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lifespan.chap10
| Question | Answer |
|---|---|
| p. 356 divorce | economic standing, #single-parent families |
| p.357 multi-generational families | Afr. Am. more likely |
| p357 blended families | a married couple that has at least one stepchild living with them |
| p357 role ambiguity | roles & expectation unclear in blended families |
| p358school-age children | do better in blended families than teenagers-the younger the child, the better the transition |
| p.358 gay & lesbian parents | no difference - but face discrimination |
| 358 Race & Hispanic | Af. am & hispanic larger, more co-dependent |
| p359 poverty | poor at risk for academic loss, higher rates of aggression, mental health problems |
| p.359 group home or residential treatment center | Group care 1995-2000 # of children in foster care increased by more than 50% |
| p360 costs of group care | vs. welfare |
| p361 - Weiner - attributions | people's explanations for the reasons behind their behavior |
| p361 dispositional factors | I'm not smart enought |
| p361 situational factors | I didn't get enough sleep last night |
| attribution-cultural | Af-am-feel that luck & prejudice prevent them from succedding |
| p362 women | failure due to low ability |
| p362 mother's beliefs in children's ability | Asian success - Confucian values- hard work |
| p363 US attribution style is maladaptive | (blank) |
| p363 expectations | experiment randomly picked students to "bloom" |
| p.364- self-fulfilling prophecy | (blank) |
| p364 teacher expectancy effect | cycle of behavior in which a teach transmits an expectation, thereby actually brings about the expected behavior |
| p364 self-fulfilling prophecy | placebos work |
| p365 expectations | teachers give high-expectation children more attention, more work, more praise |
| p365 emotional intelligence | the set of skills that underlies the accurate assessment, evaluation, expression and regulation of emotions |
| p366 teacher expectations & student performance | feedback chart |
| p366 Goleman - Emotional intelligence | emotional literacy added to curriculum |
| p332 Erikson-industry vs. inferiority | age 6-12 - attain competence -meet challenges from parents, peers, school & environment |
| p333 males who were hard-working | in childhood were most successful as adults |
| p333 in middle childhood, children view themselves less in terms of external traits | and more psychological traits |
| p333 children evaluate themselves in four areas: | academic - social self-concept - emotional - physical |
| p334 social comparison | desire to evaluate one's own behavior, abilities, expertise and opinions by comparing them to others |
| p334 social reality | understanding how others think, act & feel |
| p334 downward social comparison | use others less competent |
| p335 self-esteem | individual's overall and specific positive and negative self-evaluation |
| self-esteem vs. self-concept | self-esteem is more emotionally oriented |
| p335 self-esteem declines | around age 12 |
| p.336 cycle of low self-esteem | low expectation breed low performance |
| p336 authoritative child-rearing style | parents are warm, setting clear limits |
| p337 social identity theory | minority group members feel they can affect prejudice, then their self-esteem will not change |
| p337 Immigrant children | Socities emphasize collectivism - do well-they have good self-esteem |
| p338 Kohlberg - moral development | series of stages - male morality |
| p339 Kohlberg | chart of preconventional, conventional and postconventional morality |
| p.340 Gilligan - female morality | responsiblity toward individuals & sacrafice |
| p.341 Gilligan - table of female moral developmetn | (blank) |
| p343 are friends more important than parents? | no, not in middle childhood |
| p.343 stages of friendship | age 4-7-friends share toys, like each other, spend time |
| p344 stage 2-basing friendship on trust | age8-10 must help each other; apologize when they dond't |
| -344 stage 3 - psychological closeness | 11-15 yrs - intimacy & loyalty- exclusive friendships |
| p. 344 status | evaluation of a role or person by other relevant members of a group |
| p.345 behaviors | (blank) |
| p.345 social competence | social skills that permits individuals to perform successfully in social settings |
| p346 aggressive boys are popular | "cool" and "tough" |
| p346 social problem-solving | use of strategies for solving social conflicts in ways that are satisfactory both to oneself and to others |
| p346 Dodge social problem-solving table | series of steps |
| -.347 Dodge - table | (blank) |
| p. 347 teaching social competence | 5th & 6th graders taught how to hold conversation with friends |
| p. 348 bullying | 1/2 of bullies come from abusive homes |
| p.348 children-90% report bullying | (blank) |
| p. 348 middle childhood sex segregation | all cultures & societies show this |
| p.349 "border work" | romantic overtones |
| p.349 dominance hierarchy | rankings that represent the relative social power of those in a group |
| p349 restrictive play | interactions are interrupted when status is challenged |
| p.349 Beal - girls goal in friendships | maintain equal-status relationship |
| p.350 Integration in classroom | by 10th grade, less than 10% of whites & 5% of African Am had different-race best friend |
| p350 increasing social competence | teach listening skills, |
| p.352 coregulation | period in which parents and children jointly control children's behavior |
| p353 Sibling influence | strategies for solving conflicts carry into later social settings |
| p353 destructive conflict solving between siblings | associated with continued aggressiveness in boys |
| p353 kids in supervised time | 1981-40% was free time; by 1997 - only 25% of days was unscheduled |
| self-care children | formerly latchkey kids-children wait alone until their caretakers |
| p354 latchkey children | 12-14% of children between ages of 5 & 12 are without supervision |
| p354 Hofferth | children need time alone |
| p354 Goyette | significant self-esteem because they are contributing to home |
| p355 divorce | 1/2 US children will spend time in single-parent home |
| p.356 children blame themselves for divorce | early middle childhood - age 10 |
| -356 psychological consequences | need counseling, may be depressed |
| p356 increase in single mothers | 3/4 spend time with single parent |
| p357 multi-generational families | more likely with Af. Am, Hispanic |
| p357 blended families | remarried couple that has at least one stepchild living with them |
| role ambiguity | roles & responsiblities for blended children are unclear |
| p358 Lesbian parents | (blank) |
| p.358 race | Af. Am female-headed households - Hispanic families larger |
| p359 Poverty | violence - |
| p359 Group Care - instead of orphanages | residential treatment center |
| p359 1995-2000 | number of children in foster care increased by 50%- more than 1/2 million children live in foster care |
| p. 360 psychologically damaged children | need group homes |
| p. 360 - Characteristics of child & youth workers | table |
Created by:
walterina4327