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social emotional
| Question | Answer |
|---|---|
| *considered how our social environment affects our emotional development, which affects the way we perceive and manage our lives. *developed an 8 stage model of dev *epigenetic priniciple.. *two extremes *favorable ratio (want child to have) | erik erikson |
| if you successfully experience each stage of erikson's development, you will develop | a life virtue |
| our previous experiences/"life crisis" and our resolution (or lack) influences how we handle what life throws at us.. it will influence how you progress through the stage model. one step affects the next. your childhood exp will affect you as an adult | epigenetic principle |
| there are extremes in Erikson's theory. you want a child to experience somewhere in between those extremes. you really want them to experience a pull towards the positive, for example trust instead of mistrust. but not too much trust | favorable ratio |
| * can be physical, emotional, and psychological. experienced first at age 1 and throughout life. developed when someone is always caring or *when care and attention is not consistent. apathy, etc you will need to work 4 this as a teach | trust vs mistrust first step of erikson's theory |
| *this means independence.age 2. when a child learns they can make things happen or *this develops when a child is punished too harsh for tryin things on their own *this develops when adult is overprotective and restrain the chi | autonomy vs shame & doubt second step of eriksons' theory |
| this is when students learn to trust their teachers. when things go wrong, they keep going. they work for you cuz you believe in them. they trust you will catch them when they fall | virtue of hope |
| children who experience a healthy sense of autonomy develop this. they learn that they can make things happen. they get pride and confidence out of this. | virtue of will |
| too much shame and doubt can develop _______ in a person | compulsiveness |
| when someone check and rechecks their work cuz they want it to e perfect and they don't want to be shamed by anyone | compulsive |
| this means ideas. someone who has this can come up with many ideas. support children's thoughts, even if out of gender role. or this develops in a child when an adult puts them down for having an idea | initiative vs guilt 3rd step of erikson's theory |
| when an adult allows a child to form their own ideas and opinions, the child develops this. they learn that they can speak their mind. they learn that they have meaning in the classroom. they become leaders and self-starters | virtue of purpose |
| this person has no compassion or pity for others. they don't care who they step on to get what they want | ruthlessness |
| to hold back. too much guilt can produce this | inhibition |
| this means to produce. this forms when you feel like you can make things. it's a feeling of mastery. or this develops when you are made to feel incompetent | industry vs inferiority 4th stage of erikson's theory |
| students who feel a sense of industry develop this. they eel capable of performing a task, which makes them feel successful and confident | virtue of confidence |
| as a teacher, make sure every students gets.... erikson hated that educators did not work hard enough to ... | opportunity to shine discover and encourage each student's talents |
| too much inferiority can make a person engage in this. it means to do nothing. they will inhibit from any challenge | inertia |
| this is 100s of things. your personality, career, preferences, religion, culture, etc. or this is where you don't know who you are or what you want in life | identity vs confusion 5th stage of erikson's development theory |
| people with a healthy identity learn this. they have faith in their own beliefs. they are true to themselves. they adapt well and are open-minded. they are secure people | virtue of fidelity |
| these people believe that their way is the only way. they are very narrow minded.they do not tolerate other ideas or opinions. | fanatics |
| this develops when a person has too much confusion. they feel like they can't contribute to society or have a good career. they are angry people and sometimes turn to drugs and crime | negative identity |
| it is important to make kids feel like they can play a ________ role in life | very important |
| expanded on Erikson's theory by defining four ways one can create an identity. (four identity statuses). it all depends on the combination of two things: crisis and commitment.... | james marcia |
| having the need to look at your options or having need to explore and see what else is out there. meaning you are worried about it. | crisis |
| the degree to which you are emotionally invested in whatever you think is important | commitment |
| identity status when you take time out to find yourself. experience CRISIS, yet make NO COMMITMENT. you postpone making a final decision because you want to explore all your options. you are afraid of making the wrong decision, so you stay wishy-washy | identity moratorium |
| identity status when you prevent yourself from exploring other options. you jump into an identity without thinking twice about it. NO CRISIS cuz they fell right into COMM | identity foreclosure |
| identity status when you don't even worry about having a certain identity. NO CRISIS AND NO COMMITMENT *the adult who dates just to date, and does not want to get married | identity diffusion |
| identity status when the person finally feels happy with their decision about themselves. this is after all the questioning and doubting and exploring | identity achievement |
| this is when people change their mind. they go through moratorium-achievement-moratorium-achievement cycle | MAMA cycle |
| this is when you go from being the oldest and most experienced to the youngest and least experienced person. it is especially pronounced when the person feels isolated and anonymous. it can lead to depression and drug/alc use and school dropout | top dog phenomenon |
| consist of 3 to 12 people. they hang out together and feel they know each other well. form a bond and sometimes become competitive with other ___ | cliques |
| a large impersonal group based on reputation. they are not necessarily friends. it's a label given to people based on how they dress, act or perform academically | crowd |
| jocks- nerds- lack of fashion&social skills brains-smart goths/headbangers/emos scene-always on social networks nobodies-no social skills or friends normals-don't stand out. just there independents-dont' care about group membership.will hang with a | types of crowds |
| these three types of crowds seem to have strict parents | jocks, populars and brains |
| neglected-not disliked, but don't have a best friend or anythin controversial-do nice things, but you hear bout them doing bad things. fitting in means everything to them rejected-everyone hates them. always in trouble. they have the most SERIOUS proble | 3 types of unpopular students |
| the victim..bully/victim-can be anyone. this is the kid who is being bullied.lots of aggression. sometimes they are scarred for life after these experiences. the bully-can be anyone. dependent.manipulative. act out cuz they feel threatened. | bully behavior characteristics |
| physical verbal relational indirect | 4 types of aggression |
| type of agression common among boys hitting, stealing, making threatening gestures, etc | physical |
| type of aggression that involves name calling, teasing, and sexual harassment | verbal |
| type of agression when the person sabotages another's relationships either through gossip or threats. | relational |
| type of aggression that is also called passive aggression. the bully does seemingly "innocent" things to upset the other person. they may ignore the person, then deny it | indirect |
| -teach diversity and tolerance -give unconditional positive regard -teach empathy and perspective taking -teach comm. skills recognize anger and confront other person -teach emotional intelligence(self awareness/management) -involve parents | intervention tips for bully prevention |
| CONSISTS OF 5 ENVIRONMENTAL SYSTEMS THAT RANGE FROM CLOSE INTERPERSONAL INTERACTIONS TO BROAD-BASED INFLUENCES OF CULTURE. THOSE 5 SYSTEMS BEING MICRO, MESO, EXO, MACRO, AND CHRONO | BRONFENBRENNER'S ECOLOGICAL THEORY |
| MICRO-SETTING WHERE STUDENTS SPENDS A LOT OF TIME. MESO-LINKS BTWN MICROSYSTEMS EXO-EXPERIENCES IN ANOTHER SETTING AFFECT WHAT STUDENTS/TEACHERS EXP MACRO-INVOLVES THE BROADER CULTURE CHRONO-INCLUDES THE SOCIOHISTORICAL CONDITIONS OF STUDENTS DEV | FIVE ENVIRONMENTAL SYSTEMS OF BRONFENBRENNER'S THEORY |
| -THINK ABOUT CHILD AS EMBEDDED IN A # OF ENV SYSTEMS AND INFLUENCES -PAY ATTENTION TO CONNECTION BTWN SCHOOLS AND FAMILIES -RECOGNIZE IMPORTANCE OF COMMUNITY, ECONOMIC STATUS, AND CULTURE IN CHILD'S DEVELOPMENT | STRATEGIES FOR EDUCATING KIDS ON BRONFENBRENNER'S THEORY |
| -ENCOURAGE INITIATIVE IN YOUNG KIDS -PROMOTE INDUSTRY IN ELEMENTARY KIDS -STIMULATE IDENTITY EXPLORATION IN ADOLESCENCE -EXAMINE YOUR CAREER THROUGH ERIKSON'S STAGES -BENEFIT FROM THE CHARACTERISTICS OF THOSE STAGES | STRATEGIES FOR EDUCATING KIDS ON ERIKSON'S THEORY |
| -IDENTIFY THE CAUSESOF IT BEING LOW AND THE AREAS OF COMPETENCE IMPORTANT TO THE SELF -PROVIDE EMOTIONAL SUPPORT AND SOCIAL APPROVAL -HELP CHILDREN ACHIEVE THINGS -HELP CHILDREN DEVELOP COPING SKILLS | STRATEGIES FOR IMPROVING KIDS SELF-ESTEEM |
| AN ENDURING ASPECT OF THE SELF THAT INCLUDES A SENSE OF MEMBERSHIP IN AN ____ GROUP, ALONG WITH THE ATTITUDES AND FEELINGS RELATED TO THAT MEMBERSHIP. MANY MINORITIES LIVE IN POVERTY, DRUGS, ETC. | ETHNIC IDENTITY |
| -CONFRONT THEM -GET OLDER PEERS TO WATCH OUT FOR THEIR BEHAVIOR -BE AWARE THAT IT OCCURS OUTSIDE CLASS. UNSUPERVISED PLACES ARE WHERE IT HAPPENS MOST -IF YOU OBSERVE IT, YOU MUST TAKE ACTION DEVELOP RULES AGAINST IT, POST THEM -LEARN MORE ABOUT IT | STRATEGIES FOR REDUCING BULLYING |
Created by:
stephyface2468
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