Chapt 6 Developmental Psych

Front 1

Emotional Regulation

Back 1

1. The capacity to manage one’s emotional state
2. Maturing frontal lobe contributes to development of self-regulation abilities
3. Important for social and emotional success

Front 2

Piaget’s Concrete Operational Stage

Back 2

1. Understand inner states (theory of mind)
2. Become less egocentric
3. Understand others have different perspectives from their own
4. No longer believe they are the center of the universe
5.Become more self-aware
6. Self-reflect and compare themselves to others

Front 3

Personality (Susan Harter’s Research)

Back 3

1. Changes in self-awareness
2. 3-year-old self-descriptions focus on external facts
3. Fourth grader’s self-descriptions are:
- Internal and psychological
- Anchored in feelings, abilities, and inner traits

Front 4

Self-esteem develops

Back 4

1. Evaluating oneself as good or bad
2. Declines during early elementary school

Front 5

Erikson’s Industry vs. Inferiority Stage

Back 5

1. Children have ability to work toward a goal
2. May feel inferior if they do not measure up

Front 6

Self-esteem

Back 6

based on the value the child places on a particular dimension or dimensions

Front 7

 Susan Harter’s five dimensions:

Back 7

1. People skills
2. Politeness
3. Intellectual abilities
4. Appearance
5. Physical abilities

Front 8

 Low self-esteem

Back 8

1. internalizing problems
2. Overly self-critical
3. Inflate failures
4. See failure when it doesn’t exist

Front 9

Learned helplessness

Back 9

1. Feel incapable of affecting the outcome of event
2. May stop trying
2. Common in those with internalizing problems

4. Self esteem distortion

Front 10

Interventions: Promoting Realistic Self-Esteem

Back 10

1. Enhance self-efficacy
2. Feelings of competence
3. “I can succeed if I work hard.”
4. Be aware of Vygotsky’s zone of proximal development.
5. Praise the child’s effort.

Front 11

Interventions: Encourage Accurate Perceptions

Back 11

1. Promote realistic self-perceptions.
2. Set realistic goals.
3. If child fails, gently give accurate feedback.
4. Express care

Front 12

Prosocial Behavior

Back 12

1. Sharing, helping, and caring actions
2. Appears as early as preschool; more frequent in elementary school

Front 13

Interventions: Socializing Children to be Prosocial

Back 13

1. Attend to your child’s prosocial behaviors.
2. Attribute the kind act to the child’s personality. 3. Reinforce altruistic behavior and displays of empathy and sympathy.
3. Discipline using induction.
4. Scaffold altruism
5. Intervene when your child behaves in a hurtful, negative way.
6. Model prosocial behaviors

Front 14

Aggression

Back 14

1. Any hostile or destructive act
2. Physical aggression peaks at about age 2½.
3. Declines with onset of emotional regulation (maturing frontal lobes)

Front 15

Aggression Types:

Back 15

1. Instrumental
2. Reactive
3. Relational

Front 16

Factors Contributing to Aggression

Back 16

1. Difficult (exuberant) temperament may evoke power-assertion disciplinary techniques.
2. Rejection from teachers and peers
3. Boys more likely to have externalizing problems
4.Child may possess a hostile attributional bias. 5.Boys more likely than girls to be labeled aggressive

Front 17

Relationships and Play

Back 17

1. Rough-and-tumble play
2. Fantasy Play (aka Pretend Play)
3. Emerges at end of sensorimotor stage
4. Initially, the parent scaffolds
5. Age 4, collaborative pretend play (theory of mind is present

Front 18

Value of Pretend Play

Back 18

1. Allows children to practice adult roles
2. Allows child a sense of control
3. Furthers understanding of social norms
4. Offers the adult world insights into what children may be thinking

Front 19

Girls’ and Boys’ Play Worlds

Back 19

Gender segregated play is firmly entrenched by elementary school.

Front 20

 Girls Play Worlds

Back 20

1. Calm, more subdued play
2. Nurturing themes
3. Play collaboratively; relate one-to-one

Front 21

 Boys Play Worlds

Back 21

1. Rambunctious play
2. Superhero, warrior themes
3. Try to establish dominance; enjoy competition 5. Rigid gender-specific rules for play

Front 22

What Contributes to Gender-Stereotyped Play?

Back 22

1. Biological underpinnings
2. Role of testosterone
3. Socialization of gender-specific behaviors
4. Traditional gender roles
5. Impact of cognitions
6. Gender Schema Theory

Front 23

Friendships core qualities

Back 23

: similarity, trust, emotional support

Front 24

Popularity

Back 24

1. Social skills necessary
2. Categories
- Popular
* Most-liked
- Average
*Middle-range status
- Rejected
* May be socially inept
* May have internalizing or externalizing tendencies
*May not fit in with dominant group

Front 25

Bullying

Back 25

A situation in which one or more children (or adults) harass or target a specific child for systematic abuse

Front 26

Bully-victim

Back 26

1. Exceptionally aggressive children who repeatedly bully and get victimized
2. May demonstrate both externalizing and internalizing tendencies

Front 27

Classic victim (internalizing)

Back 27

Anxious, shy, low on the social hierarchy, unlikely to fight back

Front 28

Interventions for Bullying

Back 28

1. Olweus Bully Prevention Program
- Administrators working with students form a school-wide norm of intolerance of bullying
2. Parents of shy children
- Foster a secure attachment.
- During preschool, connect your temperamentally shy child with a friend.
3. Parents of children with externalizing disorders
- Display loving, sensitive parenting.
- Minimize power assertion.
- Teach emotional regulation skills and reattribution of biases.

Front 29

Problematic temporal tendency

Back 29

externalization and internalization

Front 30

Children who have trouble with emotional regulation

Back 30

1. Unpopular

2. aggressive/ anxious

3. trouble succeeding in life

Front 31

Externalizing children

Back 31

1. Act on impulse

2. Behave aggressively

3. Barges into room

4. Fights for attention

5. Trouble focusing

6. Fights children and adults

Front 32

Internalizing personality trait with social inhibitions

Back 32

1. Fear that that can turn into depression

2. trouble making friends

3. anxious when completing tasks

4. low self esteem high anxiety

Front 33

Initiative vs guilt

Back 33

3 to 6 early child hood

* Children's mission at this age is to courageously test their abilities in the wider world

* take the initiative to confront life

Front 34

Industry versus inferiority

Back 34

6 to puberty mid child

* the need to manage our emotions and work for what we want to achieve

Front 35

Altruism

Back 35

Prosocial behaviors performed for selfless, non-egocentric reasons

Front 36

Instrumental aggression

Back 36

Act Is instigated to achieve a goal

Front 37

Reactive aggression

Back 37

Aggression for revenge or in response to a trigger

Front 38

Relational aggression

Back 38

Carried out indirectly through damaging relationship

Front 39

how friendships stimulate personal development

Back 39

1. Help us learn to manage emotions 2. Help us to handle conflicts 3 Friends protect and enhance the developing self.