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Measuring Self-Esteem One common measure: Self-Perception Profile for Children Measures overall self-esteem as well as self-esteem in 5 specific areas: scholastic competence athletic competence social acceptance behavioral conduct physical appearance 13.1 Self-Esteem
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Chapter 13: Social Behavior and Personality in School-Age
Children13.1 Self-Esteem13.2 Relationships with Peers13.3 Helping Others13.4 Aggression13.5 Families at the Turn of the Century
13.1 Self-EsteemMeasuring Self-EsteemDevelopmental Change in Self-EsteemSources of Self-EsteemConsequences of Low Self-Esteem
Measuring Self-EsteemOne common measure: Self-Perception Profile for ChildrenMeasures overall self-esteem as well as self-esteem in 5 specific areas: scholastic competenceathletic competencesocial acceptancebehavioral conductphysical appearance
13.1 Self-Esteem
Sample Items and Profiles from SPPC
Developmental Change in Self-Esteem
Self-esteem is highest in preschoolersDrops during the elementary school years, due to social comparisonsSelf- esteem becomes more differentiatedAcademic self-esteem becomes well-defined
13.1 Self-Esteem
Children Who View Selves Negatively
Sources of Self-EsteemChildren have higher self-esteem when parents are nurturing and involved and establish rules concerning disciplineComparisons with others (particularly peers)Self-esteem is high when others view positively and low when others view negatively
13.1 Self-Esteem
Consequences of Low Self-Esteem
Children with low self-esteem more likely to have problems with peers, have psychological disorders, be involved in antisocial behavior, and do poorly in schoolSometimes difficult to establish cause and effect relations regarding low self-esteem
13.1 Self-Esteem
13.2 Relationships with Peers
An Overview of Peer Interactions in School-Age ChildrenFriendshipPopularity and RejectionPrejudice
An Overview of Peer Interactions…
Children get along better than when they were youngerPerspective-taking plays a large roleSpend more time with peers without adult supervisionChildren “hang out” and play physical games
13.2 Relationships with Peers
Activities that Children Do with Friends
FriendshipBased on common interests and liking in children; intimacy is more important among adolescents, particularly girlsFriends usually alike in age, gender, and raceChildren with good friends have higher self-esteem, are more cooperative, and deal better with life stresses
13.2 Relationships with Peers
Popularity and Rejection
5 common categories: popular, rejected, controversial, average, neglectedPopular children tend to be attractive, smart, and socially skilledRejected children are socially unskilled, related to parents’ behavior and discipline
13.2 Relationships with Peers
PrejudiceNegative view of others based on group membership.Preschool children often are most prejudicedDeclines with age, particularly when groups mix and work together toward common goals
13.2 Relationships with Peers
13.3 Helping OthersSkills Underlying Prosocial BehaviorSituational InfluencesSocializing Prosocial Behavior
Skills Underlying Prosocial Behavior
Perspective-taking: Children help when they can imagine another’s situation.Empathy: Children help when they can feel as another person is feeling
13.3 Helping Others
Situational Influences
Children help when they feel responsible for the person in need Feel competent to help Are in a good moodWhen the cost of helping is modest
13.3 Helping Others
Socializing Prosocial Behavior
Parents should use reasoning when disciplining children because it leads to perspective takingModel prosocial behavior for childrenUse praise, particularly dispositional praise
13.3 Helping Others
13.4 AggressionThe Nature of Children’s Aggressive BehaviorRoots of Aggressive BehaviorVictims of Aggression
The Nature of Children’s Aggressive Behavior
Instrumental aggression: used to achieve specific goal (e.g., toy)Reactive aggression: one child’s behavior leads to another’s aggressionRelational aggression: try to hurt others by undermining social relationshipsForms of aggression change with age
13.4 Aggression
Relation of Childhood Aggression to Adult Crime
Roots of Aggressive Behavior
Parents contribute, particularly through use of physical punishmentTV also contributes, when children watch violent TV showsCognitive processes affect how children interpret social situations and select appropriate responses
13.4 Aggression
Relation of Viewing TV Violence and Criminal Activity
Victims of AggressionYoungsters are likely to be victims of aggression when they are aggressive themselves or are withdrawn and submissiveChildren can avoid being victims by learning new ways of responding to aggression, by raising their self-esteem, and by having friends13.4 Aggression
13.5 Families at the Turn of the Century
After-School CareDivorce
After-School CareSome children are latchkey children and care for themselves after schoolMany factors must be considered (e.g., child’s maturity, neighborhood safety) and parents must monitor their childrenUnsupervised self-care with peers is related to antisocial behavior
13.5 Families at the Turn of the Century
Self-Care Risk Factors and Antisocial Behavior
DivorceImmediately after, children behave less maturely and parenting less effective but this improves with timeDivorce affects children’s conduct, school achievement, adjustment, self-concept, and relationships with parentsWomen’s remarriage: sons usually benefit from stepfather but daughters often resent
13.5 Families at the Turn of the Century
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