Transcript ch 10 session 1 Lifespan developmental Psychology

Group 6 Developing Self
 Psychosocial Development – Erik Erikson
 Understanding of oneself
 Social comparison
 Self concept
 Group7
How does self-esteem affect behavior? 335337
What sorts of relationships and friendships
are typical of middle childhood?343-345
How do sex and ethnicity affect
friendships? 348-349
How do today’s diverse family and
care arrangements affect children?
352
Industry vs. Inferiority stage – period from
ages 6 to 12 characterized by a focus on
efforts to attain competence in meeting
the challenges presented by parents,
peers, school, and the complexities of
the world.
i.e. Competence
Their energies are not only to mastering
what they are presented in school but also
to making a place for themselves in their
social worlds.
 Success in this stage brings with it feelings of
mastery and proficiency and a growing
sense of competence. e.g experience.


Difficulties lead to feelings of failure and
inadequacy.
According to a research, the men who
are most industrious and hard working in
early childhood were most successful as
adults, both in occupational attainment
and in their personal lives.
 Childhood industrious was more closely
associated with adult success than was
intelligence or family background

As children become older, they view
themselves in terms of psychological
attributes in addition to their physical
attributes.
e.g a 6-year- old would describe herself as a
fast runner and good at drawing
A 11- year old would describe herself as
pretty smart, friendly, helpful….
Children’s self-concept becomes
divided into personal and academic
spheres.
Due to the development in the cognitive
skills, the child is able to use more inner
traits to determine self-concept.
 They view themselves as more complex.
 As they grow older, she will find out that
she can be good at something and
weak at others.


act
Evaluation by these four major areas.
Social comparison – evaluation of one’s
own behavior, abilities, expertise, and
opinions by comparing them to those of
others.
A desire to evaluate one’s own behavior,
abilities, expertise and opinions by
comparing them to those of others.
E.g Math skills.
It is when children compare themselves to
less competent and less successful children.
 it protects their self-image by preserving an
image of themselves as successful.
 This helps explain why some students in low
achievement level schools have stronger
academic self-esteem than in very capable
students in high achievement schools.
 It’s better to be a big fish in a small pond

Self-Esteem – an individual’s overall and
specific positive and negative selfevaluation. ( not self-concept; esteem is
more emotional oriented)
How is self-esteem developed?
Increasing comparing themselves with others.
Then they assess how well they measure up to
society’s standards.
Increasing developing their own standards of
success.
See how well they are compare to others
In middle childhood, self-concept becomes
more differentiated from self-esteem.
Self-esteem tends to increase during middle
childhood with a slight downward trend
around age 12 due in part to the transition
to middle school.
If self-esteem is low in middle childhood, the
result can be a cycle of failure.
 The kid would expect himself to do poorly in
school. He will become anxious that he is
unable to concentrate well and study
effectively.
Parenting style can help break the cycle
of a negative self-esteem; authoritative
parenting is associate with promotion in
self-esteem.
Characteristics: firm, setting clear and
consistent limits.
Although relatively strict, loving and
emotionally supportive and encourage
their children to be independent.
Group 8
 Kohlberg’s Sequence of Moral Reasoning
339
 Gilligan’s 3 stages of Moral Development for
women
Morality involves issues of right and wrong
Moral rules refer to broad issues of fairness
and justice
Social conventions are rules used by society
to maintain order
Eventually, Kohlberg suggested a stage theory of
moral development:
Preconventional Morality
1. Punishment-obedience
2. Personal reward orientation
Conventional Morality
3. The “good boy/nice girl” Orientation
4. The “law and order” orientation
Post-conventional Morality
5. Social contract orientation
6. Universal ethical principle orientation
Preconventional Morality
Stage 1: Punishment-Obedience Orientation
 Avoid (physical) punishment
 High school example: One middle school teacher
has latecomers do pushups--50 of them--in front of
the class.
Stage 2: Personal Reward Orientation
 Obedience occurs because of rewards that are
received.
 “You scratch my back, I’ll scratch yours”
 High school example: A group of high school
students involved in a cooperative learning activity
get upset because one of their group members is
repeatedly absent and did not do any work.
Conventional Morality – feeling guilty stage
Stage 3: The “good boy/nice girl” Orientation
 Interest in maintaining the respect of others and doing
what is expected of them.
 In an inner city high school student's journal, she wrote "I
am going to work harder in school so I won't let you
down because if you think I can make it then I can make
it"
Stage 4: A “Law and Order” Orientation
 Conform to society’s rules and consider that “right” is
what society defines as right.
 "Move carefully in the halls". This rule reinforces the
fundamental purpose of government to protect the
health and welfare of its citizens
Post-conventional Morality
Stage 5: Social Contract Orientation
 Sense of obligation to laws which are agreed upon
within society. They perceive that laws can be
modified as part of changes in an implicit social
contract.
 Example for a handout in a high school class: "Please
remember that this is your room and your class. The
behavior and participation of each person will shape
the type of learning that will occur. Since one person's
behavior affects everyone else, I request that
everyone in the class be responsible for classroom
management. To ensure that our rights are protected
and upheld, the following laws have been established
for this classroom..."
Post-conventional Morality
Stage 6: Universal Ethical Principle Orientation
 They follow laws because of universal ethical principles.
 Laws that violate the principles are disobeyed.
 An orientation toward universal ethical principles of
justice, reciprocity, equality, and respect
 Very rare. Examples: Gandhi, Mother Theresa, Martin
Luther King, Jr.
 High school teacher: "I will not tolerate any racial, ethnic,
or sexual slurs in this classroom. It is not fair to erase
someone's face. In this room, everyone is entitled to
equal dignity as a human being.”
Gilligan began with an interest in
moral development. She had been a
teaching assistant for Erik Erikson.
She was particularly interested in the
issue Kohlberg raised: why do some
individuals recognize a higher moral
law, while others simply are content to
obey the rules without question?
In light of the differences between the
scores of males and females on the
Kohlberg scale, one could draw either
of two conclusions:
› females are less morally developed than
males, or
› something is wrong with Kohlberg’s
framework.

Stage 1 Orientation toward individual
survival
› Initial concentration is on what is practical
and best for self. Gradual transition from
selfishness to responsibility, which includes
thinking about what would be best for
others.
› E.g. A 1st grader may insist on playing only
games of her own choice.

Stage 2. Goodness as self-sacrifice
› Initial view is that a woman must sacrifice her
own wishes to what other people want.
Gradual transition from “goodness” to
“truth”, which takes into account needs of
both self and others.
 E.g. the same girl may believed that to be a
good friend, she must play the games her
friend chooses, even if she herself doesn’t like
them.

Stage 3. Morality of nonviolence
› A moral equivalence is established between
self and others. Hurting anyone-including
one’s self is seen as immoral
› E.g the same girl may realized that both
friends must enjoy their time together and
look for activities that both she and her
friend can enjoy.
Men
Women
Justice
Care
Rights
Responsibility
Treating everyone
Caring about
fairly and the same
everyone’s suffering
Apply rules
Preserve emotional
impartially to
connectedness
everyone
Responsibility toward
Responsibility toward
real individuals
abstract codes of
conduct
Men
Autonomy
Freedom
Independence
Separateness
Hierarchy
Rules guide
interactions
Roles establish
places in the
hierarchy
Women
Relatedness
Interdependence
Emotional connectedness
Responsiveness to needs
of others
Web of relationships
Empathy &
connectedness guide
interactions
Roles are secondary to
connections
Men
Women
Sense of gender
Sense of gender identity
identity grounded in
grounded in initial act of
initial act of separation
identification with mother
from mother
Threatened by anything
Threatened by
that undermines sense of
anything that
identification
threatens sense of
Experience top of
separation
hierarchy as isolated and
Being at the top of the
detached
hierarchy is appealing
Traditionally, we have thought of gender
in exclusionary terms
› The more masculine a person is, the less
feminine that person is
› The more feminine a person is, the less
masculine that person is
In this model, which is the most common
traditional model, an increase in masculinity is
bought at the price of a decrease in femininity,
and vice versa.
In Sandra Bem’s
conceptualization of
gender, an increase
in femininity is not
bought at the price
of a decrease in
masculinity and vice
versa
 Group9
 What
are Peers?
 What are some of the functions of
peers/friends?
What are the factors involved in popularity?
 Family- Developing Environment for
Children (352 onwards)

Children grow progressively more
sensitive to the importance of friends,
and building and maintaining friendships
becomes a large part of children’s social
lives.
 Friendships provide children with
information about the world and other
people as well as about themelves.

Friends provides emotional support that
allows children to respond more
effectively to stress.
 Having friends makes a child less likely to
be the target of aggression, and it can
teach children how to manage and
control their emotions and help them
interpret their own emotional
experience.

Friendships also provide a training group
for communicating and interacting with
others. They can foster intellectual
growth by increasing children’s range of
experiences.
 Even those friends are important but they
are not as important as parents yet in this
stage.

To teach children to understand and
appreciate the perspectives of people just like
themselves, thereby contributing to the
development of social competencies
Parents and peers each offer
children something different and
perhaps unique in social
development=Peers as models.
Parents offer a sense of security
that enables the young to explore
the environment and discover
that other people can be
interesting companions= Peers
as Reinforcers.
Peers seem to promote the
development of competent and
adaptive patterns of social
behaviour= Peers as
Transmitters of Cultural Values.
Stage 1 – Basing friendship on others’ behavior –
4 to 7 years old
they see friends as who like them and with whom
they share toys and other activities. Friends = people
spend most time with.
They use a concrete approach to deciding whom they
can share, while they don’t like those who don’t
share, who hit or who don’t play with them.
In sum, friends are viewed largely in terms of
presenting opportunities for pleasant interactions
Stage 2 – Basing friendship on trust – 8 to 10
years old
Friends are seen as those who can be
counted on to help out when they are
needed. Violation of trust are taken very
seriously, and friends cannot make amends
for such violations just be engaging in
positive play, as they might at earlier ages.
Formal apologies are expected.
Stage 3 – Basing friendship on psychological
closeness – 11 to 15 years old
 Feeling of closeness, usually brought on by sharing
personal thoughts and feelings through mutual
disclosure.
 Loyalty is important
 Not as much as share activities but more about
psychological benefits.
 Will develop a clear idea about which behaviors
they seek in their friends.
 Usually people who invite them to participate in
activities, helpful, physically and psychologically.
 In contrast, displays of physical or verbal aggression
is dislike.
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Having a sense of
humor
Being nice or friendly
Being helpful
Being
complimentary
Inviting one to
participate games
Sharing
Avoiding unpleasant
behaviour
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Giving one
permission
Providing instructions
Loyalty
Performing
admirably
Facilitating
achievements
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Verbal aggression
Expression of anger
Dishonesty
Being critical
Being greedy or
bossy
Physical aggression
Being annoying

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Interfering
achievements
Unfaithfulness
Violating of rules
Ignoring others
Girls:
Intensive: Intensive affective
communication within a small network of
friends.
Preference for only one playmate.
Much distress when friendships are
broken or disloyalty occurs.
Affective sharing.
Boys:
Extensive: circle of friends is large and
much of the interaction takes place in
groups.
Preference for however many are
required for the game.
Autonomy and emotional reserved
Little distress when friendships patterns
are disrupted.
Status- the
relative position
of a person
ascribed by
other members
of a group.
What Makes A Child Popular?
Social competence – the collection of social
skills that permit individuals to perform
successfully in social settings
What Makes A Child Popular?
Social problem solving – the use of strategies
for solving social conflicts in ways that are
satisfactory both to oneself and to others
Bullying
Of the antisocial behaviors, by far
the one most studied and most
discussed in current times is
bullying.
Bullying
Of the antisocial behaviors, by far
the one most studied and most
discussed in current times is
bullying.
Co-regulation – joint control of children’s behavior
exercised by the parents and the children
themselves
Children spend significantly less time with their
parents during middle childhood.
Children with both parents working fare quite well.
As long as parents are loving and sensitive to their
children’s needs, the children can be well
adjusted.
Self-care children let themselves into home after
school and wait alone until a caretaker arrives.
Both children and parents may show
psychological maladjustment for 6 months
to a few years following divorce. Children
may experience anxiety, depression, sleep
disturbances, or phobias.
During the early childhood, children often
blame themselves for their parent’s divorce.
By the age of 10, children feel the pressure
to choose sides and experience some
divided loyalty.
The impact of living in a single-parent family for school-aged
children depends on the economic condition of the family and the
level of hostility that existed if there was, at one time, two parents
living in the household
A blended family is a household
consisting of a couple and at least one
child from a prior relationship.
Role ambiguity exists in blended
households as children become
uncertain of their responsibilities and
roles.