Isu: Psych 213 Chapter 8

Front 1

How does the self change during middle and late childhood? How do children of this age describe themselves?

Back 1

at this point children start to describe themselves in terms of psychological characteristics and traits, children recognize social aspects of themselves, social comparisons increase, as well as understanding others

Front 2

global evaluations of the self, self-worth or self-image

Back 2

self-esteem

Front 3

domain-specific evaluations of the self

Back 3

self-concept

Front 4

How does parenting contribute to children’s self-esteem?

Back 4

providing emotional support and social approval, help children to achieve goals and cope with problems

Front 5

What are the consequences of low vs. high self-esteem?

Back 5

high self-esteem leads to greater initiative

Front 6

Is high self-esteem always good?

Back 6

no because children with high self-esteem are prone to both pro-social and anti-social actions, sometimes have difficulty handling competition or criticism

Front 7

What is self-efficacy?

Back 7

the belief that one can master a situation and produce favorable outcomes

Front 8

How does self-efficacy contribute to children’s approach to learning?

Back 8

students with high self-efficacy are more likely to expand effort and persist longer at a learning task than students with low self-efficacy.

Front 9

industry vs. inferiority

Back 9

-industry= children become interested in how things work
-inferiority= parents see their children’s efforts as mischief may encourage inferiority

Front 10

Which example of developmental changes in emotional understanding: to understand pride and shame, emotions become less tied to reactions of other people and become more self-generated and integrated with a sense of personal responsibility.

Back 10

Improved emotional understanding

Front 11

Which example of developmental changes in emotional understanding: a child realizes that achieving something might involve both anxiety and joy.

Back 11

Increased understanding that more than one emotion can be experienced in a particular situation

Front 12

Which example of developmental changes in emotional understanding: a child realizes that her sadness today, is influenced by her friend moving away a week ago.

Back 12

Increased awareness of the events leading to emotional restrictions

Front 13

Which example of developmental changes in emotional understanding: a child learns to tone down anger better than he used to when a classmate annoys him.

Back 13

Ability to suppress or conceal negative emotional reactions

Front 14

Which example of developmental changes in emotional understanding: children learn to use certain strategies to control their emotions, the children are more effective at cognitively managing their emotions.

Back 14

Use of self-initiated strategies for redirecting feelings

Front 15

Which example of developmental changes in emotional understanding: children experience feeling sadness or joy for someone else’s experience.

Back 15

Capacity for genuine empathy

Front 16

What are consequences for children who experience trauma and disasters?

Back 16

children undergo acute stress reactions, depression, panic disorder, post-traumatic stress disorder

Front 17

how can we help children, who have experienced traumatic events, cope with their issues?

Back 17

-reassure children of their safety and security
-allow children to recall the events and be a patient listener
-encourage children to talk about their feelings and reassure them that their feelings are normal
-protect children from re-exposure to certain situations that frighten them or might remind them of their traumatic experience
-help children to make sense of what happened.

Front 18

What are the three broad levels of moral thinking

Back 18

1. Pre-conventional
2. Conventional
3. Post-conventional

Front 19

During the pre-conventional level of moral thinking, what takes place during the first two stages?

Back 19

-1st stage= heteronomous mortality- children feel that they must obey in fear of punishment
-2nd stage= individualism, instrumental purpose, and exchange- children feel that pursuing their own interests is the right thing to do, and feel that if they are nice to others then others will be nice to them in return.

Front 20

During the conventional level of moral thinking, what takes place during the 3rd and 4th stages?

Back 20

-3rd stage= Mutual interpersonal expectations, relationships, and interpersonal conformity- individuals value trust caring and loyalty to others as a basis of moral judgments, children seek parents approval
-4th stage= social systems morality- moral judgments are based on understanding the social order, law, justice, and duty. Children realize the importance of the law.

Front 21

During the post-conventional level of moral thinking, what takes place during the 5th and 6th stages?

Back 21

-5th stage= social contract or utility and individual rights- individuals realize that personal values and rights exceed the law
-6th stage= universal ethical principles- individual has developed a moral standard based on human rights, at this stage there is a conflict between law and conscience

Front 22

what is the lowest level of moral thinking?

Back 22

pre-conventional: children interpret good and bad in terms of rewards and punishment.

Front 23

what is the highest level of moral thinking?

Back 23

post-conventional: individuals recognize alternative moral courses, explore options, and then decide their own moral code

Front 24

what is the intermediate level of moral thinking?

Back 24

conventional: individuals apply standards that are set by others such as parents or government

Front 25

How do parent-child relationships change in middle and late childhood?

Back 25

-Parents spend less time with their children into the middle and late childhood years
-children assume more responsibility for themselves
-parents support and stimulate children’s academic achievements
-parents use less physical forms of punishment

Front 26

Why is it important that parents manage their children’s opportunities, monitor behavior, and initiate social contract?

Back 26

to maintain a structured and organized family environment

Front 27

What are the hurdles associated with stepfamilies?

Back 27

-parents must strengthen their marriage, and at the same time establish (stepparent stepchild relationships) as well as (stepsibling relationships)
-Children in well functioning stepfamilies are better off than children in conflicting families that have not gone through divorce

Front 28

What are the three types of stepfamily structure?

Back 28

Stepfather
stepmother
blended or complex

Front 29

What are the 5 peer statuses?

Back 29

-popular children
-average children
-neglected children
-rejected children
-controversial children

Front 30

Which peer status is most often elected as best friend, rarely disliked by his or her peers?

Back 30

popular children

Front 31

Which peer status has an average number of both positive and negative nominations from peers?

Back 31

average children

Front 32

Which peer status is infrequently nominated as best friend, but also are not disliked by others?

Back 32

neglected children

Front 33

Which peer status is actively disliked by peers and bullied?

Back 33

rejected children

Front 34

Which peer status is frequently nominated as best friend, but also disliked by other peers?

Back 34

controversial children

Front 35

How might a child with maladaptive social cognition respond to an ambiguous situation, like being hit or knocked down during a soccer game?

Back 35

The child will perceive the situation as hostility, the child is more likely to respond rapidly, less efficiently, and less reflectively

Front 36

What is bullying and who is mostly affected by it?

Back 36

-Verbal or physical behavior intended to disturb someone less powerful
-boys and younger middle school students are more likely to be affected
-victims are normally bullied upon physical appearance and personality ie:(rejected children)

Front 37

What are some of the outcomes caused by bullying?

Back 37

depression
suicidal ideation
attempted suicide

Front 38

What is the constructive approach?

Back 38

learner-centered approach that emphasizes the importance of individuals actively constructing their own knowledge and understanding

Front 39

what is the direct-instruction approach?

Back 39

structured, teacher-centered approach, characterized by teacher direction and control

Front 40

What are some reasons why low-SES, ethnic minority students are at-risk for academic difficulties?

Back 40

These students have more difficulties in school
-they face more barriers to learning
-the schools of low-SES tend to have lower test scores, graduation rates, and college attendance rates which causes learned helplessness
These schools typically have younger less experienced teachers and less resources

Front 41

How can we encourage positive relationships among students from diverse backgrounds?

Back 41

- turn the class into a jigsaw classroom
- encourage positive personal contact with other ethnic students
- reduce bias
- be a competent cultural mediator
- view the school and community as a team