PSYCHOSOCIAL DEVELOPMENT

The Self-ConceptThe Self-Esteem

The Child In The FamilySibling Relationships

The Child In The Peer GroupStages Of Friendship

Aggression And Bullying1

I. The Developing Self

2

I. The Developing Self

3

Self-Concept Development:Representational Systems

The third stage in development of self-definition characterized by broad,

balanced, inclusive self-concepts that integrate various aspects of the self, in

which judgments about the self become more conscious, realistic,

balanced, and comprehensive.

4

Self-Concept Development:Representational Systems

Children can now focus on more than one dimension of themselves:

• Smart on subjects, dumb on others• Comparing the real self with the ideal

self• Measuring up to social standards in

cooperation with the others

• SELF-ESTEEMthe children’s view of their

capacity forproductive

work/competence

Erikson’s Theory: Industry versus Inferiority

In Erikson’s theory, industry versus inferiority is the psychological conflict of middle childhood, which is resolved positively when experiences lead children to develop a sense of competence at useful skills and tasks.

The danger at this stage is inferiority, reflected in the sad pessimism of children who have little confidence in their ability to do things well.

5

Self-development cont• Children describe themselves in terms of

psychological traits, emphasizing competencies instead of specific behaviors.

• School children begin to make social comparisons in that they:

1. judge their appearance2. abilities3. behavior in relation to those of others

• Emphasize competencies• Both positive and negative

6

Self-esteem in Middle Childhood

• Hierarchically structured– Separate areas and general self-

esteem– 7 to 8, formed at least 4 separate self-

esteems—(1) academic competence, (2) social competence, (3) physical/athletic competence, and (4) physical appearance

7

Hierarchical Structure of Self-Esteem in Middle Childhood

8

– Although children differ in the aspects of the self they deem most important, the way they perceive their physical appearance correlates more strongly with general self-worth than any other self-esteem factor.

Changes in Level of Self-Esteem

– Self-esteem drops during the first few years of elementary school.

– Most appraise their characteristics and competencies realistically while maintaining an attitude of self-acceptance and self-respect.

– From fourth to sixth grade, self-esteem rises for the majority of children.

9

Influences on Self-esteem

• Child-Rearing Practices – Children of parents who are

authoritative feel especially good about themselves.

– Why? Warm, positive, accept children as competent. (1) Firm but appropriate expectations, and (2) explanations, help children make sensible choices.

10

Influences on Self-Esteem cont.– In contrast,

highly coercive parenting communicates a sense of inadequacy to children. It says their behavior needs to be managed by adults because they cannot manage it themselves.

– Indulgent parenting that promotes a “feel good” attitude no matter how children behave creates a false sense of self-esteem.

11

– Learned helplessness involves attributions that credit success to luck and failure to low ability.

• Learned-helpless children hold a fixed view of ability—that it cannot be changed.

• When a task is difficult, they experience a loss of control and quickly give up.

– Children’s attributions affect their goals:1. Master-oriented children focus on learning

goals2. Learned-helpless children focus on

performance goals.

12

Emotional Development

13

Emotional DevelopmentSelf-Conscious Emotions

• Self-conscious emotions of pride and guilt become clearly integrated by personal responsibility; these feelings are now experienced in the absence of adult monitoring.

• School-age children do not report guilt for any mishap, but only for intentional wrongdoing.

• They tend to feel shame when they violated a standard that was not under their control.

• Pride motivates children to take on further challenges

• Guilt prompts them to make amends and strive for self-improvement as well.

14

Emotional Self-Regulation

• There are many ways to handle emotionally arousing situations as rapid gains are made in emotional self-regulation during middle childhood.

• As children are involved in comparisons with others, they must learn to manage negative emotions – they shift adaptively between 2 general strategies to cope with stress.

15

Coping with Stress

Problem-Centered Coping

Used when situation is seen as changeable

Identify the difficulty Decide what to do about

it

Emotion-Centered Coping

Used if problem-centered coping does not work. Situation is seen as

unchangeable Internal private

control of distress

16

When emotional self-regulation goes along well, children acquire a sense of emotional self-efficacy —a feeling of being in control of their emotional experience.

Emotionally well-regulated children are generally (1) upbeat in mood,(2) empathic (3) prosocial, (4) better liked by their peers.

17

Robert Selman’s five-stage model of major changes in children’s perspective taking skill.

• At first, limited idea of what other people might be thinking and feeling.

• Over time, realize that people can interpret the same event in different ways; often because they have

access to different information.• Soon, they can “step in another person’s

shoes” and reflect on how that person might regard their own (1) thoughts, (2) feelings, and (3) behavior.

• Can step outside a 2-person situation & imagine how self and other are viewed from a third point of view.

• Realize 3rd party perspective can be influenced by societal values.

18

PEER RELATIONS

19

Peers

• The society of peers becomes an increasingly important context for development.

• Aggression declines in middle childhood, but the drop is greatest for physical attacks.

20

Friendships – During middle childhood, friendship becomes

a mutually agreed on relationship - children like each other’s (1) personal qualities and (2) respond to needs and desires of others

– Trust becomes its defining feature.

– Friends tend to be of the same age, sex, ethnicity, and SES.

– Friendships remain fairly stable over middle childhood.

– Children who are kind and compassionate behave more prosocially toward others. Aggressive children’s friendships usually magnify antisocial acts.

21

Peer Acceptance –Children’s responses reveal four different categories of social acceptance.

•Popular children are those who get many positive votes.

•Rejected children are actively disliked.

•Controversial children get a large number of positive and negative votes.

•Neglected children are seldom chosen, either positively or negatively.

22

Family Relationships

Parents Coregulation

Siblings Rivalry Companionship and assistance

23

FamilyParent–Child Relationships

• Time spent with parents declines during middle childhood

• Reasoning works best because (1) of their ability to think logically and (2) increased respect for parents’ knowledge and skill.

• Coregulation is a transitional form of supervision in which parents exercise general oversight, but permit children to be in charge of moment-by-moment decision-making.

• School-age children often press for greater independence, but know they need parents’ continuing support.

24

Siblings • Siblings provide one

another with (1) companionship, (2) help with difficult tasks, and (3) comfort during times of emotional stress.

• In middle childhood, children participate in a wider range of activities, and parents often compare siblings’ traits, abilities, and accomplishments which may lead to an increase in sibling rivalry.

• Siblings close in (1) age and of the (2) same sex, parental comparisons take place more frequently, and more quarreling and antagonism results. Particularly strong when fathers prefer one child.

25

Types of Families

Traditional Employed parents One-child Gay & lesbian parents Single parents Divorced parents Blended Extended

26

Resources That Foster Resiliency

Personal

Family

School

Community

27

Fostering Resiliency in Middle Childhood

• Many studies indicate that only a modest relationship exists between stressful life experiences and psychological disturbances in childhood.

• Three factors that consistently protect against maladjustment:

28

Fostering Resiliency in Middle ChildhoodPersonal characteristics of children (1) an

easy temperament, (2) high self-esteem, and (3) mastery-oriented approach to new situations

A family environment that provides (1) warmth, (2) closeness with at least one parent, and (3) positive discipline and authoritative parents.

School (1) teachers who are warm and helpful, (2) extracurricular activities, and (3) after-school programs

A person outside the immediate family who develops a special relationship with the child, offering a support system and a positive coping model.

29

30

THAAAAAAANK YOOOUUU!!!