Social Development

1. Infancy (0-1 yr)

Stage #1

__trust vs mistrust__

* learn who to trust to fulfill needs when stressed
* those who don’t develop trust in the world (due to neglect/abuse) have trust issues later

2. Toddlerhood (1-3 yrs)

Stage #2

__autonomy vs shame and doubt__

* try to use their new physical and cognitive skills
* seek control/independence

ex. feeding and dressing by themselves
* BUT if failure, regret/shame/doubt
* and if parents intervene, impedes child’s confidence development

3. Preschool

Stage #3

__Initiative vs. Guilt__

* self-esteem emerges from setting and achieving goals

4. Elementary School (6 yrs - puberty)

__industry (Competence) vs inferiority__

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* seek to master skills for integration in society
* competence in an area (baseball, or music, or math) makes them feel industrious
* if fail = feel inferior

5. Adolescence (teens - 20 yrs)

__identity vs role confusion__

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* when teens reexamine their identities/goals
* and experiment

6. Young Adulthood (20s - 40s)

__intimacy vs isolation__

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success = establish strong, committed relationships (marriage, strong social network)

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failure = isolation (can’t share thoughts and feelings with someone else) :((((

7. Middle Adulthood (40s - 60s)

__generativity vs stagnation__

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* adults strive to be productive in a meaningful way
* work, volunteering, parenthood, hobbies
* without meaning => “**midlife crisis**” (stagnation)

8. Late Adulthood (60s+)

__integrity vs despair__

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integrity = sense of fulfillment/satisfaction with life

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despair = regret (missed opportunities) depression

Criticisms of Erikson’s Theory of social development

* too much overlap in stage 2, 3, 4
* identity crisis that erikson said was only for teens actually happens throughout life
* too vague to be tested scientifically
* social development through the stages is different in different cultures

theory of mind

AKA **cognitive empathy**

= understanding that others have different perspectives/beliefs

* helps to predict how others will react
* helpful in nurturing relationships

attachment

= deep, emotional tie with a loved one

* according to Bowlby, this helps to keep infant close to mother, **increasing infant survival**
* for infants, built through touching, talking, and caring
* stimulates **OXYTOCIN**
* affects physical and emotional development

imprinting (Lorenz)

= hatchlings follow the first creature they see

Harlow’s monkeys

= experiment where baby monkeys isolated from mother

* ones isolated the longest had severest problems
* couldn’t reintegrate into monkey society
* chewed off own fingers and toes

contact comfort

= physical emotional comfort an infant receives from being in physical contact with mother

oxytocin

= a hormone released during contact between baby and parents

* helps attachment bond form

Nuance in Erikson’s stages of social development

stage 5 (identity vs. role confusion)

\+

stage 6 (intimacy and isolation)

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* combined for girls
* distinct for boys

strange situation (Ainsworth)

experiment that observed 3 points:

1) how infant responds to when mom leaves

2) how well infant plays with stranger

3) how infant responds to mom’s return

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results:

four different attachment styles

secure attachment

a type of attachment style


1. __**distress**__ when mother leaves
2. __**avoidant**__ of stranger
3. __**happy**__ to see mother when return

anxious-ambivalent attachment

a type of attachment style


1. __**intense distress**__ when mother leaves
2. __**very fearful**__ of stranger
3. approach mother upon return, but __**rejects contact (**__cold shoulder lol?)

avoidant attachment

a type of attachment style


1. __**unbothered**__ when mother leaves
2. __**plays**__ with stranger
3. __**doesn’t notice**__ mom returning

disorganized attachment

a type of attachment style

* inconsistent behavior

transitional object

= an intermediate way to give contact comfort when caregiver is away

ex. teddy bear, blanket

separation anxiety

= babies get upset when caregiver leaves

(6-9 months old)

stranger anxiety

= anxiety when unfamiliar people appear

(1-2 yrs)

* depends on their interactions with others

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if %%easy%% to parent:

* %%positive%% reinforcement

→ good-natured

→ emotional regulation skills

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if ==difficult== to parent:

* ==negative== reactions (parent’s patience worn out more, ex. scoldings/unhappy faces)

→ behavioral ==problems==

→ emotional regulation problems

what’s the role of a child in their own development?

temperament

= a child’s consistent combination of mood, activity level, and intensity of emotions

Authoritarian

a type of parenting style

* strict rules (w/o explanation)
* severe punishments for breaking rules

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Effect on children:

→ kids only follow rules to avoid punishment

→ struggle to be initiative/be independent as young adults (scared to break rules)

permissive

a type of parenting style

* too much freedom (no rules)
* opposite of authoritarian

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Effect:

→ trouble following rules and social norms at school and work

→ low self-esteem (because think parents don’t care enough to check in on them and set rules)

Authoritative

a type of parenting style

* balance of rules w/flexibility (in between authoritarian and permissive)
* explains why rule exists
* rules = kids responsibilities to others
* rules relax as kids get older (negotiation)

Neglectful

a type of parenting style

* uninvolved/cold
* unresponsive to child’s needs

parallel play

= children play side-by-side, paying attention to each other, but no interaction

conformity

= change beliefs/actions to more closely match those held by groups to which they belong

* very important to young teens
* not as much as older teens

gender differences in kids play

girls:

* cooperatively in 2-3
* lots of talk

\
boys:

* competitively in large groups
* talk is restricted to context (the game directions)

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also, male friendships last longer

* fights restored quickly (less grudges)

identity development

teenagers trying to develop an identity

* causes conflict with family and friends

identity crisis

= like a rite of passage for teens

* erikson thought it necessary/natural to next stage

rites of passage

ex. getting license

ex. quinceñera

social competence

= ability to adapt behavior to the situation

= ability to respond appropriately to others’ reactions

“sturm und drang”

= “storm and stress”

= teen angst

= pressure to meet societal/familial expectations

personal fable

a type of teen egocentrism

= “I am unique and will be great”

= Main character of own story

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%%Helpful%% → gives motivation for interests

==Detrimental== → fixation on unlikely belief of importance

* neglect other responsibilities

imaginary audience

a type of teen egocentrism

= belief that others are always watching/judging

* explains the importance of conformity in teens and why they’re so embarrassed by small mistakes

looking-glass self

teens’ self-image is dependent on how others think of them

invincibility fallacy

= a false belief for teens

“I can’t be hurt” “it won’t happen to me”

* due to still-developing prefrontal cortex
* lasts until young adult

teen relationship with parents

* teens given more responsibility/autonomy
* despite teen not always making the best choices


* even the most rocky relationships usually stabilize as child reaches 20-30s

self-disclosure

= supporting each other and sharing private thoughts

* in teen friendships, crucial to self-esteem

social clock

= pressure from family/friends/society to reach certain milestones

ex. get a job, get married, have children

empty nest

= when kids leave home and parents feel bad

* BUT parents usually realize they’re more satisfied with life and marriage

midlife crisis

= crisis in middle adulthood where you question your job, values, relationships

Denial

Stage #1 of grief

= pretending it didn’t happen

Anger

Stage #2 of grief

= emotions rise up

Bargaining

Stage #3 of grief

= “if only ___, then it wouldn’t have happened:

* for religious people, make deals with god

Depression

Stage #4 of grief

= isolation, coping, foggy/confused

Acceptance

Stage #5 of grief

= understanding the incident (not necessarily moving on)

Meaning

Stage #6 of grief

= doing something positive to reduce loss

ex. donating to related charity, honor the deceased with a scholarship, creating a program