Human Growth and Development: Exam 4

Erickson's Theory of Psychosocial development

Outlines 8 stages, each characterized by a specific psychological conflict that an individual must resolve to develop a healthy personality

infant to 18 months

trust vs. mistrust (hope)

18 months to 3 years

autonomy vs. shame/doubt (will)

3 to 5 years

initiative vs. guilt (purpose)

5 to 13 years

industry vs. inferiority (competency)

13 to 21 years

identity vs role confusion (fidelity)

21 to 39 years

intimacy vs. isolation (love)

40 to 65 years

generatively vs. stagnation (care)

65 and older

integrity vs. despair (wisdom)

Parten's stage social play

Mildred Parten's stages of play identify six distinct types of play that children progress through as they develop, moving from non social play to social play. These stages, spanning from unoccupied play to cooperative play, highlight the developmental progression of children's play patterns

- unoccupied

- solitary

- onlooker

- parallel

- associative

- cooperative

unoccupied play

children are present, observing, and may make random movements without a specific purpose. This stage is common in infancy

solitary play

children play independently, focused on their own activities and generally uninterested in others. This stage is common in toddlers

onlooker play

children observe other children playing but do not join in. this stage is often seen in preschool-aged children

parallel play

children play alongside each other, engaging in similar activities but without direct interaction or cooperation. This stage is common in early preschool

associative play

children interact with each other, sharing toys and talking, but without a common goal or organized activity. This stage is typical in mid-preschool

cooperative play

children work together towards a common goal, with organized play and often assigned roles. This stage is seen in older preschoolers and rarely school-aged children

Parten's theory emphasizes the

progression of play from non-social (unoccupied, solitary, onlooker) to social (parallel, associative, cooperative) forms, highlighting the correlation between play and social development

practice play

repetition just for the fun of it

symbolic/sociodramatic play

using imagination for play

games with rules

usually developed during Concrete operations

constructive play

making something for the purpose of play

recess is a

necessary break in the day for optimizing a child's social, emotional, physical, and cognitive development

recess should be considered a

child's personal time, and it should not be withheld for academic or punitive reasons

bullying

being exposed repeatedly and overtime to negative actions on the part of peers, including physical bullying, verbal bullying, and/or emotional bullying

cyberbullying

the use of electronic technologies, including e-mails, text messages, digital images, webpages, blogs, or chat rooms, to socially harm others

verbal bullying

including derogatory comments and bad names

- through social exclusion or isolation

physical bullying

such as hitting, kicking, shoving, and spitting

bullying in general

- Bullying through lies and false rumors

- Having money or other things taken or damaged by students who bully

- Being threatened or being forced to do things by students who bully

--Racial bullying

--Sexually bullying

--Cyber bullying (via cell phone or internet)

characteristics of bullies

- are popular and have a lot of soical influence/social intelligence and can manipulate their peer groups

- are popular but not very intelligent

characteristics of victims

Unpopular and lower levels of social intelligence and have hostile attribution bias in what most people consider "normal situations."

being a victim of bullying has

serious emotional, psychological, and physical consequences

victims report feeling

anxious and depressed and will often lead to lowered self esteem

because many victims of bullying don't have a lot of friends, this can lead to

feelings of loneliness and powerlessness, they will have suicidal thoughts and sometimes even suicide attempts

being the victim of bulling affects student

success in school because victimization is also associated with absenteeism and lack of participation in extracurricular activities

bullying interventions

- telling the teacher doesn't always work and often makes the bullying even worse for the student

- school policies to protect students from bullying and following through with the policies are effective

- have anti-bullying programs is to empower students so they can become effective defenders in the face of bullying

Bullying cycle: child A

Child doing the bullying → starts the bullying and has and active role

Bullying cycle: child B

Follower → takes an active role, but does not start the bullying

Bullying cycle: child C

Support/bystander → supports the bullying, but does not take an active role

Bullying cycle: child D

passive supports/bystander → likes the bullying, but does not display open support

Bullying cycle: child E

disengaged onlooker/bystander → watches what happens, thinks "this is none of my business" or "glad it's not me" doesn't take a stand

Bullying cycle: child F

possible defender → dislikes the bullying and thinks they ought to help, but doesn't do it

Bullying cycle: child G

defender of the target → dislikes the bullying, helps or tries to help the target

Phinney's Stages of ethnic/racial identity development

Phinney’s model of ethnic identity development outlines three stages:

unexamined ethnic identity, where individuals have not yet explored their ethnicity. The second stage is ethnic identity search/moratorium, characterized by questioning and exploration of one’s cultural identity. The final stage is achieved ethnic identity, where individuals have a clear and positive sense of their own ethnic identity and are open to other cultures.

unexamined ethnic identity

In this stage, individuals may not be particularly interested in exploring or understanding their ethnicity. They might have little awareness or a strong, often unexamined, sense of belonging to a particular group

ethnic identity search/moratorium

This stage is characterized by active exploration and questioning of one's cultural identity. Individuals might start to investigate their heritage, seek out information about their ethnic background, and potentially experience feelings of confusion or ambivalence as they grapple with their identity

achieved ethnic identity

In this stage, individuals have a strong, positive, and secure sense of their ethnic identity. They understand their cultural background and are able to integrate it into their overall sense of self.

inductive deisipline

parenting technique that involves setting clear limits for children and explaining the consequences for negative behavior, why the behavior was wrong, and what the child might do to fix the situation

Self-Oriented Induction

A parenting technique in which the child is asked to think about the consequences that the child might experience as a result of their behavior

Other- Oriented Induction

A parenting technique in which the child thinks about the consequences of the child's behavior for someone else.

Command Strategy

A parenting technique in which the parent does not make any overt threats of punishment, but the child responds to the legitimate authority that the parent has to make a request of the child

Relationship Maintenance

A parenting technique in which the parents try to create a positive relationship with their child so that they will have a greater influence on the child's behavior.

Love Withdrawal

A parenting technique in which parents threaten to withhold their love until a child conforms to the parents' expectations for his behavior.

Power Assertion

A disciplinary technique that emphasizes control of the child's behavior through physical and nonphysical punishment.

Psychological Control

The use of psychological or emotional manipulation to get a child to comply with what the parent wants.

Acceptance/Responsiveness

A dimension of parenting that measures the amount of warmth and affection in the parents-child relationship.

Demandingness/Control

Parents who combine high levels of control with a good deal of warmth and encouragement, together with reasonable expectations and explanation of the parent's rules

Authoritative

Parents who combine high levels of control with a good deal of warmth and encouragement together with reasonable expectations and explanation of the parents' rules.

Authoritarian

Parents who combine high levels of control and low levels of warmth, and who expect compliance from the child.

Permissive

Parents who provide a great deal of warmth and acceptance but few, if any, rules or restrictions

Disengaged

Parents who do not set limits or rules for their children and are not emotionally connected to them.

Children raised by authoritative parents have been found to be the most self-reliant, self-controlled, explorative and content. These children are more likely to be:

- Outgoing•

- Have fair leadership qualities•

- More cooperative with peers, siblings and adults• - More empathic and altruistic•

- Higher self esteem•

- Less likely to use substances

Children raised by authoritarian parents are more likely to be defiant, resentful and withdrawn. This parenting style has negative repercussions for child development

- Children feel trapped and angry but afraid to protest because of negative consequences.•

- children often become bullies and use violence, especially as away to vent anger and frustration on others they perceive as weaker.•

- Lower self esteem•

- Lower psychosocial maturity•

- More likely to have external and internalizing behavior problems

Children raised by permissive parents are described as the least self reliant, explorative and self controlled. Although these parents are warm and loving, without rules and boundaries, these children often grow to have unrealistic expectations of others and control of their emotions

- Self centered•

- Impulsive•

- Aggressive•

- Poor social skills•

- Feeling unworthy of the love of others

Children with disengaged parents are found to be most angry and defiant of all parenting styles

- Lower levels of academic achievement•

- Score poorly on measures of self reliance, work ethics and social competence.•

- Lower GPA•

- Internalized distress (psychological and somatic symptoms)•

- Drug use•

- Delinquency