Human Development
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| Chapter 10 | show 🗑
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| show | representational systems
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| show | representational systems
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| show | industry versus inferiority
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| show | Competence
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| show | competence
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| Discuss how the self concept develops in middle childhood. | show 🗑
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| Describe Erikson's 4th stage of psychosocial development. | show 🗑
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| Identify several aspects of emotional growth in middle childhood. | show 🗑
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| show | Recognizing that can be done in some aspects and smart and others, global self-worth, self-esteem, emotional growth, prosocial behavior
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| show | Regulate and control their emotions, respond to others emotional distress
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| behaviors by which emotional problems are turned inward | show 🗑
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| show | Anxiety or depression
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| show | externalizing behaviors
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| Give an example of externalizing behaviors. | show 🗑
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| show | coregulation
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| show | Children began to regulate themselves and parents exercise general supervision and only step in when needed
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| show | 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
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| show | Child's age, sex, temperament, personality, mother works full or part time, why working, supportive or unsupportive partner, SES, type of care child receives
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| show | 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
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| Discuss effects of poverty on parenting. | show 🗑
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| custody shared by both parents of a divorce | show 🗑
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| parents that share the right and responsibility to make decisions regarding the child's welfare after a divorce | show 🗑
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| show | joint physical custody
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| show | 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
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| show | 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
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| Discuss how living in a cohabitating household can affect children. | show 🗑
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| a type of adoption in which both parties of parents share information or have direct contact with the child | show 🗑
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| Identify some special issues and challenges of a stepfamily. | show 🗑
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| show | No difference of children's emotional health or parenting skills and attitudes, if anything favors gay families
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| show | 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
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| show | Nonindustrialized-older siblings help take care of younger siblings; industrialized-older siblings do not help take care of younger siblings, teach informally through contact
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| show | 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
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| How to parent-child relationships change in middle childhood? | show 🗑
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| show | 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
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| show | 2 parent, one parent divorced, cohabitating, stepfamily, gay or lesbian, adoptive
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| unfavorable attitude toward members of certain groups outside one's own, especially racial or ethnic groups | show 🗑
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| What are the 2 ways the popularity can be measured? | show 🗑
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| What are the 5 peer status groups for sociometric popularity? | show 🗑
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| show | sociometric popularity
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| show | perceived popularity
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| show | New perspectives, independent judgments, sociability and intimacy, since of belonging, motivated to achieve, attain sense of identity, leadership, communication skills, cooperation;
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| Identify negative effects of peer groups. | show 🗑
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| show | Authoritative parents, good cognitive abilities, high achievers, solve social problems, help others, not aggressive, kind, trustworthy, cooperative, emotional support
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| show | Authoritarian parents, aggressive, hyperactive, withdrawn, immature, anxious, uncertain, and sensitive to others, expect not to be light
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| show | Type of parents, personality, culture standards, understanding how others feel, providing emotional support
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| show | Age, sex, ethnicity, interest, give-and-take, communicate, cooperate
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| How can age and gender affect friendships? | show 🗑
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| show | Children have more friends when they are younger, as they get older have less friends but deeper intimacy and more time spent together
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| What influences affect popularity? | show 🗑
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| What influences affect choice of friends? | show 🗑
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| show | 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
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| show | Age 3 to 7, undifferentiated level, can't consider other's point of view, what they want from relationship, physical closeness
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| show | Ages 4 to 9, unilateral level, “good friend” does what child wants them to do
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| show | Age 6 to 12, reciprocal level, give-and-take but still serves separate self-interest, doesn't serve common interest
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| Describe Selman’s Stage 3 (intimate, mutually shared relationships) of friendship. | show 🗑
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| show | Beginning at age 12, interdependent level, children respect friends needs for dependency and autonomy
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| show | Instrumental aggression, hostile aggression
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| show | instrumental aggression
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| show | hostile aggression
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| show | hostile attribution bias
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| type of aggression where aggressors you force and torsion as effective ways to get what they want | show 🗑
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| fighting back when one believes that they need retaliation or self-defense | show 🗑
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| show | bullying
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| show | When it is deliberately and persistently directed against a particular target, a victim
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| show | proactive bullying
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| show | reactive bullying
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| bullying by posting negative comments or derogatory photos of the victim on a website | show 🗑
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| What is the most common type of aggression the boys and girls use? | show 🗑
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| How does aggression change during middle childhood? | show 🗑
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| How can social information processing contribute to aggression in middle childhood? | show 🗑
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| How can media violence contribute to aggression in middle childhood? | show 🗑
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| show | May be established in kindergarten when aggressors learn which children are easiest targets, bullying stays the same what time but victimization decreases
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| show | Proactive, reactive, bullying
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| show | Not learning to control aggression, friends, parents, interpretation of social information, media violence, bullying
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| state of emotional and psychological well-being in which an individual is able to use their cognitive and emotional state | show 🗑
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| What are common emotional disturbances? | show 🗑
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| pattern of behavior, persisting in middle childhood, marked by negativity, hostility and defiance | show 🗑
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| show | conduct disorder (CD)
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| show | disruptive conduct disorders
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| disorders of feeling sad, depressed, unloved, nervous, fearful or lonely | show 🗑
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| 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 | show 🗑
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| show | Constantly fight, argue, lose their temper, snatch things, blame others, resentful, angry, few friends, constantly in trouble, test limits of adult patients
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| show | conduct disorder
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| What are some signs of conduct disorder? | show 🗑
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| show | social phobia
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| show | Separation anxiety disorder, social phobia
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| condition involving excessive, prolonged anxiety concerning separation from home or from people to whom a person is attached | show 🗑
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| show | social phobia
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| anxiety not focused on any single target | show 🗑
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| anxiety aroused by repetitive, intrusive thoughts, images or impulses often leading to compulsive ritual behaviors | show 🗑
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| 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 | show 🗑
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| What are 6 treatment techniques for disorders? | show 🗑
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| psychological treatment in which a therapist sees a troubled person one on one | show 🗑
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| show | family therapy
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| show | behavior therapy
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| What is another name for behavior therapy? | show 🗑
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| show | Art therapy
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| show | play therapy
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| administration of drugs to treat emotional disorders | show 🗑
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| a type of therapy which seeks to change negative thoughts through gradual exposure, modeling, rewards or talking to oneself | show 🗑
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| show | Neurobiological defects, weeks just regulating mechanisms, genetic influenced by environment, hostile parenting, family conflict, stressful life events, association with deviant peers
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| show | Defiance, disobedience, hostility towards adult figures or aggressive, antisocial acts
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| What are the treatments of disruptive conduct disorders? | show 🗑
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| What are the causes of anxiety disorders? | show 🗑
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| show | 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
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| show | Support of parents and counseling
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| show | Family with high parental depression, anxiety, substance abuse, antisocial behavior, genetic
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| What are the symptoms of childhood depression? | show 🗑
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| show | Counseling or drug therapy
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| What emotional disorders may develop in childhood ? | show 🗑
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| show | individual psychotherapy, family therapy, behavior therapy, art therapy, play therapy, drug therapy
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| show | Fear of separation, crying, whimpering, screaming, immobility or aimless motion, friend facial expression, excessive clinging, regressive behavior
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| How do children ages 6 to 11 years react to trauma? | show 🗑
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| How do children ages 12 to 17 react to trauma? | show 🗑
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| show | Stage 1-freight, disbelief, denial, grief, relief; stage 2-developmental regression, emotional distress, anxiety, fear, withdrawal, sleep disturbance, pessimism
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| show | Listen to children, answer their questions, provide support
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| show | resilient children
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| influences the reduce the impact of early stress and tend to predict positive outcomes | show 🗑
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| show | Good family relationships, good cognitive functioning, child's temperament, child's personality, compensating experiences, reduced risk
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| Explain Elkind’s concept of the “hurried child.” | show 🗑
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| Name the most common sources of fear, stress and anxiety in children. | show 🗑
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| Identify protective factors that contribute to resilience. | show 🗑
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| show | Cause them to grow up too fast, worry about school, health, personal safety, traumatized by terrorism
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| Why are some children more resilient than others with stress? | show 🗑
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| show | Industry versus inferiority, competence
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| How do school-age children develop a healthy, realistic self concept? | show 🗑
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| show | Internalize shame and pride, better understand and regulate negative emotions, empathy and prosocial behavior increase, emotional regulation
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| show | Parents reaction to displays of negative emotions
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| What contributes to the family atmosphere? | show 🗑
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| show | Development of co-regulation
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| What factors may impact a mother's employment on the child? | show 🗑
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| show | Effects on parents well being and parenting practices
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| show | 2 parent family, cohabitating, divorce, single parent, stepfamily, gay/lesbian, adoptive
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| In which family structure do children fast grew up and? And how important is the structure? | show 🗑
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| show | Factors concerning the child, parents handling of situation, custody, visitation agreement, financial circumstance, contact with noncustodial parent, parents remarriage
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| What can influence is a child's parents are better off to stay together or divorce? | show 🗑
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| show | Mother, quality more important than frequency
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| show | Joint custody, joint legal is more common than joint physical
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| show | Increased risk, most adjust reasonably well
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| show | Behavioral and academic problems, SES
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| show | Girls adjust better to divorce, boys adjust better to mother's remarriage
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| show | Positive developmental outcome
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| How well-adjusted are adopted children? | show 🗑
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| show | More roles and responsibilities, more structured
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| show | Conflict resolution
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| show | Yes
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| show | Spend less time with parents, less close to parents, relationships still important, culture can influence family relationships and roles
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| show | Family structure, family atmosphere
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| How do family atmosphere and family structure influence a child's well-being? | show 🗑
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| show | 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
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| What influences affect popularity and choice of friends? | show 🗑
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| show | Family relationships, cultural values
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| How can popularity affect the child? | show 🗑
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| Describe the friends of boys and girls. | show 🗑
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| show | Instrumental aggression, hostile aggression
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| What influences contribute to aggressive behavior? | show 🗑
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| Describe the influence of aggression on popularity. | show 🗑
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| How do victims of bullying tend to be? | show 🗑
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| What can school interventions do for bullying? | show 🗑
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| show | Disruptive behavioral disorders, anxiety disorders, childhood depression
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| How are emotional disorders treated? | show 🗑
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| How do the stresses of modern life affect children? | show 🗑
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| Why are some children more resilient than others? | show 🗑
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