3.6

ecological system theory

explores how our social environment influences our development

microsystem

The immediate, direct environment, such as family, school, peers, and neighborhood.

mesosystem

The interactions and connections between different microsystems (e.g., a child’s parents interacting with teachers)

exosystem

Indirect environments that affect the individual, such as a parent's workplace, community resources, or local government policies.

macrosystem

The overarching cultural, societal, political, and economic ideologies that influence the lower levels.

chronosystem

The dimension of time, including significant life events, transitions (e.g., divorce), and historical changes. 

stranger anxiety

fear of strangers that infants commonly display, starting around 8 months

imprinting

form attachment to the first moving thing they see after birth

strange situation experiment (mary ainsworth)

observed parent-infant pairs at home in the 1st 6 months, then in a strange situation (usually a lab playroom) with & without their parent

secure attachment

explore new environment when parent is present; show temporary distress when parent leaves; easily comforted upon return

insecure attachment

an unhealthy emotional bond between a child and caregiver characterized by anxiety, distrust, or avoidance of closeness, often stemming from inconsistent or neglectful care

insecure anxious ambivalent

- clings to parent & does not

explore; shows intense distress when parent leaves; seeks

then resists parent upon return

insecure avoidant

- explores; shows little distress when

the parent leaves; avoids or ignores parent upon return

Insecure-disorganized

no consistent behavior

■ Most common with insensitive, unresponsive parents

Temperament

- a person’s characteristic emotional reactivity

& intensity - stays relatively stable throughout the lifespan

Basic trust

belief that the world is predictable & reliable

(lifelong attitude of trust rather than fear)

Self-concept

“Who am I?”; develops by age 12

■ Positive self-concept = more confident, independent,

optimistic, assertive, & sociable

Authoritarian:

impose rules & expect obedience; tend

to have high anxiety levels, lower self-confidence, difficulty

with decision making

Permissive:

make few demands, set few limits,

use little punishment; tend to be more aggressive & immature

Authoritative:

both demanding & responsive; set

rules, but encourage open discussion; tend to have better

academic outcomes, stronger emotional regulation, positive

relationships, higher self-esteem

identity

our sense of self, developed through testing

& integrating various roles

Gender, sexual orientation, age, relative wealth, abilities,

beliefs, race, etc

Social identity

part of the answer to “Who am I?” that comes

from group memberships

Diffusion

no clear commitment to an identity; little sense

of who we are

Foreclosure

premature commitment to an identity with little

exploration

Moratorium

actively seeking a meaningful identity

Achievement

committed sense of self; desire to accomplish

something personally meaningful

intimacy

ability to form close relationships

adolescent egocentrism

- heightened self-focus

& an inability to distinguish between their perception of

themselves & what others think

Imaginary audience

belief that others are constantly

watching, evaluating, & thinking about you as much as you are

thinking about yourself

Personal fable

belief that your experiences, feelings,

& problems are unique/no one else can understand what you’re

going through

Emerging adulthood

18-mid 20s

Social clock

preferred timing of social events, such as

marriage, parenthood, & retirement - much less rigid than it

used to be