Social & Emotional

  1. The individual cognitive representation of the self, the substance and the content of the different self conceptions. It is a lifelong process in which some are more engaged and active and others are less engaged and passive.
    self understanding
  2. Ability to recognize ones own image; assessed in infants via a mirror self recognition task
    Ex) rouge test
    Self recognition
  3. The content of the self; the known part of the self; the knowledge of who we are; me
    self concept
  4. The act of thinking about ourselves; this ability develops over time, allowing us to consolidate the self concept.
    aka. metacognition
    Self Awareness
  5. How I perceive my body and feel about it.
    body image
  6. the self that I see myself to be (self image)
    real self
  7. the self i'd like to be; possible self; ought self
    ideal self
  8. the ways I feel others see me
    social self
  9. we use _______ in evaulating the self, compare self to others; peers; late childhood onset
    social comparison
  10. overall feeling of self worth across situations, and specific self concepts (academic, social, relationships)
    self esteem
  11. Rosenburg developed the most often used and cited measure; 10 questions on a 4 point scale
    global self esteem
  12. Harters measure of sccholastic, social, romantic and athletic SE's
    Adolescent Self Perception profile
  13. 1. if basic needs are met, infants develop sense of trust
    2. if toddler acquires age appropriate independence, will develop sense of autonomy
    3. if child learns t initiate tasks will develop sense of initiative
    4. if child feels competent he will become competent
    5 if adolescents engages in self exploration and role testing easily she will develop identity
    6. if young adults seeks close relationships/friendship, they develop intamacy
    7. if adults make comtribution to world they develop generativity
    8. if aged adults reflect on life and sense of accomplishment, they develop integrity
    Erickson's 8 stages of psychosocial development
  14. adolescents experiencing lots of changes and thus frustration can set in while trying to resolve issue
    identity crisis (turning point)
  15. How one organizes and solidifies his or her identity
    identity consolidation
  16. Early Adolescence- puberty to mid teens; period of de-structuring 10-13 yrs
    Middle Ado- Mid to late teens; period of restructuring 13-18yrs
    Late Ado- late teens to early 20's; period of consolidation and testing of initial new identity
    Consolidation Stages
  17. period of identity development when individual is choosing amoung meaningful alternatives; exploration
  18. part of identity development when individual shows personal investment in what they are doing
  19. both exploration and commitment to personal involvement and decision making; have choosen a career goal and stick to their values; are flexible and can change life goals based on their experiences; can appraise parents realistically, accepting some things and rejecting others. they choose friends and partners who help them become less dependent on parents
    identity achievement
  20. exploration is present but commitment to personal involvement and decision making is not; a delayed exploration of identity; few firm commitments to career; high levels of anxiety; less certain of values than achievers; may experience rebellion or be critical of establishment; have guilt about disappointing parents.
    Identity moratorium
  21. exploration is absent yet commitment to p.i. and d.m. is present; have avoided most exploration of any kind; due to premature choices endorsed by parents; on surface appear as achievers, but inside, highly anxious, depressed or defeated; avoid experimentation and conflict; just believe what ever parents said; have big respect for authority and often pick partners & friends on whom they can also be dependent like parentsn
    Identitiy forclosure
  22. (diffusion) both exploration and commitment to p.i & d.m. are absent; have all together avoided the identity crisis; also exhibit high levels of anxiety; rigid / stereotypical behavior; they put off making life choices; lose selves in an endless absorption social life sex, and drugs; loners & drifters; from one job to the next; usually end up hospitalized or in therapy.
    identity confusion
  23. Socio-cultural concept of being female or male; not our biology
  24. our sense of being female or male taht we aquire (learn)by approximately age 3
    Gender Identity
  25. a set of expectaions that prescribe how felmales and males should think, act, and feel; also learned
    gender role
  26. a dynamic process in which individuals exhibit positive behavioral adaptation in times of significant adversity, stress, trauma, or tragedy. Also, the capacity to bounce back to homeostasis after disruption and resist future negative events/outcomes
  27. epidemiologist; studied spread of diseases; first to identify the primary protective factors and risk factors that affect resilience. He focused research efforts of programs/tools to develop resilience.
  28. She studied poor children of Kauai, HA; interested in different patterns of behavior children developed; 2/3 developed destructive behaviors but other 1/3 did not. She focused her view and investigations on identifying traits of families and individuals who exhibited resilient behaviors.
  29. studied children of schizophrenic mothers; these children often do not receive adequate nurturing, comforting caretaking. Many experience developmental delays but many thrive despite the less-than-optimal circumstances. Why? Recent efforts now focus on understanding underlying protective processes as opposed to a list of factors.
  30. those who succeed and/or have positive developmental outcomes despite growing up under negative conditions.
    Ex. Stephen Hawking and Oprah Winfrey
    Resilient children
  31. child characteristics OR environmental factors that are associated with developmental problems; Ex. Alcoholism
    risk factor
  32. child characteristics OR environmental factors that block or reduce the negative impacts of risk factors. Ex. Good prenatal care
    protective factors
  33. the ability to identify, assess, and manage the emotions of one’s self, others, and of groups; the ability to perceive emotion, integrate emotion to facilitate thought, understand emotions and regulate emotions to promote personal growth
    emotional intelligence
  34. is the ability to wait in order to obtain something that one wants; resist short-term desires to obtain long-term goal; akin to self-control, impulse control; will power
    delayed gratification
  35. Historical perspective
    • C
    • Na
    • P
    • LS
  36. Contemporary perspective

    • C,
    • Na/nu
    • A/P
    • LS
  37. Evolutionary

    • C
    • Na
    • P
    • LS
  38. Personality and Psychosexual Stages

    • D
    • Na
    • P
    • AS
  39. Personality- Humanistic Pheno

    Rodgers and Maslow
    • C
    • Nu
    • A
    • LS
  40. Personailty- trait approach

    Big 5
    • C
    • Na
    • P
    • LS
  41. Temperment-
    Easy, difficult, slow to warm

    Chess and Thomas
    • C
    • Na
    • P
    • LS
  42. Id development-

    • C
    • Nu/na
    • A
    • LS
  43. Gender development-
    true difference
    • C
    • Nu/na
    • A
    • LS
  44. Temperment-
    Emotional and Social activity level

    Buss and Pionin
    • C
    • Na
    • P/a
    • LS
  45. Resilience
    • C
    • Nu/na
    • A
    • LS
  46. Emotional Intellegence
    • C
    • Na/nu
    • A/p
    • Ls
Card Set
Social & Emotional
Mid Term Ch. 4-5