Cbapter : Psycbosocial Development in Middle Cbildbood
l neolageLlan 8epresenLaLlonal SysLems
a 8road lncluslve selfconcepLs LhaL lnLegraLe dlfferenL aspecLs of Lhe self l 'l am really smarL ln maLh buL l'm havlng Lroubles ln Lngllsh' ll Clobal selfworLh b Can recognlze she can be smarL ln cerLaln sub[ecLs and dumb ln oLhers c Can compare her real self wlLh ldeal self d All Lhese changes conLrlbuLe Lo Lhe developmenL of selfesLeem ll SelfLsLeem a Ma[or deLermlnanL of selfesLeem ls chlldren's vlew of Lhelr capaclLy for producLlve work b Lrlkson's crlsls of lndusLry v lnferlorlLy l Learnlng Lhe skllls valued ln Lhelr socleLy c 1he vlrLue of 'compeLence' l Successful resoluLlon of crlsls ll Seelng Lhe self as able Lo masLer skllls and compleLe Lasks d lncludes soclal supporL from famlly and frlends lll LmoLlonal CrowLh rosoclal 8ehavlor a 8y age 7 or 8 chlldren are aware of feellng shame gullL and prlde b 1hey are aware of Lhelr culLure's rules for expresslng emoLlon c LmoLlonal selfregulaLlon lnvolves volunLary conLrol over emoLlons aLLenLlon and behavlor lv lamlly ALmosphere a Chlldren exposed Lo parenLal dlscord had hlgh levels of l Interna||z|ng behav|ors anxleLy fearfulness and depresslon ll terna||z|ng behav|ors aggresslveness flghLlng dlsobedlence and hosLlllLy b Mlddle chlldhood brlngs LranslLlonal sLage of CoregulaLlon l CoregulaLlon parenL and chlld share power v overLy and arenLlng a ApproxlmaLely 18 percenL of all uS chlldren under age 18 llve ln poverLy b oor chlldren are more llkely Lo l Pave emoLlonal and behavloral problems ll Suffer cognlLlvely and scholasLlcally c More saLlsfled moLher ls wlLh employmenL sLaLus more effecLlve she ls llkely Lo be as a parenL vl Ad[usLlng Lo ulvorce a ulvorce causes sLress for all famlly members b Ad[usLmenL of chlldren depends upon l 1he level of parenLal confllcL before Lhe dlvorce ll Chlld's age or maLurlLy lll Cender and LemperamenL lv sychosoclal developmenL before dlvorce vll lamlly sLrucLure a Chlldren Lend Lo do beLLer ln famllles wlLh 2 conLlnuously marrled parenLs b lamlly lnsLablllLy may be more harmful Lo chlldren Lhan Lhe parLlcular Lype of famlly Lhey llve ln c 8oys flnd lL harder Lo ad[usL Lhan glrls do and are more suscepLlble Lo soclal and conducL problems (ulvC8CL) l 1lmlng of dlvorce ofLen affecLs ouLcome vlll CohablLlng lamllles a Slmllar Lo LwoparenL buL Lend Lo be more dlsadvanLaged l Less lncome ll Less educaLlon lll More menLal healLh problems b More llkely Lo break up Lhan marrled famllles lx AdopLlve lamllles a AdopLlon ls found ln all culLures LhroughouL hlsLory b 60 percenL of adopLlons are by sLepparenLs or relaLlves usually grandparenLs c lncrease ln 'open adopLlons' d arLles share lnformaLlon or have dlrecL conLacL e uS adopLlons of forelgnborn chlldren quadrupled from 1978 Lo 2001 f roblems LhaL do occur surface durlng mlddle chlldhood when chlldren become more aware of dlfferences ln Lhe way famllles are formed x Cay/Lesblan parenLs a no conslsLenL dlfference beLween homosexual / heLerosexual parenLs ln emoLlonal healLh or parenLlng skllls/aLLlLudes l Where dlfferences Lhey Lend Lo favor gay/lesblan parenLs xl 1he 8eslllenL Chlld a Chlldren who malnLaln composure under challenge or LhreaL b Chlldren who 'bounce back' from Lrauma c roLecLlve lacLors l Cood famlly relaLlonshlps ll Cood cognlLlve funcLlonlng d 1end Lo have hlgh lC and be good problem solvers xll 1ralLs of 8eslllenL Chlldren a ersonallLy and 1emperamenL l AdapLable frlendlly well llked lndependenL and senslLlve Lo oLhers ll When under sLress can regulaLe Lhelr emoLlons by shlfLlng aLLenLlon Lo someLhlng else b 8educed 8lsk lacLors l Low parenLal dlscord ll no crlmlnal faLher lll no fosLer care lv CfLen able Lo overcome sLress beLLer Lhan Lhose exposed Lo more Lhan one facLor c CompensaLlng Lxperlences l SupporLlve school envlronmenL ll Successful experlences ln school or soclal llfe xlll Slbllng relaLlonshlps a noL only dlrecLly Lhrough lnLeracLlon /w eachoLher buL lndlrecLly Lhrough lmpacL on eachoLher's relaLlonshlp wlLh parenLs xlv oslLlve/negaLlve of eer 8elaLlons a eer group opens new perspecLlves and frees Lhem Lo make lndependenL [udgemenL b Ssame sex peer groups may help chlldren learn genderapproprlaLe behavlors + lncorporaLe gender roles lnLo Lhelr selfconcepL c negaLlve slde peer groups may relnforce pre[udlce l re[udlce unfavorable aLLlLudes Lowards ouLslders ll Can also fosLer anLlsoclal Lendencles xv opularlLy a Measured ln 2 ways l SoclomeLrlc popularlLy asklng chlldren whlch peers Lhey llke mosL and leasL 1 3 peer sLaLus groups a opular many poslLlve nomlnaLlons b 8e[ecLed many negaLlve nomlnaLlons c neglecLed few nomlnaLlons of elLher klnd d ConLroverslal many poslLlve and many negaLlve e Average no unusual nomlnaLlons of elLher klnd ll ercelved popularlLy asklng chlldren whlch chlldren are llked besL by Lhelr peers 1 1ends Lo be physlcally aLLracLlve aLhleLlc lesser exLenL academlc ablllLy b unpopular chlldren ofLen lnsenslLlve Lo oLher chlldren's feellngs l uo noL adapL well Lo new slLuaLlons c AuLhorlLaLlve parenLs Lend Lo have more popular chlldren Lhan auLhorlLarlan parenLs do d CulLure can affecL crlLerla for popularlLy xvl lrlendshlp a SLrongesL frlendshlp lnvolve equal commlLmenL and muLual glveandLake b WlLh frlends chlldren learn Lo communlcaLe and cooperaLe c lrlendshlp seems Lo help chlldren feel good abouL Lhemselves d Pavlng frlends lmpornLanL slnce peer re[ecLlon and frendlessness ln mlddle chlldhood may have long Lerm negaLlve effecLs e Chlldren cannoL be/have Lrue frlends unLll Lhey avhleve Lhe cognaLlve maLurlLy Lo conslder oLher people's vlews and needs as well as Lhelr own xvll Aggresslon and 8ullylng a uecllnes and changes ln form durlng early school years b lnsLrumenLal aggresslon almed aL achlevelng an ob[ecLlve l 8ecomes much less common c PosLlle aggresslon lnLended Lo hurL anoLher d lnsLrumenLlal aggresslon decreases hosLlle aggresslon proporLlonally lncreases wlLh age e Small mlnorlLy do noL learn Lo conLrol physlcal aggresslon l 1end Lo have soclal/psychologlcal problems ll noL clear wheLher aggresslon causes problems or ls response Lo Lhem or boLh lll Aggresslve boys Lend Lo galn ln soclal sLaLus by end of 3 Lh grade suggesLlng behavlor shunned by younger chlldren may seem cool/glamorous by preadolesences f 1ypes of aggresslon and Soclal lnformaLlon processlng l lnsLrumenLal aggresslon 1 vlew force and coerclon as effecLlve ways Lo geL whaL Lhey wanL 2 1hey are agreslve because Lhey expecL Lo be rewarded for lL when rewarded Lhe bellef ln effecLlveness of aggresslon ls relnforced ll PosLlle aLLrlbuLlon blas see oLher chlldren as Lrylng Lo hurL Lhem and sLrlke ouL ln reLallaLlon or selfdefense lll Chlldren who seek domlnance/conLrol may acL aggresslvely Lo LhreaLs on Lhelr sLaLus whlch Lhey may aLLrlbuLe Lo hosLlllLy lv PosLlal blas may become a selffulllng prophecy seLLlng moLlon a cycle of aggresslon slnce people do become hosLlle Lowards aggresslon g 8ullles and vlcLlms l Aggresslon becomes bullylng when lL ls dellberaLely perslsLenLly dlrecLed agalnsL a parLlcular LargeL a vlcLlm ll 8ullylng can be proacLlve or reacLlve 1 roacLlve sho domlnance bolsLer power wln admlraLlon 2 8eacLlve respondlng Lo a real or lmaglned aLLack lll 8ullylng may reflecL geneLlc Lendency Loward aggresslon comblned wlLh envlronmenLal lnflences lv 8ullylng ls harmful Lo boLh bullles and vlcLlms xvlll ConducL ulsrupLlve ulsorders a CpposlLlonal deflanL dlsorder (Cuu) paLLern of deflance dlsobedlence and hosLlllLy Loward adulL auLhorlLy flgues lasLlng aL leasL 6 monLhs and golng beyond Lhe bounds of normal chlldhood behavlor l ConsLanLly flghL argue lose Lhelr Lember blame oLhers angry and resenLful ll lew frlends and consLanLly ln Lrouble aL school LesL llmlLs of adulLs paLlenLs lll Some chlldren also have ConducL ulsorcer b ConducL dlsorder (Cu) perslsLanL repedaLlve paLLer beglnnlng aL an early age of aggresslve anLlsoclal acLs l 1ruancy seLLlng flres hablLual lylng flghLlng bullylng LhefL vandallsm assulLs drug/alcohol use xlx AnxleLy or Mood ulsorders a School phobla unreallsLlc fear of golng Lo school l May be form of separaLlon anxleLy dlsorder b Soclal phobla exLreme fear and/or avoldance of soclal slLuaLlons l 8uns ln famllles may be geneLlc componenL ll CfLen Lrlggered by LraumaLlc experlences c SeparaLlon anxleLy dlsorder condlLlon lnvolvlng excesslve anxleLy for aL leasL 4 weeks concernlng separaLlon from home or from people whom chlld ls aLLached Lo d Cenerallzed anxleLy dlsorder noL focused on any speclflc aspecL of Lhelr llfe l Worry abouL everyLhlng ll 1end Lo be selfconsclous / selfdoubLlng / excesslvely concerned wlLh meeLlnd expecLaLlons of oLhers lll Seek approval and need sonsLanL reassurance buL wory seems lndependenL of performance or of how Lhey are regarded by oLhers e Cbsesslve compulslve dlsorder obsessed wlLh repedlLlve lnLruslve LhoughLs lmages or lmpulses l May show compulslve behavlors or boLh f lemales more suspeLable Lo depresslon whlch ls slmllar Lo anxleLy and ofLen goes hand ln hand g AnxleLy dlsorders Lend Lo run ln famllles Lwlce as common among glrls as among boys h Chlldhood depresslon dlsorder of mood LhaL goes beyond normal Lemporary sadness l lnablllLy Lo have fun or concenLraLe faLlgue exLream acLlvlLy or apaLhy crylng sleep problems welghL change physlcal complalnLs feellngs of worLhlessness prolonged sense of frendlessness or frequenL LhoughLs of deaLh/sulclde ll May be slgnal of beglnnlng recurrenL problem llkely Lo perslsL lnLo adulLhood lll LxacL causes of chlldhood depresslon unknown lv Several genes relaLed Lo depresslon 1 3P11 helps conLrol braln chemlcal seroLonln and affecLs mood 2 SL11s also conLaln seroLonln ls assoclaLed wlLh enlargemenL of Lhe pulvlnar praln reglon lnvolved ln regaLlve emoLlons v uepresslon ofLen emerges durlng LranslLlon lnLo mlddleschool and may be relaLed Lo sLlffer academlc pressues xx 1reaLmenL 1echnlques a lndlvldual psychoLherapy LheraplsL sess chlld oneonone l Pelp chlld galn lnslghL lnLo hls/her personallLy ll lnLerpreL feellngs and behavlors b lamlly Lherapy sees famlly LogeLher l Cbserves how members lnLeracL noLlng growLh lnhlblLlng/produclng behavlors desLrucLlve paLLerns c 8ehavlor Lherapy or modlflcaLlon uses prlnclples of learnlng Lheory Lo elemlnlaLe undeslrable behavlors or Lo develop deslreable ones l More effecLeve Lhan nonbehavloral meLhods ll CognlLlve behavloral Lheory seek Lo change negaLlve LhoughLs Lhrough gradual exposure modellng rewardlng or Lalklng Lo oneself 1 MosL effecLlve LreaLmenL for anxleLy dlsorders ln chlldren and adolesences d ArL Lherapy helps chlldren descrlbe whaL ls Lroubllng Lhem wlLhouL Lhe need Lo puL Lhelr feellngs lnLo words e lay Lherapy chlld plays freely whlle LheraplsL commenLs askes quesLlons or makes suggesLlons l roven efflclvely wlLh varleLy of emoLlonal cognlLlve and soclal problems f urug 1herapy use of anLldlpresenLs LlmulanLs Lranquallzers or anLlpsycoLlc medlclnes Lo LreaL chlldhood emoLlonal dlsorders l SafLey of Lhese drugs for many chlldren research lacklng ll SelecLlve SeroLonln 8eupLake lnhlblLors (SS8ls) LreaL obsesslve compulslve depresslve and anxleLy dlsorders 1 lncreased rapldly ln Lhe 1990's
Comment (Afarinesh1) : Use THEY Instead of Comment (Afarinesh2) : Both Sides of AND, The Comment (Afarinesh3) : Media Is The Plural Comment (Afarinesh4) : Not A Good Topic
Attached - Summarized for Busy People: The New Science of Adult Attachment and How It Can Help You Find—and Keep—Love: Based on the Book by Amir Levine