chapter 8: middle childhood: psychosocial development

The tendency to assess one's abilities, achievements, social status, and other attributes by measuring them against those of other people, especially one's peers

The ability to understand social interactions, including the causes and consequences of human behavior.

Children who are disliked by peers because of antagonistic, confrontational behavior.

Children who are disliked by peers because of their timid, withdrawn, and anxious behavior.

A family that consists of a father, a mother, and their biological children under age 18.

A family consisting of parents, their children, and other relatives living in one household.

The fourth of Erikson's eight psychosocial crises, during which children attempt to master many skills, developing a sense of themselves as either industrious or inferior, competent or incompetent.

he way a family works to meet the needs of its members. Children need families to provide basic material necessities, to encourage learning, to help them develop self-respect, to nurture friendships, and to foster harmony and stability.

The legal and genetic relationships among relatives living in the same home; includes nuclear family, extended family, stepfamily, and so on.

Kohlberg's first level of moral reasoning, emphasizing rewards and punishments.

Kohlberg's second level of moral reasoning, emphasizing social rules

Kohlberg's third level of moral reasoning, emphasizing moral principles.

Repeated, systematic efforts to inflict harm through physical, verbal, or social attack on a weaker person.

The ability to regulate one's emotions and actions through effort, not simply thorough natural inclination.

1) Provide basic necessities, 2) Encourage learning, 3) Instill self-respect, 4) Nurture peer relationships, 5) Ensure harmony and stability.

Two-parent families: Nuclear (married couple), cohabiting (not married), gay couples, stepfamilies (one with children, one without), blended (both with children) Single-parent families, extended family, polygamous family.

Preconventional Moral Reasoning- is egocentric, like preoperational thought, emphasizes rewards and avoiding punishments and is self-centered. Stage One: might makes right (a punishment and obedience orientation) Maintain \"appearance of obedience\", avoiding punishment but still advancing self interest. Don't get caught! Stage Two: Look out for number One.Each person tries to take care of his own needs. Be nice to others so that they will be nice to you.

Conventional Moral Reasoning- emphasizes social rules and is community-centered. Stage Three: Proper behavior is behavior that pleases other people. Social approval is more important than any reward. Stage Four: law and order Proper behavior means being a dutiful citizen and obeying the laws even when no police is nearby.

Postconventional Moral Reasoning- emphasizes moral principles and is centered on ideals. Stage Five: Social contract Obey social rules because they benefit everyone. If rules become destructive or one party doesn't live up to the agreement, the contract is null and void. Under some circumstances, disobeying the law is moral. Stage Six: universal ethical principles. Universally valid principles (not individual situations or community practices) determine right and wrong. Ethical values are established by individual reflection and may contradict egocentric or social values.

The capacity to adapt well despite significant adversity and to overcome serious stress.

is defined as repeated, systematic attacks intended to harm victims who are unable or unlikely to defend themselves and who have no protective social network. Bullying occurs in every nation, in every community, and in every kind of school—religious or secular, public or private, progressive or traditional, large or small. (Bullying occurs among adults as well, but that is not our topic here.)

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occurs in every nation, in every community, and in every kind of school—religious or secular, public or private, progressive or traditional, large or small.

emotional vulnerability and social isolation. Most victims are withdrawn-rejected, but some are aggressive-rejected the most strongly disliked members of the peer group,\" with neither friends nor sympathizers However, the other two types are actively rejected, often friendless; that hinders their development. Children of these two disliked types have much in common: They tend to misinterpret social situations, to lack emotional regulation, and to be mistreated at home

Norwegian

a dynamic process encompassing positive adaptation within the context of significant adversity\"

1. Resilience is dynamic, not a stable trait, which means a given person may be resilient at some periods but not at others. Resilience is more evident in middle childhood than earlier. 2. Resilience is a positive adaptation to stress. For example, if rejection by a parent leads a child to establish a closer relationship with another adult, perhaps a grandparent or the parent of a neighbor child, that child is resilient. 3. Adversity must be significant. Some adversities are comparatively minor (large class size, nearsightedness) and some are major (victimization, neglect). Resilient children overcome conditions that overwhelm many of their peers.