Social and Emotional Development Flashcards
(28 cards)
Self Concept
A conceptual system made up of one’s thoughts and attitudes about one’s self
Essential for regulation of all behaviour (interpreting stimuli, self-expectations)
Development of Self Concept
6-9: Social Comparisons
12-14 - Abstract descriptors of self (may conflict)
15-19 - Complex sense of self
Identity
A description of self that is often externally imposed, such as through membership or group
Identity Diffusion
Apathy, depression
Most early adolescents in diffusion
Identity Foreclosure
Intolerance, inflexibility,
Most accepted experience in some cultures and families
Identity Achievement
Kroger and Marcia (2011)
Positive self-esteem
Difficult to achieve and impermanent
Identity Moratorium
Self esteem and critical thinking
Overwhelming
Ethnic Identity Components
A sense of belonging to an ethnic group (a group with shared cultural traditions)
The degree to which a person associates his/her thinking, perceptions, feelings and behaviour with membership in that group
Ethnic Identity Applied
Berry and Phinney (2006)
Ethnic and bicultural identities have positive implications for self-esteem, psychological and social adaptation
Social Cognitive Theory
Children learn through observing behaviours of others, observing how others react and how they feel about those behaviours
Bandura (1961)
Role Taking
Practising awareness of the perspectives of another person; better understanding that person’s behaviour, thoughts and feelings Selman and Byrne (1974) Egocentric (0-6 years) Subjective (6-8 years) Self-reflective (8-10 years) Mutual (10-12 years) Societal (12+ years)
Self-efficacy
Beliefs about how effectively they can control behaviour, thoughts and emotions in order to achieve a desired goal
Modelling, encouragement, mastery and wellbeing
social environments
Sociocultural Influence
Humans shape and are shaped by social environments
Inter-subjectivity, scaffolding, guided participation
Family as a Dynamic System
Relationships define roles Walsh 2015 modelled family structure to explain resilience o Belief systems (e.g. Hopeful outlook) o Organisation (e.g. Connectedness of members) o Communication (e.g. clarity)
Purpose of Attachment
Emotional bond between a parent and child that endures across time and contexts
o Security
o Survival
o Co-regulation
Influence of Attachment
NICHD (2001) found maternal sensitivity and income-needs ratio to correlate significantly with attachment
Influence mediated by child’s interpretation of relationship
Attachment & Communication
Thompson, 2000
Frequent and clear discourse aids in social construction of knowledge and world view
Sibilings
Older - Sociocognitive capacity
Younger - Reciprocity and trust
All - Prosocial behaviour
Non-Normative Influences
Baltes, Reese and Lipsitt (1980) suggest any developmental event is influenced by
o Normative age-related influences
o Normative history-related influences
o Non-normative influences
Age of Parents
Older parents more common (higher financial security, lower energy and more career commitments)
Younger parents less common (Financial, health and education issues)
Only Children
Little to no disadvantage
Advantage in academic performance, self-esteem and achievement motivation
Same-Sex Parents
Social, emotional, financial and stigma challenges
Fedewa (2015), decreased likelihood of child-parent conflict, gender confusion and emotional issues
Homelessness
AIHW (2016-17)
47% of around 300,000 homeless Australians are families
Issues with health and nutrition, social development and mental health, discrimination and stigma
Causes of Different Sibling Outcomes
Genetics
Changes in parents
Difference in individual responses/interpretations
Children create different worlds
