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Eriksons theory- industry

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o Developing a sense of competence at useful skills o School provides many opportunities

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Eriksons theory- inferiority

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o Pessimism and lack of confidence in own ability to do things well o Family environment, teachers, and peers can contribute to negative feelings

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Industry

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• Interest in work of world • Confidence to learn/ solve problems • Development of responsibility • Demonstrate positive attitudes • Perseverance - finish tasks • Loyalty beyond self (e.g. a team) • Cooperative • Can compromise • Proud of accomplishments

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Inferiority

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• Hesitant to try new tasks • Easily "defeated" • Unable to cooperate/ compromise • Demonstrates negative attitudes • Passive, seeks attention • Needs considerable praise

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Way to Promote Industry

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• Encourage peer relationships • Encourage cognition • Encourage community activities • Role model • Encourage task competition

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Changes in Self Concept During Middle Childhood

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• More balanced, less all-or-none descriptions • Social comparisons • Ideal and real self • Reference social groups • Cultural variations

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Self Concept

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• More aware of o Appearance o Abilities o Behaviors • Make social comparisons • Realistic view of self

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Hierarchical Structure of Self Esteem in Middle Childhood

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• General Self Esteem o Academic competence o Social competence o Physical/athletic competence o Physical appearance

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Academic competence

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language arts math other school subjects

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Social competence

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relationship with peers relationship with parents

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Physical/ athletic competence

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outdoor games various sports

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Self Esteem

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• Physical appearance: perceived as most important • Low self-esteem linked to anxiety and depression • Girls demonstrate lower self-esteem than boys • Self-esteem r/t achievement (academics, social, athletics)

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Influences on Self Esteem

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• Culture • Child-rearing practices • Attributions o mastery-oriented o learned helplessness

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Role of Parenting in Self Esteem

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• Authoritative style best • American cultural values focus on self o can lead to overindulgence o paradox: less achievement behaviors, more antisocial behaviors • Encourage goal-setting to boost self-esteem

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Achievement Related Attributions

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Mastery Learned helplessness

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Mastery

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reason for success- ability reason for failure- controllable factors, can be changed by working hard

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Learned helplessness

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reason for success- external reason for failure- ability, CANT be changed by working hard

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Influences on Achievement Related Attributions

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• Parents • Teachers • Gender influences • SES, ethnicity • Cultural values

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Parents

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o too-high standards o believe child incapable o trait statements

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Teachers

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o learning vs. performance goals

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Sexuality

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• View of self as masculine/feminine - late male maturation • Began in infancy female maturation • Understand body parts/basic functions • Body changing more questions • Education

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Education

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o Be factual, honest o Short discussions o Books available o Best education - home o Health (e.g. sex) education - 4th grade

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Emotional Development

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• Cognitive advancements/experiences lead to o -more self awareness o -more socially awareness and o sensitivity

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Emotional Development in Middle Childhood

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• Self-conscious emotions more governed by personal responsibility • Emotional understanding • Emotional self-regulation

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Self-conscious emotions more governed by personal responsibility

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pride and guilt

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Emotional understanding

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o explain emotion using internal states o understand mixed emotions o rise in empathy o supported by cognitive development and social experience

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Emotional self-regulation

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o motivated by self-esteem and peer approval o emotional self-efficacy

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Coping strategies

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Problem centered coping Emotion centered coping

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Problem centered coping

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o Situation is seen as changeable o Difficulty is identified o Decision made on what to do

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Emotion centered coping

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o Used if problem-centered coping does not work o Internal, private, and aimed at controlling distress when little can be done about outcome o Goal is emotional self-efficacy

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Moral development

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• Begins with awareness of own thoughts/ feelings • Aware of thoughts and feelings of other people. Think/ Feel and it may be different (3-6) • Think about how another might be thinking/feeling (7-12)

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Changes in Moral Views

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Flexible moral rules Clarify link between moral imperative and social convention

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Flexible moral rules

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lying not always bad truth not always good

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Clarify link between moral imperative and social convention

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o More respect for conventions with purpose o Consider intentions

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Ways to Foster Morality

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• Discuss moral dilemmas and evaluate the ethical implications of behavior • Practice role-taking experiences in which children are responsible for the care of others or imagine themselves in the plight of others • Expose children to altruistic role models, especially parents • Allows children to experience unpleasantness rather than overprotect unless their safety is in question. • Frequent expression parental affection. • Frequent use of discipline that points out harmful consequences of one's behavior on others • Praise moral behavior when demonstrated • Encourage to change the rules of games and still have fun to encourage cooperative play and understanding that rules are not always absolute • Involved in making rules where possible such as consequences of undesired behaviors

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Understanding Individual Rights

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• Challenge adult authority within personal domain • View denials of personal choices as wrong • However, place limits on individual choice o Typically decide in favor of kindness and fairness

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Understanding Diversity and Inequality

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School age children With age, reduce prejudice Individual difference based on

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Schol age children

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o Associate power, privilege with white people o Assign stereotyped traits to minorities

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With age, reduce prejudice

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o Consider inner traits

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Individual differences based on

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o Fixed view of personality traits o Overly high self esteem o Social world in which people are sorted into groups

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Factors r/t Development of Moral Behavior

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• Age • Culture • Personality • Peers • Family relationships/ parenting • Gender • Situation • Schooling • Religious involvement

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Moral development

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• Reasoning • Conscience • Behavior (altruistic)

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Reducing prejudice

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• Long term intergroup contact o Neighborhoods o Schools o Communities • Foster belief in changeability of human traits • Volunteering

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Peer groups

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• Formed form proximity, similarity • Peer culture o Behavior, vocabulary, dress code o Can include relational aggression and exclusion

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Friendship in Middle Childhood

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Personal qualities, trust becomes important More selective in choosing friends Friendships can last several years Type of friends influences development

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More selective in choosing friends

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o Choose friends similar to self

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Friendships can last several years

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o Must learn to resolve disputes

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Type of friends influences development

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o Aggressive friends often magnify antisocial acts

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Peer relationships

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• Important to moral development • Insight to social structures • Develop groups/ culture • "outcasts" often group together - poor growth potential • Formal • Group memberships (e.g. scouts) • Trust & sensitivity from close friends • More selective/similar to self

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Peer acceptance

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Popular Rejected Controversial Neglected

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Popular

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popular pro social popular antisocial

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Rejected

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rejected aggressive rejected withdrawn

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Bullies

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o Most are boys o Physically, relationally aggressive o High-status, powerful o Popular • most eventually become disliked

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Victims

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o Passive when active behavior expected o Give in to demands o Lack defenders o Inhibited temperament o Physically frail o Overprotected, controlled by parents

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Helping rejected children

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• Positive social skills • Improve academic achievement • Intervene with harsh parenting practices

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Gender Typing in Middle Childhood

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Gender stereotypes Gender identity (3rd and 4th grade) Cultural and social factors

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Gender stereotypes

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o extend stereotypes to include personalities and school subjects o more flexible about what males and females can actually do

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Gender identity (3rd and 4th grade)

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o boys strengthen identification with "masculine" traits o girls' identification with "feminine" traits declines

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Gender identity

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• Self-evaluations affect adjustment o gender typicality o gender contentedness o felt pressure to conform to gender roles

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Family relationships

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• Parents o coregulation • Siblings o rivalry o companionship and assistance o need parental encouragement

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Discipline

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• Parent - not child's buddy • Authoritative techniques o Allow moral judgment • Role Model: respect/communication • Punishment r/t misdeed • Rewards - social/tangible • Consistency/routines

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Disciplinary techniques

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• Reason • Inductive • Fairness • Punishment

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Only children

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• High in self-esteem, achievement motivation • Closer relationships with parents o pressure for mastery • Peer acceptance may be a problem o lack of practice in conflict resolution

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Consequences of Parental Divorce: Immediate

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o instability, conflict, drop in income o parental stress, disorganization o consequences affected by • age • temperament • sex

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Consequences of Parental Divorce: Long term

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o improved adjustment after 2 years o boys and children with difficult temperaments more likely to have problems o father's involvement affects adjustment

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Helping Families through Divorce

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• Shield children from conflict. • Provide continuity. • Explain divorce. • Emphasize permanence of situation. • Sympathize with feelings. • Use authoritative parenting. • Promote both parental relationships

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Blended Families

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Mother - Stepfather Father- Stepmother

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Mother - Stepfather

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o Most frequent o Boys usually adjust quickly. o Girls adapt less favorably. o Older children and adolescents of both sexes display more problems.

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Father- Stepmother

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o Often leads to reduced father-child contact o Children in fathers' custody often react negatively. o Girls and stepmothers slow to get along at first, more positive interaction later

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Maternal Employment and Child Development: Benefits

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o higher self-esteem o positive family and peer relations o fewer gender stereotypes o better grades o more father involvement

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Maternal Employment and Child Development: Drawbacks

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o less time for children o risk of ineffective parenting

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Support for working parents

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• Flexible schedules, job sharing • Sick leave • Involvement of other parent • Equal pay and opportunities • Quality child care

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Fears and Anxieties in middle childhood

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• Fears of dark, thunder, lightning, and supernatural beings persist. • Fears based on the wider world emerge. • School phobia • Harsh living conditions promote severe anxieties.

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Fears based on the wider world emerge

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Many are media fueled Harsh living conditions can lead to anxiety

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School phobia

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5-7 years - separation from home 11-13 years- particular aspects of school

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Ethnic and Political Violence

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Chronically dangerous environments Parents, schools, communities must provide security, reassurance, interventions

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Chronically dangerous environments

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o loss of feelings of safety o desensitization to violence o impaired moral reasoning o hopelessness for future

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Parents, schools, communities must provide security, reassurance, interventions

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o work to preserve physical, psychological, educational well-being

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Child sexual abuse: Characteristics of victims

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o More often female o Reported in middle childhood

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Child sexual abuse: Characteristics of abusers

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o Usually male o Parent or known by parent o May use technology to lure

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Child sexual abuse: Consequences

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o Emotional reactions o Physical symptoms o Effects on behavior

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Child sexual abuse: Prevention and treatment

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o Prevention: education o Treatment: long term therapy

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Factors Related to Resilience

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• Personal characteristics o easy temperament o mastery orientation • Warm parental relationship • Supportive adult outside family • Community resources

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by striving to do well on an exam, working to improve soccer skills, or auditioning for a school play, a child shows _______, a major change of middle childhood

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industriousness

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according to erikson, a school age child can develop a sense of inadequacy when adults ______

answer

respond to the child in a negative manner

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during childhood and adolescence, perceived __________ correlates more strongly with overall self worth than any other self esteem factor

answer

physical appearance

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___________ tend to have slightly higher self esteem than _________

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african american children; north american children

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children of controlling parents often _______

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feel inadequate

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children who develop mastery oriented attributions __________

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believe they can succeed at challenging tasks by increasing their effort

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in a learning environment, ____________ children focus on obtaining positive and avoiding negative evaluations

answer

learned helpless

question

attribution research suggests that _________

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well intended messages from adults can undermine childrens competence

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which of the following statements about childrens emotional understanding is true?

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around age 8 or 9 children can reconcile contradictory cues to determine anothers feelings

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when a 9 year old lataeshas best friend is angry with her lataesha decides to call her friend to talk about the issue. lataesha is engaging in __________

answer

problem centered coping

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why do children whose parents react to their distress in hostile or dismissive ways tend to be less emotionally well regulated than other children?

answer

they are overwhelmed by negative emotion

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a north american child is more likely than a chinese child to ________

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rate lying favorably to support the individual at the groups expense

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which of the following children is most likely to hold racial prejudices?

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gram, who has very high self esteem

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which of the following declines dramatically in middle childhood?

answer

physical aggression

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which of the following is true of school age childrens peer groups?

answer

peer groups often direct their hostilities toward no longer "respected" children within their own group

question

research on peer acceptance indicates that ___________

answer

rejected children, in particular, are at risk for poor school performance, absenteeism, dropping out, and antisocial behavior

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as a group, neglected children _________

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are just as socially skilled as average children

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the best way to reduce bullying is to ______

answer

change youth environments, promoting prosocial attitudes and behaviors

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from third to sixth grade, __________

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boys strengthen their identification with "masculine" traits whereas girls identification with "feminine" traits

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coregulation __________

answer

helps prepare children for adolescence

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compared with agemates who have siblings, only children ________

answer

do better in school and attain higher levels of education

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in mother custody families, ______

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boys are greater risk for serious adjustment problems

question

what is the overriding factor in positive adjustment following divorce?

answer

effective parenting

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children of joint custody arrangements _________

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are better adjusted than children in sole maternal custody homes

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which of the following statements about maternal employment is true?

answer

maternal employment leads to fathers to take on greater child rearing responsibilities, and this involvement is linked to favorable adjustment

question

most cases of school phobia _________

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appear around age 11 to 13

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research on child sexual abuse indicate that ________

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the abuser is most often a parent or someone the child knows well

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when exposed to temporary war violence and social crises, most children ________

answer

escape long term emotional difficulties

question

which of the following questioning methods reduces suggestibility in child witnesses?

answer

asking open ended questions

question

why is long term therapy with both parents and children usually needed in treatment of sexual abuse?

answer

sexual abuse typically appears in the midst of other family problems

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