1. 13 - Middle Childhood: Psychosocial Development

3. Nature of the child Erikson’s stage Freud
Industry vs. inferiority (4th. Stage)
Skill mastery
Self-image of being industrious or inferior
Freud
Latency
Emotional drives & unconscious sexual conflicts are quiet

4. Self-Concept Comparison to others
An unrealistically high self-concept reduces “effortful control” (trying to control your emotions) – lowers achievement & increases aggression

5. The me-self “I-self” = I know what I want, I am
Thinks, acts, & feel independently
“Me-self” = What do others think of me?
Based on the perception of what others think

6. Culture and self-esteem
The culture influences how you are supposed to see yourself
Japanese vs. US

7. Handling Stress Healthy children tend to be resilient to stress
Cope with stressful situations without being overwhelmed
Social support (family, friends, church) helps deal with stress

8. Cumulative stress
Accumulated small daily stresses over time = more devastating than isolated major stress
Child’s interpretation of the situation is important

9. Families and children
Individual children are influenced by age, genes, gender, resilience, parents, and home life
Children raised in same home does not = same environment and parenting
Parents treat different children differently
Most environmental effects may be from the “nonshared” environment

10. Family structure and function
Structure = Legal & genetic connections of family members
Structures
Nuclear (Husband, wife, and children)
Blended (Parents with children from earlier marriages)
Extended (Grandparents, Aunts, Uncles, etc.)
Polygamous (Multiple spouses)
Function
How families act with each other
Function is more important than structure at all ages.

11. Family functions: Material necessities Learning Self-respect
Peer relationships (Friendships)
Harmony and stability
Protective, predictable routines

12. What interferes with family function?
Low income = stress
High conflict = stress
Money
Child rearing
Family roles
Physical abuse
Emotional abuse
Children need a feeling of harmony

13. Peer group

14. The culture of children
Norms, values, beliefs, habits that characterize children as opposed to an adult
Children are their own “in group”
Encourages independence from adults
E.g. Don’t be a “tattle-tale” to an adult

15. Friendship & social acceptance
Both boys and girls want to be liked and have best friends
Learn faster and feel happier with friends
Between same sex, age, ethnicity, and socioeconomic group
People who understand and agree with them

16. Social awareness Social cognition
Understanding the causes and consequences of social interaction
Crucial for peer acceptance
Effortful control = Ability to control your emotions
Well-liked children like themselves
See unkind remarks as accidental
Does not provoke fear, self-doubt and anger
Rejected children = poor self-concept
See unkind remarks as purposefully directed at them
Created self-doubt and anger

17. Bullies and Victims
Bullies lack empathy
Bullying = repeated attacks

18. Types of bullying Physical (hitting, kicking)
Verbal (Teasing, name-calling)
Relational (Isolate from friends, reduce acceptance)
More common in high school
Cyberbullying ( s, Facebook)

19. Victims Lonely, abandoned, no good friends
Chosen because of their vulnerability and isolation

20. Bullies Not rejected – have admiring henchmen for friends
Boys target smaller, weaker children
Boys = physical aggression
Girls target shy soft-spoken girls
Girls = verbal aggression
Both sexes use relational aggression and cyberbullying

21. Bullies Socially aware but lack empathy with victim
Skilled at avoiding adult awareness
Victims counted on not to resist effectively

22. Causes of bullying
Possibly genetic predisposition or brain abnormality
Family
Insecure attachment
Ineffective discipline
Hostile siblings
Intensify aggression
Peers that approve of the behavior

23. Consequences of bullying
Bullies often become increasing cruel
Victims
Depression
Lower school achievement

24. Can bullies be stopped? Very difficult
Victim finding new friends helps
Whole school strategy
Bully not supported by his peers, friends, and school staff helps

25. Morality

26. Kohlberg’s levels of moral development
Preconventional
Egocentric
Rewards and punishments
Conventional
Acceptance of social rules and laws
Postconventional
“What should be”
Ultimate good

27. Morality Often guided by the culture and religion
Children use their intellectual abilities to justify their moral actions