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Chapter 11: Understanding Self and Others. Chapter 11: Understanding Self and Others Chapter 11 has three modules: Module 11.1 Who Am I? Self-Concept.

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Presentation on theme: "Chapter 11: Understanding Self and Others. Chapter 11: Understanding Self and Others Chapter 11 has three modules: Module 11.1 Who Am I? Self-Concept."— Presentation transcript:

1 Chapter 11: Understanding Self and Others

2 Chapter 11: Understanding Self and Others Chapter 11 has three modules: Module 11.1 Who Am I? Self-Concept Module 11.2 Self-Esteem Module 11.3 Understanding Others

3 Who Am I? Self-Concept Origins of Self-Recognition The Evolving Self-Concept The Search for Identity

4 Module 11.1 Who Am I? Self- Concept Why do people “feel”? Why do they have emotions? At what ages do children begin to experience and express different emotions? When do children begin to understand other people’s emotions? How do they use this information to guide their own behavior? When do children show evidence of regulating emotion, and why is this an important skill? Module 11.2 Self-Esteem Module 11.3 Understanding Others

5 Origins of Self-Recognition By 15 months: beginning of self-recognition At 18-24 months: referral to self by name or personal pronoun At 18-24 months: Awareness of self extends to an understanding of ownership Self-concept comes from self-awareness

6 The Evolving Self-Concept Infants: awareness that self exists independently from others 18-24 months: self-awareness emerges Preschoolers: mention concrete characteristics 5-7 years: mention emotions, social groups, and comparisons to others Adolescents: mention attitudes, personality traits, religious and political beliefs, contextual variation, and future orientation

7 Developmental Changes in Self-Concept

8 The Search for Identity Adolescents Use hypothetical reasoning to experiment with different selves Characterized by self-absorption, imaginary audience, personal fable, and illusion of invulnerability

9 The Search for Identity: Marcia Stages Stages of identity: diffusion foreclosure moratorium achievement

10 The Search for Identity: Ethnic Identity Achieved typically by older adolescence Related to self-referral, parental influence, and nature of intelligence

11 True or False? Adolescents are generally happy and positive about their relationships with parents.

12 The Search for Identity Storm and Stress Search for identity is inherently a struggle Parent–child relations change Adolescent challenges can lead to depression for some Personal explanations of success and failure attributed to self Most teens don’t experience conflict and turmoil

13 Attitudes and Behaviors of Adolescents

14 The Search for Identity: Depression Triggers and risks Serious loss Temperament Belief system Heredity and family characteristics

15 Self-Esteem Measuring Self-Esteem Developmental Change in Self- Esteem Sources of Self-Esteem Low Self-Esteem: Cause or Consequence?

16 Module 10.1 Emerging Emotions Module 10.2 Temperament What is self- esteem? How is it measured? How does self- esteem change as children develop? What factors influence the development of self-esteem? Is children’s development affected by low self-esteem? Module 5.3 Motor Development

17 Measuring Self-Esteem One common measure: Self-Perception Profile for Children Measures overall self-esteem and self-esteem in 5 specific areas

18 Sample Items and Profiles from SPPC

19 Developmental Change in Self- Esteem Ethnic groups vary in self-esteem More differentiated with age Varies for different domains May drop during move to middle school or junior high Drops during elementary school years due to social comparisons Highest in preschoolers Like intelligence SELF ESTEEM

20 Sources of Self-Esteem: High Nurturing and involved parents who establish rules concerning discipline Comparisons with others (particularly peers) Competence in child-valued domains

21 Low Self-Esteem: Cause or Consequence Problems with peers Psychological disorders Involved in bullying and aggressive behavior Poor school performance Sometimes it’s difficult to establish cause and effect relations regarding low self-esteem

22 Understanding Others Describing Others Understanding What Others Think Prejudice

23 Module 11.1 Emerging Emotions Module 11.2 Temperament Module 11.3 Motor Development As children develop, how do they describe others differently? How does understanding of others’ thinking change as children develop? When do children develop prejudice toward others?

24 Describing Others Follows similar course as descriptions of self Between 4 and 5 years, think of physical traits of others Between 8 and 14 years, inclusion of personality traits increase By 5 years, predict others’ behavior

25 Understanding What Others Think Remember Piaget’s three mountains experiment? Preschoolers are egocentric. See summary on page 262

26 Understanding What Others Think Selman’s View Selman’s 5 Stages Perspective taking increases with age and cognitive development Good perspective-taking skills enhances peer interaction Recursive thinking: “he thinks, she thinks” reasoning

27 Prejudice Prejudice: a negative view of others based on group membership Preschoolers and kindergarteners: attribute many positive traits to own group Schoolagers: knowledge of racial stereotypes and prejudice increases Adolescents: prejudices may increase with search for identity and adolescent egocentrism

28 Prejudice Implicit and Explicit Racial Bias Explicit and implicit measures of bias show different profiles Implicit racial attitudes acquired early and remain stable Explicit racial attitudes become more egalitarian

29 Prejudice Developmental Intergroup Theory Bias and prejudice emerge from attempt to understand social world Salient peer features in own environment used Bias and prejudice are ways for children to determine environmental features that distinguish different groups


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