FMST 210 FINAL

self recognition

identify the self as a physically unique being

self recognition at 2 years old

(1) identify the self as unique (2) aware of physical features => refer to themselves by name or pronouns (i.e. I or me)

self recognition at 3 years old

recognizes own shadow

how does self recognition develop?

exploring the environment

development of self awareness

increases in awareness of (1) intentional behaviour conflicts with others (i.e. touching breakable objects (2) they can be the focus of other's emotional responses (i.e. when I touch the vase, mom gets angry) (3) others' different emotions and perspectives (i.e. my mom is angry because the vase is expensive (4) sense of ownership => 2 year olds claim things as "min"

What does sense of ownership reflect?

sense of self

categorical self age

18-30 months

categorical self

classify themselves based on age, sex, physical characteristics, goodness/badness and self competencies

remembered self age

>2 years

how does remembered self occur

(1) storytelling (2) similar to autobiographical memory (3) use stories to understand themselves

remembered self

view themselves as (1) unique (2) always existing (3) interact with others

enduring self age

>4 years

enduring self

view themselves as persisting over time (i.e. realize 2 year old in the picture is them when they were 2)

self concept

(1) (knowing) attitudes, beliefs and values (about the self) (2) what makes an individual believe they are unique (3) developed over life time

what does self concept include

self esteem and self recognition/awareness

development of self concept in preschoolers

talk about observable attributes including (1) possessions (2) physical appearances (3) preferences (4) competencies

development of self concept in school age children

start to include emotions and memberships including (1) town/city live in (2) sports teams (3) grade (4) emotions

development of self concept in middle childhood

(1) talk about positive and negative personality traits that are more abstract (i.e. I'm an honest person, but sometimes I get angry) (2) comparisons with peers

development of self concept in adolescence

descriptions include (1) attitudes (2) personality traits (3) religious or political beliefs (4) vary based on social context (5) future oriented

7 year old Zoe's self concept

(1) general (2) objects (3) no emotions (4) likes and dislikes (5) friends not apart of self concept

12 year old Eric's self concept

(1) likes and dislikes (2) social membership => soccer team (3) quality => school is okay

12 year old Carmen's self concept

(1) likes and dislikes (2) friends (3) personality traits (psychological also, not just external)

15 year old Lisa's self concept

(1) in depth (2) different periods => understand the self can change (i.e. shy at first but loud when you get to know her) (3) memberships (4) future oriented

Trends of self concept

as get older (1) increase fluidity => self concept is more connected (2) increase depth

social comparison

judge in relation to others (1) abilities (2) behaviour (3) personality, reasons why others like us and v.v.

limitations to adolescents exploring their identity

(1) egocentrism (2) imaginary audience (3) personal fable

egocentrism

self absorption, think others are always thinking about you, makes them self conscious (i.e. drop a book and think all your friends think you're sloppy)

imaginary audience

feel that they are actors and their performance is constantly being watched by their peers (i.e. jokester in class, performance may lead to good or bad attention)

personal fable

believe that their experiences and feelings are unique, no one has ever felt the way that they do (i.e. parents don't understand why they want to go out)

Marcia's model of identity formation

4 phases that people experience when forming their identity, not necessarily in order

Which phases of Marcia's model are young adolescents usually in?

diffusion or foreclosure

Which phases of Marcia's model are late adolescents and young adults usually in?

moratorium or achievement

diffusion

individuals are confused or overwhelmed by the task of achieving identity, avoidance

foreclosure

individuals have an identity largely determined by adults, not from personal exploration of alternatives (i.e. become a doctor bc parents told them so)

moratorium

individuals are still examining different alternatives and have yet to find a satisfactory identity, may occur in adulthood

achievement

individuals have explored alternatives and deliberately chosen a specific identity

role of parents in identity formation

(1) have discussions (2) explore alternatives (3) don't pressure (4) provide direction (5) recognize teen's autonomy => more likely to reach achievement status

role of peers in identity formation

having close friends they trust makes them more comfortable exploring career options Factors that affect the development of self concept (1) cognitive (2) social (3) ethnic identity

cognitive factors that affect the development of self concept

understand traits are linked to behaviours (i.e. generous people like to share)

social factors that affect the development of self concept

feedback from others changes our perceptions of self, part of self concept (i.e. compliments from family, peers, social groups)

ethnic identity factors that affect the development of self concept

feel apart of their ethnic group, learn special customs and traditions of heritage or culture

3 phases of ethnic identity formation

(1) not yet examined ethnic roots (2) begin to explore ethnic heritage => questioning and curiosity (3) achieve distinct ethnic self concept

self esteem

a component of self concept where judgements made about our self worth and feelings connected to those judgements

importance of self esteem

affects (1) emotional experience => regulation + empathy (2) future behaviour => based on self efficacy (3) mental health => depression is correlated with low self esteem

global self esteem

overall appraisal of self

separate self esteem

specific to domains of life

4 types of separate self esteem

(1) physical appearance (2) social competence (3) academic competence (4) physical and athletic competence

separate self esteem _____ contribute equally to global self esteem, for example ____

(1) does not (2) math is an important part of self concept but english is not

when does self concept develop

6-7 years

how does separate self esteem change during the teenage years?

grows to include careers and romantic appeal

preschoolers' self esteem

(1) high (2) positive view of themselves (3) problems distinguishing between actual self and desired self

elementary schoolers' self esteem

(1) declines (2) more aware of what they can actually do => not a bad thing (3) worrisome if decline below a realistic level of self esteem (4) due to social comparison to match the opinion of others (4) personal achievements protect self esteem

self esteem during the transition from elementary to high school

(1) SE stabilizes at the end of elementary (2) may decline, then rise again in high school (3) transiting to new school, friends and teachers may temporarily interfere with self esteem

how is self esteem protected in the transition from elementary to high school?

when feel good about social relationships and athletic capabilities

factors that influence self esteem

(1) culture (2) parenting (3) children's actual competence

culture affecting self esteem

(1) Chinese and Japanese score lower than US children on self esteem due to collectivist culture (harmony, unity, group achievement, helping others) (2) Asian cultures use less social comparison to promote self esteem => values social harmony and modesty, may have higher self esteem in helping others and respect, not measured on standard self esteem questionnaires

warm parenting affecting self esteem

high self esteem => creates messages of acceptance and expectations

most effective praise for self esteem

(1) specific over general (3) effort over ability

controlling parenting affecting self esteem

low self esteem => children don't feel adequate and don't have sense of self

indulgent parenting affecting self esteem

unrealistic self esteem => no rules, children lash out to challenges to their overblown self esteem

children's actual competence affecting self esteem

self worth increased when skilled areas matter to them (i.e. two children struggling in math, the one who wants to do well will have SE affected, but the one who doesn't care will not)

effects of low self esteem

more likely to have (1) problems with peers (2) psychological problems (i.e. depression) (3) involved in bullying or aggressive behaviour (4) do poorly in school

cause argument for self esteem and social adjustment

peers may avoid other kids with low self esteem => (1) children start off with decreased self esteem (2) withdraw form peers (3) left out and have few friends by the end of the school year

consequence argument for self esteem and social adjustment

poor peer relationships causes low self esteem => (1) children start off with few friends at the beginning of the school year (2) start out with adequate self worth (3) more likely to be left out of activities, making them withdraw socially (4) have decreased SE and more socially withdrawn by the end of the year

how can families support self esteem for preschoolers (3-5)

(1) avoid put downs (2) help them understand that everyone makes mistakes (3) learn from mistakes

how can families support self esteem for children (6-11)

(1) help your child try new hobbies (2) don't push them to do something they're not interested in

how can families support self esteem for teenagers (12-18)

(1) encourage them to try again (2) opportunities to try new things

how can schools support self esteem

(1) through PE (2) mental well-being

schools using PE to support self esteem

explore differing things using the BC ministry of education (2016) physical and health education model => know, understand, do

school using mental wellbeing to support self esteem in kindergarten

(1) curricular competencies => identify personal skills, interests and preferences (2) content => caring behaviours in groups and families

school using mental wellbeing to support self esteem in grade 9

(1) curricular competencies => explore and describe factors that shape personal identity (i.e. social, cultural) (2) content => influences of physical, emotional and social changes on identities and relationships

Selman's stages of prospective taking

(1) undifferentiated (2) social informational (3) self reflective (4) third person (5) societal

perspective taking

(1) understanding what others may be thinking or feeling (2) acknowledging that others can interpret the same event differently

Selman's assumptions

similar to Piaget => (1) change stages based on differences in cognition (2) discontinuous development

Selman's stages of prospective taking example

Holly promised her dad she will not longer climb trees, but her friend's cat is stuck in a tree

undifferentiated age

3-6 years

undifferentiated

recognize that you have different thoughts and feelings than someone else, but may confuse the two (i.e. Holly's father will be happy if she gets the kitten because he likes kittens)

social-informational age

4-9 years

social-informational

different perspectives occur because people have access to different information (i.e. if Holly's father knew why Holly climbed the tree, he probably wouldn't be angry)

self reflective age

7-12 years

self reflective

(1) view their own thoughts, feelings and behaviours from another's perspective (2) others can do the same (3) step into another person's shoes (i.e. Holly's father would understand that she thought saving the kitten's life was important, so he wouldn't be mad, he would probably be proud)

third person age

10-15 years

third person

imagine how you and another person are seen from a third party (i.e. Holly remembers the promise, but doesn't think her father will be angry when she explains that she only climbed the tree to save the cat, father might wish Holly called an adult for help)

recursive thinking

thinking about another person is thinking

Societal age

>14 years

Societal

understand third party perspective taking may be influenced by broader personal, social and cultural contexts (i.e. Holly and her father know that she almost always obeys him, they both know if she disobeyed him, there must be a good reason, so they talk about it)

what is considered media and technology?

(1) social media => snapchat (2) video games (3) computers, iPads, tablets (4) TV (5) phones (6) websites => Youtube (7) virtual world => Webkinz

types of technology used by grade 6-7

motivated to use technology for (1) online games (2) download/stream music (3) social networking

types of technology used by grade 8-9

Facebook and instagram through (1) reading and commenting on posts (2) online games (3) download/stream content

types of technology used by grades 10-11

(1) Facebook (2) download/stream content (3) look at sensitive topics

ownership for grades 4-5

small percent, may borrow

trends of ownership of technology

increases as get older

ownership for grades 10-11

majority own cell phone

changes in privacy for grades 4-5

incorrectly believe companies won't sell information

trusting parents for grades 4-5

(1) share passwords with parents (2) trust parents to solve online problems (3) believe parents should keep track of kids online

trusting parents for grades 10-11

(1) no supervision or rules (2) trust parents to solve online problems (3) not a cool choice

sleeping with phone for grades 4-5

majority choose not to

sleeping with phone for grades 8-9

used to stay in touch

media use recommendations for children

discourage screen media exposure, but video chatting is okay

media use recommendations for 18-24 months

(1) high quality programming/apps => interactive and education (2) use together (3) avoid children using media alone => danger of autoplay/random clicking