module 2

individual differences in characteristic patterns of thinking, feeling and behaving

Reciprocal determinism, Jung, Myers-Briggs test

interactive process involving psychological and social forces

introversion and extroversion

16 personality types (has received criticism for being inaccurate)

a person who tends to be more focused on their internal thoughts and feelings, and gains energy from spending time alone or in small groups.

a person who tends to be outgoing, sociable, and energized by being around others, and are comfortable in social settings.

the way in which we see ourselves as having commonality with others - aka collective identity

that which is perceived to make us different to others

composed of the various identities, attitudes, beleifs and values that an individual holds about himself or herself.

self image, self esteem, ideal self

ones social role, personality, how we see ourselves (physically and intellectually) - e.g sister, clever, tall - influenced by family and friends from a early age.

how we feel about ourselves - do we like/value ourselves?

the person we would like to be

Psychological state, become aware of traits, feelings and behaviour, self-realisation, babies develop this over first 2 years

designed to systematically elicit information about a person's motivations, preferences, interests, emotional make-up, and style of interacting with people and situations.

chloric, sanguine, phlegmatic, melancholic

determined, quick to act, fiery, energetcic, passionate

warm hearted, outgoing, violate, optimistic, cheerful

slow, patient, calm, quiet, shy, rational, consistent

serious, anxious, quiet, fearful, depressed, poetic, said, artistic

blood type: A, B, AB, O

creative, operative, stubborn, uptight

empathetic, passionate, selfish, erratic

confident, resilient, self-centered, unstable

the development of an individuals identity formed through various stages of their life

infants (0-2), children (3-12), adolescent (13-18), adult (18-65), later adulthood (66-)

not intellectually developed - no idea of self or what a person is - need emotional support from others to learn - how they are treated will affect what they think about themselves.

learn to fit in with others and basic social rules - develop social role and what is expected of them - praise/punishment for behaviour adds development.

develop strong sense of self (through friends, groups, clothing, music), though not always positive - independent - develop more intimate relationships - media also affects self-concept.

knows their roles - life events (e.g marriage divorce) begin to affect social life - how we learnt to value ourselves earlier will have huge impact now

retirement/loss of partner means loss of some social roles - loss of social roles + physical abilities = negative effect - find more time for things they enjoy = positive effects

gaining knowledge and understanding of the rules and expectations for social situations

primary and secondary

the knowledge that we gain from our family and early phases in life

influences outside the family, such as peers, religion, scholol and the media - occours later in life.

family and kinship, ethnicity and culture, gender, sexuality, beliefs, location + class + status, peers, school, media (communication technologies)

a common residence characterised by common residence, economic cooperation and reproduction

authoritarian, authorative, permissive, uninvolved

focus on obedience, punishment over discipline

create positive relationship, enforce rules

dont enforce rules, ‘kids will be kids’

provide little guidance, nurturing or attention

helicopter, snowplough, attachment, free range

pays extremely close attention to a child’s experiences, problems, particularly at educational institutions

removes any obstacles in their childs way, doesn’t want their child to experience any discomfort

aiming to promote the attachment of parent and infant - maximal parental empathy

allowing kids to have freedom to exprerience natural consequences of their behaviour - ensures kids have skills to be responsible adults.

equal treatment and opportunities for children, regardless of their gender - challenges traditional gender stereotypes and encourages kids to explore diverse interests and express themselves authentically.

females are expected to come off as soft and obsessed with their femininity/looks rather than intellegence. Males are expected to be stronger + more assertive.

whether human behavior is primarily influenced by genetics (nature- early in life) or by environmental factors in which an individual lives their lives (nurture- as we develop).

The ability to execute particular behaviours.

legal, ritual or spiritual conventions and occasions that mark coming of age.

Genpuku (Japan) - 20th, Quinceanera (America) - 15th

different generations have different characteristics

a young person’s transition from being a child to an adult.

a socially created aspect of social life.

a culturally defined sequence of age as people pogress from birth to death.

life from childhood to adolescense to adult life to old age - defines people by being of a particular age group.

social expectations attached to a particular social position

ones social position ranked by legal, political and cultural criteria - include positive and negative privlidges

a systemic way in which people or groups are ranked in society - can be formed from age, gender, class, caste, ethnicty, relgion, sexuality or income.

increased status can be gained through effort

where there is no opportunity for social mobility

ability for indivuduals to move vertically within a social hierachy

the social, civil and political rights accorded to individuals - e.g human rights: right to life, equality before the law, education, education, and freedom of belief.

an individuals indentification.sense of belonging to a ethnic group - based on perceived common origins that people share e.g ancestry and culture

a developmental stage involving significant cultural milestones. e.g primary school - high school, dating to marriage

age effect (change when you get older), period effect (imapct of historical events), cohort effect (occours as one cohort replaces another)

sensorimotor (birth), preoperational period (18 mths -7 yrs old), concrete operations period (7-12 yrs), formal operations period (12-15 yrs)

class, ethnicity, kinship, life courses, life stages, responsibility, rights, roles, self concept, social construct, socialisation and status.

a conscious experience in which you become aware of your own personal identity

to effectively function in society

media, school, location, peers, family, kinship, sexuality, gender, class, status, ethnicity, culture, beliefs

transitional stage in a teenager’s life, from childhood to adulthood, where an individual evolves physically, psychologically, emotionally, cognitively and socially

physical development, cognitive development (mental), idnentity formation.

seperation (leaving one group), liminality (periods between staes, where partipant has left one place but have not entered another yet, and incorporation (rentering society with new status)