Erikson's Theory
Major Question: "How can I be good?" |
Basic Virtue: Competence. |
Important Event(s): School |
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INDUSTRY |
INFERIORITY |
develop a sense of competence at useful skills and tasks |
can result in social and emotional struggles |
develop a sense of pride in their accomplishments |
pessimism & lack of confidence in one's ability to do tasks well |
positive but realistic self-concept |
negative feelings are deepened from friends/family/society |
cooperative participation with agemates |
lack in confidence because ppl in their lives do too |
Moral Development
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flexible moral rules: lying isn't always bad and the truth isn't always good children begin to condiers intentions, more respect for conventions and purpose
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development of disruptive justice strict equality (5-6yrs)- comparing 2 values for equality
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merit (6-7yrs)- good or worthy quality
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equity: the quality of being fair and impartial) & Benevolence: the quality of being well-meaning/kindness (~8yrs)
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Selman's Stages of perspective thinking 0) undifferentiared (3-6yrs)- Children recognize that the self and others can have different thoughts and feelings, but they frequently confuse the two.
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1) social-informational (4-9yrs)- Children understand that different perspectives may result because people have access to different information.
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2) self-reflective (7-12yrs)- Children can "step in another person's shoes" and view their own thoughts, feelings, and behaviour from the other person's perspective. They also recognize that others can do the same.
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3) third-party (10-15yrs)- Children can step outside a two-person situation and imagine how the self and other are viewed from the point of view of a third, impartial party.
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4) societal (14yrs-adult)- Individuals understand that third-party perspective-taking can be influenced by one or more systems of larger societal values.
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Self-Concept
Social comparisons: judgements about appearance, abilities, and behaviours in relation to those of others |
children emphasize competencies |
children describes both positive and negative personality traits > balance |
less all-or-none descriptions |
Emotional Development
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Self conscious emotions: are those affected by how we see ourselves and how we think others perceive us. governed by personal responsibility (pride, jealousy, embarrassment) |
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Emotional Understanding: understanding of the nature, causes, and control/regulation of emotion. supported by cognitive development and social experience |
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Emotional Self-regulation: socially tolerable and sufficiently flexible, motivated by self-esteem & peer approval problem centered coping: situation is changeable, identifies the difficulties, and decides what to do about it
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emotion centered coping: if problem doesnt work, it is internal, private, and aimed at controlling distress (when little can be done about the outcome)
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Diversity & Inequality
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Stereotype Threat: fear of beig judged on the basis of a negative stereotype (which can trigger anxiety) by school age..children begin to assign stereotype traits to minorities
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Development of Predjudice: fixed view of personality traits- traits are unchangeable & are either good/bad
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overly high self esteem- belittle disadvantage people/groups
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social world where people are sorted into groups- if adults highlight better groups kids begin to as well
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Reducing Predjudice: have intergroup contact
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long-term contact & collaboration
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inducing to view other's trait as changeable & influences on those traits
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Gender
Stereotypes: through personalities traits (tough vs. gentle) & school subjects (athletics vs. arts) |
identity: boys strengthen masculine identity & girls feminine identity decline |
cultural & Social influences: social media, passed down views of gender, advertisements, etc |
Self Evaluations: affect adjustments, pressure to fit in / conform to gender roles |
Gender Stereotype Flexibility: overlap in the characteristics of males and females |
Gender Typicality: degree to which a child feels similar to others of the same gender |
Gender Contentedness: degree to which a child feels comfortable with their assigned gender |
Pressure to conform to gender roles: degree to which a child feels parents/peers disapprove of their gender related traits |
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Self Esteem
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Hierarchical Structure- General Self Esteem: a) Academic competence (grades, specific subjects)
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b) Social competence (relationships with parent and/or peers)
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c) Physical/athletic competence (outdoor games/various sports)
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d) Physical appearance (from peers/family/society/media > influences youths overall satisfaction with themselves)
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Influences on Self Esteem: Culture, gender, child-rearing practices, achievement related attributions mastery-oriented attributions: crediting their success to ability, improved by trying hard (effort pays off), incremental view of ability
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learned helplessness: attribute their failures, not success, to ability (conclude success have to do with "luck" not themselves), fixed view of ability
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Attribution Retraining: encourages learned-helplessness kids to believe they can overcome failure by exerting more effort & using effective strategies |
Peer Groups
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collective that generate uniqure values/similarites and standards of behaviour formed through proximity and similarities
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Friendships: contribute to the development of trust and sensitivity selective in choosing friends
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learn to resolve disputes
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Peer Acceptance: Popular- well-liked; prosocial: antisocial:
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Rejected- disliked; aggressive: withdrawn:
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Controversial- liked and disliked
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Neglected- are seldom mentioned
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Average- average of being liked & disliked
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Bullies: popular(not for long), powerful, aggressive |
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Victim: passive, frail, have helicopter parents |
Family Influences
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Parent-Child Relationships: children spend less time with parents in mid-childhood Coregulation: supervision where parents exercise general oversight while letting children take charge of moment-by-moment decision making
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children gain greater independence but still need family support |
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Siblings: important sources of support through companionship, emotional support, and assistance rivalry- from parental comparisons
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comparisons- of traits and accomplishments, results in quarelling
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Only Children: closer relationship with parents but have pressure for mastery
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usually lack practice in conflict resolution
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Homosexual Families: same as hetero but children are more open-minded and less discrimination |
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Divorce: causes drop in income, instability, conflict, family stress, increase risk for adjustment problems |
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Immediate Consequences: Age- young kids: often blame themselves, display anxious, defiant, fearful reactions. older kids: depressed moode, decline in grades, risky/reckless behaviour OR take on more tasks, emotional support for single parent, mature behaviour, care for younger siblings.
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Gender- Girls: internalize reactions. Boys: risk for adjustemnt problems. both: show demanding & attention-getting behaviour
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Temperament- difficult children: magnifies their difficulties because of stress and inadequate parenting VS. easy children: not targets for parental anger & cope more effectively with adversity
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Long Term Consequences: Improved adjustment (~2yrs later)
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have lower self esteem, academic achievement, & social competence
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