PSY 213 1st Edition Lecture 17 Outline of Last Lecture I. The SelfII. Emotional DevelopmentOutline of Current Lecture I. Emotional DevelopmentII. Moral DevelopmentIII. Emotional and Personality DevelopmentIV. PeersCurrent LectureI. Emotional DevelopmentCoping with stressa. Older children generate more coping alternatives to stressful situations. This doesn’t mean they are great at iti. Death, domestic violence, abuse, natural disaster, war, school shootingsii. Dose/response effects. The more severe the higher the dose or trauma the greater we are to have reactions. b. Outcomes for children who experience disastersi. Acute stress reactions – child has immediately or shortly after trauma. SHORT LIVEDii. Depressioniii. Panic disorder – panic attacks These notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.iv. Post-traumatic stress disorder – stressful responses that go on for long periods of time. People can feel like they are reliving event, disassociationII. Moral DevelopmentInfluences on Kohlberg’s stagesi. Pre conventional level of morality – how children interpret events. Good versus bad, most basic level. ii. Conventional morality – apply standards that are set by others.iii. Post conventional – have understanding that sometimes going against what other people say or what the law is, is okay!!! b. Cognitive developmentc. Experiences dealing with moral questions/conflictsd. Peer interaction and perspective taking are crucialIII. Emotional and Personality Developmenta. Gender-role classificationi. Androgyny: Presence of positive masculine and feminine traits in the same personb. Gender in contexti. Traits people display may vary with the situationGenderc. Gender stereotypes: Broad categories that reflect general impressions and beliefsabout males and femalesi. Appears very early on in children (gender stereotypes)d. Gender similarities and differencesi. Physical developmentii. Cognitive developmentiii. Socioemotional developmentIV. PeersDevelopmental changesa. Reciprocity becomes important in peer interchanges in a positive way with each other. Not one way street. b. Size of peer group increases (children also become more selective)c. Peer interaction is less closely supervised by adultsd. Children’s preference for same-sex peer groups… children prefer same sex peer groups at this age.Peer statuse. Popular children – frequently nominated for wanting to be friends with. Children like them. i. Two categories: popular prosocial kids – don’t get in trouble, good students, get along with people, and popular antisocial kids – may get in trouble, but have some sort of trait that people like (example: low SCS kidgood at basketball but kids like him because he is good)f. Average children – average number of positive votes and negative. g. Neglected children – kid doesn’t get positive or negative. People just don’t pay attention to them. They’re quiet, uncomfortable with large groups, and perfectly content with only having one friend. Perfectly adjustedh. Rejected children - i. Controversial childrenSociometeric techniques: this is how you find out who is well liked and
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