Socioemotional Development

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Socioemotional Development

• Chapter 3 Santrock
• Attachment (NOT IN BOOK)

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Covering

• Attachment
• Self concept, self-esteem
• Eriksons stages
• Divorce
• Parenting Styles
• Stages of Friendship
• Peer Relations and Acceptance

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What is Attachment?

• Attachment-strong affectional tie that humans
  feel toward special people in their lives.

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Why is attachment important?

• Spitz study
• well nourished infants became severely depressed,
  retarded in social, cognitive, physical
  development w/ no one on one

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Also,

• Hospitalized children out of contact w/ parents
  become depressed
• Harry Harlows monkey studies
• little monkeys fed but not allowed to bond
• depressed, abnormal, and
• had severe mating disorders

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Early Theories of Attachment

• Behaviorists believed that infants attachment
  beh were learned
• Drive reduction model
• Operant conditioning model

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Bowlbys Ethological Theory

• Attachment is viewed as evolved response that
  promotes infant survival
• Infant arrives w/ innate responses that call the
  parent to the babys side
• (crying, smiling)
• Over time, affectional bond develops

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Bowlby was followed by Ainsworth

• Same approach
• Attachment defined as a certain set of behaviors
• One person at first, then others

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Attachment Behaviors

• Child seeks total love, attention, approval
  from person
• Seeks contact comfort
• Uses adult as security base
• Separation anxiety appears, child protests
  separation
• Seeks warm reunion w/ attachment figure

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Secure vs. Insecure Attachments

• Mary Ainsworths specific contribution
• Developed Strange Situation-series of short
  separations/reunions w/ parent or caregiver to
  measure attachment

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Outcomes of Strange Situation

• One secure attachment
• 3 insecure ones
• Secure, avoidant, resistant, disorganized/disorien
  ted attachment

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Secure Attachment

• Seek total attention approval
• Seek contact comfort
• Use parents as a secure base
• Protest when separated seek contact when they
  return
• 65 of American babies

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Avoidant Attachment

• Infants seem unresponsive to the parent when she
  is present
• 20 of American babies

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Resistant attachment

• Before separation, infants seek closeness to the
  parent often fail to explore
• When she returns they display angry, resistive
  behavior
• 10-15 of American babies

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Disorganized/disoriented Attachment

• Seems to reflect the greatest insecurity
• At reunion, show a variety of confused behaviors
• 5-10 of American babies

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How stable is attachment?

• Stable through first years of life
• From age 1 to age 10, .75 correlation in
  diagnosis
• Cultural variations more avoidants in Germany,
  more resistants in Japan.

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Child Abuse Neglect

• Linked to all kinds of attachment insecurity

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What about Dads?

• No reason mom has to be caregiver
• Moms/dads do tend to relate to babies in
  different ways
• Fathers now spend more time w/children

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Attachment Later Development

• Toddlers-more elaborate make-believe play,
  greater enthusiasm, persistence in
  problem-solving
• Preschool-higher self-esteem, social competence,
  are more cooperative, popular empathic

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School age

• Better relations w/ peers, more socially skilled,
  more likely to have close relationships
• Achievement motivation-more persistence, likely
  to favor mastery motivation

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Day Care Attachments

• 60 of mothers w/ preschool aged children work
• 50 of women w/ infants under 1 year old work

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Empathy Development
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Development of Empathy

• Definition the ability to understand the
  feelings of others respond w/ complementary
  emotions.
• Involves an interaction of perspective taking
  understanding emotion.

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Empathy Stages

• Infancy-babies cry in response to other babies
  crying.
• About 2 may attempt to relieve the other persons
  unhappiness instead of crying seeking comfort
  for himself.

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Preschool on

• Begin verbally consoling peers.
• Elementary school-understand a wider range of
  emotions. Can use multiple cues to understand
  another persons feelings.

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Empathy in Pre Post Adolescence

• Can react empathetically not only to immediate
  distress but also to general life conditions.

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Socializing Emotional Expressions

• Social referencing-relying on another persons
  emotional reaction to appraise uncertain
  situation.
• Infants rely on parents for emotional
  information. Or other adults.

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Social Referencing

• Preschool older-children will try things and
  then look to see if it is ok to do.
• Parents emotional reaction can help children know
  what to do.

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Emotional Display Rules

• Knowing when to show emotions and which emotions
  are not appropriate.
• Infancy-U.S. parents start discouraging negative
  emotion display almost immediately.

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Display Rules

• Preschool-children learn to suppress negative
  affect.
• First, only in presence of an adult.
• School aged-older children know more display
  rules refer to social norms often.

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Self-Regulation

• Middle childhood to adolescence-learn more
  strategies.
• distract themselves w/ alternative
  behaviors
• changing ways to interpret the event

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Emotional Understanding

• By 3 days old, infants can imitate emotional
  expressions of others
• By 3 or 4 months old, can tell difference between
  happy and sad, angry vs. surprise etc.
• Prefer happy faces

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Preschool

• 4 or 5 can judge correctly the CAUSES of basic
  emotions
• Tend to favor external factors over internal
  states
• Can suggest ways to ameliorate the situation

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Middle Childhood

• Consider multiple sources of information when
  explaining others emotions
• Recognize that we can experience more than one
  emotion at a time
• Older children understand that a change in
  thoughts can lead to a change in feelings

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Preadolescence

• Recognize that emotions can be based on mental
  states not the situation
• Have better insights into feelings of others
• Can predict others emotions better

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Sex Differences

• Significant sex differences do not appear until
  late adolescence
• Girls are better at decoding emotions than boys

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Educational Implications

• Teaching children emotional control can help w/
  classroom management
• Violent children are particularly unskilled at
  this

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Eriksons Theory of Personality

• Stages are framed as crises in persons life
• As they are resolved (or not) personality is
  formed

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Eriksons key stages (for us)

• 3. Initiative vs. guilt Ages 3 to 5
• 4. Industry vs. inferiority Ages 6 to puberty
• 5. identity vs. identity confusion 10-20
• See p.71 for other stages

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Self Concept Self-Esteem
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Definitions

• SELF-CONCEPT
• -attributes, abilities, attitudes, values
  that a person uses to define who he/she is. Ones
  identity.
• -can be simple or complex.

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Self-esteem

• Evaluation of self, judgment of ones worth
• May be high or low

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Development of Self Concept

• Before 12 months old, infants see an image and
  think its someone else
• By 2 years, well established.

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Preschool Self Concept

• Develop Theory of Mind
• know you can have thoughts others cant see
  (about 4)
• Know others can have different interpretations of
  reality
• Know difference between real and pretend

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Milestones in Self-Concept Development

• Toddlers and preschool define themselves by
  external characteristics (sex, age, possessions)
• By preschool, may have references to competency
• Use some psychological terms (nice, mean)

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Middle Childhood Self Concept

• By 5-6 use many psychological traits
• Divide self-concept into different spheres
• By 7 use relational terms comparing self with
  others

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Attractiveness

• Unfortunately, becoming more important to global
  self-worth in children
• Popularity also important

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Preadolescence S-C

• Complicated w/ many components
• Includes social roles (class clown, helper)
• Includes others opinions
• Has multiple conflicting images

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Adolescence Self-Concept

• Becomes integrated
• Self definition more abstract all encompassing
• Go through a period of searching for this
  identity, trying on different identities

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SELF-ESTEEM

• High self-esteem---accepts strengths weaknesses
• generally willing to take risks
• happier outlook attitude
• Low Self-esteem
• -overly boasting
• - overly timid
• - associated with a raft of problems

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Development of Preschool SE

• Very high-overly high. Thought to be a protective
  factor because children face so many frustrating
  situations.

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Middle Childhood SE

• By 7-8 self-esteem levels drop
• - dips as children realize that there are
  things they cant do
• - have global self-esteem-do poorly in one
  area it influences all other areas

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Middle Childhood SE

• By 9-10 years of age and older
• -- self-esteem levels rise in general.
• --child who are academic failures continue to
  have low levels of SE
• --begin to develop 3 separate self-esteems
  academic, social, and physical

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Adolescent SE

• Dip in S.E. levels at preadolescence and the
  beginning of adolescence
• Self-esteem begins to rise through adulthood
• New aspects friendships, dating, looks, clothes,
  and gender.

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Effects of Intervention Programs

• Most programs did not improve SE (esp.
  affirmative statements, stickers for being me)
• Programs where there was real learning at the
  same time were moderately successful.
• No antidote for low SE like actual
  accomplishment.

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Parenting Styles

• Diana Baumrind

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Baumrinds Parenting Styles

• Authoritative parenting
• Authoritarian parenting
• Neglectful parenting
• Indulgent parenting

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Neglectful Parenting

• Uninvolved with childrens lives
• Dont have much control
• Viewed as having the most negative outcomes for
  children

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Indulgent Parenting

• Highly involved but place few limits on their
  behavior
• Children get their own way
• Now thought the children dont learn to control
  their own behavior

60
Authoritative Parenting

• High expectations for children
• Demanding
• Firm, but warm
• Transfer some of the power as the child develops
• Most optimal parenting style

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Authoritarian Parenting

• View children as having few rights
• but many responsibilities
• Not allowed to make decisions about their own
  lives
• Punitive measures, including physical punishment

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Outcomes for Children

• More likely to be depressed
• Less prosocial
• Lower self-esteem
• Conforming

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Divorce Children

• Read book for plus side

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Divorce for children

• 50 will see parents break up
• Of these, about half will see 2nd marriage break
  up
• 10 will see 3 or more family break ups

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Is divorce good for women?

• Women more likely to break up relationships,
  marriages
• Then, womens economic lifestyle drops 45
• 20-33 wind up in poverty

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What about divorced men?

• 42 GAIN in standard of living
• 20 of men comply fully with paying for children
• 15 pay irregularly
• About ¼ dont see their children at all

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What about the kids?

• Not much says divorce is good for them
• More than 2x as likely to drop out
• Poor school outcomes generally
• Teens who murder, 75 from broken homes

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Fatherless homes-correlations

• 63 of youth suicides
• 90 of homeless runaways
• 85 of children w/ behavior problems
• 71 of high school dropouts
• 85 of youth in prison

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What about stepfamilies?

• Boys in stepfamilies are 3x as likely to have
  committed a crime or gone to jail
• Children are 5x as likely to be sexually abused
• 40x more likely to be the victims of nonfatal
  child abuse
• 100x more likely to be a fatality in child abuse.

70
Peer Group

• Same age mates

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Role of Peer Groups in Dev

• Reinforce (RF) model specific behaviors
• Act as a staging ground for dangerous behaviors
• Learn things that your parents dont tell you
• Emotional buffer support

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Preschool

• Overtures increase. Both positive neg
  interactions increase.
• Spontaneous sharing low until about 4-5 years
  old.
• Fighting increases, mostly physical until 5 years
  old then more verbal

73
Preschool

• Structure
• --play w/ who you are sitting next to
• --little structure, constant changes.
• --by 5 may dev preference for 1 person.
• --play in groups of 2-3. 4 difficult for them and
  usually becomes 2 groups of 2.

74
Preschool

• Rough and tumble play emerges at 5
• Dramatic play increases
• Can play in groups

75
School Age

• Changes in composition of the group
• --more diversity than in preschool
• --sex cleavage-(e.g. boys have cooties)
• --insiders and outsiders by 3-4th grade
• --dominance hierarchies
• emerge within a few days
• difficult to change, need outside threat

76
Boys Girls

• Wider networks
• Shared activities
• Win/lose games

• Smaller, usually one on one
• Sometimes 3 girlstrouble
• More affective talk
• Distressed at break ups
• Typical play NOT win-lose

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School Age

• Fewer negative interactions. Less physical, more
  verbal aggression.
• More sharing and cooperation.
• Sensitive to needs of others, improved
  perspective taking.

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Vygotsky (theorist)

• Play is the activity w/ the most potential for
  development
• During play children learn self-regulation in
  order to play
• Play helps the child function at their highest
  level

79
Adolescence

• Structure
• --cliques-groups of 5-6 children who have similar
  interests, hang out together
• --crowds-named groups made up of several cliques.
  You are place in a crowd by others.
• --same sex at beginning of adolescence, by 18
  mixed groups.

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Adolescence

• Peer Pressure
• strongest in early adolescence
• peaks at 16
• cross-pressure-pressure to do things against
  your parents values not as strong as once
  believed.

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Peer Pressure

• For minorities, peers may exert an anti-school,
  anti-achievement pressure
• Thus, high achieving blacks/Hispanics may have to
  disassociate themselves from peers

82
Peers Parents

• Influence day to day decisions
• What to wear
• What to see
• music

• Career choice
• College choice
• Often drinking, sexual relations

83
Peer Group J. Delinquency

• Anti-social values in the family.
• Coercive discipline, disorganized, unpredictable
  interactions w/ children.
• Contact w/ the law before 3rd grade.
• Likely to have been extremely aggressive,
  anti-social
• Likely to have been rejected by peers.

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Friendship Levels

• By Damon
• Necessary for Lab 4

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Level I-Friendship as Handy playmate (4-7 years)

• Friendship viewed concretely-who plays what you
  want them to play, who has cool toys
• Quarrels solved by leaving, hitting, giving in
• Fights occur more often w/ friends
• Friendship is one-way.

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Level II-Mutual Trust AssistanceAge 8-10 years

• Personalities matter.
• Make effort to be together
• Friends tell each other secrets dont share
  them
• Mutual aid
• Victim has to forgive, must feel even.

87
Level III-Intimacy Loyalty Age 11 -Adult

• Shared psychological intimacy (he really knows me
  well).
• Divulge real feelings to a friend
• Friend is a support through good/bad times. They
  are loyal.
• Make up for loneliness distress.
• Distinguishes trivial vs. serious quarrels.
• Understanding is sufficient for forgiveness.

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Peer Acceptance and

• Peer Rejection Research

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Popular or Accepted Children

• many more like than dislike ratings
• children nominated by everyone
• NOTE this is not how we use the term in common
  speech

90
Rejected Children

• Nominated by virtually everyone but
• Negative nominations
• Positively correlated with low self-esteem,
  unhappiness, poor school performance,
  delinquency, aggression

91
Neglected Children

• Nominated by few children
• Loners, but not necessarily lonely
• WARNING you tend to worry most about these
  children but should NOT
• They are fine, but solitary people

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Controversial Children

• Nominated by everyone but
• Half are positive and half negative
• Boys in this category tend to be smart, athletic,
  or socially talented active but
• Prone to anger rule violations

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Average Children

• Nominated by some children
• Mostly positive

94
Stability of Status

• Accepted (popular), rejected, neglected status
  is very stable.
• Status measured in 3rd grade stable for more than
  5 years.
• Controversial and average status changes more
  with time.

95
Peer Status later dev

• Powerful predictor of current future
  psychological functioning
• Rejection sets children up for problems
• Acceptance for adjustment pos self-esteem

96
Factors Associated with A/R

• Accepted children were friendly
• had better social problem solving skills
• more friends
• more likely to make pos statements
• higher levels of empathy
• better social merging skills

97
Rejected Children

• Extreme aggression, immaturity, hyperactivity
• Argumentative and antagonistic
• Likely to misread cues of others
• Unpredictable
• Low levels of empathy
• No social merging skills

98
Training Social Skills

• Model good social strategies
• Coaching may work if intensive rehearsals are
  used
• Children as young as 4 can benefit from training

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Identity

• James Marcia and
• Erik Erikson

100
Individual Identity

• Crisis period of role experimentation
  decision-making among alternatives.
• Commitment personal involvement in areas of
  occupation, religion, political ideology

101
James Marcias 4 statuses

• Identity-achieved have already experienced a
  crisis time have made occupational and
  ideological commitments
• Crisis commitment

102
Identity-foreclosed

• Havent experienced crisis but demonstrate strong
  occupational ideological commitments
• No crisis commitment

103
Identity moratorium

• Involved in an ongoing crisis
• Commitments may be diffuse.
• Crisis uncertain commitment

104
Identity confusion

• May or may not have had a crisis
• No commitment
• Crisis (?) no commitment

105
Negative Identity (Erikson, not Marcia)

• In the absence of any success, may attempt the
  ultimate bad-boy image
• Admire anti-socials, gang leaders, etc.
• J.D. types