Week 3

Skipping Chapter 8, Chapter 9

Week 3 Day 1 TEST DAY 

Week 3 - Day 2

• First out of class assignment due soon

Skip Readings...

Chapter 10

• Moral Development 336-339
• Some Common Problems of Development 352-end of chapter

Chapter 11

• Puberty: The physical transition 363-368
• Sex Differences in mental ability 388-390

Chapter 12

• Problems of development  421-end

Notes Chapter 10

• Competence / Industry v inferiority -- competition in school-age children
• 6 Years to puberty
• Child wants to work on their own
• Learning on their own
• School
• "What is an inferiority complex
• * Industry
• Developing sense of competence at useful skills
• school provides opportunities
• * Inferiority
• Pessimism and lack of confidence in own ability to do things well
• Family environment, teachers, and peers can contribute to negative feelings
•  
• Self-Esteem
• * Academic
• * Social competence
• * Physical/athletic competence
• * Physical appearance
• failure in sports doesn't affect self-esteem
• Much misinterpretation of Erikson due to self-esteem point
• What influence self-esteem
• * Culture
• Child-rearing processes
• Attributions (mastery-oriented, learned helplessness)
•  
• Demand v responsive chart and parenting styles
• Auth, Auth, Perm, Uninvolved
• Achievement-related attributions
  •                                  Reason for success                                 Reason for failure
• Mastery                              Ability                                                         Controllable by working hard
• Learned helplessness      External factors                                        Ability - cannot be changed
• Some encourage learned helplessness because it feels kinder to the child
• story about japanese students working together  - teacher stands in front of room, students stand as they finish and help each other. one struggling the most comes up front in non-punitive way
• LH -  women in math
• resilience - kids keep trying to improve
• Waiting to teach resilience doesn't help since grades continually get more difficult
• Influences on Achievement-related attributions
• Parents
• too-high standards
• believe child incapable
• trait statements
• Teachers
• Learning v perofrmance goals
• Gender influences
• SES, ethnicity
• * Don't make trait statements (you did something stupid, not you are stupid, lazy etc) (I know you can do better)
• Changes in self-concept during middle childhood
• More balanced, less all-or-none desciprionts
• Social comparisons
• ideal vs real self
• * Parenting role on self-esteem
• Authoritative style best
• American culture values focus on self, can lead to overindulgence
• Paradox: less achievement behaviors, more antisocial behaviors
• Unjustified,unwarranted feedback results in unwanted behaviors

Week 3 Day 3

2nd assignment details: DUE JULY 13

• Every generation thinks the world is going to hell based on the next generation
• Write a paper about any difference between adolescence and young adults (18-30) and some possible reasons for this difference between previous  generations and today 
• Explain difference and where it is coming from - restaurants are scared
• Research on narcissism -- higher currently over previous generations
• 2 pages - double spaced and typed style doesn't matter, just content and it's clear with what the research is showing
• 3 Sources

Chapter 10 Notes, continued

• Bullies and Victims
• Bullies                                                    Victims
• NOT low self-esteem                           
• MOST are boys                                     Passive when active behavior is expected
• Physically, relationally aggressive     Give in to demands
• High-status, powerful                         Lack defenders
• Popular                                                 Inhibited temperament
• *Most eventually become disliked  Physically frail
•  
• Friendships in middle childhood
• Personal qualities, trust become important
• More selective in choosing friends (choose friends similar to self)
• Friendships can last several years (type of friends influences development, aggressive friends often magnify antisocial acts) 
•  
• Gender typing in middle childhood
• Gender stereotypes (extend to include personality and school subjects; more flexible about what males and female can actually do)
• Gender identity 3rd-4th grade (boys strengthen identification with masculine traits; girls' identification with feminine traits declines)   
• Cultural and social factors
•  
• Gender Identity
• Self-evaluations affect adjustment (Gender typicality, gender contentedness, felt pressure to conform to gender role
•  
• Racial Bias by 4th grade (fig in book)
• * Subconscious racial bias in 4th graders
•  
• Reducing Prejudice
• Long-term intergroup contact (neighborhoods, schools, communities)
• Foster belief in changeability of human traits
• Volunteering

Week 3 Day 4

Chapter Notes

• Adolescence Videos
• Sometimes the best way to learn about them is to listen to them!
• Sometimes, parents and other adults need to reflect on how real adolescents act in real situations
• While adolescents are getting more intelligent, they sometimes make poor choices
• The relationship between intelligence and emotions in adolescence needs to be understood
• * Michael the omnibus prodigy discovery video
•  
• Formal Operations
• Last stage of Piaget's theory
• Abstract thinking
• Idealism is common as adolescents begin to think about abstract concepts like honor or trust (result in increased conflict in and outside home)
• * Hypothetical-deductive reasoning
• Develop and test hypotheses, deduce best was to solve problems
• Adolescents start to do this more and more often
• Can result in increased conflict in and outside of the home
•  
• Adolescent Egocentrism
• Piaget agreed with others that children spend a great deal of time thinking about themselves
• Results in demonstrating egocentrism again
• Two types of social thinking
• Imaginary audience (believe others as interested in them as they are in themselves) -- drop me off here mom
• Personal fable (sense of personal uniqueness and invulnerability)
•  
• Information Processing
• Ability improves in adolescence
• Areas of improvement (Memory, decision making, critical thinking)
•  
• Information processing
• Increased decision making
• Older adolescents better than younger adolescents at decision making
• Adolescent decision making linked to some personality traits
• Changes related to opportunities adolescents have to practice and discuss realistic decision making
•  
• The American Middle School
• Transition
• Can be stressful
• Occus during time of many changes
• Puberty
• Cognitive Development
• Changing relationship with parents
• Top-dog phenomenon
•  
• Effective Middle Schools
• Develop smaller schools
• Lower student-to-counselor ratios
• involve parents and community leaders
• Develop effective curricula in literacy, sciences, health, ethics, and citizenship
• Team-teaching in integrated curriculum
• More health and fitness programs
• Current trends?
•  
• Extracurricular activities 
• Involvement associated with 
• Batter academic adjustment
• Superior psychological competencies
• Positive peer relations
• Countering negative expenses
•  
• American High School
• Many graduates poorly prepared for college and modern workplace
• Recommended changes
• More emphasis on knowledge and skills
• Higher expectations for students
• Part-time work opportunities in high-quality work experiences, shorter work hours
•  
• High School Dropouts
• Serious educational, societal problem
• Adults with educational deficiencies
• Affects economic and social well-being
• Overall rates declined in 21st century
• Native Americans may have highest rate; latino rate also remains high
• Males more likely to drop out than females
•  
• Causes
• School-related
• Don't like school; suspended, expelled
• Economic and family-related
• Low SES more t o help support families
• Peer-related
• Personal Reasons
• Pregnancy or marriage
•  
• Reducing dropout rate
• Provide effect programs in 
• early reading and tutoring
• Counseling and mentoring
• Create caring environment
• Offer community service opportunities
•  
• Career Development
• Crystallization 14-18 - Develop ideas about work w/self concept
• Specification 18-22 - choices narrow, enter career
• Implementation 21-24 - compete education/training; enter world of work
• Stabilization 25-35 - decide specific/appropriate career
• Consolidation 35+ - Seek advancement, high status
•  
• Holland's Personality-Type theory
• Make effort to match individual to career
• Matching personality to career promotes happiness, longevity in workplace
• Six main personality types
•  
• Realistic - Masculine traits, construction, labor, farming
• Intellectual - Thinkers - math, science
• Social - Feminine - Teaching, social work, counseling
• Conventional - Structure - bank teller, clerk, secretary
• Enterprising - Verbal/dominating - Politics, sales, management
• Artistic - Expressive - Art, writing
•  
• Exploration, decision making, planning
• Important roles in adolescents' choices
• Approached with ambiguity, uncertainty, and stress
• Many adolescents...
• receive little direction from school guidance counselors
• Do not know what information to seek and how to seek it
•  
• Work:
• Sociocultural context of work
• 3/4 high school seniors have had work experience
• Most work 16-20h/w
• in service jobs
• Males work longer and paid more
•  
• Pros/cons of part-time work
• Pros 
  • Understand how business world works
  • Learn how to get and keep job
  • Manage money
  • Budget time
  • Take pride in their accomplishments
  • Evaluate goals
• Cons
  • Little on-job training, distanced to adult coworkers
  • Give up sports
  • Miss sleep, social affairs with friends
  • More stress to life
  • Lower grades