Experiencing the Lifespan 3rd Edition by Belsky -Test Bank

Experiencing the Lifespan 3rd Edition by Belsky -Test Bank k Chapter 6- Essay Neither Ramona nor Judy, both age 8, are able to get along with their classmates, although they have very different personalities. The school counselor has told the teacher that Ramona has 1. externalizing tendencies, while Judy has internalizing tendencies. What behaviors would you expect from Ramona and Judy? What is the self-esteem risk for each girl? Max is an exuberant child who has a very high opinion of himself and always seems to be in the 2. center of any activity, whether his teacher wants him to be there or not. Minnie thinks very little of herself and has given up trying to make good grades. What steps should their teacher take to promote realistic self-esteem in Max and Minnie? 3. Highlight the risks faced by Black children once they become attuned to the racial stereotypes about academic abilities and then devise an intervention program. A shy, anxious fourth-grade girl, a self-confident, happy child, and a child who has externalizing 4. tendencies are shocked to see their classmate run past them with an angry bird pecking her on the head. Their classmate is clearly frightened and injured by the attack. What reactions would you expect from each child? 5. Describe the developmental changes in aggression that typically occur over childhood. Todd is a 10-year-old boy who is always in trouble for hurting other children and has been 6. labeled as an “antisocial child.” A major issue is that Todd has decided that the world is out to get him, and misreads even kind acts as insults. First, identify the developmental pathway that may have made Todd the person he is today, and then label his excessively paranoid worldview. Wendell is 2 years old; his brother Roger is 5 years old. On a family vacation, they spend time 7. playing with their same-age cousins. How will Wendell’s play differ from Roger’s? What is the name for Roger’s play? 8. You have accepted a job as a counselor at a coed summer day camp for ages 6 to 10. What gender differences would you expect to see in the children’s play? 9. Sam and Logan, both fifth graders, are best friends. Describe the main characteristics or qualities that made them “best buddies” and the developmental functions of their relationship. 10. Your niece, a third grader, is a rejected child. What might be causing her problems and how might her parents intervene? Answer Key Ramona’s behaviors are as follows: excessively aggressive, impulsive, and has trouble listening and sitting still. Ramona tends to take over social situations and boss her peers around. The self- esteem danger for Ramona is she ignores her flaws and passes off any failure as other people’s fault, producing unrealistically high self-esteem. Judy’s behaviors are as follows: anxious, shy, 1. and depressed. Judy tends to hang back in social situations and be too timid to socially interact. The self-esteem danger for Judy is she exaggerates her flaws or sees deficiencies where none exist, producing unrealistically low self-esteem. Judy in particular is at risk of “learned helplessness”—that is, deciding she is hopelessly incompetent and, as a result, not trying in important areas of life. Intervention for Max: Gently point out where he is having trouble—“It’s not working for you to barge in and take over. The kids get upset when you always must be center stage.” Then work to foster self-efficacy, by praising Max for working to control himself in these crucial areas. 2. Intervention for Minnie: Once again, work to enhance reality—“You are doing well in areas X, Y, and Z. Here is where you really are a success.” Then try to foster self-efficacy by breaking school challenges into small steps and then pointing out successes. For both children emphasize you care and, most importantly, drum in the idea, “You can succeed, if you work.” 3. Risks—not trusting positive feedback from teachers as “true” (“She is just being kind, but she really thinks I’m dumb”); lowered self-efficacy on tasks supposedly tapping into basic academic talents; deciding to turn off to school, thereby ensuring failure. Intervention: focus heavily on pointing out the MANY Black academic role models—particularly those who triumphed over adversity throughout history and in our contemporary society. Reaction from shy, anxious child: May run away or be paralyzed by fear, as excessive empathy and feelings of incompetence will prevent her from making a prosocial response. Reaction from self-confident, happy child: Apt to take action to comfort the child and actively take steps to 4. help, as she can feel sympathy plus be confident about her ability to act effectively. Reaction from child with externalizing tendencies: May ignore or possibly laugh at the classmate, as she is unable to feel the empathy (and then muster the sympathetic reaction) crucial in deciding to act in a prosocial way. From its life peak around age 2, as children get older, rates of aggression decline and wounds to “the self” become salient provocations for aggressive acts. Also, as children move into 5. elementary school, overt aggression (hitting, yelling, and screaming) is replaced by more indirect modes. In particular, during late elementary school and middle school, relational aggression—spreading rumors, teasing, and acting to destroy relationships—becomes especially common. Todd may have been an exuberant and/or difficult toddler, whose inability to control himself provoked harsh discipline from his parents. Constantly being spanked, yelled at, and told he was “impossible” led to clear-cut externalizing symptoms during preschool. Then, early in 6. elementary school, Todd’s aggressive, out-of-control behavior caused him to be rejected by his peers and teachers, further amplifying his hostility, getting him defined as an antisocial child, and causing him generally to think “the world is out to get me.” The name for Todd’s paranoid worldview is a hostile attributional bias. Wendell will just run around or fight over toys; at a minimum, he will play in a parallel universe 7. from that of his cousins. Roger will make up pretend scenarios and truly relate to his cousins as he plays. Roger’s play style is called collaborative pretend play. The boys will be more overtly competitive, bossy, and play in larger groups. They also will run around more (and really enjoy fighting with each other!). The boys will play with classically male toys. The girls will prefer quieter activities, relate more one-to-one, and tend to negotiate and 8. interact in a more collaborative way. The girls may play with more classically female toys such as Barbie dolls. While some girls will enjoy male toys, if they try to cross the gender divide and join all-boy groups, they may get a harsh reception. Moreover, if a boy enjoys girl toys and prefers to play mainly with girls, he will be socially scorned. Sam and Logan are apt to have similar interests, enjoy each other as people, and also support one another and be loyal. This friendship is teaching the boys the importance of loyalty and 9. support, as well as how to negotiate and get along as equals. It’s training them in the core skills involved in having adult relationships, and offering them protection as they venture out into life. When the boys argue, they will be motivated to compromise to preserve their bond. 10. Your niece may be incredibly socially anxious, have externalizing problems, or may simply be very different from her group. If the child is socially anxious, connect her with a friend. If the child has externalizing problems, provide a nurturing environment and resist the tendency to spank, scream, or define the child as “bad.” If the issue is simply being unlike the group, one possibility is to move your niece to another school or a different class, where she might be more in “sync” with her peers. Chapter 6- Fill-in-the-Blank 1. Children who are especially timid and self-conscious have tendencies. 2. Children who are highly aggressive and disruptive have tendencies. According to Erik Erikson, the developmental task of early childhood is , while that of 3. middle childhood is . 4. Garth is often in trouble at school, but denies that he is responsible for his difficulties. Garth MOST likely has tendencies and unrealistically self-esteem. To improve self-esteem, parents and teachers must enhance children’s , their feelings 5. that they can be competent. 6. A child who helps comfort an upset classmate is showing . 7. The term for directly feeling another person’s emotion is . To promote altruism, caregivers should use , teaching a child to imagine how the 8. other person she has hurt feels. In contrast to shame, connects us to other people and can help promote prosocial 9. behavior. Spreading rumors, tattling, and generally acting to destroy relationships is called 10. aggression. 11. 11. aggression is hurtful behavior that we use to achieve a goal. aggression is evoked in response to being hurt. 12. A person who sees threat in benign social situations has a(n) . 13. When Sally and Sara, both age 5, imagine that they are friends serving tea to a group of dolls, they are engaging in . When children enter , their play interests tend to shift from pretending to structured 14. games. 15. According to Vygotsky, fantasy play allows children to practice . 16. 16. is the term for the fact that, during elementary school, boys play with boys and girls play with girls. 17. Gender-stereotyped play has both and environmental causes. According to theory, when children understand their gender label they start 18. selectively observing and modeling their own sex. 19. We tend to choose friends who are to us. 20. Children who are rejected either have problems or are from the group. 21. A child who is highly socially anxious is likely to be by her classmates. 22. A main quality that provokes bullying is being highly . 23. try to change the school norms to make bullying socially unacceptable. Answer Key 1. internalizing 2. externalizing