family-stress model
According to your text, families who are very wealthy may raise children with high rates of developmental problems. This is thought to be, in part, because:
the parents pressure the children to excel.
How do children in middle childhood differ with respect to psychosocial development when compared to preoperational children?
Those in middle childhood are highly aware of their peers' opinions and judgments.
According to your text, the specific characteristics that lead to a child being popular or not depend largely on:
culture, cohort, & region.
Aggressive-rejected and withdrawn-rejected children both exhibit which of the following characteristics?
They tend to misinterpret social situations.
A review of research on successful ways to halt bullying found that:
the whole school must change, not just the identified bullies.
In middle childhood, an influence on a child's sense of morality is:
parental intervention.
According to Kohlberg, the crucial factor in determining which stage of moral reasoning a person is using is:
the reasons used to support his or her answers to questions about a moral dilemma.
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