Lifespan Test 2 Chapter 6

Question 1

The capacity to manage one’s emotional state
Maturing frontal lobe contributes to development of self-regulation abilities
Important for social and emotional success

Answer 1

Emotional Regulation

Question 2

Externalizing

Internalizing

Answer 2

Problematic temperamental tendencies

Question 3

Understand inner states (theory of mind)
Become less egocentric
Understand others have different perspectives from their own
No longer believe they are the center of the universe
Become more self-aware
Self-reflect and compare themselves to others

Answer 3

Piaget’s Concrete Operational Stage:

Question 4

Personality (Susan Harter’s Research)

Changes in self-awareness

Answer 4

3-year-old self-descriptions focus on external facts
Fourth grader’s self-descriptions are:
Internal and psychological
Anchored in feelings, abilities, and inner traits
Self-esteem develops
Evaluating oneself as good or bad
Declines during early elementary school

Question 5

early childhood 3 to 6 years old

Answer 5

initiative versus guilt

Question 6

middle childhood 6 years to puberty

Answer 6

industry versus inferiority

Question 7

Children have ability to work toward a goal

May feel inferior if they do not measure up

Answer 7

Erikson’s Industry vs. Inferiority

Question 8

Self-esteem

Answer 8

based on the value the child places on a particular dimension or dimensions

Question 9

Susan Harter’s five dimensions:

Answer 9

People skills
Politeness
Intellectual abilities
Appearance
Physical abilities

Question 10

Overly self-critical
Inflate failures
See failure when it doesn’t exist

Answer 10

Low self-esteem—internalizing problems

Question 11

Feel incapable of affecting the outcome of event
May stop trying
Common in those with internalizing problems

Answer 11

Learned helplessness

Question 12

Feelings of competence
“I can succeed if I work hard.”
Be aware of Vygotsky’s zone of proximal development.
Praise the child’s effort.

Answer 12

Enhance self-efficacy

Question 13

Set realistic goals.
If child fails, gently give accurate feedback.
Express care.

Answer 13

Promote realistic self-perceptions.

Question 14

Sharing, helping, and caring actions

Appears as early as preschool; more frequent in elementary school

Answer 14

Prosocial Behavior

Question 15

Prosocial behaviors performed for selfless, non-egocentric reasons

Answer 15

Altruism

Question 16

Attend to your child’s prosocial behaviors.
Attribute the kind act to the child’s personality.
Reinforce altruistic behavior and displays of empathy and sympathy.
Discipline using induction.
Scaffold altruism
Intervene when your child behaves in a hurtful, negative way.
Model prosocial behaviors

Answer 16

Interventions: Socializing Children to be Prosocial

Question 17

Any hostile or destructive act
Physical aggression peaks at about age 2½.
Declines with onset of emotional regulation (maturing frontal lobes)
Types:
Instrumental
Reactive
Relational

Answer 17

Aggression

Question 18

Difficult (exuberant) temperament may evoke power-assertion disciplinary techniques.
Rejection from teachers and peers
Child may possess a hostile attributional bias.
Boys more likely than girls to be labeled aggressive
Boys more likely to have externalizing problems

Answer 18

Factors Contributing to Aggression

Question 19

Emerges at end of sensorimotor stage
Initially, the parent scaffolds
Age 4, collaborative pretend play (theory of mind is present)

Answer 19

Rough-and-tumble play

Fantasy Play (aka Pretend Play)

Question 20

Allows children to practice adult roles
Allows child a sense of control
Furthers understanding of social norms
Offers the adult world insights into what children may be thinking

Answer 20

Value of Pretend Play

Question 21

Girls’ and Boys’ Play Worlds

Girls

Answer 21

Calm, more subdued play
Nurturing themes
Play collaboratively; relate one-to-one

Question 22

Girls’ and Boys’ Play Worlds

Boys

Answer 22

Rambunctious play
Superhero, warrior themes
Try to establish dominance; enjoy competition
Rigid gender-specific rules for play

Question 23

What Contributes to Gender-Stereotyped Play?

Answer 23

Biological underpinnings
Role of testosterone
Socialization of gender-specific behaviors
Traditional gender roles
Impact of cognitions
Gender Schema Theory

Question 24

Friendships

Core Qualities:

Answer 24

similarity, trust, emotional support

Question 25

Help us learn to manage emotions Help us to handle conflicts Friends protect and enhance the developing self.

Answer 25

Friendships stimulate personal development.

Question 26

Popularity

Answer 26

``` Social skills necessary Categories Popular Most-liked Average Middle-range status Rejected May be socially inept May have internalizing or externalizing tendencies May not fit in with dominant group ```

Question 27

A situation in which one or more children (or adults) harass or target a specific child for systematic abuse

Answer 27

Bullying

Question 28

Exceptionally aggressive children who repeatedly bully and get victimized May demonstrate both externalizing and internalizing tendencies

Answer 28

Bully-victim

Question 29

Anxious, shy, low on the social hierarchy, unlikely to fight back

Answer 29

Classic victim (internalizing)

Question 30

Administrators working with students form a school-wide norm of intolerance of bullying

Answer 30

Olweus Bully Prevention Program

Question 31

Parents of shy children

Answer 31

Foster a secure attachment. | During preschool, connect your temperamentally shy child with a friend.

Question 32

Parents of children with externalizing disorders

Answer 32

Display loving, sensitive parenting. Minimize power assertion. Teach emotional regulation skills and reattribution of biases.