Child Development Exam 3

Identity

Beliefs, values, memories, relationships, and experiences that define who we are; considered to be fluid.

Minority Identity

More likely to draw attention.

Concept of "Me"

(develops at 2 years) Mirror self-recognition Pronouns Visual perspective Possessiveness Name

Autobiographical Memory

Coherent set of memories about ones life.

Industry v. Inferiority

Child desires to prove their ability to perform tasks.

Social Comparison

Comparing oneself to others; helps to more realistically consider other perspectives.

Identity v. Role Confusion

Figuring out what you want to be/become.

Self-Complexity

Defining self in multiple ways and thinking abstractly.

Marcia's Identity Status

The process by which crisis and commitment leads to identity development.

Identity Diffusion

Lack of commitment and crisis.

Identity Foreclosure

Firm commitment with lack of question/crisis.

Identity Moratorium

Active exploration of an identity with little commitment.

Identity Acheivement

Readiness to commit to an identity after active exploration.

Rite of Passage

Formal, socially constructed ritual to signify identity development, "coming-of-age".

Trends in Self-Esteem

High in preschool years but declines throughout development Higher in men Good to be high, but not in excess Promoted through process-based praise Inhibited by too much social entertainment

Thin Ideal

Unrealistic portrayal of thinness for women.

Muscular Ideal

Unrealistic portrayal of muscularity for men.

Impression Management

Controlling others perceptions.

Gender Identity

your identity as it is experienced with regard to your individuality as male or female, developed as early as 2 years old.

Gender Stability

Convinced that certain toys, clothes, and hairstyles are appropriate for girls or boys, developed by age 4-5.

Gender Constancy

Increased awareness of sex/gender differences, age 5-7. Thought to be permanent by age 8.

Sex

Biological differences.

Gender

Socialized differences based on roles and behaviors that are reinforced.

Gender Expression

How you present your gender.

Intersex

Umbrella term for differences in sex traits.

Cisgender

Identifying as same sex assigned at birth.

Transgender

Refers to the many ways gender identity can differ from sex assigned at birth.

Gender Non-Conforming

Don't assign to any particular gender identity.

Gender Fluidity

Gender is more fluid than dichotomous.

Queer Attraction Model

Awareness Exploration Deepening Commitment Internalization

Human Rights Campaign

2017 survey across LGBTQ teens in U.S. that reported higher levels of stress, anxiety, rejection, and insecurity.

Behaviorism

Gender consistent with whichever behavior is reinforced.

Social Cognitive Theory

Children imitate gender constant behaviors that they are exposed to.

Humanism

Striving for affirmation from peers.

Evolutionary Theory

Males and females pursue attractiveness in gendered manners.

Racial Socialization

Process of teaching and preparing children about discrimination they may experience.

Effects of Racism

Stereotypes Prejudice Discrimination Institutional racism Microaggressions

Counter Programming

Rewriting the narrative of gender/racial stereotypes.

Dr. Clark's Classic Doll Experiment

Black children preferred playing with a white doll.

Colorism

Discrimination based upon skin tone.

Phinney's Stages of Racial Identity

Diffused racial identity Racial identity foreclosure Moratorium Achieved racial identity

Ethnic/Racial Identity

Knowledge and attitudes about the ethnic/racial group belonged to.

Ethnic/Racial Constancy

Understanding ethnicity/race to be consistent across time and setting.

Moral Judgement

How we reason moral issues/draw conclusions. Influenced by many aspects, emotional and social maturity is foundational.

Prosocial Behavior

Extending helpfulness without personal benefit, from having empathy and sympathy.

Antisocial Behavior

Hurts others deliberately, aggression in childhood is a red flag.

Kohlberg's Stages of Moral Development

Pre-conventional Conventional Post-conventional

Moral Knowledge

Basic understanding of right and wrong.

Piaget's Stages of Morality

Pre-moral Heteronomous morality Immanent judgement Autonomous morality

Discovery Learning

Children allowed to discover information and understanding for themself.

Guided Play

Children learn in a prepared environment where adults can scaffold learning.

Universal Design

Environment that caters to children with all levels of developmental capabilities.

Make-Believe Play

Strengthens the ability to control impulses and understand social interactions.

Characteristics of Play

Voluntary/spontaneous For enjoyment Active engagement Nonliteral

Play Therapy

Uses play as a form of communicating/triangulating so that children can open up about feelings.

Types of Physical Play

Physical activity Rhythmic stereotypes Exercise Rough-and-tumble

Parten's 6 Levels of Play

Unoccupied Onlooker Solitary Parallel Associative Cooperative

Rejected-Aggressive

Rejected by peers due to aggression.

Rejected-Withdrawn

Rejected by peers due to social anxiety

Rejection Sensitivity

How sensitive a child is to rejection.

Clique

An exclusive circle of adolescents with a common purpose.

Crowd

Larger group of adolescents with something in common, but aren't necessarily friends.

Peer Pressure

Encouragement to conform; becomes negative when it defies authority.

Selection

Teens adopt a more homogenous group; selecting those who share values and abandoning those who don't.

Social Competance

"Soft skills", vital for success and linked to prosocial behavior/emotional and relational health.

Parasocial Romantic Relationships

One-sided relationships in which one person is idolized.

Facilitation

Enabling behaviors that would unlikely have happened on their own.

Deviancy Training

Destructive peer support that influences rebellion against authority.

Popular Bully

Uses advanced social intelligence to manipulate peer group and achieve dominance.

Unpopular Bully

Lower levels of social intelligence; attacks and abuses others as a response.

Characteristics of a Bullying Victim

Unaccepted Anxious/solitary/vulnerable Social rival Minority Internalizing behaviors

Bullying Circle

Systemic Intervention

Clear rules enforced and support offered to victims; more effective than zero-tolerance policy.

Bystander Effect

Refusal to defend a victim or denounce bullying publicly.

Adverse Childhood Experiences (ACE)

Developmental disruptions that have lifelong consequences. Prevention includes: Economic support Promotion of positive social norms Ensuring strong start Teaching skills Connecting with caring adults/positive activities

Family

Group of related peoples (definition is very fluid).

Nuclear Family

Husband, wife, and children.

Extended Family

Family consisting of the nuclear family and their blood relatives

Shared Environment

Influence that diminishes with age (family).

Non-Shared Environment

Influence that expands with age (friends/school).

Family Structure

Family type based upon the constellation of family.

Supports Success in Single Parent Household

Financial stability Emotional stability Father involvement Parents on good terms Stress management Outside support

Coparenting

Shares responsibilities, promotes time spent with child, and encourages connectedness.

Open Adoption

Child and birth parents and still in contact.

Semi-Open/Mediated Adoption

Open and informed, but not overly-involved.

Fostering

Temporary living arrangement with another family or relative. Inability to build foundation in a consistent environment leads to poor outcomes.

Family Function

The way a family works to meet each member's needs; function is more important than form.

Children's Needs

Physical necessities Learning Self-respect Peer relationships Harmony/stability Safety, love, and belonging

Parenting

Highly variable, most significant influence in child's life.

Inductive Discipline

Sets clear limits, consequences, and expectations for behavior.

Command Strategy

Parents express authority with no explanation.

Mutually Responsive Orientation

Both parent and child cooperate in an emotionally positive relationship.

Psychological Control

Manipulating a child to comply.

Power Assertion

Exerting superiority/power in order to acheive child's compliance.

Baumrind's Parenting Style Dimensions

Expression of warmth Strategies of discipline Communication Expectations for maturity

Authoritative Parenting

High control, high warmth :)

Authoritarian Parenting

High control, low warmth :/

Permissive Parenting

Low control, high warmth :/

Disengaged Parenting

Low control, low warmth :(

Acceptance/Responsiveness

Expression of warmth from parent.

Demandingness/Control

Amount of control parent holds.

Three-Way Interaction of Parental Influence

Child's temperament Parent's personality Social context

Child Maltreatment

Intentional harm/endangerment of child.

Child Abuse

The deliberate physical, emotional, or sexual mistreatment of children.

Child Neglect

Failure of caretakers to provide adequate emotional and physical care for a child.

Consequences of Maltreatment

Regard people as hostile Aggressive, isolated, and less friendly Greater social deficits Economic consequences

Richo's 5 A's of Love

Attention Affection Appreciation Acceptance Allowing

Governmental Family Intervention

Policies concerned with economic security, childcare, education, and health care.

Community Family Intervention

Strengthens families with community-wide interventions and prevention programs.

Individual Family Intervention

Programs that offer prevention or interventions targeted for individual families.

Unstructured Time

Child's opportunity for independence and leisure in schedule, beneficial for self-motivation. Must be given freedom, yet somewhat monitored.

Positive Prgramming

Encourages prosocial behavior such as helping, sharing, and cooperation, as well as empathetic concern for others and less aggression.

Displacement Hypothesis

Media pulls kids away from other productive activities.

Media Literacy

Understanding of the purposes of media presentations in order to reduce risks. It is the responsibility of the parent to act as a role model.

YDI's Positive Youth Development Goals

Activities that benefit development of teens and other youths.

The Five C's

Competence Confidence Connection Compassion Character (Contribution)

Paid Work

Not considered a PYD goal but depends on the child's socioeconomic status.

Positive Sandwich

Surrounding a correction with a preceding and an ending encouragement.

Normative Stress

Common, pressure that is not overwhelming.

Non-Normative Stress

Less common, higher intensity situations, temporarily overwhelming.

Toxic Stress

Damaging, strong, frequent, and prolonged activation of the stress response.

Psychosomatic Symptons

Physiological response from psychological stress.

Phase Delay

Experienced by teens, tendency to want to both fall asleep and wake up two hours later than usual.

Cortisol

Stress hormone that triggers fight or flight response.

Problem-Focused Strategies

Designed to change the situation in order to reduce stress.

Emotion-Focused Strategies

Designed to reduce emotional distress.

Severity of Children's Stress

Usually underestimated by parent.

Environmental Toxins

Children are more vulnerable due to their level of intake and process of development.

Asthma

Most common chronic illness found in children.

Cancer

Most common cause of disease-related death among children.

Marijuana

Most commonly used illicit drug by teens.

Alcohol

Most commonly used drug by teens, the earlier it is used, the poorer the outcomes.

Housing Instability

Being without an assured shelter; chronic, transitional, or episodic.

Trauma

Response to a deeply distressing event.

Best Approach to Treating Trauma

Prevention and early detenction/intervention.

Mandatory Reporters

Professionals who work with children/families that are required to report their suspicions.

Child Protective Services

Intended to balance the need to protect the child with the preservation of the family.

Prejudice

No one is born with it!

Resilience

Process of adapting well in the face of adversity.

Most Common Factor of Resilience Development

Having at least one stable and committed parent-figure.

Key Capacities

Ability to plan, monitor, and regulate behavior.