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psyc 3120 lecture 9 & 10 notes

by: Kennedy Finister

psyc 3120 lecture 9 & 10 notes PSYC 3120

Marketplace > Auburn University > Psychlogy > PSYC 3120 > psyc 3120 lecture 9 10 notes
Kennedy Finister
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About this Document

middle childhood: social, personality, physical & cognitive development
Developmental Psychology
Elizabeth Brestan Knight
Class Notes
Psychology, developmental psychology, Life Span Development, psyc 3120, Auburn University
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This 7 page Class Notes was uploaded by Kennedy Finister on Wednesday March 2, 2016. The Class Notes belongs to PSYC 3120 at Auburn University taught by Elizabeth Brestan Knight in Spring 2016. Since its upload, it has received 21 views. For similar materials see Developmental Psychology in Psychlogy at Auburn University.


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Date Created: 03/02/16
Psyc  3120  lecture  9/10  notes   February  23  &  25,  2016       CHAPTER  9   MIDDLE  CHILDHOOD:  PHYSICAL  AND  COGNITIVE  DEVELOPMENT     ADHD   • Attention  Deficit  Hyperactivity  Disorder   o (ADD  is  not  scientifically  correct)   • Externalizing  behavior  disorder   o Very  clear  to  other  people  the  child  has  a  ADHD  by  their  actions   • 3-­‐5%  of  school  aged  children  are  diagnosed   • Boys  are  5-­‐10  times  more  likely  to  be  diagnosed   • Normal  intelligence   o All  kids  diagnosed  with  ADHD  are  tested  at  the  average   intelligence  level.  They  have  to  in  order  to  be  considered  to  have   this  disorder  because  it’s  a  behavioral  issue  it  has  nothing  to  do   with  cognitive  abilities.  If  the  child  is  below  average  it  is   probably  not  their  behavior  that  is  causing  delays  in  school   o Sometimes  kids  feel  like  they’re  not  as  smart  as  other  kids   because  their  grades  suffer  due  to  their  lack  of  focus  to   learn/test   • Etiology  (cause)   o Early  theory   § Minimal  brain  dysfunction   o Current  theory   § Neurological  imbalance,  frontal  lobe  dysfunction,  or   neurotransmitter  problems   o Typically  heredity  (Runs  in  the  family)   • Diagnostic  Criteria   o Symptoms  must  persist  for  at  least  6  months   o Symptom  should  have  begun  before  age  7   o Symptoms  present  in  at  least  two  situation   § Example:  in  therapy  &  school   o Disorder  impairs  functioning   § Has  to  have  a  problem  in  school  or  with  making  friends   o Symptoms  not  explained  by  another  disorder  such  as   § Anxiety   § Schizophrenia   § Mania  (bipolar)   § Dissociative  disorder  (thinking  about  being  somewhere   else)   § Personality  disorder   Psyc  3120  lecture  9/10  notes   February  23  &  25,  2016     § Developmental  disorder   • Symptoms   o Three  categories   § Inattention   • Fails  to  pay  close  attention  to  details     o Issues  problem  solving  in  math   • Makes  careless  errors   o Grammar,  spelling   • Doesn’t  appear  to  listen   o Looking  elsewhere   • Does  not  follow  through  on  instructions  or  chores   o They  forget  what  they  were  supposed  to  do   because  something  else  catches  their  eye  and   takes  away  their  short  attention  span   • Has  trouble  organizing  tasks  or  activities   • Dislikes  or  avoids  sustained  mental  effort   o Refuse  to  do  homework  because  it  takes  a  lot   of  extra  effort.  Long  and  strenuous  task  for   them  that  would  take  most  kids  10  minutes   • Loses  materials   • Easily  distracted     • Forgetful   § Hyperactivity   • Squirms  or  fidgets   • Inappropriately  leaves  seat   • Inappropriately  runs  and  climbs   • Has  trouble  quietly  playing   • Appears  driven  or  “on  the  go”   • Talks  excessively     § Impulsivity   • Answers  questions  before  asked   • Has  trouble  waiting  their  turn   • Interrupts  or  intrudes  on  others   • Functioning   o Poor  social  skills   o Messy  appearance   o Physical  aggression   § Misperceive  the  situation.     o Discipline  difficulties   o Poor  school  performance   Psyc  3120  lecture  9/10  notes   February  23  &  25,  2016     o Increased  family  stress   § Hard  to  go  out  in  public  and  do  things  with  a  wild  child,   always  being  a  disruption  in  restaurants  or  trying  to  run   away  at  parks   • Coexisting  problems   o Externalizing  behavior  disorders   § Oppositional  defiant  disorder   • Don’t  listen  to  the  parents/other  authorities,   swearing  &  getting  aggressive  with  them   § Conduct  disorder   • Typically  a  result  of  oppositional  defiant  disorder  if   its  not  addressed     • Kid  associates  with  other  kids  that  act  like  them   and  they  become  delinquents  essentially,  stealing,   vandalism,  being  bad   o Learning  Disabilities   § Hard  to  learn  due  to  short  attention  span   o School  underachievement   § Cant  learn  the  material  well,  don’t  remember  it  well,  cant   test  well,  leading  to  bad  grades   o Poor  self  esteem   § Kids  feel  dumb  because  they  cant  learn  like  the  other  kids   and  they  don’t  have  the  ability  to  rationalize  and  see  the   positive   • Treatment   o Drugs   § Ritalin,  Dexedrine   § Negatives   • Doesn’t  work  for  everyone   • Must  be  at  optimal  level   • Long  term  improvement  is  questionable   • Can  completely  change  persons  personality   • Kids  don’t  always  take  them,  older  kids  sell  them   • Kids  get  dependent  thinking  they  cannot  function   without  them   o Parent  training   § PCIT   • Parent  child  interactive  therapy   • 16  weeks   • used  for  several  different  disorders   Psyc  3120  lecture  9/10  notes   February  23  &  25,  2016     • child  directed     o teach  parent  to  let  the  child  lead  and  follow   their  needs   • parent  directed   o teach  parent  how  to  discipline  the  child   § time  out  for  short  increment  (3min)  &   the  child  has  to  be  quiet  the  entire   time.  When  they  get  out  of  time  out   they  have  to  perform  whatever  task  it   was  that  they  didn’t  do  that  landed   them  in  time  out  in  the  1  place   st o Social  skills  training   o Behavior  therapy                                                             Psyc  3120  lecture  9/10  notes   February  23  &  25,  2016     CHAPTER  10   MIDDLE  CHILDHOOD:  SOCIAL  AND  PERSONALITY  DEVELOPMENT       LAWRENCE  KOHLBERG   • Cognitive  developmental  approach  to  moral  development   • Influenced  by  Piaget   • Clinical  interview  procedure   • Moral  dilemmas     o “what  was  the  right  thing  to  do?”   • Heinz  Dilemma   o Dilemma  that  includes  obeying  the  law  vs  saving  someone   • Test  geared  towards  males   • Mostly  based  on  western  culture   • Reasoning  is  more  important  than  content   • Stages  are  universal   • Don’t  reach  the  highest  stage  until  adolescence  &  even  then  not   everyone  reaches  this  stage   • LEVEL  ONE   o Pre-­‐conventional  morality  (self  interest)   o Stage  one:  punishment   § “  I  wont  do  it  because  I  don’t  want  to  get  punished”   o Stage  two:  reward   § “I  wont  do  it  because  I  want  a  reward”   • LEVEL  TWO   o Conventional  morality  (social  morality)   o Stage  three:  interpersonal  relations   § “I  wont  do  it  because  I  want  people  to  like  me”   o Stage  four:  social  order   § “I  wont  do  it  because  it  would  break  the  law”   • LEVEL  THREE   o Post  conventional  Morality  (abstract  ideals)   o Stage  five:  Social  contract   § “I  wont  do  it  because  I’m  obliged  not  to”   o Stage  six:  universal  rights   § “I  wont  do  it  because  its  not  right   • moral  development  is  very  slow  and  gradual   • stages  1  &  2  decrease  in  early  adolescence     • stage  3  increases  through  middle  adolescence  and  then  declines   • stage  4  reasoning  rises  over  the  teenage  years   Psyc  3120  lecture  9/10  notes   February  23  &  25,  2016     • few  people  move  up  to  5   • stage  6  is  a  matter  of  speculation   • moral  judgment  does  not  equal  moral  behavior   o how  you  respond  &  how  you  actually  act  can  be  very  different     • moral  reasoning  is  highly  correlated  with  IQ,  educational  level,  and   perspective  taking  skills   • child  rearing  practices  help  to  enhance  moral  reasoning         CAROLE  GILLIAN   • Female  moral  development   • Compassionate  concern  instead  of  social  injustice   • Stages  of  moral  development   1. Orientation  toward  individual  survival     a. what's  best  for  themselves   2. Goodness  as  self  sacrifice   a. other  peoples  needs  comes  before  theirs   3. Morality  of  nonviolence   a. establishing  a  balance  between  your  wants  and  others   wants;  compromise       SENSE  OF  SELF   • others  perceptions  (parents  peers  and  so  forth)   • social  values,  expectations,  notions  of  ideal   • experiences  of  self  in  the  world   • body  image,  health  perceptions,  sense  of  strength   • self  examination  (analysis  of  personal  assets  and  liabilities)       SELF  ESTEEM   • high  from  6-­‐12  and  decreases  after  that   • individuals  overall  &  specific  positive/negative  evaluation   • influences   o child  rearing  practices   o attributions  (why  something  is  happening)   § mastery  oriented  attributions     • “this  is  hard  but  I  can  do  it”   § learned  helplessness   • “I  don’t  think  I  can  do  it”   Psyc  3120  lecture  9/10  notes   February  23  &  25,  2016         SELF  CONCEPT   • how  you  identify  yourself   • influences     o academic   o social   o athletic   o emotional    


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