Transcript Days 17 and 18 October 31 and November 5, 2012

PSYC 1120
Day 17 and 18
10/31 and 11/5
2012
Agenda
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Film clip: Life’s lessons
Complete grade school
Adolescence
Review stages to date
Distribute Test #3
• Film:
Life’s
Lessons
Families and Children
Important:
• Children raised in the same households by the
same parents do not necessarily share the
same home environment.
• Changes in the family affect every family
member differently (e.g. depending on age
and/or gender).
• Most parents respond to each of their children
differently.
Family Function
• Family function: The way a family works to
meet the needs of its members. Children need
families to:
1. provide basic material necessities
2. encourage learning
3. help them develop self-respect
4. nurture friendships
5. foster harmony and stability
Family Structure
• Family structure: The legal and genetic
relationships among relatives living in the
same home; includes nuclear family, extended
family, stepfamily, and so on.
– Nuclear family – no more than two generations
• Parent(s) and children
– Extended families – various generations with
diversified family ties (aunts, uncles,
grandparents, cousins, in-laws, etc.)
Families
Family Trouble
• Dysfunctional family: A family that does not
support all its members
• Three factors increase the likelihood of
dysfunction:
1. Low Income
2. Instability
3. Low Harmony
Low Income
• The crucial question to ask about any risk
factor (e.g. poverty, divorce, job loss,
eviction) is whether or not it increases
the stress on a family
– The family-stress model contends that the
adults’ stressful reaction to poverty is
crucial in determining the effect on the
children.
Instability
• Children in middle childhood prefer
continuity
– Upsetting changes include moving to a new
home, being sent to a new school, and
changes in the family structure
– Adults might not realize that these
transitions affect schoolchildren
Harmony
• Children feel a need for harmony
– Parents who habitually fight are more likely
to divorce, move, and otherwise disrupt the
child’s life.
– Remarriage of divorced parents is often
difficult for children due to jealousy, stress,
and conflict.
– Children frequently suffer if parents
physically or verbally abuse each other.
The Peer Group
• Culture of children: The particular habits,
styles, and values that reflect the set of
rules and rituals that characterize
children as distinct from adult society.
– Fashion
– Language
– Peer culture
Bullies and Victims
• Bullying: Repeated, systematic efforts to
inflict harm through physical, verbal, or
social attack on a weaker person.
• Bully-victim: Someone who attacks
others and who is attacked as well
– Also called a provocative victim because he
or she does things that elicit bullying, such
as stealing a bully’s pencil
Cyberbullying
• Why?
– motivated by anger, revenge or frustration
– entertainment or because they are bored
– torment others and bolster one’s own ego
• Preventing cyberbullying
– Educating the kids about the consequences (losing
their ISP or IM accounts) helps. Teaching them to
respect others and to take a stand against bullying
of all kinds helps too.
•
http://www.stopcyberbullying.org/take_action/take_a_stand_against_cyberbullying.html
Cyber bullying
• Nebraska Law:
L.B. 205, 2008: R.R.S.
Nebraska 121A.069579-2,137
Grounds for long-term suspension, expulsion, or mandatory
reassignment, subject to the procedural provisions of the
Student Discipline Act, when such activity occurs on school
grounds, in a vehicle owned, leased, or contracted by a school
being used for a school purpose or in a vehicle being driven
for a school purpose by a school employee or by his or her
designee, or at a school-sponsored activity or athletic event
Successful Efforts to Eliminate
Bullying
• The whole school must
be involved, not just
the identified bullies.
• Intervention is more
effective in the earlier
grades.
• Evaluation of results is
critical.
Morality in Middle Childhood
KOHLBERG’S LEVELS OF MORALITY
Lawrence Kohlberg (1963): Described stages of
morality that stem from three levels of moral
reasoning, with two stages at each level
1. Preconventional moral reasoning: Emphasizes
rewards and punishments
2. Conventional moral reasoning: Emphasizes social
rules
3. Postconventional moral reasoning: Emphasizing
moral principles
Criticisms of Kohlberg
• Kohlberg ignored culture and gender.
• Kohlberg’s levels could be labeled personal
(preconventional), communal (conventional),
and worldwide (postconventional)  family is
not included.
• The participants in Kohlberg’s original
research were all boys.
• Carol Gilligan – reworked Kohlberg’s ideas in
“Women’s Ways of Knowing”
Adolescence
Puberty
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Review sequence of puberty
Compare development of boys to
development of girls
Consequences of growth spurt
Sequence of Puberty:
Males
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Initial appearance of pubic hair
Growth of the testes and penis
First ejaculation
A peak in the growth spurt
Voice deepening
Beard development
Completion of pubic hair growth
Sequence of Puberty:
Females
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Beginning of breast development
Initial pubic hair
The growth spurt
Widening of the hips
Menarche
Completion of pubic hair and breast
development
Need for sex education
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Where do children/teens get
their information?
Allgeir study: most
informative source
Allgeir results
• School courses
• Mother
• Printed matter (books, pamphlets, Internet,
etc.)
• Peers
• Father
• Boy Friend or Girl Friend
Adolescent Egocentrism
• Fables and Illusions
–Personal Fable
–Illusion of Invulnerability or
Invincibility Fable
–Imaginary audience
• Peer pressure
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Social-Psychological
Development
Freud -- genital stage
Erikson -- identity versus role
confusion
Adolescence
Relationships with Parents
Conflicts with Parents
• Parent–adolescent conflict typically peaks in early
adolescence and is more a sign of attachment than
of distance
Bickering
• Petty, peevish arguing, usually repeated and ongoing.
Neglect
• Although teenagers may act as if they no longer need
their parents, neglect can be very destructive.
Relationships with Parents
Do You Know Where Your Teenager Is?
Parental monitoring: Parents’ ongoing awareness of
what their children are doing, where, and with
whom.
– Positive consequences when part of a warm, supportive
relationship
– Negative when overly restrictive and controlling
– Worst: Psychological control - a disciplinary technique in
which parents make a child feel guilty and impose
gratefulness by threatening to withdraw love and support
Identity
Identity versus Role Confusion:
– Erikson’s term for the fifth stage of
development, in which the person tries to
figure out “Who am I?” but is confused as
to which of many possible roles to adopt.
Identity:
– A consistent definition of one’s self as a
unique individual, in terms of roles,
attitudes, beliefs, and aspirations.
Identity achievement:
– Erikson’s term for the attainment of
identity, or the point at which a person
understands who he or she is as a unique
individual, in accord with past experiences
and future plans.
Not Yet Achieved
Role confusion (identity diffusion):
– A situation in which an adolescent does not seem
to know or care what his or her identity is.
Foreclosure:
– Erikson’s term for premature identity formation,
which occurs when an adolescent adopts parents’
or society’s roles and values wholesale, without
questioning or analysis.
Moratorium:
– An adolescent’s choice of a socially acceptable
way to postpone making identity-achievement
decisions. Going to college is a common example.
Four Areas of Identity Achievement
1. Religious Identity
2. Gender Identity
– Gender identity: A person’s acceptance of the
roles and behaviors that society associates with
the biological categories of male and female.
– Sexual orientation: A term that refers to whether
a person is sexually and romantically attracted to
others of the same sex, the opposite sex, or both
sexes.
3. Political/Ethnic Identity
Four Areas of Identity Achievement
4. Vocational identity: Rarely achieved until
age 25 for at least four reasons:
a. Few teenagers can find meaningful work.
b. It takes years to acquire the skills needed for many
careers (premature to select a vocation at age 16).
c. Most jobs are unlike those of a generation ago, so it is
unwise for youth to foreclose on a vocation.
d. Most new jobs are in the service or knowledge sectors
of the economy. To be employable, adolescents spend
years mastering literacy, logic, technology and human
relations.
Practical Cognition
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Adapting -- to the
environment -- individual
attempts to accommodate
behavior to the situation
Shaping -- individual
attempts to change the
environment
Practical Cognition
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Selection -- individual
opts to escape the
situation
do exercise on practical
cognition; discuss
Review of Stages
• http://www.quia.com/rd/248331.html
• http://www.quia.com/rd/272160.html
• http://www.quia.com/rd/44246.html
• http://www.quia.com/rd/105166.html
Assignment
• Test over Chapters 7 – 10 will be distributed
on Monday 11/5 and will be due Nov. 12.
• Begin reading about adulthood