CH10 Emotional and Social Development in MCH

blended families

when parent, stepparent, and children form a new family structure

usually after divorces

controversial children

children who receive many votes that are both positive and negative (liked and disliked)

coregulation

a form of supervision in which parents exercise general oversight while letting children take charge of moment-by-moment decision making

gradually shifts control to children

emotion-centered coping

a coping mechanism that is internal, private, and aimed at controlling distress when little can be done about an outcome

industry vs inferiority

the psychological conflict in MCH with a combination of adult expectations and children’s drive toward mastery sets the stage

resolved positively when experiences lead children to develop a sense of competence at useful skills and tasks

the danger comes from pessimism of children who lack confidence in their ability to do things well

learned helplessness

when children attribute their failures to ability

when they succeed they conduct external factors

they believe that ability is fixed and cannot be improved by trying hard

mastery-oriented attributions

crediting children’s success to ability

characteristics they can improve through trying hard

involves attributing failure to factors that can be changed or controlled

neglected children

children who are seldomly mentioned positively and negatively

peer acceptance

refers to likability

the extent to which a child is viewed by a group of age mates

classmates decide if a worthy social partner

peer group

collectives that generate unique values and standards for behavior and a social structure of leaders and followers

peer victimization

when certain children become targets of verbal and physical attacks or other forms of abuse

person praise

the act of emphasizing a child’s traits

example: you’re so smart

phobia

an intense, unmanageable fear that involves common worries

those with inhibited temperaments are at high risk

popular-antisocial children

includes “tough” boys who are athletically skilled put poor students who cause trouble and defy adult authority

relationally aggressive boys and girls who enhance their own status by ignoring, excluding, and spreading rumors about other children

popular children

children who get many positive votes and are well-liked

popular-prosocial children

children who are both socially preferred and admired

entails a combination in academic and social competence

problem-centered coping

a coping strategy when children appraise the situation as changeable, identify the difficulty, and decide what to do about it

process praise

the act of emphasizing behavior and effort

example: you figured it out

rejected-aggressive children

children who show high rates of conflict, physical/relational aggression, hyperactive, inattentive, and impulsive behavior

rejected children

children who get many negative votes and are disliked

rejected-withdrawn children

children who are passive and socially awkward

tend to be overwhelmed by social anxiety and hold negative expectations about interactions with peers and worry about being attacked

self-care children

children who regularly look after themselves for some period of time after school

tend to spend more hours on their own

social comparisons

judgments of one’s own appearances, abilities, and behavior in relation to those of others