Life Span Growth & Develompent Ch. 13 The School Years: Psychosocial Development

Front 1

Social Comparison

Back 1

The tendency to assess one' abilities, achievements, social staus, and other attributes by measuring them against those of other people, especially one's peers.

Front 2

Culture of Children

Back 2

The particular habits, styles, and values that reflect the set of rules and rituals that characterize children as distinct from adult society.

Front 3

Deviancy Training

Back 3

The process whereby children are taught by their peers how to rebel against authority or social norms.

Front 4

Preconventional Moral Reasoning

Back 4

Kohlberg's first level of moral reasoning, emphasizing rewards and punishments.

Front 5

Conventional Moral Reasoning

Back 5

Kohlberg's second level of moral reasoning, emphasizing social rules.

Front 6

Postconventional Moral Reasoning

Back 6

Kohlberg's third level of moral reasoning, emphasizing moral principles.

Front 7

Aggressive-Rejected

Back 7

Rejected by peers becasue of antagonistic, confrontational behavior.

Front 8

Withdrawn-Rejected

Back 8

Rejected by peers because of timid, withdrawn, and anxious behavior.

Front 9

Social Cognition

Back 9

The ability to understand social interactions, including the causes and consequences of human behavior.

Front 10

Effortful Control

Back 10

The ability to regulate one's emotions and actions through effort, not simply through natural inclination.

Front 11

Bullying

Back 11

Repeated, systematic efforts to inflict harm through physical, verbal, or social attack on a weaker person.

Front 12

Bully-victim

Back 12

Someone who attacks others, and who is attacked as well. (also called provacative victims because they do things that elicit bullying, such as taking a bully's pencil.)

Front 13

Family Structure

Back 13

The legal and genetic relationship (.e.g. nuclear, extended, step) among relatives in the same home.

Front 14

Nuclear Family

Back 14

A family that consists of a father, mother, and their biological children under 18.

Front 15

Single-parent Family

Back 15

A family that consists of only one parent and his or her biological children under age 18.

Front 16

Extended Family

Back 16

A family of three or more generations living in one household.

Front 17

Blended Family

Back 17

A family that consists of two adults and the children of the prior relationships of one or both parents and/or the new partnership.

Front 18

Latency

Back 18

Freud's term for middle childhood, during which children's emotional drives and psychosocial needs are quiet. Freud thought that sexual conflicts from earlier stages are only temporarily submerged, to burst forth again at puberty.

Front 19

Industry versus Inferiority

Back 19

The fourth of Erikson's eight psychosocial development crises, during which children attempt to master many skills, developing a sense of themselves as either industrious or inferior, competent or incompetent.

Front 20

Resilience

Back 20

The capacity to develop optimally by adapting positively to significant adversity.

Front 21

With regard to school-age children's emotions, identify the themes or theoretical views of researchers.

Back 21

1) Friends
2) Family
3) Self - coping strategies and inner strength

Front 22

Describe the development of self-understanding and its implications for self-esteem.

Back 22

1) "I-self" is the self as subject - a person who thinks, acts, and feels independently
2) "Me-self" is the self as object - a person reflected, validated, and critiqued by others
Young children's egocentrism makes them less affected by another's acceptance or rejection. School-age children are well aware of their peers opinions, judgements, and accomplishments.

Front 23

Discuss the importance of peer groups, friendship and bullying to school-age children.

Back 23

All children need social acceptance and close, mutual freindships, to protect against loneliness and depression.

Front 24

Outline Kohlberg's stage theory of moral development.

Back 24

Level 1- Preconventional moral reasoning - the goal is to get rewards and avoid punishments (self-centered level)
Stage 1: Might makes right - the most important value is maintaining appearance of obedience to authority (don't get caught)
Stage 2: Look out for number one - take care of his own needs, the reason to be nice is so that others will be nice to you
Level 2: Conventional Moral Reasoning - emphasis is placed on social rules; community-centered level
Stage 3: "Good girl" - proper behavior is behavior that pleases other people, social approval
Stage 4: "Law and order" - proper behavior means being a dutiful citizen and obeying the laws even when no police are nearby
Level 3: Postconventional Moral Reasoning- moral principles emphasized, centered on ideals
Stage 5: Social contract - obey social rules because they benefit everyone and extablished by mutual agreement, if one person breaks the rules they no longer are in effect
Stage 6: Universal ethical principles - universally valid princples dtermine right and wrong. Ethical values established.

Front 25

Identify criticisms of Kohlberg's stage theory of moral development.

Back 25

Doesn't take cultural or gender differences into account i.e. caring for family is much more important to many people than Kohlberg recognized. Kohlberg did not recognize school-age children's ability to question or ignore adult rules that seem unfair.

Front 26

What are family functions?

Back 26

1) safe haven of love and encouragement
2) caregiving and social interaction for infants
3) freedom and guidance for teens
4) peace and privacy for young adults
5) respect and appreciation for aged

Front 27

What functions do school children need from family to thrive?

Back 27

1) Basic necessities
2) Encourage learning
3) Develop self-respect
4) Nurture peer relationship
5) Ensure harmony and stability

Front 28

Identify 10 basic family structures.

Back 28

1) Nuclear
2) Stepparent family or Blended family
3) Adoptive family
4) Polygamous family
5) Single mother, never married
6) Single mother - divorced, seperated, widowed
7) Single father, divorced or never married
8) Extended family
9) Grandparents alone
10) Homosexual family
11) Foster family

Front 29

In a family structure, what is the most important aspect to psychosocial development?

Back 29

Whether children have several adults devoted to their well-being.

Front 30

Is a blended family better than a single parent family in terms of a child's psychosocial development?

Back 30

Not necessarily - blended families tend to be wealthier than single-parent families, but older children leave, new babies arrive, and marriages dissolve more often than do first marriages. It depend on the adults' economic and emotional security.

Front 31

Which type of family structure puts children at greatest risk?

Back 31

Single-mother families because of low-income and because of that are unstable in they are most likely to change structure as well as location. The adult often has many roles to fill beside being a parent as well.

Front 32

Which type of family structure puts children at greatest advantage?

Back 32

Nuclear familieis - people who marry and stay married tend to have personal and financial strengths that also make them better parents. Compared to adults that never marry, married adults tend to be wealthier, better educated, healthier, more flexible, and less hostile.

Front 33

How do biological, adoptive, step and foster parent families fare?

Back 33

Biological and adoptive parents are more dedicated to their children than are step and foster parents.

Front 34

How does family income affect a child's stress level?

Back 34

Economic hardship leads to anger and depression among adults, which makes them hostile toward their partner and their children; and not a loving, firm, caring parent. Wealth also increases emotional problems in children, stress from parents who pressure their children to be superstars.

Front 35

What are 3 qualities of resilience?

Back 35

1) Dynamic - not a stable trait
2) Positive adaptation
3) Significant - major adversity such as victimization, neglect

Front 36

What is one key aspect of resilience in children?

Back 36

The ability to develop their own friends, activities, and skills. i.e. after school activities such as 4-H, choir, sports

Front 37

Name some coping mechanisms to stress for school-age children?

Back 37

1) becoming more independent
2) using school achievement
3) after-school activiteis
4) supportive adults
5) religious beliefs

Front 38

Today how do we measure stress on children?

Back 38

The focus is on strengths, not risks. Assets in the child (intelligence, personality), the family (secure attachment, warmth), the community (good schools, after-school programs), and the nation (income support, health care) must be nurtured.

Front 39

Do any children escape stress? Is there such a thing as a fully resilient child?

Back 39

No, all children are affected by any major family or peer problems. Even daily stresses add up to become major stresses.