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Chapter 10
Human Development
| Question | Answer |
|---|---|
| Chapter 10 | Psychosocial Development in Middle Childhood |
| in neo-Piagetian terminology, the 3rd stage in development of self-definition, characterized by breath, balance and the integration and assessment of various aspects of the self | representational systems |
| broad, inclusive self concepts that integrate various aspects of the self, include conscious, realistic, balanced, comprehensive | representational systems |
| Erikson's 4th stage of psychosocial development, in which children must learn the productive skills their culture requires or else face feelings of inferiority | industry versus inferiority |
| What virtue follows the successful resolution of industry versus inferiority? | Competence |
| a view of the self as able to master skills and complete tasks | competence |
| Discuss how the self concept develops in middle childhood. | representational systems, children become more conscious, realistic, balanced, integration and assessment of various aspects of self |
| Describe Erikson's 4th stage of psychosocial development. | Children learn productive skills for their culture or face feelings of inferiority |
| Identify several aspects of emotional growth in middle childhood. | Better regulate and control emotions, respond to others emotional distress, understand conflicting emotions, know how things make them feel and behave accordingly, emotional self-regulation |
| How do school-aged children develop a healthy, realistic self concept? | Recognizing that can be done in some aspects and smart and others, global self-worth, self-esteem, emotional growth, prosocial behavior |
| How do children in middle childhood show emotional growth? | Regulate and control their emotions, respond to others emotional distress |
| behaviors by which emotional problems are turned inward | internalizing behaviors |
| Give an example of internalizing behaviors. | Anxiety or depression |
| behaviors by which a child acts out emotional difficulties | externalizing behaviors |
| Give an example of externalizing behaviors. | aggression or hostility |
| transitional stage in the control of behavior in which parents exercise general supervision and children exercise moment to moment self-regulation | coregulation |
| How does coregulation work? | Children began to regulate themselves and parents exercise general supervision and only step in when needed |
| How does discipline and handling of family conflict change during middle childhood? | If conflict is constructive, children can see the need for rules and standards, learn what kinds of issues are worth arguing, what strategies can be effective |
| What factors might impact how a mother's work affects her child? | Child's age, sex, temperament, personality, mother works full or part time, why working, supportive or unsupportive partner, SES, type of care child receives |
| Identify ways in which parents work can affect children. | More work can mean less time with the children but if the children are well taken care of without parents then it buffers the negative impact, it is preferable mother's only work part-time |
| Discuss effects of poverty on parenting. | Stresses parents/child out, emotional state, parenting practice, home environment created, psychological distress, anxious, depressed, irritable, become less affectionate/responsive, discipline worse causing child to become depressed/lack confidence |
| custody shared by both parents of a divorce | joint custody |
| parents that share the right and responsibility to make decisions regarding the child's welfare after a divorce | joint legal custody |
| after a divorce the child lives part-time with each parent | joint physical custody |
| Assess the impact of parental divorce on children. | Depend on family stability, child's well-being, physical, cognitive, social development can be affected positively or negatively, can cause emotional or behavior problems, if custody is correct child can be just as well off or better |
| Discuss how living in a single parent household can affect children. | do fairly well, lag socially or educationally, less daily parent interaction, can be less severe if less moving, good finances, nonresident parents involvement, resident parents educational and ability level |
| Discuss how living in a cohabitating household can affect children. | Tend to be more disadvantaged, less income and education, poorer mental health, worse emotional, behavioral, academic outcome for children, cohabitating families more likely to break up than married |
| a type of adoption in which both parties of parents share information or have direct contact with the child | open adoptions |
| Identify some special issues and challenges of a stepfamily. | Stressful for child, can affect biological parent relationship, mother's gentler discipline, less parent supervision, was securely attached, emotionally/socially/psychologically less intact |
| Summarize findings on outcomes of child raising by gay and lesbian parents. | No difference of children's emotional health or parenting skills and attitudes, if anything favors gay families |
| Discuss trends in adoption and adjustment of adopted children. | confidential or open adoption, integrate adopted child in family, explain adoption to child, help child develop healthy sense of self, help child find/contact biological parents if requested, adopted in infancy least likely to have adjustment problems |
| Compare sibling roles in industrialized in non-industrialized countries. | Nonindustrialized-older siblings help take care of younger siblings; industrialized-older siblings do not help take care of younger siblings, teach informally through contact |
| Discuss how siblings affect each other's development. | Directly through interaction with each other, indirectly through impact on each other's relationship with parents, fight with parents-tend to fight more with sibling |
| How to parent-child relationships change in middle childhood? | Young children cooperate with parent, as they get older gain more independence, tend to handle themselves more, less discipline from parent, parents still supervise |
| How do family atmosphere and family structure influence child's well being? | 2 parent family-best, divorce-cause emotional and behavior problems, one parent family-do fairly well but can live, cohabitating-tend to be more disadvantaged, stepfamily-can be better or worse depending on stress, gay-same or better, adoptive-do well |
| What are the different types of families a child can live in? | 2 parent, one parent divorced, cohabitating, stepfamily, gay or lesbian, adoptive |
| unfavorable attitude toward members of certain groups outside one's own, especially racial or ethnic groups | prejudice |
| What are the 2 ways the popularity can be measured? | Sociometric popularity, perceived popularity |
| What are the 5 peer status groups for sociometric popularity? | Popular, rejected, neglected, controversy, average |
| Way of measuring popularity by asking children which peers they like most and least | sociometric popularity |
| way of measuring popularity by asking children which children are best liked by their peers | perceived popularity |
| Identify positive effects of peer groups. | New perspectives, independent judgments, sociability and intimacy, since of belonging, motivated to achieve, attain sense of identity, leadership, communication skills, cooperation; |
| Identify negative effects of peer groups. | Negative-prejudice, antisocial tendencies, conform negatively, shoplift, drugs |
| Identify characteristics of popular children. | Authoritative parents, good cognitive abilities, high achievers, solve social problems, help others, not aggressive, kind, trustworthy, cooperative, emotional support |
| Identify characteristics of unpopular children. | Authoritarian parents, aggressive, hyperactive, withdrawn, immature, anxious, uncertain, and sensitive to others, expect not to be light |
| Discuss influences the popularity. | Type of parents, personality, culture standards, understanding how others feel, providing emotional support |
| What characteristics do children look for in friends? | Age, sex, ethnicity, interest, give-and-take, communicate, cooperate |
| How can age and gender affect friendships? | Age-quantity and quality of friends, gender-closeness to friends and number of friends |
| How do relationships with peers change in middle childhood? | Children have more friends when they are younger, as they get older have less friends but deeper intimacy and more time spent together |
| What influences affect popularity? | Personality, understanding of others, parents, aggressiveness, sociability |
| What influences affect choice of friends? | Age, sex, ethnicity, interest, what they have in common |
| What are Selman's 5 stages of friendship? | Stage 0: momentary playmateship, stage 1: one-way assistance, stage 2: two-way fair weather cooperation, stage 3: intimate, mutually shared relationships, stage 4: autonomous interdependence |
| Describe Selman’s Stage 0 (momentary playmateship) of friendship. | Age 3 to 7, undifferentiated level, can't consider other's point of view, what they want from relationship, physical closeness |
| Describe Selman’s Stage 1 (one-way assistance) of friendship. | Ages 4 to 9, unilateral level, “good friend” does what child wants them to do |
| Describe Selman’s Stage 2 (two-way fair weather cooperation) of friendship. | Age 6 to 12, reciprocal level, give-and-take but still serves separate self-interest, doesn't serve common interest |
| Describe Selman’s Stage 3 (intimate, mutually shared relationships) of friendship. | Age 9 to 15, mutual level, friendship has life of its own, committed relationship, do more things together, friends can become possessive and demand exclusivity |
| Describe Selman’s Stage 4 (autonomous interdependence) of friendship. | Beginning at age 12, interdependent level, children respect friends needs for dependency and autonomy |
| What are 2 types of aggression? | Instrumental aggression, hostile aggression |
| aggression aimed at achieving an objective | instrumental aggression |
| aggression intended to hurt another person, often verbal rather than physical | hostile aggression |
| tendency to perceive others as trying to one and to strike out in retaliation or self-defense | hostile attribution bias |
| type of aggression where aggressors you force and torsion as effective ways to get what they want | instrumental or proactive aggression |
| fighting back when one believes that they need retaliation or self-defense | reactive or hostile aggression |
| aggression deliberately and persistently directed against a particular target or victim typically one who is weak, vulnerable and defenseless | bullying |
| When does aggression become bullying? | When it is deliberately and persistently directed against a particular target, a victim |
| bullying done to show dominance, power or win admiration | proactive bullying |
| bullying responding to a real or imagined attack | reactive bullying |
| bullying by posting negative comments or derogatory photos of the victim on a website | cyber bullying |
| What is the most common type of aggression the boys and girls use? | Male-physical, female-relational |
| How does aggression change during middle childhood? | Changes from achieving objectives to intention to hurt others, becomes proactive or reactive |
| How can social information processing contribute to aggression in middle childhood? | What features of social environment child pays attention to, how they interpret what information they receive, the way aggression is interpreted |
| How can media violence contribute to aggression in middle childhood? | Watching violent TV increases aggression, playing violent video games increases aggression even more |
| Describe how patterns of bullying and victimization become established and change. | May be established in kindergarten when aggressors learn which children are easiest targets, bullying stays the same what time but victimization decreases |
| What are the most common forms of aggressive behavior in middle childhood? | Proactive, reactive, bullying |
| What influences contribute to aggressive behavior? | Not learning to control aggression, friends, parents, interpretation of social information, media violence, bullying |
| state of emotional and psychological well-being in which an individual is able to use their cognitive and emotional state | mental health |
| What are common emotional disturbances? | Disruptive conduct disorders, social phobia, anxiety disorders, childhood depression |
| pattern of behavior, persisting in middle childhood, marked by negativity, hostility and defiance | oppositional defiant disorder (ODD) |
| repetitive, persistent pattern of aggressive, antisocial behavior violating societal norms or the rights of others | conduct disorder (CD) |
| disorders with aggressive, defiant or antisocial behavior | disruptive conduct disorders |
| disorders of feeling sad, depressed, unloved, nervous, fearful or lonely | anxiety or mood disorders |
| a pattern of defiance, disobedience and hostility toward adult authority figures lasting at least 6 months and going beyond the bounds of normal childhood behavior | oppositional defiant disorder |
| What are some signs of oppositional defiant disorder? | Constantly fight, argue, lose their temper, snatch things, blame others, resentful, angry, few friends, constantly in trouble, test limits of adult patients |
| persistent, repetitive pattern, begins at an early age, aggressive and antisocial acts | conduct disorder |
| What are some signs of conduct disorder? | Aggressive and antisocial acts, truancy, setting fires, habitual lying, biting, bullying, theft, vandalism, assault, drug and alcohol use |
| unrealistic fear of going to school | social phobia |
| What disorders might be a form of school phobia? | Separation anxiety disorder, social phobia |
| condition involving excessive, prolonged anxiety concerning separation from home or from people to whom a person is attached | separation anxiety disorder |
| extreme beer and/or avoidance of social situations | social phobia |
| anxiety not focused on any single target | generalized anxiety disorder |
| anxiety aroused by repetitive, intrusive thoughts, images or impulses often leading to compulsive ritual behaviors | obsessive compulsive disorder (OCD) |
| mood disorder characterized by a prolonged sense of closeness, inability to have fun or concentrate, fatigue, it extreme activity or apathy, feelings of worthlessness, weight change, physical complaints and thoughts of death or suicide | childhood depression |
| What are 6 treatment techniques for disorders? | Individual psychotherapy, family therapy, behavior therapy, art therapy, play therapy, drug therapy |
| psychological treatment in which a therapist sees a troubled person one on one | individual psychotherapy |
| psychological treatment in which a therapist sees the whole family together to analyze patterns of family functioning | family therapy |
| therapeutic approach using principles of learning theory to encourage desired behaviors or eliminate undesired ones | behavior therapy |
| What is another name for behavior therapy? | Behavior modification |
| therapeutic approach that allows a person to express troubled feelings without words, using a variety of materials and media | Art therapy |
| therapeutic approach that uses plate to help a child cope with emotional distress | play therapy |
| administration of drugs to treat emotional disorders | drug therapy |
| a type of therapy which seeks to change negative thoughts through gradual exposure, modeling, rewards or talking to oneself | cognitive behavioral therapy |
| What are the causes of disruptive conduct disorders? | Neurobiological defects, weeks just regulating mechanisms, genetic influenced by environment, hostile parenting, family conflict, stressful life events, association with deviant peers |
| What are the symptoms of disruptive conduct disorders? | Defiance, disobedience, hostility towards adult figures or aggressive, antisocial acts |
| What are the treatments of disruptive conduct disorders? | Changing environment, counseling |
| What are the causes of anxiety disorders? | Problems at school or home, separation anxiety, fear of social situations, fear of everything, irrational fears |
| What are the symptoms of anxiety disorders? | Don't want to go to school, possibly genetic, triggered by traumatic experience, self-conscious, self doubting, concerned about meeting others' expectations, repetitive or intrusive thoughts |
| What is the treatment of anxiety disorders? | Support of parents and counseling |
| What are the causes of childhood depression? | Family with high parental depression, anxiety, substance abuse, antisocial behavior, genetic |
| What are the symptoms of childhood depression? | Inability to have fun or concentrate, fatigue, extreme activity or apathy, crying, sleep problems, weight change, physical complaints, feelings of worthlessness, prolonged sense of friendlessness, frequent thoughts of death or suicide |
| What is the treatment of childhood depression? | Counseling or drug therapy |
| What emotional disorders may develop in childhood ? | Disruptive conduct disorders, anxiety, depression |
| How are emotional disorders treated? | individual psychotherapy, family therapy, behavior therapy, art therapy, play therapy, drug therapy |
| How do children ages 5 years or less react to trauma? | Fear of separation, crying, whimpering, screaming, immobility or aimless motion, friend facial expression, excessive clinging, regressive behavior |
| How do children ages 6 to 11 years react to trauma? | Extreme withdrawal, disruptive behavior, can't pay attention, physical symptom with no basis, declining school performance, depression, anxiety, guilt, irritability, emotional numbing, regressive behavior |
| How do children ages 12 to 17 react to trauma? | Flashbacks/nightmares, emotional numb, confusion, avoid reminder of event, revenge fantasies, withdrawal/isolation, substance abuse, problems with peers, antisocial behavior, physical complaints, school avoidance/decline, sleep disturbance, depression |
| Describe the 2 stages of children's responses to a traumatic event. | Stage 1-freight, disbelief, denial, grief, relief; stage 2-developmental regression, emotional distress, anxiety, fear, withdrawal, sleep disturbance, pessimism |
| What are 3 ways to talk to children about terrorism and war? | Listen to children, answer their questions, provide support |
| children who weather adverse circumstances, function well despite challenges or threats, bounce back from traumatic events | resilient children |
| influences the reduce the impact of early stress and tend to predict positive outcomes | protective factors |
| What are some protective factors that help children and adolescents overcome stress and contribute to resilience? | Good family relationships, good cognitive functioning, child's temperament, child's personality, compensating experiences, reduced risk |
| Explain Elkind’s concept of the “hurried child.” | Children in today's society have to grow up too fast, life is too stressful, exposed to adult problems like sex and violence, scheduled to fast-paced |
| Name the most common sources of fear, stress and anxiety in children. | Exposed to things too soon, stress, high crime rates, killings in schools, traumatic event, human caused disaster, natural disaster, school situations, home life |
| Identify protective factors that contribute to resilience. | Family relationships, cognitive functioning, child's temperament, personality, compensating experiences, reduced risk |
| How do the stresses of modern life affect children? | Cause them to grow up too fast, worry about school, health, personal safety, traumatized by terrorism |
| Why are some children more resilient than others with stress? | Family relationships, cognitive functioning, child's temperament, personality, compensating experience, reduced risk |
| What is Erikson’s stage for middle childhood? Which virtue develops? | Industry versus inferiority, competence |
| How do school-age children develop a healthy, realistic self concept? | Children form representational systems, self-esteem, view of productive competence |
| How do school-aged children show emotional progress? | Internalize shame and pride, better understand and regulate negative emotions, empathy and prosocial behavior increase, emotional regulation |
| What is emotional growth affected by? | Parents reaction to displays of negative emotions |
| What contributes to the family atmosphere? | Emotional tone of home, way parents handle disciplinary issues and conflict, effects of parents work, adequacy of financial resources |
| What can affect the way a family handles conflicts and discipline? | Development of co-regulation |
| What factors may impact a mother's employment on the child? | Mother's work, her feelings about it, supportive partner, SES, type of care and degree of monitoring child receives |
| How can poverty harm a child's development? | Effects on parents well being and parenting practices |
| What are the possible family structures? | 2 parent family, cohabitating, divorce, single parent, stepfamily, gay/lesbian, adoptive |
| In which family structure do children fast grew up and? And how important is the structure? | Traditional 2 parent family, less important than effects on family atmosphere |
| What can affect a child's adjustment to divorce? | Factors concerning the child, parents handling of situation, custody, visitation agreement, financial circumstance, contact with noncustodial parent, parents remarriage |
| What can influence is a child's parents are better off to stay together or divorce? | Amount of conflict in marriage, likelihood of conflict continuing after divorce |
| When parents divorce, who usually gets the child? Which is more important: quality or frequency of contact? | Mother, quality more important than frequency |
| Which type of custody is most beneficial to the child? Which is the least common? | Joint custody, joint legal is more common than joint physical |
| How severe is the long-term effect of divorce on a child? | Increased risk, most adjust reasonably well |
| Children living with only one parent are at a high risk of what? Why? | Behavioral and academic problems, SES |
| How do boys and girls of just 2 parents divorce and remarriage? | Girls adjust better to divorce, boys adjust better to mother's remarriage |
| What kind of developmental outcomes have been found in children living with gay or lesbian parents? | Positive developmental outcome |
| How well-adjusted are adopted children? | Generally well, face special challenges |
| How are the roles of siblings in non-industrialized societies compared to industrialized societies? | More roles and responsibilities, more structured |
| What can siblings learn from each other? | Conflict resolution |
| Can relationships with parents affect sibling relationships? | Yes |
| How do parent-child relationships change in middle childhood? | Spend less time with parents, less close to parents, relationships still important, culture can influence family relationships and roles |
| What are the family environments 2 major components? | Family structure, family atmosphere |
| How do family atmosphere and family structure influence a child's well-being? | Can affect how they behave, adjust, develop, resolve conflict, get along with others |
| How do relationships with peers change in middle childhood? | Becomes more important, develops social skills, test and the dog values independent of parents, sense of belonging, develop self concept and gender identity, conformity, prejudice |
| What influences affect popularity and choice of friends? | Good cognitive abilities, social skills, behavior |
| What can affect popularity? | Family relationships, cultural values |
| How can popularity affect the child? | Influence future adjustment |
| Describe the friends of boys and girls. | Increase in intimacy and stability, boys have more friends, girls have closer friends |
| What are the most common forms of aggression in middle childhood? | Instrumental aggression, hostile aggression |
| What influences contribute to aggressive behavior? | Exposure to media violence |
| Describe the influence of aggression on popularity. | Unpopular earlier, sometimes become more popular later |
| How do victims of bullying tend to be? | Weak, submissive, argumentative, provocative, low self-esteem |
| What can school interventions do for bullying? | Stop or prevent bullying |
| What emotional disorders may develop in childhood? | Disruptive behavioral disorders, anxiety disorders, childhood depression |
| How are emotional disorders treated? | Individual psychotherapy, family therapy, behavior therapy, art therapy, play therapy, drug therapy |
| How do the stresses of modern life affect children? | Worry about school, health, personal safety, traumatized by exposure to terrorism or war |
| Why are some children more resilient than others? | Better able to withstand stress, protective factors such as family relationships, cognitive ability, personality, degree of risk, compensating experiences |
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