chapter 10: psychosocial development in middle childhood

representational systems

representational systems

• 3rd stage in development of self definition by Piaget

• integrates various aspects of the self

  • real self

  • ideal self

  • global self-worth

  • self esteem

industry vs inferiority

• 4th stage of Erikson’s psychosocial development; children must learn productive skills their culture requires or else face a feelings on inferiority

• school-age children have internalized shame and pride and can better understand and regulate negative emotions

internalizing behaviors

behaviors by which emotional problems are turn inward

• anxiety or depression

externalizing behavior

a child acts out of emotional difficulties

• aggression or hostility

coregulation

parent and child share power — as kids grow older that start to make more choices themself (moment-to-moment self-regulation)

family structure

• siblings

• step-family

• adoption

• cohabitating family

• divorce

• gay/lesbian parents

• one-parent family/ single parent

peer relations

prejudice - unfavorable attitude toward members of certain groups outside one’s own, especially racial or ethnic groups (5-7yrs old)

popularity

social ranking

• positive nomination

• negative nomination

positive nomination

the child knows who they like to play with, who they like the most, or they think pther kids like the most

negative nomination

children easily describe who they don’t like to play with, like the least, or think the other kid’s don’t like

sociometric popularity

collected responses to get overall score, or tally of each child, composed of positive/negative nomination, or no nominations

Selman’s stages of friendship

• stage 0 : momentary playmateship

• stage 1 : one-way assistance

• stage 2 : Two-way fair- weather cooperation

• stage 3 : intimate, mutually shared relationship

• stage 4 : autonomous interdependence

stage 0 : momentary playmateship

• undifferentiated level

• 3-7 yrs old

• children only think about what they want from a relationship ; children value friends for material or physical attributes

stage stage 1 : one-way assistance

• unilateral level

• 4-9 yrs old

• “good friend“ does what the child wants the friend to do

stage 2 : Two-way fair- weather cooperation

• reciprocal level

• 6-12 yrs old

• give and take, but still serves many separate self-interests, rather than the common interests of the two friends

stage 3 : intimate, mutually shared relationship

• mutual level

• 9-15 yrs old

• an ongoing systematic, committed relationship — friends become possessive and demand

stage 4 : autonomous interdependence

• interdependent level

• beginning at age of 12

• children respect friends’ needs for both dependency and autonomyinsr

instrumental aggression

aggression aimed at achieving an objecting

hostile aggression

intended to hurt another person, verbal rather than physical form

hostile attribution bias

• Tendency to perceive others as trying to hurt one and to strike out in retaliation or self-defense.

• highly aggressive children tend to be unpopular

• middle childhood is prime time for bullying

bullying

• aggression deliberately and persistently directed against a particular target, or victim, typically one who is weal, vulnerable, and defenseless

mental health

• oppositional defiant disorder (ODD)

• conduct disorder (CD)

• school phobia

• separation anxiety disorder

• social phobia

• generalized anxiety disorder

• obsessive-compulsive disorder (OCD)

• childhood depression

oppositional defiant disorder

• pattern of behavior marked by negativity, hostility, and defiance

• going beyond the bounds of normal behaviour

• constantly fights, argue, lose their temper, snatch things, blame others, and are angry and resentful

school phobia

• unrealistic fear of going to school

• may be a form of separation anxiety disorder from home or social phobia

conduct disorder

Repetitive, persistent pattern of aggressive, antisocial behavior violating societal norms or the rights of others.

separation anxiety disorder

• condition involving excessive, prolonged anxiety concerning separation from home or from people to whom a person is attached

• persists in older children

social phobia

extreme fear and/or a avoidance of social situations — speaking in class or meeting acquaintances

generalized anxiety disorder

anxiety not focused on any single target; worries just about everything

obsessive-compulsive disorder

anxiety aroused by repetitive, intrusive thoughts, images, or impulses, often leading to compulsive ritual behaviours — constant hand-washing or irrational fear

childhood depression

• mood disorder

• symptoms:

  • prolonged sense of friendlessness

  • inability to have fun or concentrate

  • fatigue

  • extreme activity or apathy

  • feelings of worthlessness

  • weight change

  • physical complaints

  • suicidal thoughts or death

• may be gene related

treatment techniques

1. individual psychotherapy

2. family therapy

3. behaviour therapy

4. cognitive behavioral therapy

5. art therapy

6. play therapy

7. drug therapy

individual psychotherapy

psychological treatment in which a therapist sees a troubled person one-on-one

family therapy

psychological treatment in which a therapist sees the whole family together to analyze patterns of family functioning

behavior therapy

using principles of learning theory to encourage desired behaviours or eliminate undesired one — behaviour modification

• cognitive behavioral therapy - seeks to change negative thoughts through gradual exposure, modeling, rewards, or talking to oneself

art therapy

allows a person to express troubled feelings without words, using variety of art materials and media

play therapy

uses play to help a child cope with emotional distress

drug therapy

administration of drugs to treat emotional disorders

stress and resilience

many children experience stress over pressures of modern life

• resilient children

• protective factors

resilient children

resilient children are better able than others to withstand stress; function well despite challenges or threats, or bounce back from traumatic events

protective factors of stress and resilience

influences that reduce the impact of early stress and tend to predict positive outcomes