Social Emotional Development across the Lifespan

Ecological system theory

Development influenced by environmental systems

Chrono system

Changes over time

Macrosystem

Social and cultural values

Exosystem

Indirect environments

Meosystem

Connections between environment

Microsystem

Immediate environment

The individual

The child

Authoritarian

High expectations

Low emotional support

Authoritative (active)

High expectations

High emotional support

Permissive

Low expectations

High emotional support

Attachment

Emotional bond

Temperament

Emotional disposition

Secure

Upset (when parents drop off kids at daycare and they are sad when they leave)

Happy (when parents pick up kids from daycare and they are happy)

Avoidant

Doesn’t care = upset and or happy

Anxious

Upset = happy

Upset = upset

Disorganized

Mix = both upset or happy

Separation anxiety

The normal apprehension experienced by a young child when away from the person or people to whom they are attached

Imaginary audience

The belief of an adolescent that others are constantly focusing attention on them, scrutinizing behaviors, appearance

Personal fable

A belief in one’s uniqueness and invulnerability, which is an expression of adolescent, egocentrism and may extend further into the life span

Social clocks

In a given culture, the set of norms governing the ages at which particular life events

Examples : getting married, having kids, retiring

Emerging adulthood

A developmental stage that is neither adolescence nor young adulthood but is theoretically distinct from them both, spanning the late teens through the twenties, with a focus on ages 18-25

Trust and mistrust

First stage

Totally dependent on others

Basic strength = Hope

Autonomy and shame and doubt

2nd stage

Able to do things on your own

Will = basic strength

Child develops feelings of self doubt

Initiative and guilt

3rd stage

Express desire to take initiative

Purpose = basic strength

Punish child = child develops feeling guilt

Industry and inferiority

4th stage

Cognitive abilities for task completion

Basic strength = competence

Identity and role confusion

5th stage

Strong sense of identity

Identity crisis

Basic strength = fidelity

Intimacy and isolation

6th stage

Undertake productive work and establish intimate relationship

Basic strength = love

Generativity and stagnation

7th stage

Active involvement in guiding the next generation of

Stagnation involves not seeing outlets for generativity

Basic strength Punish child= care

Integrity and despair

8th stage

Evaluation of entire life

Basic strength = wisdom

Adverse Childhood Experiences

Traumatic events negatively altering childhood development

Possible self

A mental representation of what one could become

Identity diffusion

A status that characterizes those who have neither explored the options, nor made a commitment to can identity

Exploration and commitment = No

Identity foreclosure

The status for those who have made a commitment to an identity without having explored the options

Exploration = no

Commitment = yes

Identity moratorium

A status that describes those who are exploring in an attempt to establish an identity but have yet to have made any commitment

Exploration = yes

Commitment = no

Identity achievement

The status for those who after exploration, have made an achievement

Exploration and commitment = yes