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Emotional and Cognitive Socialization Outcomes (Happiness (Once we pass…
Emotional and Cognitive Socialization Outcomes
Happiness
Once we pass the poverty level money does not make a person happy
the more money you have the more money you want because you adapt to the new normal
We are born with temperament. They have done tests on children
Certain people have a predisposition to happiness
They've tested in on twins and monkeys
Happy people have lot of friends. They have support systems. That will protect them. So constant anxiety doesn't necessarily protect us more than be optimistic.
Happiness is 50% biology.
Momentary joy and last contentment create happiness.
CONTROL makes us feel good. Even children need some sense of control. If we feel like victims with no control we are less happy.
OPTIMISM, people who expect the best, are the happiest. Pessimists surprise that things work out doesn't make them happier.
FAITH. Belief in God also affects happiness. Happiness comes from the sense of commitment and believing in something high than ourselves.
WORK and achievement brings happiness. Excess leisure does not bring happiness. People who are happy at work (sports, service. workout) and in other parts of life brings flow. Flow when you feel challenged and well used. People who passively fo things (TV) are less likely to be happy.
RELATIONSHIPS also bring happiness. Close supportive connective relationships brings happiness.
You don't have to search for happiness you just have to recognize it.
Studies of Amish find happiness from community, faith, work, relationships. Their community is about teamwork and not competition. They also don't miss what they've never had. Others in their community don't have them either.
How do we become happy? Find humor. Find an excuse to laugh. Acting happy makes us happy. Going through the motions triggers the emotions inside. Act like the person you want to be.
Ch 11
values clarification the process of discovering what is personally worthwhile or desirable in life
The concept of normality is an example of a societal perception because, according to sophie Freud (1999), it is based on societal norms at a given time, as well as who is perceived as deviating from those nor
Factors such as age, experience, cognitive development, and moral reasoning afect values
. an attitude, as introduced in Chapter 2, is a tendency to respond positively (favorably) or negatively (unfavorably) to certain persons, objects, or situations. attitudes are composed of beliefs, feelings, and behavior tendencies.
development of attitudes
Phase i—awareness of cultural diferences, beginning at about age 2½ to 3
Phase ii—orientation toward specific culturally related words and concepts, beginning at about age 4
Phase iii—attitudes toward various cultural groups, beginning at about age
children develop attitudes from observing and copying their parents, through instructions, and behaviorism (punishment and reward), peers, media, community, school
Changing Attitudes about Diversity
Increased positive intercultural contact. Children worked in interethnic teams at an interesting puzzle and were all praised for their work.
Vicarious intercultural contact. Children heard an interesting story about a sympathetic and resourceful african american child.
Perceptual diferentiation. Children were shown slides of a culturally diverse woman whose appearance varied depending on whether or not she was wearing glasses, which of two diferent hairdos she was wearing, and whether she was smiling or frowning. each diferent-appearing face had a name, and the children were tested to see how well they remembered the names.
Motivation
achievement motivation refers to the learned motivation to achieve mastery of challenging task
Within-person (intrinsic) changes result from cognitive or emotional maturation, such as becoming more curious as one is able to learn more and becoming more competent as one is able to master mo
internal locus of control perception that one is responsible for one’s own fate
Socially mediated (extrinsic) changes result from contexts children experience as they grow, such as family, school, or peer group, and the accompanying feelings of autonomy or cont
external locus of control perception that others or outside forces are responsible for one’s fate
learned-helpless orientation
the perception, acquired through negative experiences, that effort has no affect on outcomes
self-eficacy the belief that one can master a situation and produce positive outcomes
personal agency the realization that one’s actions cause outcomes
Self-Esteem-
self-esteem the value one places on one’s identity
real self-esteem comes from achievement, not from praise.
significance—the way one perceives she is loved and cared about by significant others. alice feels significant; Zelda does not. Competence—the way one performs tasks one considers important. alice usually succeeds at tasks and is popular; Zelda rarely succeeds and has few friends.
Virtue—how well one attains moral and ethical standards. alice tells the truth; Zelda often lies to cover up her mistakes
Power—the extent to which one has control or influence over one’s life and that of others. alice is able to minimize or discount the teasing of others; Zelda is sensitive to others’ judgments. she takes them as confirmation of her self-image of helplessness
Gospel Connection
Funds, Friends and Faith of Happy people
more people are happy than we assumes
psych is just recently starting to study happiness and good things rather just than when things go wrong.
we needs more prevention
age and sex have little to do with reported happiness. One stage of life does not bring more happiness than another.
the american paradox is material prosperity and social recession.
the more people work toward extrinsic goals such as money the more numerous their mental and emotional health problems become.
Exploring the Self-Esteem Myth
self esteem does not improve academic performance or make behavior more desirable
bullies have high self esteem
people with high self esteem are more likely to rate themselves as attractive even if others do not necessarily agree.
Affluenza
we need more but er're not as happy
even kids are consumers
the consumer mentality is creeping to into relationships and stopping people from developing relationships
if we all take and don't give society will crumble
we work more to buy more and develop chronic stress
debt has captured people
simplicity has brought real happiness from the beginning.
buying less thing and doing less things