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