define: self-concept
- child’s cognitive representation of the self
question: i-self vs me-self?
- i-self = ability to think about ourselves
⤷ indep. of others
⤷ emerges at 3 mths - me-self = sum total of what a person knows about themselves, can include other’s opinion
⤷ emerges at 15 mths
question: when does an infant recognize their own image in a mirror?
- 18 - 24 mths (mostly)
- cultural differences influence
explain: self-concept in preschool age
- description of self anchored tangible activities, preferences, competencies, physical characteristics
⤷ ex. i can count to 10” - cultural diff:
⤷ asian children more likely to describe relationships
explain: self-concept in late childhood and adolescence
MIDDLE-LATE CHILDHOOD
- introduction of emotions
- competencies relative to other
ADOLESCENCE
- more complex, abstract, integrated, self
- more realistic
- considers context
define: looking glass-self
- learn to know ourselves by interacting w/ others and observing how they resp. to us
- how we perceive others are thinking about us based on their reactions
define: generalized other
- summary of the ways others have responded to us
- extracting a general sense of others and what they think
define: adolescent egocentrism
- adolescents think about their own thinking -> consider that other may also be thinking of them -> self absorption and self consciousness -> egocentric thinking
name + explain: features of adolescent self-concept
- imaginary audience
⤷ believe that everyone is watching and judging all the time
⤷ self absorption
⤷ explains susceptibility to peer pressure + conformity - personal fable
⤷ belief that one’s thoughts, feelings, exp., are unique
⤷ results from new capacity to think -> misinterpreted as unique - illusion of invulnerability
⤷ belief that misfortune only happens to others
⤷ explains risk taking
explain: erikson’s identity crisis
- adolescent’s response to the tension between need to explore what’s unique + wish to be someone respected by community
explain: james marcia’s concept of identity
- exploration = finding out and examining alternatives
- commitment = choosing a belief or course of action
- yes exploration yes commitment = identity achievement
- yes exploration no commitment = identity moratorium
- no exploration no commitment = identity diffusion
- no exploration yes commitment = identity foreclosure
explain: minority culture adolescents and social relationships
- ppl from similar cultures show similar patterns of attitudes and beha.
- achieving solid sense of ethnocultural identity = positive
identify with:
- yes majority yes minority = biculturalism
- yes majority no minority = assimilation
- no majority no minority = marginalization
- no majority yes minority = separation
**biculturalism usually has best dev. outcomes but for first nations, better outcomes from assoc. w/ minority
question: how are levels of self-esteem at preschool, elementary, and high school?
- preschool = highert
- elementary school = initial drop -> stabilizes
- high school = drops w/ transition but stabilizes
**studied mostly in white children (likely diff. for minority children)
explain: cultural differences in self-esteem
- african and hispanic adolescents take pride in belonging to cultural group
- asian cultures value more modesty
⤷ still embracing culture
⤷ not necessarily low self-esteem
name + explain: sources of self-esteem
- actual competence = children enjoy domains in which they do well
- heredity = genetic predispositions to make indiv. “better” than others
name: types of praise + explain: mueller and dweck exp.
- ability praise
- effort praise
- given a math test -> given praise (or control = none) -> given a harder test
- ability praise group tries less questions
⤷ less resilience
⤷ starts to doubt abilities once things get hard - effort praise = consistent w/ difficult problems bc believe they’re hard workers
name: things assoc. w/ low self-esteem
- more difficulties w/ peers
- more likely to get involved w/ bullying
⤷ either victim or bully - more likely to do poorly in school
- more pscyhological disorders
explain: depression
- pervasive feelings of sadness, irritability, difficulting concentrating, poor sleep, low self-esteem
- more in girls 12 - 19 yrs
- mood disorders are separate from self-esteem
⤷ but longitudinal studies show indiv. w/ low self-esteem are more likely to dev. depression (not vv) - difficulty regulating emotions
⤷ tend to attribute failures to internal traits)
define: narcissistic youth
- grandiose view of themselves
- prone to aggression and depression (when they realize their view is unrealistic)
- treated by cog. beha. therapy
name + explain: selman’s stages (5)
- undifferentiated
- 3 - 6 yrs
- confusion between own thoughts and others - social-informational
- 4 - 9 yrs
- understand diff. people can have diff. knowledge
- passes false-belief tasks - self-reflective
- 7 - 12 yrs
- able to take others’ perspective - third person
- 10 - 15 yrs
- ability to step outside of sit. and evaluate from a 3rd party POV - societal
- 14 - adulthood
- recognize that even 3rd person POV can be influenced by other factors
- knows the context
question: what influences a child’s ability to take a perspective?
- better language skills = more advanced at perspective-taking
define: emotional intelligence
- individual diff. in perception, processing, understanding, regulation, and ability to use emotional info
- both cognitive abilities and personality traits
question: can EI be trained (explain exp.)
- nelis 2009
- 4 2.5hr training sessions:
1. understanding emo.
2. identifying emo.
3. expressing and using emo.
4. managing emo. - found that benefits stayed intact up to 6 mths post-training
- saw improvements in emo. identification and management
- emotional understanding didn’t change
explain: relationship between school/academic success and social emotional education?
- higher academic success when schools have social emotional education programs
- learn to work cooperatively + care about each other
- school wide mentoring, guidance, team building
