Human Development
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| Chapter 10 | show 🗑
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| 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 | show 🗑
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| broad, inclusive self concepts that integrate various aspects of the self, include conscious, realistic, balanced, comprehensive | show 🗑
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| show | industry versus inferiority
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| What virtue follows the successful resolution of industry versus inferiority? | show 🗑
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| a view of the self as able to master skills and complete tasks | show 🗑
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| Discuss how the self concept develops in middle childhood. | show 🗑
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| show | Children learn productive skills for their culture or face feelings of inferiority
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| show | 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
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| How do school-aged children develop a healthy, realistic self concept? | show 🗑
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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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| Give an example of internalizing behaviors. | show 🗑
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| behaviors by which a child acts out emotional difficulties | show 🗑
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| show | aggression or hostility
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| show | coregulation
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| How does coregulation work? | show 🗑
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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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| What factors might impact how a mother's work affects her child? | show 🗑
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| Identify ways in which parents work can affect children. | show 🗑
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| Discuss effects of poverty on parenting. | show 🗑
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| show | joint custody
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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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| show | open adoptions
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| Identify some special issues and challenges of a stepfamily. | show 🗑
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| Summarize findings on outcomes of child raising by gay and lesbian parents. | show 🗑
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| Discuss trends in adoption and adjustment of adopted children. | show 🗑
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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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| show | Sociometric popularity, perceived popularity
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| show | Popular, rejected, neglected, controversy, average
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| show | sociometric popularity
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| show | perceived popularity
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| Identify positive effects of peer groups. | show 🗑
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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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| What characteristics do children look for in friends? | show 🗑
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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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| show | Personality, understanding of others, parents, aggressiveness, sociability
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| What influences affect choice of friends? | show 🗑
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| What are Selman's 5 stages of friendship? | show 🗑
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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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| Describe Selman’s Stage 1 (one-way assistance) of friendship. | show 🗑
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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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| show | 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
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| show | Beginning at age 12, interdependent level, children respect friends needs for dependency and autonomy
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| What are 2 types of aggression? | show 🗑
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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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| show | instrumental or proactive aggression
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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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| bullying responding to a real or imagined attack | show 🗑
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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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| show | What features of social environment child pays attention to, how they interpret what information they receive, the way aggression is interpreted
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| How can media violence contribute to aggression in middle childhood? | show 🗑
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| Describe how patterns of bullying and victimization become established and change. | show 🗑
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| show | Proactive, reactive, bullying
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| What influences contribute to aggressive behavior? | show 🗑
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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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| show | oppositional defiant disorder (ODD)
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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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| show | oppositional defiant disorder
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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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| show | Aggressive and antisocial acts, truancy, setting fires, habitual lying, biting, bullying, theft, vandalism, assault, drug and alcohol use
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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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| show | generalized anxiety disorder
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| show | obsessive compulsive disorder (OCD)
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| show | childhood depression
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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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| psychological treatment in which a therapist sees the whole family together to analyze patterns of family functioning | show 🗑
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| therapeutic approach using principles of learning theory to encourage desired behaviors or eliminate undesired ones | show 🗑
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| show | Behavior modification
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| show | Art therapy
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| therapeutic approach that uses plate to help a child cope with emotional distress | show 🗑
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| show | drug therapy
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| show | cognitive behavioral therapy
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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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| What are the causes of childhood depression? | show 🗑
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| show | 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
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| What is the treatment of childhood depression? | show 🗑
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| What emotional disorders may develop in childhood ? | show 🗑
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| How are emotional disorders treated? | show 🗑
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| How do children ages 5 years or less react to trauma? | show 🗑
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| show | Extreme withdrawal, disruptive behavior, can't pay attention, physical symptom with no basis, declining school performance, depression, anxiety, guilt, irritability, emotional numbing, regressive behavior
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| show | 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
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| Describe the 2 stages of children's responses to a traumatic event. | show 🗑
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| What are 3 ways to talk to children about terrorism and war? | show 🗑
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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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| What are some protective factors that help children and adolescents overcome stress and contribute to resilience? | show 🗑
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| show | 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
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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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| What is Erikson’s stage for middle childhood? Which virtue develops? | show 🗑
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| show | Children form representational systems, self-esteem, view of productive competence
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| How do school-aged children show emotional progress? | show 🗑
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| show | Parents reaction to displays of negative emotions
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| show | Emotional tone of home, way parents handle disciplinary issues and conflict, effects of parents work, adequacy of financial resources
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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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| What are the possible family structures? | show 🗑
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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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| What can affect a child's adjustment to divorce? | show 🗑
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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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| When parents divorce, who usually gets the child? Which is more important: quality or frequency of contact? | show 🗑
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| Which type of custody is most beneficial to the child? Which is the least common? | show 🗑
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| How severe is the long-term effect of divorce on a child? | show 🗑
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| Children living with only one parent are at a high risk of what? Why? | show 🗑
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| How do boys and girls of just 2 parents divorce and remarriage? | show 🗑
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| show | Positive developmental outcome
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| How well-adjusted are adopted children? | show 🗑
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| How are the roles of siblings in non-industrialized societies compared to industrialized societies? | show 🗑
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| What can siblings learn from each other? | show 🗑
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| show | Yes
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| How do parent-child relationships change in middle childhood? | show 🗑
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| What are the family environments 2 major components? | show 🗑
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| show | Can affect how they behave, adjust, develop, resolve conflict, get along with others
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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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| What can affect popularity? | show 🗑
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| show | Influence future adjustment
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| show | Increase in intimacy and stability, boys have more friends, girls have closer friends
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| show | Instrumental aggression, hostile aggression
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| show | Exposure to media violence
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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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| show | Stop or prevent bullying
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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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