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Ch. 12 Self and Social Understanding, Key Concepts - Coggle Diagram

- - - - self-concept
        
        Who am I?
      - Self-perceptions
        
        How good am I as a person?
        
        selfe-esteem
        
        self eorth
  - - - Parents who applaud children's abilities and take inabilities in stride are likely to have children with high self-esteem
      - Parents who punish children for things they do not or cannot do, without also praising them for things done well, are apt to have children with low self-esteem
    - - may engage in self-handicapping
    - - school, CLUB, SPORT, SOCIAL MEDIA
  - - - can reflect on how they are perceived by others
        
        imaginary audience
      - belief in personal fable- unique, invincible
      - self-esteem drops (especially girls)
    - - self described in physical and psychological terms
      - more able to compare themselves to others
      - optimistic but also aware of strengths and weaknesses
      - positive self-esteem
    - - Infancy
        
        recognizing self in mirror
        
        self as distinct, lovable being
        
        ability to initiate others and appreciation of others' imitation of them
      - Early childhood
        
        autobiographical self (personal history)
        
        language reflects self : I, me, mine
        
        Describe self as physical characteristics, simple psychological traits
        
        Overconfidence, high self-esteem
    - - multiple & contradictory self-perceptions
      - intentional efforts toward identity development-4 patterns
        
        foreclosure
        
        moratorium
        
        identity diffusion
        
        identity achievement
  - - - By age 2-1/2 most children know that they are a "boy" or "girl"
      - In early childhood, children develop gender schemas (what boys and girls are "like") that guide development of self-concept and self-socialization
      - Infants distinguish male and female faces
      - Adolescents typically settle on a gender identity, identifying themselves as being male or female
        
        Gender non-conforming children identify with a gender role that is not typical of others with the same chromosomal pattern
    - - Development of ethnic identity begins early
        
        affected by parental beliefs and behaviors
        
        may result in pride and loyalty to group
        
        multiethnic children particularly interested in exploring heritage
        
        discrimination and bias in the environment can lead to negative self-perceptions
    - - Cultures differ in their views of the self
        
        individualistic societies encourage personal confidence, individual desires and goals
        
        pride in own achievement
        
        collectivist societies emphasize fitting into an esteemed group
        
        Pride in group achievements
    - - Phenomenological Variant of Ecological Systems Theory (PVEST)
      - Children actively interpret the implications of events and relationships for themselves
      - children encounter both risk factors and protective factors
      - As they exercise coping skills, they build and rebuild their personal identity
- - - - theory of mind
      - social perspective-taking
  - - - increasing awareness of others' mental states
      - recognition that mind is distinct from the physical world
      - learn to infer mental states from behaviors
    - - recognition that people interpret events
      - understand that people can mask true feelings, thoughts
      - realize that thoughts and feelings are interrelated
      - use information about others to tease, outwit, & manipulate
    - - appreciation that people can have mixed feelings & motives
      - ability to engage in recursive thinking
    - - become aware of intentionality
        
        others have intentions and act toward goals
        
        they can act to help others achieve goals or alleviate distress
      - engage in social referencing-watch another's reaction for cues
    - - Teens as "budding psychologists"- deciphering and explaining the motives and actions of others
  - - - Inability to look at a situation from anyone's perspective but one's own
    - - Simplistic realization that people have different thoughts &feelings
    - - Recognition that people occasionally have mixed feelings
      - Understanding that behaviors & mental states do not always match
    - - Ability to take an outsider's perspective
      - See advantages of cooperation and trust
    - - Recognition that people are affected by many factors in their environments
      - Understanding that people are not always aware of why they act as they do
    - - Later work suggests personal experience plays a large role
      - Adults can foster development by encouraging perspective-taking skills just above current level
  - - - favor own group
      - may respond based on stereotypes
    - - likely environmentally influenced
  - - - Fragile X syndrome
        
        social anxiety, limited theory of mind
      - Autism spectrum disorders
        
        poor selfawareness, limited awareness of others' minds, weak social skills