Social & Emotional

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.

Ability to recognize ones own image; assessed in infants via a mirror self recognition task
Ex) rouge test

The content of the self; the known part of the self; the knowledge of who we are; me

The act of thinking about ourselves; this ability develops over time, allowing us to consolidate the self concept.
aka. metacognition

How I perceive my body and feel about it.

the self that I see myself to be (self image)

the self i'd like to be; possible self; ought self

the ways I feel others see me

we use _______ in evaulating the self, compare self to others; peers; late childhood onset

overall feeling of self worth across situations, and specific self concepts (academic, social, relationships)

Rosenburg developed the most often used and cited measure; 10 questions on a 4 point scale

Harters measure of sccholastic, social, romantic and athletic SE's

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

adolescents experiencing lots of changes and thus frustration can set in while trying to resolve issue

How one organizes and solidifies his or her identity

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

period of identity development when individual is choosing amoung meaningful alternatives; exploration

part of identity development when individual shows personal investment in what they are doing

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

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.

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

(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.

Socio-cultural concept of being female or male; not our biology

our sense of being female or male taht we aquire (learn)by approximately age 3

a set of expectaions that prescribe how felmales and males should think, act, and feel; also learned

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

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.

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.

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.

those who succeed and/or have positive developmental outcomes despite growing up under negative conditions.
Ex. Stephen Hawking and Oprah Winfrey

child characteristics OR environmental factors that are associated with developmental problems; Ex. Alcoholism

child characteristics OR environmental factors that block or reduce the negative impacts of risk factors. Ex. Good prenatal care

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

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

Historical perspective
Pluckic
Lange
Singer
Bard

Contemporary perspective

Ekman
Izard

Evolutionary

Buss

Personality and Psychosexual Stages

Freud

Personality- Humanistic Pheno

Rodgers and Maslow

Personailty- trait approach

Big 5

Temperment-
Easy, difficult, slow to warm

Chess and Thomas

Id development-

Marsha

Gender development-
true difference

Temperment-
Emotional and Social activity level

Buss and Pionin

Resilience

Emotional Intellegence