PSYC 227 Study Guide - Final Guide: Social Skills, Problem Solving, Psychopathology
22 May 2018
School
Department
Course
Professor
Final Review
Bullying
● 2.7M bullying victims; 2.1 bullies
● Malign Bully- A deliberate exploitation of a power
● Non-Malign Bully- acts without malice, seldom hostile, action is repeated and enjoyed
● Gender difference
○ Boys are more likely to engage in physical violence (decreases with age)
○ Girls more likely- verbal and mental bullying
● Consequences
○ Short-term consequences- reinforcement
○ Long-term consequences- Stability of behavior, educational implications
● Victims
○ Type1- Passive Victims: Social skills deficits, anxious and insecure, unable to defend
themselves
○ Type2- Provocative Victims: Difficult to recognize as victims, fight back, easily
emotionally aroused, impulsive, social skills deficits
○ Short term consequences- decline in grades and activities; elevated anxiety
○ Long term- psychopathology, remaining victims, retaliation
● Conflict Resolution strategies
○ No Nonsense- use firm guidance to teach acceptable behavior;consequences
○ Smoothing- keep situation calm and peaceful; divert attention
○ Problem solving- problem solve with students to creative solutions and stronger
relationships
○ Compromising- listen to children and give help
○ Ignoring- establish limits and let children works out things
Chapter 8 and 10: Socioemotional Development in Early, Middle & Late Childhood
● Emotional Development
○ The Self- initiative v. guilt;
■ self understanding: overly positive; descriptions of self involve body attributes,
material possessions, and physical activities
■ Understanding others
■ Industry v. Inferiority: industry- children interested in how things work;
inferiority not successful at school and parents put down child’s efforts
■ Bandura- Self efficacy v. helplessness
■ Improved emotional understanding, more than one emotion can be expressed,
ability to suppress/conceal negative emotional reactions, genuine empathy
■ By 10 years of age, most children are able to use cognitive strategies to cope with
stress
● Kohlberg’s Theory
○ Preconventional Reasoning- Heteronomous Morality- fear of punishment
■ Individualism, instrumental purpose, and exchange.
find more resources at oneclass.com
find more resources at oneclass.com
○ Conventional Reasoning- Mutual interpersonal expectations, relationships, and
interpersonal conformity
■ Social systems morality
○ Postconventional Reasoning
■ Social contract or utility and individuals rights
■ Universal ethical principles
○ Crtics
■ Too much emphasis on thought not behavior
■ Culturally biased
■ Underestimated family
■ Gilligan-based on male norm
● Social Emotional Behavior
○ Prosocial- actions that help others without obvious benefit to oneself
■ Empathy- usually evident around age 4
○ Antisocial- actions intended to harm others
■ Aggression
● Instrumental- used to obtain an object
● Reactive- Retaliation for an act, whether or not intentional
● Relational- insults or social rejections to inflict psychic/ mental pain
● Bullying- unprovoked attack
○ Moral Personality- identity, character, exemplars
● Baumrind’s Parenting Styles
○ Authoritarian: demands obedience and respect
○ Authoritative: encourages independence while placing limits
■ May be most effective; associated with better outcomes in some ethnic groups
○ Indulgent/ Permissive: highly involved parents with little demands or discipline
○ Neglectful: uninvolved
● Punishment
○ US and Canada favor corporal punishment; correlational research shows linked to
antisocial behavior
○ Alternatives: timeout
● Child Maltreatment
○ Physical abuse, child neglect, sexual/ emotional abuse
○ No single contributing factor, culture, family, developmental characteristics
○ Developmental consequences
■ Poor emotional regulation, attachment problems, difficulty in school/ peer
relations/ maintaining intimate relationships
■ Depressions and delinquency
● Families
○ Birth order- linked with certain personality characteristics
○ Changing family-
■ Working parents can produce positive and negative effects
■ Divorced families- show poorer adjustment
■ Divorce can be advantageous if marital problems affect child
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Malign bully- a deliberate exploitation of a power. Non-malign bully- acts without malice, seldom hostile, action is repeated and enjoyed. Boys are more likely to engage in physical violence (decreases with age) Girls more likely- verbal and mental bullying. Long-term consequences- stability of behavior, educational implications. Type1- passive victims: social skills deficits, anxious and insecure, unable to defend themselves. Type2- provocative victims: difficult to recognize as victims, fight back, easily emotionally aroused, impulsive, social skills deficits. Short term consequences- decline in grades and activities; elevated anxiety. No nonsense- use firm guidance to teach acceptable behavior;consequences. Smoothing- keep situation calm and peaceful; divert attention. Problem solving- problem solve with students to creative solutions and stronger relationships. Compromising- listen to children and give help. Ignoring- establish limits and let children works out things. Chapter 8 and 10: socioemotional development in early, middle & late childhood. Self understanding: overly positive; descriptions of self involve body attributes, material possessions, and physical activities.
