1. Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Chapter 10 Emotional and Social Development in Middle Childhood This multimedia product and its contents are protected under copyright law. The following are prohibited by law: Any public performance or display, including transmission of any image over a network; Any public performance or display, including transmission of any image over a network; Preparation of any derivative work, including the extraction, in whole or in part, of any images; Preparation of any derivative work, including the extraction, in whole or in part, of any images; Any rental, lease, or lending of the program. Any rental, lease, or lending of the program.

2. Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Erikson’s Theory: Industry versus Inferiority Industry developing a sense of competence at useful skills developing a sense of competence at useful skills School provides many opportunities. School provides many opportunities.Inferiority pessimism and lack of confidence in own ability to do things well pessimism and lack of confidence in own ability to do things well Family environment, teachers, and peers can contribute to negative feelings. Family environment, teachers, and peers can contribute to negative feelings.

3. Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Changes in Self-Concept During Middle Childhood More balanced, less all-or-none descriptions More balanced, less all-or-none descriptions Social comparisons Social comparisons Ideal and real self Ideal and real self Reference social groups Reference social groups Cultural variations Cultural variations Corbis Royalty Free

4. Emotional Growth & Prosocial Behavior Become more aware of own and other’s feelings Become more aware of own and other’s feelings By 7/8, aware of shame and pride, difference between guilt and shame By 7/8, aware of shame and pride, difference between guilt and shame Express conflicting feelings Express conflicting feelings Aware of rules of emotional expression Aware of rules of emotional expression Aware of what makes them angry, fearful, sad, and how others react to their display of these emotions Aware of what makes them angry, fearful, sad, and how others react to their display of these emotions Aware can suppress emotions Aware can suppress emotions

5. Emotional self-regulation Involve effortful (voluntary) control of emotions, attention, & behavior Involve effortful (voluntary) control of emotions, attention, & behavior Can control impulses Can control impulses Low effortful control predictive of later behavioral problems Low effortful control predictive of later behavioral problems More empathetic and inclined to prosocial behavior More empathetic and inclined to prosocial behavior

6. Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Hierarchical Structure of Self-Esteem in Middle Childhood Figure 10.1

7. Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Influences on Self-Esteem Culture Culture Child-rearing practices Child-rearing practices Attributions Attributions mastery-oriented mastery-oriented learned helplessness learned helplessness RubberBall Productions

8. Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Role of Parenting in Self-Esteem Authoritative style best Authoritative style best American cultural values focus on self. American cultural values focus on self. can lead to overindulgence can lead to overindulgence paradox: less achievement behaviors, more antisocial behaviors paradox: less achievement behaviors, more antisocial behaviors Encourage goal-setting to boost self- esteem. Encourage goal-setting to boost self- esteem.

9. Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Achievement-Related Attributions Reason for Success Reason for Failure Masteryability controllable factors can be changed by working hard can be changed by working hard Learned helplessness external factors ability cannot be changed by working hard cannot be changed by working hard

10. Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Influences on Achievement- Related Attributions Parents Parents too-high standards too-high standards believe child incapable believe child incapable trait statements trait statements Teachers Teachers learning vs. performance goals learning vs. performance goals Gender influences Gender influences SES, ethnicity SES, ethnicity Cultural values Cultural values Photodisc

11. Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Emotional Development in Middle Childhood Self-conscious emotions more governed by personal responsibility. Self-conscious emotions more governed by personal responsibility. pride and guilt pride and guilt Emotional understanding Emotional understanding explain emotion using internal states explain emotion using internal states understand mixed emotions understand mixed emotions rise in empathy rise in empathy supported by cognitive development and social experience supported by cognitive development and social experience Emotional self-regulation Emotional self-regulation motivated by self-esteem and peer approval motivated by self-esteem and peer approval emotional self-efficacy emotional self-efficacy

12. Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Coping Strategies Problem-Centered Coping Emotion-Centered Coping situation is seen as changeable situation is seen as changeable difficulty is identified difficulty is identified decision made on what to do decision made on what to do used if problem- centered coping does not work used if problem- centered coping does not work internal, private, aimed at controlling distress when little can be done about outcome internal, private, aimed at controlling distress when little can be done about outcome goal is emotional self- efficacy goal is emotional self- efficacy

13. Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Selman’s Stages of Perspective Taking Level 0 undifferentiated 3–6 years Level 1 social-informational 4–9 years Level 2 self-reflective 7–12 years Level 3 third-party 10–15 years Level 4 societal 14 years to adult

14. Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Changes in Moral Views Flexible moral rules Flexible moral rules lying not always bad lying not always bad truth not always good truth not always good Clarify link between moral imperative and social convention Clarify link between moral imperative and social convention more respect for conventions with purpose more respect for conventions with purpose consider intentions consider intentions

15. Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Understanding Individual Rights Challenge adult authority within personal domain Challenge adult authority within personal domain View denials of personal choices as wrong View denials of personal choices as wrong However, place limits on individual choice However, place limits on individual choice typically decide in favor of kindness and fairness typically decide in favor of kindness and fairness

16. Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Peer Groups Formed from proximity, similarity Formed from proximity, similarity Peer culture Peer culture behavior, vocabulary, dress code behavior, vocabulary, dress code can include relational aggression and exclusion can include relational aggression and exclusion Photodisc

17. Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Friendship in Middle Childhood Personal qualities, trust become important Personal qualities, trust become important More selective in choosing friends More selective in choosing friends choose friends similar to self choose friends similar to self Friendships can last several years. Friendships can last several years. must learn to resolve disputes must learn to resolve disputes Type of friends influences development. Type of friends influences development. Aggressive friends often magnify antisocial acts. Aggressive friends often magnify antisocial acts.

18. Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Peer Acceptance Popular popular-prosocial popular-prosocial popular-antisocial popular-antisocial Rejected rejected-aggressive rejected-aggressive rejected-withdrawn rejected-withdrawn Controversial Neglected

19. Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Bullies and Victims Bullies most are boys most are boys physically, relationally aggressive physically, relationally aggressive high-status, powerful high-status, powerful popular popular most eventually become disliked most eventually become dislikedVictims passive when active behavior expected passive when active behavior expected give in to demands give in to demands lack defenders lack defenders inhibited temperament inhibited temperament physically frail physically frail overprotected, controlled by parents overprotected, controlled by parents

20. Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Helping Rejected Children Positive social skills Positive social skills coaching coaching modeling modeling reinforcing reinforcing Improve academic achievement Improve academic achievement Intervene with harsh parenting practices Intervene with harsh parenting practices Corbis Royalty Free

21. Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Gender Typing in Middle Childhood Gender stereotypes Gender stereotypes extend stereotypes to include personalities and school subjects extend stereotypes to include personalities and school subjects more flexible about what males and females can actually do more flexible about what males and females can actually do Gender identity (3rd–4th grade) Gender identity (3rd–4th grade) Boys strengthen identification with “masculine” traits. Boys strengthen identification with “masculine” traits. Girls’ identification with “feminine” traits declines. Girls’ identification with “feminine” traits declines. Cultural and social factors Cultural and social factors Sports and Recreation

22. Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Gender Identity Self-evaluations affect adjustment. Self-evaluations affect adjustment. gender typicality gender typicality gender contentedness gender contentedness felt pressure to conform to gender roles felt pressure to conform to gender roles ©Tony Dudley/Dreamstime.com

23. Aggression Instrumental aggression: aimed at achieving an objective Hostile aggression: aimed at hurting its target (rumors, assault, teasing) Some social support for physically aggressive boys and some relationally aggressive girls Instrumental/proactive aggressors: view force and coercion as effective easy to get what they want. Not necessarily out of anger. They expect to be rewarded for what they do- reinforced for their behavior.

24. Aggression Someone reacting to being pushed may push back- hostile or reactive aggression If child seeks dominance and control, may react aggressively to threats to their status. Rejected children and those exposed to harsh parenting may also have a hostile reaction Instrumental aggression tends to cease if not rewarded.

25. Impact of media on violence 2-18 year olds tend to watch 6-8 hours of tv daily 2-18 year olds tend to watch 6-8 hours of tv daily 6/10 tv programs portray violence 6/10 tv programs portray violence disproportionate violence aimed women and blacks in tv and music disproportionate violence aimed women and blacks in tv and music the strongest correlate of violent behavior is previous exposure to violence the strongest correlate of violent behavior is previous exposure to violence also, media, music, stars, glamorized violence also, media, music, stars, glamorized violence

26. children very vulnerable to exposure to violence and peer and social pressure. Modeling most effective method to teach. children very vulnerable to exposure to violence and peer and social pressure. Modeling most effective method to teach. Best predictor of aggressiveness at age 19 was the degree of violence in the shows they had watched as children. Best predictor of aggressiveness at age 19 was the degree of violence in the shows they had watched as children. The amount of tv viewed at age 8 and the preference among boys for violent shows predicted the severity of criminal offenses at age 30. The amount of tv viewed at age 8 and the preference among boys for violent shows predicted the severity of criminal offenses at age 30. Impact of video and interactive media depicting violence not only has a powerful impact on the viewer, but helps the viewer to practice the depicted violence. Therefore, likely significantly increases and allows for practice of violent behavior Impact of video and interactive media depicting violence not only has a powerful impact on the viewer, but helps the viewer to practice the depicted violence. Therefore, likely significantly increases and allows for practice of violent behavior

27. Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Family Relationships Parents Parents coregulation coregulation Siblings Siblings rivalry rivalry companionship and assistance companionship and assistance need parental encouragement need parental encouragement ©Hongqi Zhang/Dreamstime.com

28. Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Only Children High in self-esteem, achievement motivation High in self-esteem, achievement motivation Closer relationships with parents Closer relationships with parents pressure for mastery pressure for mastery Peer acceptance may be a problem. Peer acceptance may be a problem. lack of practice in conflict resolution lack of practice in conflict resolution Dynamic Graphics

29. Copyright © 2011 Pearson Education, Inc. All Rights Reserved. International Divorce Rates Figure 10.2

30. Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Consequences of Parental Divorce Immediate instability, conflict, drop in income instability, conflict, drop in income parental stress, disorganization parental stress, disorganization consequences affected by: consequences affected by: age age temperament temperament sex sexLong-Term improved adjustment after 2 years improved adjustment after 2 years boys and children with difficult temperaments more likely to have problems boys and children with difficult temperaments more likely to have problems father’s involvement affects adjustment father’s involvement affects adjustment

31. Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Helping Families Through Divorce Shield children from conflict. Shield children from conflict. Provide continuity. Provide continuity. Explain divorce. Explain divorce. Emphasize the permanence of the situation. Emphasize the permanence of the situation. Sympathize with feelings. Sympathize with feelings. Use authoritative parenting. Use authoritative parenting. Promote both parental relationships. Promote both parental relationships.

32. Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Blended Families Mother–Stepfather most frequent most frequent Boys usually adjust quickly. Boys usually adjust quickly. Girls adapt less favorably. Girls adapt less favorably. Older children and adolescents of both sexes display more problems. Older children and adolescents of both sexes display more problems.Father–Stepmother often leads to reduced father–child contact often leads to reduced father–child contact Children in fathers’ custody often react negatively. Children in fathers’ custody often react negatively. girls and stepmothers slow to get along at first, more positive interaction later girls and stepmothers slow to get along at first, more positive interaction later

33. Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Maternal Employment and Child Development Benefits higher self-esteem higher self-esteem positive family and peer relations positive family and peer relations fewer gender stereotypes fewer gender stereotypes better grades better grades more father involvement more father involvementDrawbacks less time for children less time for children risk of ineffective parenting risk of ineffective parenting

34. Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Support for Working Parents Flexible schedules, job sharing Flexible schedules, job sharing Sick leave Sick leave Involvement of other parent Involvement of other parent Equal pay and opportunities Equal pay and opportunities Quality child care Quality child care ©Edward Bock/Dreamstime.com

35. Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Fears and Anxieties in Middle Childhood Fears of dark, thunder, lightning, and supernatural beings persist. Fears of dark, thunder, lightning, and supernatural beings persist. Fears based on the wider world emerge. Fears based on the wider world emerge. many are media-fueled many are media-fueled exposure to frightening events exposure to frightening events School phobia School phobia 5–7 years: separation from home 5–7 years: separation from home 11–13: particular aspects of school 11–13: particular aspects of school Harsh living conditions promote severe anxieties. Harsh living conditions promote severe anxieties.

36. Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Ethnic and Political Violence Chronically dangerous environments Chronically dangerous environments loss of feelings of safety loss of feelings of safety desensitization to violence desensitization to violence impaired moral reasoning impaired moral reasoning hopelessness for future hopelessness for future Parents, schools, and communities must provide security, reassurance, and interventions. Parents, schools, and communities must provide security, reassurance, and interventions. work to preserve physical, psychological, and educational well-being work to preserve physical, psychological, and educational well-being

37. Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Characteristics of victims more often female more often female reported in middle childhood reported in middle childhood Characteristics of abusers usually male usually male parent or known by parent parent or known by parent may use technology to lure may use technology to lure Consequences emotional reactions emotional reactions physical symptoms physical symptoms effects on behavior effects on behavior Prevention and treatment prevention: education prevention: education treatment: long-term therapy treatment: long-term therapy Child Sexual Abuse

38. Treatment for Mental Health Concerns Individual or family based. Depending on age and maturity of child, behavioral, possibly cognitive-behavioral. Stress Expectations: succeed in school, sports, meet parent’s emotional needs, personal stress, changes in home environment

39. Reactions to stress 5 years or less: fear separation from parent fear separation from parent crying, screaming crying, screaming immobility immobility frightened facial expression frightened facial expression excessive crying excessive crying regressive behaviors regressive behaviors

40. 6-11: extreme withdrawal disruptive behavior inability to pay attention stomach aches/physical symptoms depression, anxiety, guilt, irritability, numbing regressive behavior (nightmares, sleep problems, irrational fears, anger outbursts)

41. 12-17 flashback, nightmares flashback, nightmares emotional numbing, confusion emotional numbing, confusion avoidance of reminders of trauma avoidance of reminders of trauma revenge fantasies revenge fantasies withdrawal, isolation withdrawal, isolation substance abuse substance abuse problems with peers, antisocial behavior problems with peers, antisocial behavior physical complaints physical complaints school avoidance, academic decline school avoidance, academic decline sleep disturbances sleep disturbances depression, suicidal ideation depression, suicidal ideation

42. Resiliency Ability to deal with problem, stress, in healthy manner; manage resources; positive outcome; less impact by trauma Ability to deal with problem, stress, in healthy manner; manage resources; positive outcome; less impact by trauma Positive factors: Good family relationships and cognitive functioning Good family relationships and cognitive functioning Strong bonds with at least one supportive parent or caregiver Strong bonds with at least one supportive parent or caregiver Good problem solvers Good problem solvers High IQ High IQ Good protective genes Good protective genes

43. Temperament or personality: adaptable, friendly, well liked, independent, sensitive to others. Competent and high self-esteem. Creative, resourceful, independent, pleasant to be with. When stressed, can shift attention to something else to regulate emotions. Temperament or personality: adaptable, friendly, well liked, independent, sensitive to others. Competent and high self-esteem. Creative, resourceful, independent, pleasant to be with. When stressed, can shift attention to something else to regulate emotions. Compensating experiences: supportive school environment, successful experiences in studies, sports, with other children or adults can make up for a destructive home life. Compensating experiences: supportive school environment, successful experiences in studies, sports, with other children or adults can make up for a destructive home life. Reduced risk: if exposed to only one factor for psychiatric disorder, often better able to overcome stress than those exposed to more than one factor. Reduced risk: if exposed to only one factor for psychiatric disorder, often better able to overcome stress than those exposed to more than one factor. Everyone adjusts differently. Everyone adjusts differently.

44. Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Factors Related to Resilience Personal characteristics Personal characteristics easy temperament easy temperament mastery orientation mastery orientation Warm parental relationship Warm parental relationship Supportive adult outside family Supportive adult outside family Community resources Community resources Corbis Royalty Free