1. Seating Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Megan K. JeMarr Eddie Susan Shiho Caitlin Megan C. Rachel T. Paige H. KristinEJ Wendy Imari Teacher Station PamelaChristina Landon Liza Cody Alyssa Demetrius Q Jason Rachel L. Rachel C. Paige S. Meredith Claire

2. Agenda Announcements/Orienting Announcements/Orienting Cover Ch. 10 Cover Ch. 10 Inquiry questions Inquiry questions Homework overview Homework overview Copyright © 2011 Pearson Education, Inc. All Rights Reserved.

3. Announcements

4. HTTP://WWW.UC.EDU/WEBAPPS/UCOSMIC/P ROGRAMS/DETAIL.ASPX?ID=203 Ecuador Study Abroad Copyright © 2011 Pearson Education, Inc. All Rights Reserved.

5. Bringing it Back to the Text I have asked EJ if he can redirect us if we get too opinionated and need to reference the text. Copyright © 2011 Pearson Education, Inc. All Rights Reserved.

6. Groups 1. 1. Megan, Meredith, JeMarr, Liza 2. 2. Jason, Kristen, EJ, Rachel L. 3. 3. Paige H., Demetrius, Q, Rachel T. 4. 4. Paige S., Imari, Christina, Wendy 5. 5. Pamela, Shiho, Megan C., Landon 6. 6. Cody, Caitlin, Alyssa, Claire 7. 7. Eddie, Susan, Rachel C., Shayna Copyright © 2011 Pearson Education, Inc. All Rights Reserved.

7. Inquiry Questions On the wiki: Under ‘what you want to know?’ limit your post to one inquiry question. Erase the other two questions. Refine the wording of your question to reflect our in-class discussions, the readings, and my feedback. (This will be in HW reminder email) Copyright © 2011 Pearson Education, Inc. All Rights Reserved.

8. Taking responsibility for your learning If you are confused or having trouble: Responding late to my instructor feedback about your work/participation with “I’m confused” is not acceptable, and will be reflected in your grade. Set up a time to meet with me ( Set up a time to meet with me (http://doodle.com/jenniferkillham)http://doodle.com/jenniferkillham Since we only meet once per week, we will have two breaks scheduled each class period, which will be 10 minutes each (4:50-5pm/5:50-6pm). The break is longer than usual to facilitate troubleshooting and questions, as well as I want to check in and prompt you.

9. Demonstrate searching for articles http://libraries.uc.edu/ Search terms: Cognition in adolescence and physical activity (Jason) Cognition in adolescence and physical activity (Jason) Journal search in Summon: Middle School Journal ADHD within this journal (Cody) Latest issue (e.g. September 2013) Copyright © 2011 Pearson Education, Inc. All Rights Reserved.

10. 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.

11. Quiz Instructions: First, refresh your memories on your inquiry question. Keep this in mind. First, refresh your memories on your inquiry question. Keep this in mind. Clear your desk (closed-book) Clear your desk (closed-book) 15 minutes to complete the quiz 15 minutes to complete the quiz (http://www.online-stopwatch.com/) (http://www.online-stopwatch.com/)http://www.online-stopwatch.com/ I will pull a name card to determine who shares their answer for question 10 I will pull a name card to determine who shares their answer for question 10 Copyright © 2011 Pearson Education, Inc. All Rights Reserved.

12. Partner Up Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Megan K. JeMarr Eddie Susan Shiho Caitlin Megan C. Rachel T. Paige H. Kristin EJ Wendy Imari PamelaChristina Landon Liza Cody Alyssa Demetrius Q Jason Rachel L. Rachel C. Paige S.Meredith Claire

13. Switch quizzes with your partner Copyright © 2011 Pearson Education, Inc. All Rights Reserved.

14. Quiz Results 1. D 2. B 3. C 4. A 5. A 6. C 7. C 8. C 9. A 10. Examples (pull a card to determine who will go) Copyright © 2011 Pearson Education, Inc. All Rights Reserved.

15. Stay with your partner Copyright © 2011 Pearson Education, Inc. All Rights Reserved.

16. According to Erikson’s theory, what is the psychological conflict of middle childhood? Industry vs. Inferiority

17. Partner Work Summarize Erikson’s Theory of Industry vs. Inferiority (p. 257) Summarize Erikson’s Theory of Industry vs. Inferiority (p. 257) Note major personality changes in middle childhood Note major personality changes in middle childhood Distinguish between Industry vs. Inferiority Distinguish between Industry vs. Inferiority According to Erikson, how is the conflict of industry versus inferiority resolved? According to Erikson, how is the conflict of industry versus inferiority resolved? Copyright © 2011 Pearson Education, Inc. All Rights Reserved.

18. Describe Erikson’s stage of industry versus inferiority Copyright © 2011 Pearson Education, Inc. All Rights Reserved.

19. Distinguish Between Industry versus Inferiority Industry combines: a realistic self-concept a realistic self-concept pride in accomplishment pride in accomplishment moral responsibility moral responsibility cooperation with agemates cooperation with agemates Example of opportunities to foster for industry? Alyssa- with volleyball coaching? Alyssa- with volleyball coaching? Cailtin- with Ohio Reads? Cailtin- with Ohio Reads? JeMarr- mentoring? JeMarr- mentoring?

20. Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Distinguish Between Industry versus Inferiority 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 Think/apply: Rachel/Q- how does skill competency influence to intrinsic motivation. Think/apply: Rachel/Q- how does skill competency influence to intrinsic motivation. family environment, teachers, and peers can contribute to negative feelings family environment, teachers, and peers can contribute to negative feelings Think/apply: Liza, JeMarr, Rachel T., Q- How does this fit in relation to your question? Think/apply: Liza, JeMarr, Rachel T., Q- How does this fit in relation to your question?

21. Copyright © 2011 Pearson Education, Inc. All Rights Reserved. According to Erikson, how is the conflict of industry versus inferiority resolved? By developing a sense of competence at useful skills (Liza/JeMarr- philosophies) By developing a sense of competence at useful skills (Liza/JeMarr- philosophies)

22. Describe school-age children’s self-concept and self-esteem, and discuss factors that affect their achievement-related attributions. (pp. 257–261) Copyright © 2011 Pearson Education, Inc. All Rights Reserved. With your partner:

23. When school-age children provide descriptions of themselves, they Copyright © 2011 Pearson Education, Inc. All Rights Reserved. What impacts this girl’s description of herself? (running for student council): http://www.youtube.com/watch?v=bDkUOydks3c (Susan- interesting to ask all four of the children you are observing this question)

24. Social comparisons (p. 258) EJ is trying to understand competition better (pros/cons related to development). EJ is trying to understand competition better (pros/cons related to development). Rachel C. is trying to understand insecurities. Rachel C. is trying to understand insecurities. What do EJ/Rachel C. need to consider in regard to social comparisons? What do EJ/Rachel C. need to consider in regard to social comparisons? Copyright © 2011 Pearson Education, Inc. All Rights Reserved.

25. Make notes: Achievement-Related Attributions Reason for Success Reason for Failure Mastery Learned helplessness

26. Mastery-oriented vs. learned helplessness (pp. 260-261) Mastery oriented  credit their success to ability (student council video) Mastery oriented  credit their success to ability (student council video) Learned helplessness  focus on external factors and can’t be improved through trying Learned helplessness  focus on external factors and can’t be improved through trying Many of you are asking questions about why students respond certain ways and how to interact. Many of you are asking questions about why students respond certain ways and how to interact. Read this section with your partner with an eye towards your question. Read this section with your partner with an eye towards your question. Share connections by saying, “The book says ‘parents of children with a learned helplessness style usually believe their child is incapable.’ I wonder if this influences the difference between home and school with Tre (Imari). Share connections by saying, “The book says ‘parents of children with a learned helplessness style usually believe their child is incapable.’ I wonder if this influences the difference between home and school with Tre (Imari).

27. When faced with disappointment or failure on an academic task, mastery- oriented children are most likely to attribute their failure to … Copyright © 2011 Pearson Education, Inc. All Rights Reserved. A. A.the malicious intent of another person. B. B.lack of natural ability to succeed at such tasks. C. C.insufficient effort on their part. D. D.bad luck.

28. When faced with disappointment or failure on an academic task, mastery-oriented children are most likely to attribute their failure to… Copyright © 2011 Pearson Education, Inc. All Rights Reserved. C: insufficient effort on their part.

29. Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Revisit: 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

30. Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Influences Attributions Parents influence learned helplessness Parents influence learned helplessness too-high standards too-high standards believe child incapable believe child incapable fixed trait statements fixed trait statements (You’re so smart) (You’re so smart) Teachers Teachers Gender influences Gender influences SES, ethnicity SES, ethnicity Cultural values ( http://www.youtube.com/watch?v=SlTIfG0sQHo) Cultural values ( http://www.youtube.com/watch?v=SlTIfG0sQHo) http://www.youtube.com/watch?v=SlTIfG0sQHo Photodisc

31. Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Self-Concept During Middle Childhood http://abavtooldev.pearso ncmg.com/sbx_videoplay er_v2/singleplay.php?proj ectID=BerkLifespan5&cli pID=020_self-concept.flv http://abavtooldev.pearso ncmg.com/sbx_videoplay er_v2/singleplay.php?proj ectID=BerkLifespan5&cli pID=020_self-concept.flv http://abavtooldev.pearso ncmg.com/sbx_videoplay er_v2/singleplay.php?proj ectID=BerkLifespan5&cli pID=020_self-concept.flv http://abavtooldev.pearso ncmg.com/sbx_videoplay er_v2/singleplay.php?proj ectID=BerkLifespan5&cli pID=020_self-concept.flv Corbis Royalty Free

32. 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 (narrow your question- identify which culture you are referring to) (narrow your question- identify which culture you are referring to) Corbis Royalty Free

33. Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Hierarchical Structure of Self-Esteem in Middle Childhood Figure 10.1 Caitlin (Reading) Cody (ADHD)

34. Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Influences on Self-Esteem Culture (pp. 258-259) Culture (pp. 258-259) Wendy- what culture are you focused on? Wendy- what culture are you focused on? What does the book say about Asian culture vs. American culture? What does the book say about Asian culture vs. American culture? Shiho, what can you add from your experience tutoring? Shiho, what can you add from your experience tutoring? Gender stereotyping can impact self-esteem. What does the book say? Eddie/Wendy connections? Gender stereotyping can impact self-esteem. What does the book say? Eddie/Wendy connections?

35. Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Influences on Self-Esteem Child-rearing practices (p. 259) Child-rearing practices (p. 259) Authoritative vs. controlling (JeMarr/Liza) Authoritative vs. controlling (JeMarr/Liza) Authoritative = warm, positive, firm but appropriate expectations backed with explanations help youth evaluate behavior against reasonable standards. Authoritative = warm, positive, firm but appropriate expectations backed with explanations help youth evaluate behavior against reasonable standards. Controlling = communicate a sense of inadequacy Controlling = communicate a sense of inadequacy Attributions (as discussed earlier) Attributions (as discussed earlier) mastery-oriented mastery-oriented learned helplessness learned helplessness RubberBall Productions

36. Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Role of Parenting in Self-Esteem Authoritative style best Authoritative style best Encourage goal-setting to boost self- esteem. Encourage goal-setting to boost self- esteem. Turn to p. 216 Table 8.2 What are the distinctions styles? Which one is best?

37. 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 they explain emotion using internal states they 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

38. 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

39. 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 Paige S: think about possible connection between perspective taking when you observe

40. Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Changes in Moral Views (p. 263) Flexible moral rules Flexible moral rules lying not always bad lying not always bad truth not always good truth not always good http://abavtooldev.pearsoncmg.com/sbx_vide oplayer_v2/singleplay.php?projectID=BerkLife span5&clipID=021_moral_reasoning.flv http://abavtooldev.pearsoncmg.com/sbx_vide oplayer_v2/singleplay.php?projectID=BerkLife span5&clipID=021_moral_reasoning.flv http://abavtooldev.pearsoncmg.com/sbx_vide oplayer_v2/singleplay.php?projectID=BerkLife span5&clipID=021_moral_reasoning.flv http://abavtooldev.pearsoncmg.com/sbx_vide oplayer_v2/singleplay.php?projectID=BerkLife span5&clipID=021_moral_reasoning.flv

41. Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Understanding Individual Rights Challenge adult authority within personal domain (JeMarr/Liza) Challenge adult authority within personal domain (JeMarr/Liza) 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

42. Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Peer Groups Formed from proximity, similarity Formed from proximity, similarity (Josh at playground- what do you notice. Limitations to observation?) (Josh at playground- what do you notice. Limitations to observation?) Peer culture Peer culture behavior, vocabulary, dress code behavior, vocabulary, dress code can include relational aggression and exclusion can include relational aggression and exclusion Imari, what to you know about Tre’s peer group at home vs. school? Imari, what to you know about Tre’s peer group at home vs. school? Photodisc

43. Friendship (p. 265) in 2 nd graders http://abavtooldev.pearsoncmg.com/sbx_video player_v2/singleplay.php?projectID=BERK&cli pID=friendship.flv in 2 nd graders http://abavtooldev.pearsoncmg.com/sbx_video player_v2/singleplay.php?projectID=BERK&cli pID=friendship.flv http://abavtooldev.pearsoncmg.com/sbx_video player_v2/singleplay.php?projectID=BERK&cli pID=friendship.flv http://abavtooldev.pearsoncmg.com/sbx_video player_v2/singleplay.php?projectID=BERK&cli pID=friendship.flv Across cultures Across cultures http://visual.pearsoncmg.com/mydevelopmentl ab/crosscultural/episode07/web_index.html?cli p=2&tab=tab0 http://visual.pearsoncmg.com/mydevelopmentl ab/crosscultural/episode07/web_index.html?cli p=2&tab=tab0 http://visual.pearsoncmg.com/mydevelopmentl ab/crosscultural/episode07/web_index.html?cli p=2&tab=tab0 http://visual.pearsoncmg.com/mydevelopmentl ab/crosscultural/episode07/web_index.html?cli p=2&tab=tab0 Copyright © 2011 Pearson Education, Inc. All Rights Reserved.

44. 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.

45. 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

46. 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

47. Peer Harrassment (p. 267) http://abavtooldev.pearsoncmg.com/sbx_video player_v2/singleplay.php?projectID=BerkLifesp an5&clipID=022_Bullying.flv http://abavtooldev.pearsoncmg.com/sbx_video player_v2/singleplay.php?projectID=BerkLifesp an5&clipID=022_Bullying.flv http://abavtooldev.pearsoncmg.com/sbx_video player_v2/singleplay.php?projectID=BerkLifesp an5&clipID=022_Bullying.flv http://abavtooldev.pearsoncmg.com/sbx_video player_v2/singleplay.php?projectID=BerkLifesp an5&clipID=022_Bullying.flv Copyright © 2011 Pearson Education, Inc. All Rights Reserved.

48. 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

49. Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Gender Typing in Middle Childhood 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

50. 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

51. Videos Child answering questions: http://www.youtube.com/watch?v=u cOvO2RCkho http://www.youtube.com/watch?v=u cOvO2RCkho Social Emotional Learning in Austin: http://www.youtube.com/watch?v=2t B9X_XqvUY http://www.youtube.com/watch?v=2t B9X_XqvUY Copyright © 2011 Pearson Education, Inc. All Rights Reserved.

52. 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

53. 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

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

55. 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

56. Divorce (p. 271) http://abavtooldev.pearsoncmg.com/sbx_video player_v2/singleplay.php?projectID=BerkLifesp an5&clipID=023_divorce.flv http://abavtooldev.pearsoncmg.com/sbx_video player_v2/singleplay.php?projectID=BerkLifesp an5&clipID=023_divorce.flv http://abavtooldev.pearsoncmg.com/sbx_video player_v2/singleplay.php?projectID=BerkLifesp an5&clipID=023_divorce.flv http://abavtooldev.pearsoncmg.com/sbx_video player_v2/singleplay.php?projectID=BerkLifesp an5&clipID=023_divorce.flv Copyright © 2011 Pearson Education, Inc. All Rights Reserved.

57. 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.

58. 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

59. 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

60. 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

61. 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.

62. 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

63. 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

64. Sexual Abuse (p. 275) http://abavtooldev.pearsoncmg.com/sbx_video player_v2/singleplay.php?projectID=BERK&cli pID=prev_child_sex.flv http://abavtooldev.pearsoncmg.com/sbx_video player_v2/singleplay.php?projectID=BERK&cli pID=prev_child_sex.flv http://abavtooldev.pearsoncmg.com/sbx_video player_v2/singleplay.php?projectID=BERK&cli pID=prev_child_sex.flv http://abavtooldev.pearsoncmg.com/sbx_video player_v2/singleplay.php?projectID=BERK&cli pID=prev_child_sex.flv Copyright © 2011 Pearson Education, Inc. All Rights Reserved.

65. 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

66. How does this material relate to your inquiry questions? How can you refine your inquiry question? (Susan) (Discuss with partner) Copyright © 2011 Pearson Education, Inc. All Rights Reserved.

67. F inding reputable resources: How would you locate the following journal? Middle School Journal Copyright © 2011 Pearson Education, Inc. All Rights Reserved.