Midterm 2 2nd five Flashcards
(19 cards)
- What are some stressors faced by students transitioning to middle school?
Going from elementary school to middle school may cause some kids to struggle due to the change in class structure, children go from one teacher to another, larger environments, kids have to be responsible for their own material, and getting from class to class in a timely manner. In addition to all of this some kids aren’t developmentally ready for middle school as it starts earlier and earlier. Regardless this is challenging as they fight for their independence, deal with changes in their hormones and still have difficulty managing new material.
- Problem with the environmental fit?
Middle school is not meeting the needs of the developmental stages as motivation goes down, anxiety and learned helplessness goes up. Some kids that do well in elementary school struggle in middle school. This may be due to different classes, management/organization of materials, many different teachers which may cause kids to feel uncomfortable with certain teachers. In addition to this the attention changes from task orientated grading to achievement for grading.
- Iraqi kinship marriage system?
Iraqui families believe that it is safer to marry a cousin than a total stranger. Nearly half of marriages are between 1st and second cousins. “Americas” dont understand what a different world Iraqi is because of these highly unusual cousin marriages. Iraquis world is divided into two groups: Kin and strangers. Nepotism is a moral duty to them. Whoever is in power will bring his relatives in from the village and give them important positions.
- Direct and indirect Neighborhood influences on child?
Direct influences- many or few resouces, high concentration of poverty
Indirect influences- support or stress on parents or caretakers from neighborhood
- Examples: Direct and indirect Neighborhood influences on child?
Contagion
Impact of peers in neighborhood on children. Can be both positive or negative. As kids move from childhood to adolescence the impact of peers increase. If you’re in a school that uses suspension, the out of school suspension can be bad for kids in bad neighborhoods. Still have some sort of suspension in school just ISS for bad neighborhoods are more beneficial towards development.
- Examples: Direct and indirect Neighborhood influences on child?
Neighborhood system in Japan?
There is an instituionalized neighborhood microsystem in Japan. Houses on either side of you and the three across the street: that is where you go for help, the parents in the other houses are like your second family, very suportive, if your parents can’t help you there are a bunch of others who can, serves as extended family, consistent contact, support system, in Japan the group is very important
- Pre-social Infant?
The emotional expression of infants and their caregivers allow them to mutually regulate interactions. They are both partaking in the interaction. However, the caregiver displays emotion towards a specific entity and the infant will foloow. They are both regulating the interaction. This early relationship impacts emotional regulation.
- Example of pre-social infant?
Crying, closing eyes, smiling, gazing, opening eyes, and pushing away
- Pick up emotions from their caretakers, becomes second nature and then the caretaker begins to respond back ex: caretaker notices the baby opening their eyes and responds. - Lack of caretaker responsiveness can lead to negative outcomes.
- Pre- social chronic mismatch?
CHRONIC MISMATCH: leads to negative affect and parent-child conflicts WHICH INCLUDE:
§ Inability to read babies cues
§ Inability to respond to baby’s cues (very depressed moms)
- Pre-social mismatch?
Mismatch:
§ Still-faced/blank face (depressed caregiver or emotionally withdrawn)
§ Intrusive response leads to chronically mis-coordinated interactions- few positive interactions
§ Coping strategies= turning away/ efforts to cue parent
What is social referencing and when does it begin?
12-15 months they begin this
-Uncertain situations : Look up at grownups to see how they feel and go off of them, their facial expressions, and emotions
Social referencing? Emotional empathy?
End of the 2nd year, a child understands a person can feel differently than oneself
§ Emotional empathy- can sense someone is upset in a vague way
§ In moments of time you may see kind actions.
§ NOT to be confused with cognitive empathy (they can’t fully understand someone else’s perspective)
§ Ex: give mommy a tissue if she is crying
§ Offer to help someone distressed
Social referencing?
Cognitive empathy?
Around 7, children acquire cognitive empathy.
§ Full awareness of emotional experience of others.
§ Can understand why someone feels a certain way and why.
§ We see more prosocial behavior at times
Social referencing?
Adolescence?
Start to have emotional mood swings created by a surge in hormones
o Adolescents can feel very much like a toddler:
§ “I NEED HELP” “I DON’T NEED HELP”
o Adolescents also begin to self-reflect
§ Can be moved by a story, poem, or book, in a way that a child cannot
o Adolescents develop an awareness of how genuine emotion is.
§ Understanding of masking or display rules of emotion: feel one emotion but not display the emotion you’re feeling.
§ You can understand that you do that, and that others do that.
§ Display rules: rules of what we express, which may not be the same as how we feel
§ We learn rules of display from our culture
Social referncing?
Maximizing?
Enhancing expression of the emotion that you feel.
o Ex: Someone gives you a gift that you like, but you act as though you LOVE it
Social referencing?
Minimizing?
Reducing the expression of an emotion that you feel. This rule is important in Japanese and Chinese culture.
Social referencing?
Neutralizing?
Show no emotion, like having a poker face.
o We see this where masking is a social rule.
more frequent in males
Social referencing?
Masking?
Showing the exact opposite of what you feel
o Ex: Smile and congratulate a co-worker who you are jealous of.
o More frequent in females.
Social referencing?
Emotional contagion?
the ability to feel what others are feeling, experience another’s emotion
o Not just understand, feel it in you
o Something great happens for a friend, you feel joy in you
o Need empathy, but is different than empathy
o Precursor: Young babies fuss when they hear another person crying, infant doesn’t understand but there is the ability to have discomfort when you know someone else is upset.
