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PYB203 > 8. Middle Childhood to Adolescence: Psychological Development > Flashcards

8. Middle Childhood to Adolescence: Psychological Development Flashcards

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1
Q

what is middle childhood?

A

6-12 years. it is a transitional period between two periods that are characterised by major changes. A time for developmental consolidation, but important changes here in self-regulation and sense of self

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2
Q

what is adolescence?

A

12-18 years. the period of transformation, rather than a period of turbulence

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3
Q

what important changes occur during adolescence?

A

changes in sense of self, peer relationships and parent-child relationships

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4
Q

when is early adolescence?

A

12-13

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5
Q

when is late adolescence?

A

17-18

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6
Q

what occurs during middle childhood with regard to psychological development?

A

a shift from external control by parents to internal self-regulation

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7
Q

how does parental monitoring contribute psychological development during middle childhood

A

supervision and regulation of children’s behaviour

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8
Q

what are the types of parenting that can cause influences on middle childhood psychological development?

A

proactive and reactive parenting

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9
Q

as the child gets older, what sort of changes occur in parental monitoring?

A

less frequent and less direct as the child gets older

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10
Q

what can be transformed in adolescence that a child had during childhood?

A

parent-child relationships

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11
Q

what changes in parent-child relationships during adolescence?

A

important communication patterns. A shift towards symmetrical and egalitarian parent-child relationship

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12
Q

how do adolescence change from childhood?

A

increase self-regulation; seek to control, choice and autonomy.

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13
Q

when are parents usually unwilling to grant autonomy?

A

in late rather than early adolescence

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14
Q

what is there often conflict between in psychological development during adolescence?

A

behavioural control vs psychological control

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15
Q

what is a peer?

A

social equal who functions at a level of behavioural complexity similar to that of self

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16
Q

what are the characteristics of peer relationships?

A

horizontal and symmetrical; spontaneous, egalitarian and competitive; needs to be supported and mantained

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17
Q

what do peer interactions allow?

A

provide alternative ways of interacting; teach emotional control and communication on equal footing; develop relationship skills

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18
Q

when is gender segregation common?

A

in early and middle childhood

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19
Q

what are peer relationships based on?

A

mutual loyalty and caring

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20
Q

what are the characteristics of peer groups?

A

interacts on a regular basis; defines sense of belonging; formulates its own norms; develops a structure or hierarchial organisation

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21
Q

what is fundamental in peer groups?

A

peer group conformity

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22
Q

what is peer group acceptance?

A

a measure of person’s likeability (or dislikeabiliy) in the eyes of peers

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23
Q

what is popularity?

A

not only accepted but especially admired and favoured

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24
Q

what is popularity associated with?

A

physical attractiveness; standard name; higher academic achievement; social competence.

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25
what is rejection associated with?
socially inappropriate behaviours; academic problems; but in adolescence positive relationship between popularity and antisocial behaviour
26
what is a clique?
a group of 3-9 members, characterised by close relationships, provide security, group nroms
27
what is a crowd?
a collection of cliques, about 20 members; provide group identity (similar norms, interests, and values)
28
what is the first stage to age changes in the structure of adolescent peer groups (beginning during early adolescence and ending in late adolescence)?
pre-crows stage: isolated unisex cliques
29
what is the second stage to age changes in the structure of adolescent peer groups (beginning during early adolescence and ending in late adolescence)?
The beginning of the crowd: unisex clique interact
30
what is the third stage to age changes in the structure of adolescent peer groups (beginning during early adolescence and ending in late adolescence)?
The crowd in structral transition. Unisex cliques with upper-status heterosexual crowd
31
what is the fourth stage to age changes in the structure of adolescent peer groups (beginning during early adolescence and ending in late adolescence)?
The fully developed crowd: heterosexual cliques
32
what is the fifth (and final) stage to age changes in the structure of adolescent peer groups (beginning during early adolescence and ending in late adolescence)?
Crowd disintegrates into couples
33
In what context does dating take place?
takes place in the context of larger peer group
34
when do romantic relationships change significantly?
in adolescence (Brown, 1999))
35
when does the initiation phase occur?
early adolescence
36
when does the status phase occur?
mid-adolescence
37
when does the affection phase occur?
late adolescence
38
when does the bonding phase occur?
adulthood
39
what are friendships?
peer relations that are based on intimacy and self-disclosure
40
how are friendships characterised?
voluntarily, reciprocal, feelings of companionship, affection and intimacy
41
what are friendships distinctive from?
general peer relationships
42
what can friendships compensate for?
general peer popularity
43
what are the stages of changing conceptions of friendships?
momentary companions of convenience --> one-way partnership --> 'Fair-weather cooperators' and Autonomous interdependency
44
who are friends in the momentary companions of convenience stage of changing conceptions of friendship?
playmates who happen to live nearby and play together often
45
who are friends in the one-way partnership stage of changing conceptions of friendships?
a friend is a special playmate who is willing to engage in one's own favorite form of play
46
who are friends in 'fair-weather cooperators' stage of changing conceptions of friendship?
partners whose likes and dislikes are known without understanding the basis for such preferences in the individual's personality
47
who are friends in the Autonomous interdepdendency stage of changing conceptions of friendship?
intimate and mutually shared relationships (after age 15)
48
what are the elements of self-perception?
self-concept, identity, self esteem
49
what is self-concept?
out perceptions - positive, negative, realistic, unrealistic - of out attributes and traits as a person
50
what is identity?
our overall sense of who we are and how we fit into society
51
what is self-esteem?
out overall evaluation of out worth as a person based upon the positive and negative self-perceptions that constitute out self-concept
52
when does self-recognition first begin?
by 18-24 months
53
when is a child able to exercise categorical self-classification of the self into social categories (age, sex, other visible characteristics)
emerges in toddlerhood
54
what is a preschooler's self-concept like?
concrete and physical
55
what occurs in middle-childhood with regard to self-concept?
self-knowledge increases and able to incorporate aspects of social description and comparison
56
what occurs when the middle childhood child's self-knowledge increases?
moves beyond observable features and absolute descriptions and becomes more complex and better organised
57
what contributes to the social description and comparison of a child's self-concept in middle childhood?
how popular they are | how their skills compare with others
58
what are the types of self-concept a child aged 4-7 likely to have
concrete, physical description (eg. I have blue eyes, I play football)
59
what are the types of self-concept a child aged 8-11 likely to have?
comparative social assessment (e.g. I am taller than others in my class. I am good at reading but not in maths)
60
what are the types of self-concept a child aged 12-15 likely to have?
Nuanced interpersonal implications (e.g. Im a good listener. Im shy and slow to make friends
61
what happens to self-concept in adolescence?
it becomes more complex and abstract reflecting on formal operational thought
62
what is skill increases in adolescence with regard to self-concept?
perspective-taking
63
what is involved in perspective-taking?
adolescence egocentrism; personal fable; Imaginary audience
64
what does an adolescence recognise with regard to self-concept?
inconsistencies of self which are interpreted as differences true and false selves
65
what are the two aspects of self-esteem that preschoolers distinguish
competence, and personal and social adequacy
66
what are the subfactors of competence?
physical and cognitive?
67
what is personal and social adequacy?
social acceptance?
68
what happens to self-esteem in adolescence?
it becomes multidimensional and hierarchial
69
what is global self-esteem?
overall view and evaluation of self
70
what are the elements of overall self-worth?
scholastic competence, social acceptance, behavioural conduct, athletic competence, physical appearance
71
when does the accuracy of children's self-evaluations increase?
over primary school years
72
why does the accuracy of children's self-evaluation increase?
they form a sense of what they should be like - an ideal self.
73
how does a child's accuracy of self-evaluation contribute to self-esteem?
with age, the gap between the real self and ideal self increases which contributes to a decrease in average self-esteem from early to middle childhood
74
what factors contribute to decreases in self-esteem in adolescence?
transitional, stresses and challenges of adolescence and school and more realistic self-appraisals
75
what sort of parenting style enhances self-esteem in adolescence
authoritative
76
what parenting style reduces self-esteem
authoritarian
77
what is high self-esteem correlated with with regard to adjustment
high self-esteem is positively correlated with a variety of measures of good adjustment
78
what is the transitional considered a time of in adolescence?
turbulance
79
what is the cause of crisis in transitional times of adolescence?
identity issues
80
how does one solve a crisis into a secure and coherent sense of identity?
the adolescent must formulate: o a philosophy of life, including moral values and orientation to religion o a personality patter, linking early temperament with dispositions into comfortable adult character o a decision about one’s gender role o a sense of self as sexual being o a stance in relation to politics and social issues o a blueprint for future intimate relationships o a sense of self, including ethnic identity o an occupation or career identity
81
In Marcia's identity status model; what is the result of of No commitment made and no crisis experienced?
diffusion status
82
what is diffusion status on Marcia's identity status model?
that individual has not yet thought about or resolved identity issues and has failed to chart directions in life. E.g. "I havent really thought much about religion and I guess I dont know what I believe exactly"
83
In Marcia's identity status model; what is the result of of No commitment made and crisis experienced?
Moratorium status
84
what is moratorium status in Marcia's identity status model?
the individual is experiencing an identity crisis, actively raising questions and seeking answers. E.g. Im in the middle of evaluating my beliefs and hope that ill be able to figure out whats right for me. Ive become skeptical about some of what i have been taught and am looking into other faiths for answers
85
In Marcia's identity status model; what is the result of of commitment made and no crisis experienced?
Foreclosure status
86
what is foreclosure status in Marcia's identity status model?
The individual seems to know who he or she is but has latched onto an identity prematurally with little thought. e.g. My parents are Baptists and Im a baptist, its just the way i grew up
87
In Marcia's identity status model; what is the result of of commitment made and crisis experienced?
Identity Achievement status
88
what is Identity Achievement status in Marcia's identity status model?
The individual has resolved his/her identity crisis and made commitments to particular goals, beliefs and values. e.g. I really did some soul-searching about by religion and other religions too and finally know what i believe and what i do

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