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Ecological Systems Theory
This theory, developed by Urie Bronfenbrenner, explores how different layers of the social environment influence an individual's development.
Five Systems in the Theory
Microsystem:
Involves groups and people who have direct contact with the individual, such as family, friends, teachers, and peers.
This is the most immediate environment influencing the individual’s daily life and behavior.
Mesosystem:
Refers to the relationships and interactions between different groups in the microsystem.
For example, the connection between a child’s home life and their school experience, such as how parental involvement in education can impact a child’s academic success.
Exosystem:
Includes factors that indirectly affect the individual’s life, even though they do not have direct contact with them.
Examples include a parent’s workplace policies or community services that influence the individual’s environment and experiences.
Macrosystem:
Encompasses the broader cultural and societal influences that affect an individual and those around them.
This includes cultural values, laws, customs, and societal norms that shape the individual’s development and worldview.
Chronosystem:
Represents the timing of events and transitions in an individual’s life, as well as the socio-historical context.
This includes changes over time, such as how growing up in a particular era (like during a technological boom or economic recession) can impact an individual’s development and life experiences.
Parenting Styles (Diana Baumrind)
Authoritarian: Strict rules, high expectations, little warmth or responsiveness. Children tend to be obedient but may lack social skills and self-esteem.
Permissive: Few rules, lots of freedom, little discipline. Children may be impulsive and struggle with self-control.
Authoritative: Sets clear expectations and limits but is warm and responsive. Encourages independence and communication. Children tend to be well-adjusted, responsible, and successful.
Uninvolved: Neglectful and emotionally detached. Children may experience low self-esteem and emotional difficulties.
Attachment
Attachment: The emotional bond between a child and their caregiver.
Harry Harlow's Monkey Experiments: Demonstrated the importance of contact comfort (physical closeness and warmth) over food in forming attachments.
Stranger Anxiety: The fear of strangers that infants commonly display, starting around 8 months old.
Types of Attachment (Mary Ainsworth)
Secure Attachment: Children feel comfortable exploring, use their caregiver as a secure base, and seek comfort from them when distressed.
Insecure Attachment:
Avoidant: Children seem indifferent to their caregiver's presence and don't seek comfort when they return.
Anxious/Ambivalent: Children are clingy and anxious, become very upset when the caregiver leaves, and may be difficult to soothe upon their return.
Key Points:
Responsive Caregiving: Leads to secure attachment, important for healthy social and emotional development.
Attachment Styles: Can influence later relationships and social interactions.
Long-Term Effects of Attachment:
Secure Attachment: Often linked to better social skills, self-esteem, and emotional adjustment.
Insecure Attachment: Can lead to difficulties in relationships and emotional regulation, but not always.
Important Note: Attachment style is influenced by the child's environment and early caregiving experiences.
Additionally, understand that temperament (usual attitude, mood, or behavior) is related to how children attach to caregivers.
Psychosocial Development (Erik Erikson)
Key Idea: We face a series of psychosocial crises throughout life, and resolving them successfully leads to healthy development.
Stages of Psychosocial Development
Trust vs. Mistrust (0-18 months):
Infants learn to trust or mistrust the world based on the consistency of care they receive.
Autonomy vs. Shame and Doubt (18 months - 3 years):
Toddlers develop a sense of independence or shame and doubt, depending on how much control they're given.
Initiative vs. Guilt (3-6 years):
Children explore their world and develop a sense of purpose or guilt, depending on how parents respond to their initiatives.
Industry vs. Inferiority (6-11 years):
Children develop a sense of competence or inferiority by comparing themselves to peers in school and other activities.
Identity vs. Role Confusion (12-20 years):
Adolescents explore different roles and identities to form a strong sense of self.
Intimacy vs. Isolation (20-30 years):
Young adults seek to form close, loving relationships.
Generativity vs. Stagnation (30-65 years):
Adults contribute to the next generation through work, family, or community involvement.
Integrity vs. Despair (65+ years):
Older adults reflect on their lives with a sense of satisfaction or regret.
Adverse Childhood Experiences (ACEs) and Their Impact
ACEs: Refers to traumatic or stressful events experienced during childhood, such as abuse, neglect, or household dysfunction.
Impact on Relationships: These experiences can have long-lasting effects on the types of relationships people form throughout their lives, influencing their ability to trust, form attachments, and maintain healthy interactions.
Sociocultural Differences: Different cultures may define and respond to ACEs in various ways, affecting how these experiences influence future outcomes, such as mental health, behavior, and overall well-being.
Adolescent Identity Development
Sense of Identity: During adolescence, individuals begin to explore and form a sense of who they will be as adults. This process is crucial for developing a stable and coherent sense of self.
Processes of Identity Formation:
Achievement: Successfully forming a strong sense of identity after exploring different options.
Diffusion: Lack of direction or commitment to an identity, often characterized by uncertainty and indecision.
Foreclosure: Committing to an identity without exploring other options, often influenced by others, like parents or societal expectations.
Moratorium: Actively exploring different identities without yet making a commitment, a period of searching and self-discovery.
Diverse Aspects of Identity: Adolescents also work on developing various aspects of their identity, such as:
Racial/Ethnic Identity: Understanding and embracing one’s cultural heritage and background.
Gender Identity: Recognizing and expressing one’s gender in a way that feels authentic.
Sexual Orientation: Exploring and understanding one’s sexual preferences and attractions.
Religious Identity: Developing beliefs and values based on spiritual or religious teachings.
Occupational Identity: Considering career paths and what roles one might take in the workforce.
Familial Identity: Understanding one’s role and identity within the family structure.
Possible Selves: Adolescents often think about various possible versions of themselves, considering different paths they could take in the future based on their interests, values, and goals.
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