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by: Brittany Ballog

Chapter10LectureOutline.pdf HDFS 225

Marketplace > Michigan State University > HDFS > HDFS 225 > Chapter10LectureOutline pdf
Brittany Ballog
GPA 3.0
Lifespan Human Development in the family
Sherrell Hicklen House

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About this Document

the class notes- so you don't have to go to class! it is one day of notes
Lifespan Human Development in the family
Sherrell Hicklen House
Class Notes
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This 3 page Class Notes was uploaded by Brittany Ballog on Sunday September 27, 2015. The Class Notes belongs to HDFS 225 at Michigan State University taught by Sherrell Hicklen House in Spring 2015. Since its upload, it has received 20 views. For similar materials see Lifespan Human Development in the family in HDFS at Michigan State University.


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Date Created: 09/27/15
I II Chapter 10 Outline The Quest for SelfUnderstanding Erikson s Stage of Industry Versus Inferiority 0 Industry children s ability or desire to try their hand at new things 0 Inferiority result of having difficulty when compared to children who easily accomplish tasks Gender and Age Trends in SelfEsteem Girls under age 13 have a higher selfesteem than boys Girls experience a drop in selfesteem between childhood and adolescence Involvement in sports is linked to higher selfesteem SelfRegulated Behaviors Children are expected to regulate their emotions and control aggressive impulses during middle childhood Effortful control ability to learn to regulate emotions Emotionally disabled children cannot or will not control their overimpulsive or aggressive behaviors toward others Understanding Emotion Anger emotion associated with acts of aggression Fear unpleasant emotion aroused by impending danger pain or misfortune Anxiety state of uneasiness apprehension or worry Phobia excessive persistent and maladaptive fear response Stress process involving the recognition of and response to a thereat or danger Locus of Control Our perception of who or what is responsible for the outcome of events and behaviors in our lives An important moderator of our experience of stress Internal locus of control our own efforts and abilities are responsible External locus of control luck fate or powerful others are responsible Continuing Family In uences Mothers and Fathers Supportive mothers Caregiving fathers Biological fathers Divorced fathers Stepfathers Cohabiting father figures Absentee or nonresident fathers VII Children of Divorce Factors that impact the development of children of divorce 0 Age of divorce 0 Level of parental con ict 0 Gender of the child and custodial parent 0 Nature of custody 0 Income and resources VIII Stepfamilies 7580 of divorced parents remarry Most of these marriages involve children Reconstituted or blended families Stepfathers are usually accepted by boys but come in between girls and their mothers Stepmothers are more likely to slip into day to day activities with the children Fewer con icts between stepparent and children if biological parent does the disciplining IX Sibling Relationships Most American children have at least one sibling Are typically intense relationships Con ict resolution 0 Siblings must learn to resolve con icts through cooperation Siblings who play together learn prosocial behaviors X Later Childhood The World of Peer Relationships Peer relationships assume a vital role in children s development During preadolescence children shift in what they consider to be important about friends 0 They begin focusing on friends preferences XI Developmental Functions of Peer Groups An arena in which children can exercise independence from adult controls Experience relationships on equal footing with others Position of children is not marginal Peer groups transmit informal knowledge XII Gender Cleavage Gender cleavage the tendency for boys to associate with boys and girls with girls Children fashion a coherent genderbased identity The way boys and girls are socialized in Western countries greatly magnifies gender differences 0 Gender cleavage tends to isolate boys while girls tend to benefit from it 0 Boys feel increased pressure to ask masculine XIII Popularity Social Acceptance and Rejection Group two or more people who are a feeling of unity and are bound together in relatively stable patterns of social interaction Groups have a psychological sense of oneness 0 Shared beliefs XIV Behavioral Characteristics Popular 0 Active outgoing alert selfassured helpful friendly 0 Confident but not boastful Unpopular O Listless lethargic apathetic may be ill 0 Introverted timid withdrawn 0 Overbearing aggressively hostile Children who experience early rejection are likely to experience adjustment problems later in life XV Developmental Functions of Schools Teach specific cognitive and general skills Share with family responsibility for transmitting cultural goals and values Serve as sorting and sifting agency selecting young people for upward social mobility Help children overcome deficits or difficulties in social functioning XVI Motivating Students Motivation the inner states and processes that prompt direct and sustain activity Intrinsic activity undertaken for its own sake Extrinsic activity undertaken for some purpose other than its own sake 0 Example rewards such as honor roll school grades scholarships Attributions of Causality O People s perceptions of the factors that produce given outcomes XVII MiddleClass Bias Middleclass schools tend to have similar values as children coming from upper and middleclass families 0 These children are at an advantage because the home and school environments are aligned


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