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Exam 4
Child and Development
| Term | Definition |
|---|---|
| Self-esteem | Ones overall evaluation of the worth of the self and the feelings that this evaluation engenders |
| Social comparison | the process of comparing aspects of one’s own psychological, behavioral, or physical functioning to that of others in order to evaluate oneself |
| Personal fable | adolescent’s egocentrism that involves beliefs in the uniqueness of one’s own feelings and thoughts |
| Imaginary audience | Adolescents believe that everyone else is focused on their appearance and behavior |
| Adolescent identity: identity crisis vs. identity confusion | Erikson’s psychosocial stage of development during adolescent stage or young adult either develops an identity or experiences and incomplete and sometimes incoherent sense of self |
| Multiple selves | A chart where an adolescent or person is different with different group of people ie: mom, dad, close friends, crowd |
| Identity vs. identity confusion | During this stage, the adolescent or young adult either develops an identity or experiences one of several negative outcomes |
| Identity confusion | An incomplete and sometimes incoherent sense of self, with resulting feelings of isolation and depression |
| Identity achievement | an integration of various aspects of the self into a coherent whole that is stable over time and across events |
| Identity foreclosure | Can arise if adolescents prematurely commit themselves to an identity without adequately considering their choices |
| Negative identity | An identity that represents the opposite of what is valued by people around the adolescent |
| Psychosocial moratorium | Erikson argued for adolescents to be allowed: A time-out period without many obligations, Pursue activities that lead to self-discovery, Only possible in some cultures and only to the more privileged classes. In order to find themselves. |
| Marcia’s identity status categories | 1. identity-diffusion status 2. foreclosure status 3. moratorium status 4. identity-achievement status |
| identity-diffusion status | The individual does not have firm commitments and is not making progress toward them |
| foreclosure status | The individual is not engaged in any identity experimentation and has established a vocational or ideological identity based on the choices or values of others |
| moratorium status | The individual is in the phase of experimentation with regard to occupational and ideological choices and has not yet made a clear commitment to them |
| identity-achievement status | The individual has completed a period of exploration and has achieved a coherent and consolidated identity based on personal decisions regarding occupation, ideology, and the like |
| Influences on identity formation | One key factor is the approach parents take with their offspring |
| Sources of self-esteem | Genetic inheritance, the quality of their relationships with others, their appearance and competence, their school and neighborhood, and carious cultural factors |
| Peers | People of approximately the same age and status |
| Peers unique contribution to development | peer relationships have provided a unique context for cognitive, social, and emotional development |
| Friendships | intimate, reciprocated positive relationships between two people |
| Developmental differences in friendships including same sex preferences | Children change in the important dimension: level and importance of intimacy. 6-8: activites with their peers define “best” friends. 10-adolecents: loyalty, mutual understanding, and self-disclosure |
| Functions of friendships | Emotional support and the validation of one’s own thoughts, feelings, and worth, as well as opportunities for the development of important social and cognitive skills |
| Reciprocal best friendship | A friendship in which two children view each other as best of close friends |
| Age trends in self-disclosure | By early adolescence, children disclose more to friends than to their parents. Young adults continue to disclose much more to friends than to their parents, but by college age they disclose most to romantic partners. |
| Effects of friendships both positive and negative | Positive children’s social and emotional health. Negative – Aggression and disruptiveness, Alcohol and substance abuse |
| Peer groups | one or a few very close friends who exist within a larger social networks of peers |
| Cliques | friendship groups that children voluntarily form or join themselves |
| Crowds | Group of adolecents who have similar stereotype reputation. IE: “nerds”, “jocks”, "punks” |
| Negative influences of cliques and social networks | Smoke, drink, use drugs, goof off in school, or engage in violence or gang |
| Development of social networks | Students who belong to a single clique and an increase of adolescents who have ties too many cliques or to students at the margin of cliques |
| Gang | A loosely organized group of adolescents of young adults who identify as a group and often engage in illegal activities |
| Peer status= Sociometric status | the degree to which the children are liked or disliked by their peers as a group. |
| Sociometric categories | 1. Popular: Popular Prosocial, Popular anti-social 2. Rejected: Rejected-aggressive, Rejected-withdrawn 3. Neglected 4. Controversial (also referred to as Average) |
| Popular Prosocial | Academically competent, Socially competent |
| Popular anti-social | “Tough” boys, Athletic, Poor students Rejected |
| Rejected-aggressive | Show severe conduct problems, High rates of conflict, Hostility, Hyperactive, inattentive |
| Rejected-withdrawn | Passive and socially awkward, Inhibited, timid, Poor emotion regulators, At risk for Peer Victimization |
| Neglected | not noticed much my their peers. Usually well-adjusted, Engage in low rates of interaction, But not less socially skilled, Viewed as shy by peers |
| Controversial (also referred to as Average) | Blend of positive and negative social behaviors Some peers dislike them, but they have qualities that protect them from social exclusion. As a result, they have as many friends as popular children do and are happy with their peer relationships |
| Relational aggression | kind of aggression that involves spreading rumors about peers, withholding friendships to inflict harm, and ignoring and excluding peers when a child is angry or wants his or her own way |
| Peer status as a predictor of risks | Having an undesirable peer status has been associated with a variety of near- and long term risks and negative outcomes for children, including inferior academics performance, loneliness, delinquency, and poor adjustments. |
| Victimized peer status | Refers to children who targets of their peers aggression and demeaning behavior |
Created by:
rsyring
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