Chapter 3: Social-Emotional Development

self-esteem

- an individual evaluates components of himself or herself - how much you like, accept, and value yourself

late adulthood

- eighth stage of Erikson's stages of development - integrity vs despair - significant relations: mankind and society - reflecting on one's life

adolescence

- fifth stage of Erikson's stages of development - identity vs role confusion - significant relations: peer groups and role models

infancy

- first stage of Erikson's stages of development - trust vs mistrust - significant relations: parents - feedings, diaper changes

school age

- fourth stage of Erikson's stages of development - industry vs inferiority - significant relations: parents, teachers, peers - learning to read and complete tasks

self-concept

- individuals have a perception about themselves - this can influence self-esteem depending on how much the individual values the component being considered - ex: "I am a good friend"

emotional expressiveness

- part of emotional competence - the ability to express positive and negative emotions appropriately

emotional understanding

- part of emotional competence - having the knowledge about others' emotions and using language to describe those emotions

emotional regulation

- part of emotional competence - the ability to cope with emotions. the development of display rule knowledge begins in preschool and improves between the ages of 3-5.

early childhood

- second stage of Erikson's stages of development - autonomy vs shame and doubt - significant relations: parents - toilet training, walking

domain-specific self-esteem

- separate components related to particular domains - related to specific behavioral outcomes

middle adulthood

- seventh stage of Erikson's stages of development - generativity vs stagnation - significant relations: coworkers - career choices and volunteer experiences

young adulthood

- sixth stage of Erikson's stages of development - intimacy vs isolation - significant relations: friends and romantic partners - opportunities to try many new things

preschool

- third stage of Erikson's stages of development - initiative vs guilt - significant relations: family and educators - learning to color, write; using pretend play

outcomes to school-based SEL

1. Increased prosocial behaviors. 2. Decreased conduct problems. 3. Less emotional distress. 4. Improved academic grades. 5. Improved achievement test scores.

students at highest risk for social competence deficits

1. children with insecure attachment histories 2. parental insensitivity and unresponsiveness 3. parenting stress 4. emotional expressiveness in the family

recommendations to increase self-concept in students

1. focus on domain-specific self-concept 2. focus on praising students and providing feedback on their performance 3. focus on at-risk populations

Psychological crisis

During each developmental stage, an individual faces and (ideally) masters a new psychological and social challenge, called a ______ _____. Each _______ ______ has two developmental outcomes - one positive and one negative

prosociality

Focusing on others' needs and interests by helping or cooperating with individuals or groups based on social norms and expectations.

Erik Erikson

Known for his 8-stage theory of Psychosocial Development - first to discuss "identity crisis"

Adverse childhood experience

What is an ace?

girls, boys

_____ tend to score higher than or equal to _____ on levels of global self-esteem until adolescence

social competence

______ _____ changes over time based on a wide variety of skills, processes, and social patterns

exploration/crisis

a period of role experimentation and trying new behaviors - James Marcia

global self-esteem

a singular and relatively stable characteristic of the self; develops around age 8 and is related to overall psychological well-being

emotional competence

ability to express, understand, and regulate emotions within the self and others

Moratorium

according to Marcia, adolescents are actively involved in the exploration process but have not yet made decisions or commitments. _________ would be considered developmentally appropriate for most high school and early college students - exploration but no commitment

identity achieved

according to Marcia, adolescents are provided with opportunities to explore many options involving occupations, academic skills, friendships, and values and to commit to certain goals and values - exploration and commitment

identity diffusion

according to Marcia, adolescents either have no yet begun the process of exploration or have gone through the exploration process but are unable to make commitments to their goals and values - no exploration or commitment

identity foreclosure

according to Marcia, adolescents have parents who typically use an authoritarian style of parenting such as telling their adolescents who they are, what they will become, or where they will attend college - commitment but no exploration

self-awareness

accurate view of self

James Marcia

developmental psychologist, _____ _____, discussed identity in terms of two variables, exploration/crisis and commitment

relationship management

implement behaviors to facilitate interpersonal relationships

parenting practice of identity confusion

in this parenting practice, parents are permissive and have allowed their adolescents to explore in the past but have never asked them to make commitments

successful SEL

includes curriculum across entire school system, includes direct instruction, interactive implementations, structured activities to meet program goals, program chose based on specific needs

Parenting practice of identity achieved

individuals who have achieved identity typically have parents who use an authoritative parenting style - commitment and exploration

commitment

making decisions about areas of one's life - James Marcia

sociability

one's level of social participation - individuals high in this are likely to come active participants in social activities or conversations

parenting practice of moratorium

parents who use an authoritative style of parenting provide this by allowing them to try new things while deferring decisions until they have had ample time to explore their options - exploration but no commitment

social awareness

perspective-taking skills, empathy, respect for diversity to effectively relate to others

reciprocal

relationship between academic self-concept and achievement is _______

responsible decision-making

skills to identify problems, analyze situation, and effectively solve problems; developed sense of personal, moral, and ethical responsibility

social competence

social and emotional skills that lead to positive social outcomes - requires the development of an adaptive repertoire of social skills

1-5

stages ______ of Erikson's eight developmental stages apply directly to children

6-8

stages ______ of Erikson's eight developmental stages apply to adults. this includes teachers and administrators in educational settings

social skills

the ability to reason, think through situations, pick up cues, and make appropriate decisions with respect to interpersonal relationships

self-management

the ability to regulate one's emotions, be motivated to set goals, and provide self-discipline

Adverse Childhood Experiences

the more types of _______ ______ ______ a child is exposed to, the greater the neurobiological and health risks, and hence the more serious the lifelong consequences to health and social well-being there are

girls

transition from elementary school to middle school has a more detrimental influence on self-esteem for _____

social emotional learning

what is SEL?