Unit 3: Social-Emotional Development

Ecological Systems Theory

Theory of how we grow our social and emotional developments over time based on our connections with what is around us

Individual

your individual characteristics that affect your socio-emotional development

-Age, gender, health, ability, temperament

Microsystem

the individual's most immediate environment and their direct interactions within these relationships that impact their daily socio-emotional development

-Family, friends, teachers, coaches

Mesosystem

the connections and interactions between different microsystems in an individual's life

-Parents and teachers meet, boy/girlfriend and parents

Exosystem

external environments that indirectly affect an individual

-Religion, media, education, community resources

Macrosystem

societal and cultural influences that shape an individual's social-emotional development

-Societal norms, laws, politics, economic conditions

Chronosystem

dimension of time and how things change over time

-Life transitions, historical events, personal experiences

Psychosocial Stages Theory

suggest that socio-emotional development requires individuals to resolve psychosocial conflicts at each stage of their lifespan. Unresolved conflicts can impact later development and may resurface later in life if not addressed properly

Trust v. Mistrust

If basic needs are met, infants develop trust (>1 year old)

Autonomy vs. Shame and Doubt

Toddlers learn to exercise their free will and do things for themselves, or they begin to doubt their abilities (1-3 years old)

Initiative v. Guilt

Preschoolers learn to initiate tasks or feel guilty trying to be independent (3-6 years old)

Competence v. Inferiority

Learn pleasure of applying themselves, or feel inferior for not applying themselves (6-puberty)

Identity v. Role Confusion

Refining sense of self to form an identity, or become confused about who they are (teen-20s)

Intimacy v. Isolation

Struggle to form close relationships/intimate love, or feel socially isolated (20s-40s)

Generativity v. Stagnation

Discover sense of giving to the world or may develop a lack of purpose in life (40s-60s)

Integrity v. Despair

Reflecting on life, an older adult may feel a sense of satisfaction or failure with their life (60s-+)

Attachment

Emotional tie with others, seeking closeness to caregivers and showing distress upon separation. Inborn instinct for evolutionary survival; physical contact is crucial (Harlow's Monkeys)

Secure Attachment

infants who comfortably explore environments in the presence of a caregiver; show a temporary sign of distress when the caregiver leaves, comfort when they return

Separation anxiety

fear when away from a caregiver or in the presence of a stranger; normal unless present after 3 years old

Insecure Attachment (Avoidant)

resists closeness to caregiver, common in autistic kids

Insecure Attachment (Anxious)

fear of abandonment or rejection, can act clingy, dependent, or constantly seek reassurance

Insecure Attachment (Disorganized)

no consistent behavior when separated or reunited, typical in kids with trauma

Temperament

linked to attachment styles; largely biologically based but influenced by a person's environment

Adolescent identity

sense of self, including physical, psychological, and interpersonal characteristics (race, gender, sexual orientation, religion, etc.) derived from one's bodily sensations; body image, memories, goals, values, expectations, etc.

Diffusion

little sense of who they are; no commitment to identity aspects

Foreclosure

premature commitment without exploration

Moratorium

actively seeking a meaningful identity

Achievement (identity)

a committed sense of self

Social clock

the culturally preferred time of social events (marriage, parenthood, retirement, etc.)

Components of Adulthood

-Independence

-Love, intimacy, committed relationships

-Family

-Work/retirement

Secure attachment later in life

more readily able to form long-lasting relationships, more likely to trust partners and be emotionally available

Avoidant attachment later in life

seen as self-reliant and emotionally guarded, unlikely to seek emotional comfort or know how to comfort others

Anxious attachment later in life

may be "clingy" or not trusting, concerned that people will abandon them, seek constant reassurance

Disorganized attachment later in life

likely have mental health disorders that prevent healthy relationships

Secure attachment's impact with your kids

intuitive understanding of kid's needs

Anxious attachment's impact with your kids

overly concerned with kid's needs, hover or make anxious attachment with kid

Avoidant attachment's impact with your kids

struggle with emotional intimacy, distance themself from kid

Authoritarian parenting

strict, obedience, control, low response/high demand

Authoritative parenting

"Goldilocks zone," high response/high demand

Permissive parenting

few limits and rules, low response/low demand

Neglectful parenting

uninvolved, no limits, no demand

Parallel play

playing within the vicinity of peers but with no interaction

Pretend play

alone or together, use imagination to play

Associative play

sharing toys and interacting, minimal coordination

Cooperative play

playing together with increased coordination, taking turns, or following rules

Pros in Adolescence

-new social skills

-romance

-expanded friend groups

Cons in Adolescence

-cliques and enemies

-isolation or loneliness

-breakups

-new egocentricism develops

Imaginary audience

belief everyone is watching you and judging (anxiety and phobias)

Personal fable

belief you are completely unique, invulnerable, and special; can lead to risky behaviors and feelings of being misunderstood

Adverse Childhood Experience (ACE)

disruptions to the promotion of safe, stable and nurturing relationships; characterized by stressful and traumatic events (neglect, poverty, bullying, war, abuse)

Difficulty regulating emotions (ACE)

risk of mood disorders

Low self-esteem/self-worth (ACE)

internalize negative beliefs

Insecurity and trust issues (ACE)

less stable relationships

Withdrawal or isolation (ACE)

avoid interactions that can lead to loneliness

Aggression (ACE)

defensive behavior, copes with instability

Substance abuse (ACE)

turn to this as a form of self-medication

Repeating trauma (ACE)

continuing cycles of abuse, 30% of kids who were abused abuse their kids

Collectivism v. Individualism (Cultural Perspective)

Western: emphasize independence and expression

Eastern: focus on respect, discipline, community, responsibility

Discipline styles (Cultural Perspective)

Western: guidance-based concepts, work to make better

Eastern: strict discipline and punishments

Emotional expression (Cultural Perspective)

Western: encourages verbal affirmations

Eastern: discourages emotional displays

Education approach (Cultural Perspective)

Western: values education; more experiential learning

Eastern: values education; more academic achievements

Family structure (Cultural Perspective)

Western: individualist self-growth

Eastern: collectivist, heavy family bonds

Discipline and punishment (Cultural Perspective)

Western: physical punishment is seen as traumatic

Eastern: physical punishment is a normal aspect of discipline

Child labor (Cultural Perspective)

Western: don't allow neglect or exploitation

Eastern: cultural norm and a necessity to contribute

Exposure to violence (Cultural Perspective)

Western: witnessing domestic or community violence is traumatic

Eastern or unstable nations: violence may be normalized

Divorce (Cultural Perspective)

Western: recognized as traumatic due to emotional impact

Eastern: rarer and stigmatized but family conflict within marriages may be normalized

Adulthood (Cultural Perspective)

Defined differently through mix of legal, emotional, and economic milestones

Western: self-sufficiency and emotional independence

Eastern: social responsibility, cultural traditions