Experiencing The Lifespan 3rd Edition By Belsky -T
Experiencing the Lifespan 3rd Edition by Belsky -T
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Experiencing the Lifespan 3rd Edition by Belsky -Test Bank Latest Update 2023
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Experiencing the Lifespan 3rd Edition by Belsky -T
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Experiencing The Lifespan 3rd Edition By Belsky -T
Experiencing the Lifespan 3rd Edition by
Belsky -Test Bank Latest Update 2023
Experiencing the Lifespan 3rd Edition by
Belsky -Test Bank Latest Update 2023
Experiencing the Lifespan 3rd Edition by
Belsky -Test Bank Latest Update 2023
experiencing the lifespan 3rd edition by belsky test bank latest update 2023
experiencing the lifespan 3rd edition by belsky test bank latest update 2023experiencing the lifespan
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Experiencing the Lifespan 3rd Edition by Belsky -T
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Experiencing the Lifespan 3rd Edition by Belsky -Test Bank
Chapter 6- Essay
Neither Ramona nor Judy, both age 8, are able to get along with their classmates, although they
have very different personalities. The school counselor has told the teacher that Ramona has
1.
externalizing tendencies, while Judy has internalizing tendencies. What behaviors would you
expect from Ramona and Judy? What is the self-esteem risk for each girl?
Max is an exuberant child who has a very high opinion of himself and always seems to be in the
2.
center of any activity, whether his teacher wants him to be there or not. Minnie thinks very little
of herself and has given up trying to make good grades. What steps should their teacher take to
promote realistic self-esteem in Max and Minnie?
,3.
Highlight the risks faced by Black children once they become attuned to the racial stereotypes
about academic abilities and then devise an intervention program.
A shy, anxious fourth-grade girl, a self-confident, happy child, and a child who has externalizing
4.
tendencies are shocked to see their classmate run past them with an angry bird pecking her on
the head. Their classmate is clearly frightened and injured by the attack. What reactions would
you expect from each child?
5.
Describe the developmental changes in aggression that typically occur over childhood.
Todd is a 10-year-old boy who is always in trouble for hurting other children and has been
6.
labeled as an “antisocial child.” A major issue is that Todd has decided that the world is out to
get him, and misreads even kind acts as insults. First, identify the developmental pathway that
may have made Todd the person he is today, and then label his excessively paranoid worldview.
Wendell is 2 years old; his brother Roger is 5 years old. On a family vacation, they spend time
7.
playing with their same-age cousins. How will Wendell’s play differ from Roger’s? What is the
name for Roger’s play?
8.
You have accepted a job as a counselor at a coed summer day camp for ages 6 to 10. What
gender differences would you expect to see in the children’s play?
,9.
Sam and Logan, both fifth graders, are best friends. Describe the main characteristics or
qualities that made them “best buddies” and the developmental functions of their relationship.
10.
Your niece, a third grader, is a rejected child. What might be causing her problems and how
might her parents intervene?
Answer Key
Ramona’s behaviors are as follows: excessively aggressive, impulsive, and has trouble listening
and sitting still. Ramona tends to take over social situations and boss her peers around. The self-
esteem danger for Ramona is she ignores her flaws and passes off any failure as other people’s
fault, producing unrealistically high self-esteem. Judy’s behaviors are as follows: anxious, shy,
1. and depressed. Judy tends to hang back in social situations and be too timid to socially interact.
The self-esteem danger for Judy is she exaggerates her flaws or sees deficiencies where none
exist, producing unrealistically low self-esteem. Judy in particular is at risk of “learned
helplessness”—that is, deciding she is hopelessly incompetent and, as a result, not trying in
important areas of life.
Intervention for Max: Gently point out where he is having trouble—“It’s not working for you to
barge in and take over. The kids get upset when you always must be center stage.” Then work to
foster self-efficacy, by praising Max for working to control himself in these crucial areas.
2. Intervention for Minnie: Once again, work to enhance reality—“You are doing well in areas X, Y,
and Z. Here is where you really are a success.” Then try to foster self-efficacy by breaking school
challenges into small steps and then pointing out successes. For both children emphasize you
care and, most importantly, drum in the idea, “You can succeed, if you work.”
3. Risks—not trusting positive feedback from teachers as “true” (“She is just being kind, but she
really thinks I’m dumb”); lowered self-efficacy on tasks supposedly tapping into basic academic
talents; deciding to turn off to school, thereby ensuring failure. Intervention: focus heavily on
, pointing out the MANY Black academic role models—particularly those who triumphed over
adversity throughout history and in our contemporary society.
Reaction from shy, anxious child: May run away or be paralyzed by fear, as excessive empathy
and feelings of incompetence will prevent her from making a prosocial response. Reaction from
self-confident, happy child: Apt to take action to comfort the child and actively take steps to
4. help, as she can feel sympathy plus be confident about her ability to act effectively. Reaction
from child with externalizing tendencies: May ignore or possibly laugh at the classmate, as she
is unable to feel the empathy (and then muster the sympathetic reaction) crucial in deciding to
act in a prosocial way.
From its life peak around age 2, as children get older, rates of aggression decline and wounds to
“the self” become salient provocations for aggressive acts. Also, as children move into
5. elementary school, overt aggression (hitting, yelling, and screaming) is replaced by more
indirect modes. In particular, during late elementary school and middle school, relational
aggression—spreading rumors, teasing, and acting to destroy relationships—becomes
especially common.
Todd may have been an exuberant and/or difficult toddler, whose inability to control himself
provoked harsh discipline from his parents. Constantly being spanked, yelled at, and told he was
“impossible” led to clear-cut externalizing symptoms during preschool. Then, early in
6. elementary school, Todd’s aggressive, out-of-control behavior caused him to be rejected by his
peers and teachers, further amplifying his hostility, getting him defined as an antisocial child,
and causing him generally to think “the world is out to get me.” The name for Todd’s paranoid
worldview is a hostile attributional bias.
Wendell will just run around or fight over toys; at a minimum, he will play in a parallel universe
7. from that of his cousins. Roger will make up pretend scenarios and truly relate to his cousins as
he plays. Roger’s play style is called collaborative pretend play.
The boys will be more overtly competitive, bossy, and play in larger groups. They also will run
around more (and really enjoy fighting with each other!). The boys will play with classically male
toys. The girls will prefer quieter activities, relate more one-to-one, and tend to negotiate and
8. interact in a more collaborative way. The girls may play with more classically female toys such as
Barbie dolls. While some girls will enjoy male toys, if they try to cross the gender divide and join
all-boy groups, they may get a harsh reception. Moreover, if a boy enjoys girl toys and prefers to
play mainly with girls, he will be socially scorned.
Sam and Logan are apt to have similar interests, enjoy each other as people, and also support
one another and be loyal. This friendship is teaching the boys the importance of loyalty and
9. support, as well as how to negotiate and get along as equals. It’s training them in the core skills
involved in having adult relationships, and offering them protection as they venture out into life.
When the boys argue, they will be motivated to compromise to preserve their bond.
10. Your niece may be incredibly socially anxious, have externalizing problems, or may simply be
very different from her group. If the child is socially anxious, connect her with a friend. If the
child has externalizing problems, provide a nurturing environment and resist the tendency to
spank, scream, or define the child as “bad.” If the issue is simply being unlike the group, one
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