{"id":1294,"date":"2018-12-18T18:22:43","date_gmt":"2018-12-18T18:22:43","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/wm-lifespandevelopment\/?post_type=chapter&#038;p=1294"},"modified":"2020-10-21T19:38:11","modified_gmt":"2020-10-21T19:38:11","slug":"emotional-and-social-development-in-middle-childhood","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-hvcc-lifespandevelopment5\/chapter\/emotional-and-social-development-in-middle-childhood\/","title":{"raw":"Emotional and Social Development in Middle Childhood","rendered":"Emotional and Social Development in Middle Childhood"},"content":{"raw":"<h2>What you'll learn to do: explain emotional, social, and moral development during middle childhood<\/h2>\r\n<img class=\"aligncenter wp-image-3641 \" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3707\/2018\/12\/19230544\/girls-914823.jpg\" alt=\"A girl whispering into another girl's ear\" width=\"700\" height=\"467\" \/>\r\n\r\nChildren in middle childhood are\u00a0starting to make friends in more sophisticated ways. They are choosing friends for specific characteristics, including shared interests, sense of humor, and being a good person. That is quite a departure from the earlier days of playing with the people in your group just because they are there. Children in middle childhood are starting to realize that there are benefits to friendships, and there are sometimes difficulties as well. In this section, we'll examine some aspects of these relationships.\r\n<div class=\"textbox learning-objectives\">\r\n<h3>Learning outcomes<\/h3>\r\n<ul>\r\n \t<li>Examine Erikson's stage of industry vs. inferiority as it relates to middle childhood<\/li>\r\n \t<li>Describe the importance of peer relationships to middle childhood<\/li>\r\n \t<li>Understand Kohlberg's theory on preconventional, conventional, and postconventional moral development<\/li>\r\n \t<li>Examine short term-and long term consequences of divorce on children<\/li>\r\n \t<li>Describe issues regarding sexual abuse and children<\/li>\r\n<\/ul>\r\n<\/div>\r\n<h2>Psychodynamic and Psychosocial Theories of Middle Childhood<\/h2>\r\nNow let's turn our attention to concerns related to social development, self-concept, the world of friendships, and family life. During middle childhood, children are likely to show more independence from their parents and family, think more about the future, understand more about their place in the world, pay more attention to friendships, and want to be accepted by their peers.\r\n<h3>Freud's Psychosexual Development: The Latency Stage<\/h3>\r\nRemember that Freud's theory of psychosexual development suggests that children develop their personality through a series of psychosexual stages. In each stage, the erogenous zone is the source of the libidinal energy. So far we have seen the oral stage (ages birth - 18 months), the anal stage (ages 18 months - 3 years), and the phallic stage (ages 3 years - 6 years).\r\n\r\nFreud's fourth stage of psychosexual development is the latency stage. This stage begins around age 6 and lasts until puberty. In the latency stage, children are actually doing very little psychosexual developing according to Freud. Where pleasure and development occurred through erogenous zones in the first 3 stages, in the latency stage all pleasure from erogenous zones is repressed. In other words, it is latent\u2014hence the stage's name. Freud believed that in the latency stage all development and stimulation come from secondary sources since the erogenous forces are repressed. These secondary sources can include education, forming various social relationships, and hobbies.\r\n<h3>Erikson's Psychosocial Development: Industry vs. Inferiority<\/h3>\r\nAs we have seen in previous modules, Erikson believes that children's greatest source of personality development comes from their social relationships. So far, we have seen 3 psychosocial stages: trust versus mistrust (ages birth - 18 months), autonomy versus shame and doubt (ages 18 months - 3 years), and initiative versus guilt (ages 3 years - around 6 years).\r\n\r\nAccording to Erikson, children in middle childhood are very busy or industrious.\u00a0They are constantly doing, planning, playing, getting together with friends, and achieving.\u00a0This is a very active time and a time when they are gaining a sense of how they measure up when compared with friends.\u00a0Erikson believed that if these industrious children view themselves as successful in their endeavors, they will get a sense of competence for future challenges.\u00a0If instead, a child feels that they are not measuring up to their peers, feelings of inferiority and self-doubt will develop. These feelings of inferiority can, according to Erikson, lead to an inferiority complex that lasts into adulthood.\r\n\r\nTo help children have a successful resolution in this stage, they should be encouraged to explore their abilities. They should be given authentic feedback as well. Failure is not necessarily a horrible thing according to Erikson. Indeed, failure is a type of feedback which may help a child form a sense of modesty. A balance of competence and modesty is ideal for creating a sense of competence in the child.\r\n<div class=\"textbox tryit\">\r\n<h3>Try It<\/h3>\r\nhttps:\/\/assessments.lumenlearning.com\/assessments\/16602\r\n\r\n<\/div>\r\n<h3>Self-Concept<\/h3>\r\nChildren in middle childhood have a more realistic sense of self than do those in early childhood.\u00a0That exaggerated sense of self as \"biggest\" or \"smartest\" or \"tallest\" gives way to an understanding of one's strengths and weaknesses.\u00a0This can be attributed to greater experience in comparing one's own performance with that of others and to greater cognitive flexibility.\u00a0A\u00a0child's self-concept can be influenced by peers, family, teachers, and the messages they send about a child's worth.\u00a0Contemporary children also receive messages from the media about how they should look and act.\u00a0 Movies, music videos, the internet, and advertisers can all create cultural images of what is desirable or undesirable and this too can influence a child's self-concept.\r\n<div class=\"textbox key-takeaways\">\r\n<h3>Tweens<\/h3>\r\nThe pre-adolescent, or tween, age range of roughly 9-12 is a major force in the marketing world. This group has a spending power of $200 billion,[footnote]Pearson, Bryan. My (Kid's) Generation: 5 Ways Today's Tweens Are Changing Retail. Forbes. Retrieved from https:\/\/www.forbes.com\/sites\/bryanpearson\/2016\/04\/14\/my-kids-generation-5-ways-todays-tweens-are-changing-retail\/#1011b2dd42ef[\/footnote] and\u00a0are primarily targeted as consumers of media, clothing, and products that make them look \"cool\" and feel independent. This market came under heavy fire a few years ago for being overly sexualized, which led to the creation of a task for by the American Psychological Association to learn more\u2014their findings and recommendations to reduce this problem can be accessed here.\r\n\r\n<\/div>\r\n<h3>The Society of Children<\/h3>\r\nFriendships during middle childhood take on new importance as judges of one's worth, competence, and attractiveness.\u00a0Friendships provide the opportunity for learning social skills such as how to communicate with others and how to negotiate differences.\u00a0Children get ideas from one another about how to perform certain tasks, how to gain popularity, what to wear, what to say, what to listen to, and how to act.\u00a0This\u00a0society of children\u00a0marks a transition from a life focused on the family to a life concerned with peers.\u00a0 In peer relationships, children learn how to initiate and maintain social interactions with other children. They learn skills for managing conflict, such as turn-taking, compromise, and bargaining. Play and communication also involve the mutual, sometimes complex, coordination of goals, actions, and understanding.\r\n<h4>Social Comparison and Bullying<\/h4>\r\nHowever, peer relationships can be challenging as well as supportive (Rubin, Coplan, Chen, Bowker, &amp; McDonald, 2011). Being accepted by other children is an important source of affirmation and self-esteem, but peer rejection can foreshadow later behavior problems (especially when children are rejected due to aggressive behavior). With increasing age, children confront the challenges of bullying, peer victimization, and managing conformity pressures.\r\n\r\nSocial comparison with peers is an important means by which children evaluate their skills, knowledge, and personal qualities, but it may cause them to feel that they do not measure up well against others. For example, a boy who is not athletic may feel unworthy of his football-playing peers and revert to shy behavior, isolating himself and avoiding conversation. Conversely, an athlete who doesn\u2019t \u201cget\u201d Shakespeare may feel embarrassed and avoid reading altogether.\r\n\r\nMost children want to be liked and accepted by their friends.\u00a0Some popular children are nice and have good social skills.\u00a0These\u00a0<strong>popular-prosocial<\/strong>\u00a0children tend to do well in school and are cooperative and friendly.\u00a0<strong>Popular-antisocial<\/strong>\u00a0children may gain popularity by acting tough or spreading rumors about others (Cillessen &amp; Mayeux, 2004).\u00a0Rejected children\u00a0are sometimes excluded because they are shy and withdrawn.\u00a0The\u00a0<strong>withdrawn-rejected<\/strong>\u00a0children are easy targets for bullies because they are unlikely to retaliate when belittled (Boulton, 1999).\u00a0Other rejected children are ostracized because they are aggressive, loud, and confrontational.\u00a0The\u00a0<strong>aggressive-rejected<\/strong>\u00a0children may be acting out of a feeling of insecurity.\u00a0Unfortunately, their fear of rejection only leads to behavior that brings further rejection from other children.\u00a0Children who are not accepted are more likely to experience conflict, lack confidence, and have trouble adjusting. Other categories in the\u00a0most commonly used sociometric system, developed by Coie &amp; Dodge, includes <strong>neglected<\/strong> children, who tend to go unnoticed but are not especially liked or disliked by their peers; <strong>average<\/strong> children, who receive an average number of positive and negative votes from their peers, or <strong>controversial<\/strong> children, who may be strongly liked and disliked by quite a few peers.\r\n\r\nAlso, with the approach of adolescence, peer relationships become focused on psychological intimacy, involving personal disclosure, vulnerability, and loyalty (or its betrayal)\u2014which significantly affects a child\u2019s outlook on the world. Each of these aspects of peer relationships requires developing very different social and emotional skills than those that emerge in parent-child relationships. They also illustrate the many ways that peer relationships influence the growth of personality and self-concept.\r\n<div class=\"textbox examples\">\r\n<h3>Watch It<\/h3>\r\nThe CDC defines bullying as any unwanted aggressive behavior by another youth or group of youths that involves an observed or perceived power imbalance and is repeated multiple times or is highly likely to be repeated. Watch this video to learn how to teach kids how to recognize bullying and how to prevent it.[footnote]Centers for Disease Control and Prevention. Stop Bullying. Retrieved from https:\/\/www.cdc.gov\/violenceprevention\/youthviolence\/bullyingresearch\/fastfact.html.[\/footnote]\r\n\r\nhttps:\/\/www.youtube.com\/watch?v=ynTuA_tlZDE\r\n\r\n<\/div>\r\n<div class=\"textbox tryit\">\r\n<h3>Try It<\/h3>\r\nhttps:\/\/assessments.lumenlearning.com\/assessments\/16603\r\n\r\n<\/div>\r\n<h2>Moral Development<\/h2>\r\n<span style=\"line-height: 1.5em;\">Lawrence Kohlberg (1963) built on the work of Piaget and was interested in finding out how our moral reasoning changes as we get older. He wanted to find out how people decide what is right and what is wrong. In order to explore this area, he read a story containing a moral dilemma to boys of different age groups (also known as the Heinz dilemma). In the story, a man is trying to obtain an expensive drug that his wife needs in order to treat her cancer.\u00a0The man has no money and no one will loan him the money he requires.\u00a0He begs the pharmacist to reduce the price, but the pharmacist refuses.\u00a0So, the man decides to break into the pharmacy to steal the drug.\u00a0Then Kohlberg asked the children to decide whether the man was right or wrong in his choice. Kohlberg was not interested in whether they said the man was right or wrong, he was interested in finding out how they arrived at such a decision. He wanted to know what they thought made something right or wrong.<\/span>\r\n<h3><strong>Pre-conventional Moral Development<\/strong><\/h3>\r\nThe youngest subjects seemed to answer based on what would happen to the man as a result of the act. For example, they might say the man should not break into the pharmacy because the pharmacist might find him and beat him, or they might say that the man should break in and steal the drug and his wife will give him a big kiss. Right or wrong, both decisions were based on what would physically happen to the man as a result of the\u00a0act. This is a self-centered approach to moral decision-making.\u00a0He called this most superficial understanding of right and wrong\u00a0pre-conventional moral development.\r\n\r\nPre-conventional development covers stages one and two in Kohlberg's theory. In stage one, the focus is on the direct consequences of their actions. Their main concern is avoiding punishment and being obedient. In stage two, the focus is more \"what's in it for me\"? A stage two mentality is self-interest driven.\r\n<h3><strong>Conventional Moral Development<\/strong><\/h3>\r\nMiddle childhood boys seemed to base their answers on what other people would think of the man as a result of his act. For instance, they might say he should break into the store, and then everyone would think he was a good husband. Or, he shouldn't because it is against the law. In either case, right and wrong is determined by what other people think. Because what other people think is usually a function of socially accepted morality, this view is often thought of as applying society's standards. A good decision is one that gains the approval of others or one that complies with the law.\u00a0This is conventional moral development.\r\n\r\nThe conventional moral development covers stages three and four. In stage three, the focus is on what society deems okay or good in order to gain approval from others. In stage four, the focus is on maintaining social order. The person has an understanding that laws and social conventions are created to maintain a properly functioning society.\r\n<h3><strong>Post-conventional Moral Development<\/strong><\/h3>\r\nOlder children were the only ones to appreciate the fact that the Heinz dilemma has different levels of right and wrong. Right and wrong are based on social contracts established for the good of everyone or on universal principles of right and wrong that transcend the self and social convention. For example, the man should break into the store because, even if it is against the law, the wife needs the drug and her life is more important than the consequences the man might face for breaking the law. Or, the man should not violate the principle of the right of property because this rule is essential for social order.\u00a0In either case, the person's judgment goes beyond what happens to the self.\u00a0It is based on a concern for others, for society as a whole, or for an ethical standard rather than a legal standard.\u00a0This level is called\u00a0post-conventional moral development\u00a0because it goes beyond convention or what other people think to a higher, universal ethical principle of conduct that may or may not be reflected in the law. Notice that such thinking (the kind supreme justices do all day in deliberating whether a law is moral or ethical, etc.) requires being able to think abstractly. Often this is not accomplished until a person reaches adolescence or adulthood.\r\n\r\nPost conventional moral development covers stages five and six. In stage five, the person realizes that not everything is black and white. The person realizes that there are many different ways of thinking about what is good and what is right. Further, just because there is a law does not mean that the law is necessarily good for everyone. In stage five, then, the idea is to do the most good for the most people. Kohlberg's sixth stage is interesting in that it does not seem that people make it to this stage and stay. Indeed, many researchers have failed to identify people who operate within a stage six mentality at all, while others have identified a very few people who operate within stage six on occasion. Why might this be the case? Stage six is a way of thinking about the question of morality in a way that is not personal. Instead, a person tries to empathize with other people and to see the world from the other person's perspective before making a decision. While this sounds easy, very few people are capable of doing this well, and even fewer are capable of doing it consistently. Further, the idea of universal justice is involved in stage six. Indeed, a person in stage six is ready to disobey unjust laws. The focus is on doing the right thing, regardless of the personal consequences.\r\n<div class=\"textbox examples\">\r\n<h3>The Heinz Dilemma<\/h3>\r\nThe Heinz dilemma is a frequently used example used to help us understand Kohlberg's stages of moral development. As mentioned above, the dilemma is about a man whose wife is dying and there is one very expensive treatment option for her that Heinz cannot afford (<a href=\"https:\/\/www.youtube.com\/watch?v=ALE5H9Byms0\" target=\"_blank\" rel=\"noopener\">watch a video about it here)<\/a>.\r\n\r\nYou can <a href=\"https:\/\/oerfiles.s3-us-west-2.amazonaws.com\/Lifespan+Development\/Transcriptions\/HeinzDilemmaKohlbergsStagesofMoralDevelopment_transcript.txt\" target=\"_blank\" rel=\"noopener\">view the transcript for \"Heinz Dilemma - Kohlberg's stages of Moral Development (Interactive Animation)\" here (opens in new window)<\/a>.\r\n\r\nFrom a theoretical point of view, it is not important what the participant thinks that Heinz should do. Kohlberg's theory holds that the justification the participant offers is what is significant, the form of their response. Below are some of many examples of possible arguments that belong to the six stages:\r\n<ul>\r\n \t<li>Stage one (obedience): Heinz should not steal the medicine because he will consequently be put in prison which will mean he is a bad person. OR\u00a0Heinz should steal the medicine because it is only worth $200 and not how much the druggist wanted for it; Heinz had even offered to pay for it and was not stealing anything else.<\/li>\r\n \t<li>Stage two (self-interest): Heinz should steal the medicine because he will be much happier if he saves his wife, even if he will have to serve a prison sentence. OR Heinz should not steal the medicine because prison is an awful place, and he would more likely languish in a jail cell than over his wife's death.<\/li>\r\n \t<li>Stage three (conformity): Heinz should steal the medicine because his wife expects it; he wants to be a good husband. OR Heinz should not steal the drug because stealing is bad and he is not a criminal; he has tried to do everything he can without breaking the law, you cannot blame him.<\/li>\r\n \t<li>Stage four (law-and-order): Heinz should not steal the medicine because the law prohibits stealing, making it illegal. OR Heinz should steal the drug for his wife but also take the prescribed punishment for the crime as well as paying the druggist what he is owed. Criminals cannot just run around without regard for the law; actions have consequences.<\/li>\r\n \t<li>Stage five (social contract orientation): Heinz should steal the medicine because everyone has a right to choose life, regardless of the law. OR Heinz should not steal the medicine because the scientist has a right to fair compensation. Even if his wife is sick, it does not make his actions right.<\/li>\r\n \t<li>Stage six (universal human ethics): Heinz should steal the medicine, because saving a human life is a more fundamental value than the property rights of another person. OR Heinz should not steal the medicine, because others may need the medicine just as badly, and their lives are equally significant.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<h3><strong>Modern Views of Moral Development<\/strong><\/h3>\r\nKohlberg continued to explore his theory after the initial theory was researched. He theorized that there could be other stages and that there could be transitions into each stage. One thing that Kohlberg never fully addressed was his use of nearly all male samples. Men and women tend to have very different styles of moral decision making; men tend to be very justice oriented while women tend to be more compassion oriented. In terms of Kohlberg's stages, women tend to be in lower stages than men because of their compassion orientation.\r\n\r\nCarol Gilligan was one of Kohlberg's research assistants. She believed that Kohlberg's theory was inherently biased against women. Gilligan suggests that the biggest reason that there is a gender bias in Kohlberg's theory is because males tend to focus on logic and rules while women focus on caring for others and relationships. She suggests, then, that in order to truly measure women's moral development, it was necessary to create a measure specifically for women. Gilligan was clear that she did not believe neither male nor female moral development was better, but rather that they were equally important.\r\n<div class=\"textbox tryit\">\r\n<h3>Try It<\/h3>\r\nhttps:\/\/assessments.lumenlearning.com\/assessments\/16604\r\n\r\n<\/div>\r\n<div class=\"textbox learning-objectives\">\r\n<h3>Think It Over<\/h3>\r\nConsider your own decision-making processes.\u00a0What guides your decisions?\u00a0Are you primarily concerned with your personal well-being?\u00a0Do you make choices based on what other people will think about your decision?\u00a0Or are you guided by other principles?\u00a0To what extent is this approach guided by your culture?\r\n\r\n<\/div>\r\n<h2>Stressors in Middle Childhood<\/h2>\r\n<h3>Family Life<\/h3>\r\n[caption id=\"attachment_4947\" align=\"alignright\" width=\"410\"]<img class=\"wp-image-4947\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3707\/2019\/06\/17134150\/three-friends.jpg\" alt=\"Three smiling girls posing with peace signs for a picture.\" width=\"410\" height=\"272\" \/> <strong>Figure 1<\/strong>. Family relationships change as preteens want to spend more time with friends.[\/caption]\r\n\r\nDuring middle childhood, children spend less time with parents and more time with peers. Parents may have to modify their approach to parenting to accommodate the child's growing independence. Authoritative parenting which uses reason and joint decision-making whenever possible may be the most effective approach (Berk, 2007). A more harsh form of parenting, authoritarian parenting, uses strict discipline and focuses on obedience.\u00a0Asian-American, African-American, and Mexican-American parents are more likely than European-Americans to use an authoritarian style of parenting. Children raised in authoritative households tend to be confident, successful, and happy (Chao, 2001; Stewart and Bond, 2002).\r\n<h4>Family Tasks<\/h4>\r\nOne of the ways to assess the quality of family life is to consider the tasks of families.\r\n\r\nBerger (2005) lists five family functions:\r\n<ol>\r\n \t<li>Providing food, clothing and shelter<\/li>\r\n \t<li>Encouraging Learning<\/li>\r\n \t<li>Developing self-esteem<\/li>\r\n \t<li>Nurturing friendships with peers<\/li>\r\n \t<li>Providing harmony and stability<\/li>\r\n<\/ol>\r\nNotice that in addition to providing food, shelter, and clothing, families are responsible for helping the child learn, relate to others, and have a confident sense of self.\u00a0The\u00a0family provides a harmonious and stable environment for living.\u00a0A\u00a0good home environment is one in which the child's physical, cognitive, emotional, and social needs are adequately met.\u00a0Sometimes\u00a0families emphasize physical needs, but ignore cognitive or emotional needs.\u00a0Other times, families pay close attention to physical needs and academic requirements, but may fail to nurture the child's friendships with peers or guide the child toward developing healthy relationships.\u00a0Parents might want to consider how it feels to live in the household.\u00a0Is it stressful and conflict-ridden?\u00a0Is it a place where family members enjoy being?\r\n<h3>Family Change: Divorce<\/h3>\r\nA\u00a0lot of attention has been given to the impact of divorce on the life of children.\u00a0The\u00a0assumption has been that divorce has a strong, negative impact on the child and that single-parent families are deficient in some way.\u00a0Research suggests 75-80 percent of children and adults who experience divorce suffer no long term effects (Hetherington &amp; Kelly, 2002).\u00a0Children of divorce and children who have not experienced divorce are more similar than different (Hetherington &amp; Kelly, 2002).\r\n\r\nMintz (2004) suggests that the alarmist view of divorce was due in part to the newness of divorce when rates in the United States began to climb in the late 1970s.\u00a0Adults reacting to the change grew up in the 1950s when rates were low.\u00a0As divorce has become more common and there is less stigma associated with divorce, this view has changed somewhat.\u00a0Social scientists have operated from the\u00a0divorce as deficit model\u00a0emphasizing the problems of being from a \"broken home\" (Seccombe &amp;Warner, 2004). More recently, a more objective view of divorce, repartnering, and remarriage indicates that divorce, remarriage, and life in stepfamilies can have a variety of effects.\u00a0The\u00a0exaggeration of the negative consequences of divorce has left the majority of those who do well hidden and subjected them to unnecessary stigma and social disapproval (Hetherington &amp; Kelly, 2002).\r\n\r\nThe tasks of families listed above are functions that can be fulfilled in a variety of family types-not just intact, two-parent households.\u00a0Harmony and stability can be achieved in many family forms and when it is disrupted, either through divorce, or efforts to blend families, or any other circumstances, the child suffers (Hetherington &amp; Kelly, 2002).\r\n<h4>Factors Affecting the Impact of Divorce<\/h4>\r\nAs you look at the consequences (both pro and con) of divorce and remarriage on children, keep these family functions in mind. Some negative consequences are a result of financial hardship rather than divorce per se (Drexler, 2005). Some positive consequences reflect improvements in meeting these functions. For instance, we have learned that a positive self-esteem comes in part from a belief in the self and one's abilities rather than merely being complimented by others. In single-parent homes, children may be given more opportunity to discover their own abilities and gain independence that fosters self-esteem. If divorce leads to fighting\u00a0between the parents and the child is included in these arguments, the self-esteem may suffer.\r\n\r\nThe impact of divorce on children depends on a number of factors. The\u00a0degree of conflict prior to the divorce\u00a0plays a role. If the divorce means a reduction in tensions, the child may feel relief. If the parents have kept their conflicts hidden, the announcement of a divorce can come as a shock and be met with enormous resentment. Another factor that has an great impact on the child concerns\u00a0financial hardships\u00a0they may suffer, especially if financial support is inadequate. Another difficult situation for children of divorce is the position they are put into if the\u00a0parents continue to argue\u00a0and fight-especially if they bring the children into those arguments.\r\n\r\n<strong>Short-term consequences<\/strong>:\u00a0In roughly the first year following divorce, children may exhibit some of these short-term effects:\r\n<ol>\r\n \t<li><strong>Grief over losses suffered<\/strong>. The child will grieve the loss of the parent they no longer see as frequently. The child may also grieve about other family members that are no longer available. Grief sometimes comes in the form of sadness, but it can also be experienced as anger or withdrawal. Preschool-aged boys may act out aggressively while the same aged girls may become more quiet and withdrawn. Older children may feel depressed.<\/li>\r\n \t<li><strong style=\"font-size: 1rem; text-align: initial;\">Reduced Standard of Living<\/strong><span style=\"font-size: 1rem; text-align: initial;\">. Very often, divorce means a change in the amount of money coming into the household. Children experience in new constraints on spending or entertainment. School-aged children, especially, may notice that they can no longer have toys,\u00a0clothing, or other items to which they've grown accustomed, or it may mean that there is less eating out or cancelling satellite television, and so on. The custodial parent may experience stress at not being able to rely on child support payments or having the same level of income as before. This can affect decisions regarding healthcare, vacations, rents, mortgages and other expenditures. The stress can result in less happiness and relaxation in the home. The parent who has to take on more work may also be less available to the children.<\/span><\/li>\r\n \t<li><strong style=\"font-size: 1rem; text-align: initial;\">Adjusting to Transitions<\/strong><span style=\"font-size: 1rem; text-align: initial;\">. Children may also have to adjust to other changes accompanying a divorce. The divorce might mean moving to a new home and changing schools or friends. It might mean leaving a neighborhood that has meant a lot to them as well.<\/span><\/li>\r\n<\/ol>\r\n<strong>Long-Term consequences<\/strong>:\u00a0The following are some effects found after the first year of a divorce:\r\n<ol>\r\n \t<li><strong>Economic\/Occupational Status<\/strong>. One of the most commonly cited long-term effects of divorce is that children of divorce may have lower levels of education or occupational status. This may be a consequence of lower income and resources for funding education rather than to divorce per se.\u00a0In those households where economic hardship does not occur, there may be no impact on education or occupational status (Drexler, 2005).<\/li>\r\n \t<li><strong style=\"font-size: 1rem; text-align: initial;\">Improved Relationships with the Custodial Parent<\/strong><span style=\"font-size: 1rem; text-align: initial;\"> (usually the mother): The majority of custodial parents are mothers (approximately 80.4 percent) and\r\n19.6 percent of custodial parents are fathers,[footnote]Wolf, Jennifer. The Single Parent Statistics Based on Census Data. Verywell Family. Retrieved from https:\/\/www.verywellfamily.com\/single-parent-census-data-2997668.[\/footnote] Shared custody is on the rise, however, and shows promising social, academic, and psychological results for the children.[footnote]Warshak, Richard (2017). <em>After divorce, shared parenting is best for children\u2019s health and development<\/em>. Stat. Retrieved from https:\/\/www.statnews.com\/2017\/05\/26\/divorce-shared-parenting-children-health\/.[\/footnote]<span style=\"color: #3366ff;\">\u00a0<\/span>Children from single-parent families talk to their mothers more often than children of two-parent families (McLanahan and Sandefur, 1994).\u00a0Most children of divorce lead happy, well-adjusted lives and develop stronger, positive relationships with their custodial parent (Seccombe and Warner, 2004). In a study of college-age respondents, Arditti (1999) found that increasing closeness and a movement toward more democratic parenting styles was experienced. Others have also found that relationships between mothers and children become closer and stronger (Guttman, 1993) and suggest that greater equality and less rigid parenting is beneficial after divorce (Steward, Copeland, Chester, Malley, and Barenbaum, 1997).<\/span><\/li>\r\n \t<li><strong style=\"font-size: 1rem; text-align: initial;\">Greater\u00a0emotional independence in sons<\/strong><span style=\"font-size: 1rem; text-align: initial;\">. Drexler (2005) notes that sons who are raised by mothers only develop an emotional sensitivity to others that is beneficial in relationships.<\/span><\/li>\r\n \t<li><strong style=\"font-size: 1rem; text-align: initial;\">Feeling more anxious in their own love relationships.<\/strong><span style=\"font-size: 1rem; text-align: initial;\"> Children of divorce may feel more anxious about their own relationships as adults. This may reflect a fear of divorce if things go wrong, or it may be a result of setting higher expectations for their own relationships.<\/span><\/li>\r\n \t<li><strong style=\"font-size: 1rem; text-align: initial;\">Adjustment of the custodial parent<\/strong><span style=\"font-size: 1rem; text-align: initial;\">. Furstenberg and Cherlin (1991) believe that the primary factor influencing the way that children adjust to divorce is the way the custodial parent adjusts to the divorce. If that parent is adjusting well, the children will benefit. This may explain a good deal of the variation we find in children of divorce.\u00a0Adults going though divorce should consider good self-care as beneficial to the children-not as self-indulgent.<\/span><\/li>\r\n \t<li><strong>Mental health issues<\/strong>: Some studies suggest that anxiety and depression that are common in children and adults within the first year of divorce may actually not resolve. A 15 year study by\u00a0Bohman, L\u00e5ftman, P\u00e4\u00e4ren, Jonsson (2017) (https:\/\/www.ncbi.nlm.nih.gov\/pmc\/articles\/PMC5370459\/) suggests that parental separation significantly increases the risk for depression 15 years later when depression rates were compared to matched controls. In fact, the risk of depression was related more strongly with parental conflict and parental separation than it was with parental depression!<\/li>\r\n<\/ol>\r\n<div class=\"textbox tryit\">\r\n<h3>Try It<\/h3>\r\nhttps:\/\/assessments.lumenlearning.com\/assessments\/16605\r\n\r\n<\/div>\r\n<h3>Sexual Abuse in Middle Childhood<\/h3>\r\nResearchers estimate that 1 out of 4 girls and 1 out of 10 boys have been sexually abused (Valente, 2005).\u00a0The\u00a0median age for sexual abuse is 8 or 9 years for both boys and girls (Finkelhor et. al. 1990).\u00a0Most boys and girls are sexually abused by a male.\u00a0Childhood\u00a0sexual abuse\u00a0is defined as any sexual contact between a child and an adult or a much older child.\u00a0Incest\u00a0refers to sexual contact between a child and family members.\u00a0In each of these cases, the child is exploited by an older person without regard for the child's developmental immaturity and inability to understand the sexual behavior (Steele, 1986).\r\n\r\nAlthough rates of sexual abuse are higher for girls than for boys, boys may be less likely to report abuse because of the cultural expectation that boys should be able to take care of themselves and because of the stigma attached to homosexual encounters (Finkelhor et. al. 1990).\u00a0Girls are more likely to be victims of incest and boys are more likely to be abused by someone outside the family.\u00a0Sexual abuse can create feelings of self-blame, betrayal, and feelings of shame and guilt (Valente, 2005).\u00a0Sexual abuse is particularly damaging when the perpetrator is someone the child trusts. Victims of sexual abuse may suffer from depression, anxiety, problems with intimacy, and suicide (Valente, 2005). Sexual abuse has additional impacts as well. Studies suggest that children who have been sexually abused have an increased risk of eating disorders and sleep disturbances Further, sexual abuse can lead to Post Traumatic Stress Disorder.\r\n\r\nBeing sexually abused as a child can have a powerful impact on self-concept.\u00a0The concept of\u00a0<strong>false self-training\u00a0<\/strong>(Davis, 1999) refers to holding a child to adult standards while denying the child's developmental needs.\u00a0Sexual abuse is just one example of false self-training.\u00a0Children are held to adult standards of desirableness and sexuality while their level of cognitive, psychological, and emotional immaturity is ignored.\u00a0Consider how confusing it might be for a 9-year-old girl who has physically matured early to be thought of as a potential sex partner.\u00a0Her cognitive,\u00a0psychological, and emotional state do not equip her to make decisions about sexuality or, perhaps, to know that she can say no to sexual advances.\u00a0She may feel like a 9-year-old in all ways and be embarrassed and ashamed of her physical development.\u00a0Girls who mature early have problems with low self-esteem because of the failure of others (family members, teachers, ministers, peers, advertisers, and others) to recognize and respect their developmental needs.\u00a0Overall, youth are more likely to be victimized because they do not have control over their contact with offenders (parents, babysitters, etc.) and have no means of escape (Finkelhor and Dzuiba-Leatherman, in Davis, 1999).\r\n<div class=\"textbox tryit\">\r\n<h3>Try It<\/h3>\r\nhttps:\/\/assessments.lumenlearning.com\/assessments\/16606\r\n\r\n<\/div>\r\n<div class=\"textbox key-takeaways\">\r\n<h3>Glossary<\/h3>\r\n[glossary-page]\r\n\r\n[glossary-term]aggressive-rejected:[\/glossary-term]\r\n[glossary-definition]children who are ostracized because they are aggressive, loud, and confrontational[\/glossary-definition]\r\n\r\n[glossary-term]average:[\/glossary-term]\r\n[glossary-definition]children who receive an average number of positive and negative nominations from their peers[\/glossary-definition]\r\n\r\n[glossary-term]controversial:[\/glossary-term]\r\n[glossary-definition]children who are either strongly liked or strongly disliked by quite a few peers[\/glossary-definition]\r\n\r\n[glossary-term]conventional moral development:[\/glossary-term]\r\n[glossary-definition]stages 3 and 4 of moral development where morality is internalized, and the concern is on society norms[\/glossary-definition]\r\n\r\n[glossary-term]false self-training:[\/glossary-term]\r\n[glossary-definition]holding a child to adult standards while denying the child's developmental needs[\/glossary-definition]\r\n\r\n[glossary-term]neglected:[\/glossary-term]\r\n[glossary-definition]children who tend to go unnoticed but are not especially liked or disliked by their peers[\/glossary-definition]\r\n\r\n[glossary-term]popular-antisocial:[\/glossary-term]\r\n[glossary-definition]children who gain popularity by acting tough or spreading rumors about others[\/glossary-definition]\r\n\r\n[glossary-term]popular-prosocial:[\/glossary-term]\r\n[glossary-definition]children who are popular because they are nice and have good social skills[\/glossary-definition]\r\n\r\n[glossary-term]post-conventional moral development:[\/glossary-term]\r\n[glossary-definition]stages 5 and 6 of moral development where morality comes from personal understanding of rights and justice, regardless of whether that understanding matches societal norms[\/glossary-definition]\r\n\r\n[glossary-term]pre-conventional moral development:[\/glossary-term]\r\n[glossary-definition]first 2 stages of moral development where morality comes from outside the person, and the concern is on physical consequences of actions[\/glossary-definition]\r\n\r\n[glossary-term]withdrawn-rejected:[\/glossary-term]\r\n[glossary-definition]children who are excluded because they are shy and withdrawn[\/glossary-definition]\r\n\r\n[\/glossary-page]\r\n\r\n<\/div>","rendered":"<h2>What you&#8217;ll learn to do: explain emotional, social, and moral development during middle childhood<\/h2>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-3641\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3707\/2018\/12\/19230544\/girls-914823.jpg\" alt=\"A girl whispering into another girl's ear\" width=\"700\" height=\"467\" \/><\/p>\n<p>Children in middle childhood are\u00a0starting to make friends in more sophisticated ways. They are choosing friends for specific characteristics, including shared interests, sense of humor, and being a good person. That is quite a departure from the earlier days of playing with the people in your group just because they are there. Children in middle childhood are starting to realize that there are benefits to friendships, and there are sometimes difficulties as well. In this section, we&#8217;ll examine some aspects of these relationships.<\/p>\n<div class=\"textbox learning-objectives\">\n<h3>Learning outcomes<\/h3>\n<ul>\n<li>Examine Erikson&#8217;s stage of industry vs. inferiority as it relates to middle childhood<\/li>\n<li>Describe the importance of peer relationships to middle childhood<\/li>\n<li>Understand Kohlberg&#8217;s theory on preconventional, conventional, and postconventional moral development<\/li>\n<li>Examine short term-and long term consequences of divorce on children<\/li>\n<li>Describe issues regarding sexual abuse and children<\/li>\n<\/ul>\n<\/div>\n<h2>Psychodynamic and Psychosocial Theories of Middle Childhood<\/h2>\n<p>Now let&#8217;s turn our attention to concerns related to social development, self-concept, the world of friendships, and family life. During middle childhood, children are likely to show more independence from their parents and family, think more about the future, understand more about their place in the world, pay more attention to friendships, and want to be accepted by their peers.<\/p>\n<h3>Freud&#8217;s Psychosexual Development: The Latency Stage<\/h3>\n<p>Remember that Freud&#8217;s theory of psychosexual development suggests that children develop their personality through a series of psychosexual stages. In each stage, the erogenous zone is the source of the libidinal energy. So far we have seen the oral stage (ages birth &#8211; 18 months), the anal stage (ages 18 months &#8211; 3 years), and the phallic stage (ages 3 years &#8211; 6 years).<\/p>\n<p>Freud&#8217;s fourth stage of psychosexual development is the latency stage. This stage begins around age 6 and lasts until puberty. In the latency stage, children are actually doing very little psychosexual developing according to Freud. Where pleasure and development occurred through erogenous zones in the first 3 stages, in the latency stage all pleasure from erogenous zones is repressed. In other words, it is latent\u2014hence the stage&#8217;s name. Freud believed that in the latency stage all development and stimulation come from secondary sources since the erogenous forces are repressed. These secondary sources can include education, forming various social relationships, and hobbies.<\/p>\n<h3>Erikson&#8217;s Psychosocial Development: Industry vs. Inferiority<\/h3>\n<p>As we have seen in previous modules, Erikson believes that children&#8217;s greatest source of personality development comes from their social relationships. So far, we have seen 3 psychosocial stages: trust versus mistrust (ages birth &#8211; 18 months), autonomy versus shame and doubt (ages 18 months &#8211; 3 years), and initiative versus guilt (ages 3 years &#8211; around 6 years).<\/p>\n<p>According to Erikson, children in middle childhood are very busy or industrious.\u00a0They are constantly doing, planning, playing, getting together with friends, and achieving.\u00a0This is a very active time and a time when they are gaining a sense of how they measure up when compared with friends.\u00a0Erikson believed that if these industrious children view themselves as successful in their endeavors, they will get a sense of competence for future challenges.\u00a0If instead, a child feels that they are not measuring up to their peers, feelings of inferiority and self-doubt will develop. These feelings of inferiority can, according to Erikson, lead to an inferiority complex that lasts into adulthood.<\/p>\n<p>To help children have a successful resolution in this stage, they should be encouraged to explore their abilities. They should be given authentic feedback as well. Failure is not necessarily a horrible thing according to Erikson. Indeed, failure is a type of feedback which may help a child form a sense of modesty. A balance of competence and modesty is ideal for creating a sense of competence in the child.<\/p>\n<div class=\"textbox tryit\">\n<h3>Try It<\/h3>\n<p>\t<iframe id=\"lumen_assessment_16602\" class=\"resizable\" src=\"https:\/\/assessments.lumenlearning.com\/assessments\/load?assessment_id=16602&#38;embed=1&#38;external_user_id=&#38;external_context_id=&#38;iframe_resize_id=lumen_assessment_16602\" frameborder=\"0\" style=\"border:none;width:100%;height:100%;min-height:400px;\"><br \/>\n\t<\/iframe><\/p>\n<\/div>\n<h3>Self-Concept<\/h3>\n<p>Children in middle childhood have a more realistic sense of self than do those in early childhood.\u00a0That exaggerated sense of self as &#8220;biggest&#8221; or &#8220;smartest&#8221; or &#8220;tallest&#8221; gives way to an understanding of one&#8217;s strengths and weaknesses.\u00a0This can be attributed to greater experience in comparing one&#8217;s own performance with that of others and to greater cognitive flexibility.\u00a0A\u00a0child&#8217;s self-concept can be influenced by peers, family, teachers, and the messages they send about a child&#8217;s worth.\u00a0Contemporary children also receive messages from the media about how they should look and act.\u00a0 Movies, music videos, the internet, and advertisers can all create cultural images of what is desirable or undesirable and this too can influence a child&#8217;s self-concept.<\/p>\n<div class=\"textbox key-takeaways\">\n<h3>Tweens<\/h3>\n<p>The pre-adolescent, or tween, age range of roughly 9-12 is a major force in the marketing world. This group has a spending power of $200 billion,<a class=\"footnote\" title=\"Pearson, Bryan. My (Kid's) Generation: 5 Ways Today's Tweens Are Changing Retail. Forbes. Retrieved from https:\/\/www.forbes.com\/sites\/bryanpearson\/2016\/04\/14\/my-kids-generation-5-ways-todays-tweens-are-changing-retail\/#1011b2dd42ef\" id=\"return-footnote-1294-1\" href=\"#footnote-1294-1\" aria-label=\"Footnote 1\"><sup class=\"footnote\">[1]<\/sup><\/a> and\u00a0are primarily targeted as consumers of media, clothing, and products that make them look &#8220;cool&#8221; and feel independent. This market came under heavy fire a few years ago for being overly sexualized, which led to the creation of a task for by the American Psychological Association to learn more\u2014their findings and recommendations to reduce this problem can be accessed here.<\/p>\n<\/div>\n<h3>The Society of Children<\/h3>\n<p>Friendships during middle childhood take on new importance as judges of one&#8217;s worth, competence, and attractiveness.\u00a0Friendships provide the opportunity for learning social skills such as how to communicate with others and how to negotiate differences.\u00a0Children get ideas from one another about how to perform certain tasks, how to gain popularity, what to wear, what to say, what to listen to, and how to act.\u00a0This\u00a0society of children\u00a0marks a transition from a life focused on the family to a life concerned with peers.\u00a0 In peer relationships, children learn how to initiate and maintain social interactions with other children. They learn skills for managing conflict, such as turn-taking, compromise, and bargaining. Play and communication also involve the mutual, sometimes complex, coordination of goals, actions, and understanding.<\/p>\n<h4>Social Comparison and Bullying<\/h4>\n<p>However, peer relationships can be challenging as well as supportive (Rubin, Coplan, Chen, Bowker, &amp; McDonald, 2011). Being accepted by other children is an important source of affirmation and self-esteem, but peer rejection can foreshadow later behavior problems (especially when children are rejected due to aggressive behavior). With increasing age, children confront the challenges of bullying, peer victimization, and managing conformity pressures.<\/p>\n<p>Social comparison with peers is an important means by which children evaluate their skills, knowledge, and personal qualities, but it may cause them to feel that they do not measure up well against others. For example, a boy who is not athletic may feel unworthy of his football-playing peers and revert to shy behavior, isolating himself and avoiding conversation. Conversely, an athlete who doesn\u2019t \u201cget\u201d Shakespeare may feel embarrassed and avoid reading altogether.<\/p>\n<p>Most children want to be liked and accepted by their friends.\u00a0Some popular children are nice and have good social skills.\u00a0These\u00a0<strong>popular-prosocial<\/strong>\u00a0children tend to do well in school and are cooperative and friendly.\u00a0<strong>Popular-antisocial<\/strong>\u00a0children may gain popularity by acting tough or spreading rumors about others (Cillessen &amp; Mayeux, 2004).\u00a0Rejected children\u00a0are sometimes excluded because they are shy and withdrawn.\u00a0The\u00a0<strong>withdrawn-rejected<\/strong>\u00a0children are easy targets for bullies because they are unlikely to retaliate when belittled (Boulton, 1999).\u00a0Other rejected children are ostracized because they are aggressive, loud, and confrontational.\u00a0The\u00a0<strong>aggressive-rejected<\/strong>\u00a0children may be acting out of a feeling of insecurity.\u00a0Unfortunately, their fear of rejection only leads to behavior that brings further rejection from other children.\u00a0Children who are not accepted are more likely to experience conflict, lack confidence, and have trouble adjusting. Other categories in the\u00a0most commonly used sociometric system, developed by Coie &amp; Dodge, includes <strong>neglected<\/strong> children, who tend to go unnoticed but are not especially liked or disliked by their peers; <strong>average<\/strong> children, who receive an average number of positive and negative votes from their peers, or <strong>controversial<\/strong> children, who may be strongly liked and disliked by quite a few peers.<\/p>\n<p>Also, with the approach of adolescence, peer relationships become focused on psychological intimacy, involving personal disclosure, vulnerability, and loyalty (or its betrayal)\u2014which significantly affects a child\u2019s outlook on the world. Each of these aspects of peer relationships requires developing very different social and emotional skills than those that emerge in parent-child relationships. They also illustrate the many ways that peer relationships influence the growth of personality and self-concept.<\/p>\n<div class=\"textbox examples\">\n<h3>Watch It<\/h3>\n<p>The CDC defines bullying as any unwanted aggressive behavior by another youth or group of youths that involves an observed or perceived power imbalance and is repeated multiple times or is highly likely to be repeated. Watch this video to learn how to teach kids how to recognize bullying and how to prevent it.<a class=\"footnote\" title=\"Centers for Disease Control and Prevention. Stop Bullying. Retrieved from https:\/\/www.cdc.gov\/violenceprevention\/youthviolence\/bullyingresearch\/fastfact.html.\" id=\"return-footnote-1294-2\" href=\"#footnote-1294-2\" aria-label=\"Footnote 2\"><sup class=\"footnote\">[2]<\/sup><\/a><\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-1\" title=\"Ways to Stop Bullying\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/ynTuA_tlZDE?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<\/div>\n<div class=\"textbox tryit\">\n<h3>Try It<\/h3>\n<p>\t<iframe id=\"lumen_assessment_16603\" class=\"resizable\" src=\"https:\/\/assessments.lumenlearning.com\/assessments\/load?assessment_id=16603&#38;embed=1&#38;external_user_id=&#38;external_context_id=&#38;iframe_resize_id=lumen_assessment_16603\" frameborder=\"0\" style=\"border:none;width:100%;height:100%;min-height:400px;\"><br \/>\n\t<\/iframe><\/p>\n<\/div>\n<h2>Moral Development<\/h2>\n<p><span style=\"line-height: 1.5em;\">Lawrence Kohlberg (1963) built on the work of Piaget and was interested in finding out how our moral reasoning changes as we get older. He wanted to find out how people decide what is right and what is wrong. In order to explore this area, he read a story containing a moral dilemma to boys of different age groups (also known as the Heinz dilemma). In the story, a man is trying to obtain an expensive drug that his wife needs in order to treat her cancer.\u00a0The man has no money and no one will loan him the money he requires.\u00a0He begs the pharmacist to reduce the price, but the pharmacist refuses.\u00a0So, the man decides to break into the pharmacy to steal the drug.\u00a0Then Kohlberg asked the children to decide whether the man was right or wrong in his choice. Kohlberg was not interested in whether they said the man was right or wrong, he was interested in finding out how they arrived at such a decision. He wanted to know what they thought made something right or wrong.<\/span><\/p>\n<h3><strong>Pre-conventional Moral Development<\/strong><\/h3>\n<p>The youngest subjects seemed to answer based on what would happen to the man as a result of the act. For example, they might say the man should not break into the pharmacy because the pharmacist might find him and beat him, or they might say that the man should break in and steal the drug and his wife will give him a big kiss. Right or wrong, both decisions were based on what would physically happen to the man as a result of the\u00a0act. This is a self-centered approach to moral decision-making.\u00a0He called this most superficial understanding of right and wrong\u00a0pre-conventional moral development.<\/p>\n<p>Pre-conventional development covers stages one and two in Kohlberg&#8217;s theory. In stage one, the focus is on the direct consequences of their actions. Their main concern is avoiding punishment and being obedient. In stage two, the focus is more &#8220;what&#8217;s in it for me&#8221;? A stage two mentality is self-interest driven.<\/p>\n<h3><strong>Conventional Moral Development<\/strong><\/h3>\n<p>Middle childhood boys seemed to base their answers on what other people would think of the man as a result of his act. For instance, they might say he should break into the store, and then everyone would think he was a good husband. Or, he shouldn&#8217;t because it is against the law. In either case, right and wrong is determined by what other people think. Because what other people think is usually a function of socially accepted morality, this view is often thought of as applying society&#8217;s standards. A good decision is one that gains the approval of others or one that complies with the law.\u00a0This is conventional moral development.<\/p>\n<p>The conventional moral development covers stages three and four. In stage three, the focus is on what society deems okay or good in order to gain approval from others. In stage four, the focus is on maintaining social order. The person has an understanding that laws and social conventions are created to maintain a properly functioning society.<\/p>\n<h3><strong>Post-conventional Moral Development<\/strong><\/h3>\n<p>Older children were the only ones to appreciate the fact that the Heinz dilemma has different levels of right and wrong. Right and wrong are based on social contracts established for the good of everyone or on universal principles of right and wrong that transcend the self and social convention. For example, the man should break into the store because, even if it is against the law, the wife needs the drug and her life is more important than the consequences the man might face for breaking the law. Or, the man should not violate the principle of the right of property because this rule is essential for social order.\u00a0In either case, the person&#8217;s judgment goes beyond what happens to the self.\u00a0It is based on a concern for others, for society as a whole, or for an ethical standard rather than a legal standard.\u00a0This level is called\u00a0post-conventional moral development\u00a0because it goes beyond convention or what other people think to a higher, universal ethical principle of conduct that may or may not be reflected in the law. Notice that such thinking (the kind supreme justices do all day in deliberating whether a law is moral or ethical, etc.) requires being able to think abstractly. Often this is not accomplished until a person reaches adolescence or adulthood.<\/p>\n<p>Post conventional moral development covers stages five and six. In stage five, the person realizes that not everything is black and white. The person realizes that there are many different ways of thinking about what is good and what is right. Further, just because there is a law does not mean that the law is necessarily good for everyone. In stage five, then, the idea is to do the most good for the most people. Kohlberg&#8217;s sixth stage is interesting in that it does not seem that people make it to this stage and stay. Indeed, many researchers have failed to identify people who operate within a stage six mentality at all, while others have identified a very few people who operate within stage six on occasion. Why might this be the case? Stage six is a way of thinking about the question of morality in a way that is not personal. Instead, a person tries to empathize with other people and to see the world from the other person&#8217;s perspective before making a decision. While this sounds easy, very few people are capable of doing this well, and even fewer are capable of doing it consistently. Further, the idea of universal justice is involved in stage six. Indeed, a person in stage six is ready to disobey unjust laws. The focus is on doing the right thing, regardless of the personal consequences.<\/p>\n<div class=\"textbox examples\">\n<h3>The Heinz Dilemma<\/h3>\n<p>The Heinz dilemma is a frequently used example used to help us understand Kohlberg&#8217;s stages of moral development. As mentioned above, the dilemma is about a man whose wife is dying and there is one very expensive treatment option for her that Heinz cannot afford (<a href=\"https:\/\/www.youtube.com\/watch?v=ALE5H9Byms0\" target=\"_blank\" rel=\"noopener\">watch a video about it here)<\/a>.<\/p>\n<p>You can <a href=\"https:\/\/oerfiles.s3-us-west-2.amazonaws.com\/Lifespan+Development\/Transcriptions\/HeinzDilemmaKohlbergsStagesofMoralDevelopment_transcript.txt\" target=\"_blank\" rel=\"noopener\">view the transcript for &#8220;Heinz Dilemma &#8211; Kohlberg&#8217;s stages of Moral Development (Interactive Animation)&#8221; here (opens in new window)<\/a>.<\/p>\n<p>From a theoretical point of view, it is not important what the participant thinks that Heinz should do. Kohlberg&#8217;s theory holds that the justification the participant offers is what is significant, the form of their response. Below are some of many examples of possible arguments that belong to the six stages:<\/p>\n<ul>\n<li>Stage one (obedience): Heinz should not steal the medicine because he will consequently be put in prison which will mean he is a bad person. OR\u00a0Heinz should steal the medicine because it is only worth $200 and not how much the druggist wanted for it; Heinz had even offered to pay for it and was not stealing anything else.<\/li>\n<li>Stage two (self-interest): Heinz should steal the medicine because he will be much happier if he saves his wife, even if he will have to serve a prison sentence. OR Heinz should not steal the medicine because prison is an awful place, and he would more likely languish in a jail cell than over his wife&#8217;s death.<\/li>\n<li>Stage three (conformity): Heinz should steal the medicine because his wife expects it; he wants to be a good husband. OR Heinz should not steal the drug because stealing is bad and he is not a criminal; he has tried to do everything he can without breaking the law, you cannot blame him.<\/li>\n<li>Stage four (law-and-order): Heinz should not steal the medicine because the law prohibits stealing, making it illegal. OR Heinz should steal the drug for his wife but also take the prescribed punishment for the crime as well as paying the druggist what he is owed. Criminals cannot just run around without regard for the law; actions have consequences.<\/li>\n<li>Stage five (social contract orientation): Heinz should steal the medicine because everyone has a right to choose life, regardless of the law. OR Heinz should not steal the medicine because the scientist has a right to fair compensation. Even if his wife is sick, it does not make his actions right.<\/li>\n<li>Stage six (universal human ethics): Heinz should steal the medicine, because saving a human life is a more fundamental value than the property rights of another person. OR Heinz should not steal the medicine, because others may need the medicine just as badly, and their lives are equally significant.<\/li>\n<\/ul>\n<\/div>\n<h3><strong>Modern Views of Moral Development<\/strong><\/h3>\n<p>Kohlberg continued to explore his theory after the initial theory was researched. He theorized that there could be other stages and that there could be transitions into each stage. One thing that Kohlberg never fully addressed was his use of nearly all male samples. Men and women tend to have very different styles of moral decision making; men tend to be very justice oriented while women tend to be more compassion oriented. In terms of Kohlberg&#8217;s stages, women tend to be in lower stages than men because of their compassion orientation.<\/p>\n<p>Carol Gilligan was one of Kohlberg&#8217;s research assistants. She believed that Kohlberg&#8217;s theory was inherently biased against women. Gilligan suggests that the biggest reason that there is a gender bias in Kohlberg&#8217;s theory is because males tend to focus on logic and rules while women focus on caring for others and relationships. She suggests, then, that in order to truly measure women&#8217;s moral development, it was necessary to create a measure specifically for women. Gilligan was clear that she did not believe neither male nor female moral development was better, but rather that they were equally important.<\/p>\n<div class=\"textbox tryit\">\n<h3>Try It<\/h3>\n<p>\t<iframe id=\"lumen_assessment_16604\" class=\"resizable\" src=\"https:\/\/assessments.lumenlearning.com\/assessments\/load?assessment_id=16604&#38;embed=1&#38;external_user_id=&#38;external_context_id=&#38;iframe_resize_id=lumen_assessment_16604\" frameborder=\"0\" style=\"border:none;width:100%;height:100%;min-height:400px;\"><br \/>\n\t<\/iframe><\/p>\n<\/div>\n<div class=\"textbox learning-objectives\">\n<h3>Think It Over<\/h3>\n<p>Consider your own decision-making processes.\u00a0What guides your decisions?\u00a0Are you primarily concerned with your personal well-being?\u00a0Do you make choices based on what other people will think about your decision?\u00a0Or are you guided by other principles?\u00a0To what extent is this approach guided by your culture?<\/p>\n<\/div>\n<h2>Stressors in Middle Childhood<\/h2>\n<h3>Family Life<\/h3>\n<div id=\"attachment_4947\" style=\"width: 420px\" class=\"wp-caption alignright\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-4947\" class=\"wp-image-4947\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3707\/2019\/06\/17134150\/three-friends.jpg\" alt=\"Three smiling girls posing with peace signs for a picture.\" width=\"410\" height=\"272\" \/><\/p>\n<p id=\"caption-attachment-4947\" class=\"wp-caption-text\"><strong>Figure 1<\/strong>. Family relationships change as preteens want to spend more time with friends.<\/p>\n<\/div>\n<p>During middle childhood, children spend less time with parents and more time with peers. Parents may have to modify their approach to parenting to accommodate the child&#8217;s growing independence. Authoritative parenting which uses reason and joint decision-making whenever possible may be the most effective approach (Berk, 2007). A more harsh form of parenting, authoritarian parenting, uses strict discipline and focuses on obedience.\u00a0Asian-American, African-American, and Mexican-American parents are more likely than European-Americans to use an authoritarian style of parenting. Children raised in authoritative households tend to be confident, successful, and happy (Chao, 2001; Stewart and Bond, 2002).<\/p>\n<h4>Family Tasks<\/h4>\n<p>One of the ways to assess the quality of family life is to consider the tasks of families.<\/p>\n<p>Berger (2005) lists five family functions:<\/p>\n<ol>\n<li>Providing food, clothing and shelter<\/li>\n<li>Encouraging Learning<\/li>\n<li>Developing self-esteem<\/li>\n<li>Nurturing friendships with peers<\/li>\n<li>Providing harmony and stability<\/li>\n<\/ol>\n<p>Notice that in addition to providing food, shelter, and clothing, families are responsible for helping the child learn, relate to others, and have a confident sense of self.\u00a0The\u00a0family provides a harmonious and stable environment for living.\u00a0A\u00a0good home environment is one in which the child&#8217;s physical, cognitive, emotional, and social needs are adequately met.\u00a0Sometimes\u00a0families emphasize physical needs, but ignore cognitive or emotional needs.\u00a0Other times, families pay close attention to physical needs and academic requirements, but may fail to nurture the child&#8217;s friendships with peers or guide the child toward developing healthy relationships.\u00a0Parents might want to consider how it feels to live in the household.\u00a0Is it stressful and conflict-ridden?\u00a0Is it a place where family members enjoy being?<\/p>\n<h3>Family Change: Divorce<\/h3>\n<p>A\u00a0lot of attention has been given to the impact of divorce on the life of children.\u00a0The\u00a0assumption has been that divorce has a strong, negative impact on the child and that single-parent families are deficient in some way.\u00a0Research suggests 75-80 percent of children and adults who experience divorce suffer no long term effects (Hetherington &amp; Kelly, 2002).\u00a0Children of divorce and children who have not experienced divorce are more similar than different (Hetherington &amp; Kelly, 2002).<\/p>\n<p>Mintz (2004) suggests that the alarmist view of divorce was due in part to the newness of divorce when rates in the United States began to climb in the late 1970s.\u00a0Adults reacting to the change grew up in the 1950s when rates were low.\u00a0As divorce has become more common and there is less stigma associated with divorce, this view has changed somewhat.\u00a0Social scientists have operated from the\u00a0divorce as deficit model\u00a0emphasizing the problems of being from a &#8220;broken home&#8221; (Seccombe &amp;Warner, 2004). More recently, a more objective view of divorce, repartnering, and remarriage indicates that divorce, remarriage, and life in stepfamilies can have a variety of effects.\u00a0The\u00a0exaggeration of the negative consequences of divorce has left the majority of those who do well hidden and subjected them to unnecessary stigma and social disapproval (Hetherington &amp; Kelly, 2002).<\/p>\n<p>The tasks of families listed above are functions that can be fulfilled in a variety of family types-not just intact, two-parent households.\u00a0Harmony and stability can be achieved in many family forms and when it is disrupted, either through divorce, or efforts to blend families, or any other circumstances, the child suffers (Hetherington &amp; Kelly, 2002).<\/p>\n<h4>Factors Affecting the Impact of Divorce<\/h4>\n<p>As you look at the consequences (both pro and con) of divorce and remarriage on children, keep these family functions in mind. Some negative consequences are a result of financial hardship rather than divorce per se (Drexler, 2005). Some positive consequences reflect improvements in meeting these functions. For instance, we have learned that a positive self-esteem comes in part from a belief in the self and one&#8217;s abilities rather than merely being complimented by others. In single-parent homes, children may be given more opportunity to discover their own abilities and gain independence that fosters self-esteem. If divorce leads to fighting\u00a0between the parents and the child is included in these arguments, the self-esteem may suffer.<\/p>\n<p>The impact of divorce on children depends on a number of factors. The\u00a0degree of conflict prior to the divorce\u00a0plays a role. If the divorce means a reduction in tensions, the child may feel relief. If the parents have kept their conflicts hidden, the announcement of a divorce can come as a shock and be met with enormous resentment. Another factor that has an great impact on the child concerns\u00a0financial hardships\u00a0they may suffer, especially if financial support is inadequate. Another difficult situation for children of divorce is the position they are put into if the\u00a0parents continue to argue\u00a0and fight-especially if they bring the children into those arguments.<\/p>\n<p><strong>Short-term consequences<\/strong>:\u00a0In roughly the first year following divorce, children may exhibit some of these short-term effects:<\/p>\n<ol>\n<li><strong>Grief over losses suffered<\/strong>. The child will grieve the loss of the parent they no longer see as frequently. The child may also grieve about other family members that are no longer available. Grief sometimes comes in the form of sadness, but it can also be experienced as anger or withdrawal. Preschool-aged boys may act out aggressively while the same aged girls may become more quiet and withdrawn. Older children may feel depressed.<\/li>\n<li><strong style=\"font-size: 1rem; text-align: initial;\">Reduced Standard of Living<\/strong><span style=\"font-size: 1rem; text-align: initial;\">. Very often, divorce means a change in the amount of money coming into the household. Children experience in new constraints on spending or entertainment. School-aged children, especially, may notice that they can no longer have toys,\u00a0clothing, or other items to which they&#8217;ve grown accustomed, or it may mean that there is less eating out or cancelling satellite television, and so on. The custodial parent may experience stress at not being able to rely on child support payments or having the same level of income as before. This can affect decisions regarding healthcare, vacations, rents, mortgages and other expenditures. The stress can result in less happiness and relaxation in the home. The parent who has to take on more work may also be less available to the children.<\/span><\/li>\n<li><strong style=\"font-size: 1rem; text-align: initial;\">Adjusting to Transitions<\/strong><span style=\"font-size: 1rem; text-align: initial;\">. Children may also have to adjust to other changes accompanying a divorce. The divorce might mean moving to a new home and changing schools or friends. It might mean leaving a neighborhood that has meant a lot to them as well.<\/span><\/li>\n<\/ol>\n<p><strong>Long-Term consequences<\/strong>:\u00a0The following are some effects found after the first year of a divorce:<\/p>\n<ol>\n<li><strong>Economic\/Occupational Status<\/strong>. One of the most commonly cited long-term effects of divorce is that children of divorce may have lower levels of education or occupational status. This may be a consequence of lower income and resources for funding education rather than to divorce per se.\u00a0In those households where economic hardship does not occur, there may be no impact on education or occupational status (Drexler, 2005).<\/li>\n<li><strong style=\"font-size: 1rem; text-align: initial;\">Improved Relationships with the Custodial Parent<\/strong><span style=\"font-size: 1rem; text-align: initial;\"> (usually the mother): The majority of custodial parents are mothers (approximately 80.4 percent) and<br \/>\n19.6 percent of custodial parents are fathers,<a class=\"footnote\" title=\"Wolf, Jennifer. The Single Parent Statistics Based on Census Data. Verywell Family. Retrieved from https:\/\/www.verywellfamily.com\/single-parent-census-data-2997668.\" id=\"return-footnote-1294-3\" href=\"#footnote-1294-3\" aria-label=\"Footnote 3\"><sup class=\"footnote\">[3]<\/sup><\/a> Shared custody is on the rise, however, and shows promising social, academic, and psychological results for the children.<a class=\"footnote\" title=\"Warshak, Richard (2017). After divorce, shared parenting is best for children\u2019s health and development. Stat. Retrieved from https:\/\/www.statnews.com\/2017\/05\/26\/divorce-shared-parenting-children-health\/.\" id=\"return-footnote-1294-4\" href=\"#footnote-1294-4\" aria-label=\"Footnote 4\"><sup class=\"footnote\">[4]<\/sup><\/a><span style=\"color: #3366ff;\">\u00a0<\/span>Children from single-parent families talk to their mothers more often than children of two-parent families (McLanahan and Sandefur, 1994).\u00a0Most children of divorce lead happy, well-adjusted lives and develop stronger, positive relationships with their custodial parent (Seccombe and Warner, 2004). In a study of college-age respondents, Arditti (1999) found that increasing closeness and a movement toward more democratic parenting styles was experienced. Others have also found that relationships between mothers and children become closer and stronger (Guttman, 1993) and suggest that greater equality and less rigid parenting is beneficial after divorce (Steward, Copeland, Chester, Malley, and Barenbaum, 1997).<\/span><\/li>\n<li><strong style=\"font-size: 1rem; text-align: initial;\">Greater\u00a0emotional independence in sons<\/strong><span style=\"font-size: 1rem; text-align: initial;\">. Drexler (2005) notes that sons who are raised by mothers only develop an emotional sensitivity to others that is beneficial in relationships.<\/span><\/li>\n<li><strong style=\"font-size: 1rem; text-align: initial;\">Feeling more anxious in their own love relationships.<\/strong><span style=\"font-size: 1rem; text-align: initial;\"> Children of divorce may feel more anxious about their own relationships as adults. This may reflect a fear of divorce if things go wrong, or it may be a result of setting higher expectations for their own relationships.<\/span><\/li>\n<li><strong style=\"font-size: 1rem; text-align: initial;\">Adjustment of the custodial parent<\/strong><span style=\"font-size: 1rem; text-align: initial;\">. Furstenberg and Cherlin (1991) believe that the primary factor influencing the way that children adjust to divorce is the way the custodial parent adjusts to the divorce. If that parent is adjusting well, the children will benefit. This may explain a good deal of the variation we find in children of divorce.\u00a0Adults going though divorce should consider good self-care as beneficial to the children-not as self-indulgent.<\/span><\/li>\n<li><strong>Mental health issues<\/strong>: Some studies suggest that anxiety and depression that are common in children and adults within the first year of divorce may actually not resolve. A 15 year study by\u00a0Bohman, L\u00e5ftman, P\u00e4\u00e4ren, Jonsson (2017) (https:\/\/www.ncbi.nlm.nih.gov\/pmc\/articles\/PMC5370459\/) suggests that parental separation significantly increases the risk for depression 15 years later when depression rates were compared to matched controls. In fact, the risk of depression was related more strongly with parental conflict and parental separation than it was with parental depression!<\/li>\n<\/ol>\n<div class=\"textbox tryit\">\n<h3>Try It<\/h3>\n<p>\t<iframe id=\"lumen_assessment_16605\" class=\"resizable\" src=\"https:\/\/assessments.lumenlearning.com\/assessments\/load?assessment_id=16605&#38;embed=1&#38;external_user_id=&#38;external_context_id=&#38;iframe_resize_id=lumen_assessment_16605\" frameborder=\"0\" style=\"border:none;width:100%;height:100%;min-height:400px;\"><br \/>\n\t<\/iframe><\/p>\n<\/div>\n<h3>Sexual Abuse in Middle Childhood<\/h3>\n<p>Researchers estimate that 1 out of 4 girls and 1 out of 10 boys have been sexually abused (Valente, 2005).\u00a0The\u00a0median age for sexual abuse is 8 or 9 years for both boys and girls (Finkelhor et. al. 1990).\u00a0Most boys and girls are sexually abused by a male.\u00a0Childhood\u00a0sexual abuse\u00a0is defined as any sexual contact between a child and an adult or a much older child.\u00a0Incest\u00a0refers to sexual contact between a child and family members.\u00a0In each of these cases, the child is exploited by an older person without regard for the child&#8217;s developmental immaturity and inability to understand the sexual behavior (Steele, 1986).<\/p>\n<p>Although rates of sexual abuse are higher for girls than for boys, boys may be less likely to report abuse because of the cultural expectation that boys should be able to take care of themselves and because of the stigma attached to homosexual encounters (Finkelhor et. al. 1990).\u00a0Girls are more likely to be victims of incest and boys are more likely to be abused by someone outside the family.\u00a0Sexual abuse can create feelings of self-blame, betrayal, and feelings of shame and guilt (Valente, 2005).\u00a0Sexual abuse is particularly damaging when the perpetrator is someone the child trusts. Victims of sexual abuse may suffer from depression, anxiety, problems with intimacy, and suicide (Valente, 2005). Sexual abuse has additional impacts as well. Studies suggest that children who have been sexually abused have an increased risk of eating disorders and sleep disturbances Further, sexual abuse can lead to Post Traumatic Stress Disorder.<\/p>\n<p>Being sexually abused as a child can have a powerful impact on self-concept.\u00a0The concept of\u00a0<strong>false self-training\u00a0<\/strong>(Davis, 1999) refers to holding a child to adult standards while denying the child&#8217;s developmental needs.\u00a0Sexual abuse is just one example of false self-training.\u00a0Children are held to adult standards of desirableness and sexuality while their level of cognitive, psychological, and emotional immaturity is ignored.\u00a0Consider how confusing it might be for a 9-year-old girl who has physically matured early to be thought of as a potential sex partner.\u00a0Her cognitive,\u00a0psychological, and emotional state do not equip her to make decisions about sexuality or, perhaps, to know that she can say no to sexual advances.\u00a0She may feel like a 9-year-old in all ways and be embarrassed and ashamed of her physical development.\u00a0Girls who mature early have problems with low self-esteem because of the failure of others (family members, teachers, ministers, peers, advertisers, and others) to recognize and respect their developmental needs.\u00a0Overall, youth are more likely to be victimized because they do not have control over their contact with offenders (parents, babysitters, etc.) and have no means of escape (Finkelhor and Dzuiba-Leatherman, in Davis, 1999).<\/p>\n<div class=\"textbox tryit\">\n<h3>Try It<\/h3>\n<p>\t<iframe id=\"lumen_assessment_16606\" class=\"resizable\" src=\"https:\/\/assessments.lumenlearning.com\/assessments\/load?assessment_id=16606&#38;embed=1&#38;external_user_id=&#38;external_context_id=&#38;iframe_resize_id=lumen_assessment_16606\" frameborder=\"0\" style=\"border:none;width:100%;height:100%;min-height:400px;\"><br \/>\n\t<\/iframe><\/p>\n<\/div>\n<div class=\"textbox key-takeaways\">\n<h3>Glossary<\/h3>\n<div class=\"titlepage\">\n<dl>\n<dt>aggressive-rejected:<\/dt>\n<dd>children who are ostracized because they are aggressive, loud, and confrontational<\/dd>\n<dt>average:<\/dt>\n<dd>children who receive an average number of positive and negative nominations from their peers<\/dd>\n<dt>controversial:<\/dt>\n<dd>children who are either strongly liked or strongly disliked by quite a few peers<\/dd>\n<dt>conventional moral development:<\/dt>\n<dd>stages 3 and 4 of moral development where morality is internalized, and the concern is on society norms<\/dd>\n<dt>false self-training:<\/dt>\n<dd>holding a child to adult standards while denying the child&#8217;s developmental needs<\/dd>\n<dt>neglected:<\/dt>\n<dd>children who tend to go unnoticed but are not especially liked or disliked by their peers<\/dd>\n<dt>popular-antisocial:<\/dt>\n<dd>children who gain popularity by acting tough or spreading rumors about others<\/dd>\n<dt>popular-prosocial:<\/dt>\n<dd>children who are popular because they are nice and have good social skills<\/dd>\n<dt>post-conventional moral development:<\/dt>\n<dd>stages 5 and 6 of moral development where morality comes from personal understanding of rights and justice, regardless of whether that understanding matches societal norms<\/dd>\n<dt>pre-conventional moral development:<\/dt>\n<dd>first 2 stages of moral development where morality comes from outside the person, and the concern is on physical consequences of actions<\/dd>\n<dt>withdrawn-rejected:<\/dt>\n<dd>children who are excluded because they are shy and withdrawn<\/dd>\n<\/dl>\n<\/div>\n<\/div>\n\n\t\t\t <section class=\"citations-section\" role=\"contentinfo\">\n\t\t\t <h3>Candela Citations<\/h3>\n\t\t\t\t\t <div>\n\t\t\t\t\t\t <div id=\"citation-list-1294\">\n\t\t\t\t\t\t\t <div class=\"licensing\"><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Original<\/div><ul class=\"citation-list\"><li>Introduction to Emotional and Social Development in Middle Childhood. <strong>Authored by<\/strong>: Stephanie Loalada for Lumen Learning. <strong>Provided by<\/strong>: Lumen Learning. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><li>Modification, adaptation, and original content. <strong>Authored by<\/strong>: Stephanie Loalada for Lumen Learning. <strong>Provided by<\/strong>: Lumen Learning. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA: Attribution-ShareAlike<\/a><\/em><\/li><\/ul><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Shared previously<\/div><ul class=\"citation-list\"><li>Girls Whispering. <strong>Authored by<\/strong>: Olichel Adamovich. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/pixabay.com\/images\/id-914823\/\">https:\/\/pixabay.com\/images\/id-914823\/<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/about\/cc0\">CC0: No Rights Reserved<\/a><\/em><\/li><li>Psyc 200 Lifespan Psychology. <strong>Authored by<\/strong>: Laura Overstreet. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"http:\/\/opencourselibrary.org\/econ-201\/\">http:\/\/opencourselibrary.org\/econ-201\/<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><li>Social and Personality Development in Childhood. <strong>Authored by<\/strong>: Ross Thompson. <strong>Provided by<\/strong>: University of California, Davis. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/nobaproject.com\/modules\/social-and-personality-development-in-childhood\">https:\/\/nobaproject.com\/modules\/social-and-personality-development-in-childhood<\/a>. <strong>Project<\/strong>: The Noba Project. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">CC BY-NC-SA: Attribution-NonCommercial-ShareAlike<\/a><\/em><\/li><li>Sociometric Status. <strong>Provided by<\/strong>: Wikipedia. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/en.wikipedia.org\/wiki\/Sociometric_status\">https:\/\/en.wikipedia.org\/wiki\/Sociometric_status<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA: Attribution-ShareAlike<\/a><\/em><\/li><li>Heinz dilemma. <strong>Provided by<\/strong>: Wikipedia. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/en.wikipedia.org\/wiki\/Heinz_dilemma\">https:\/\/en.wikipedia.org\/wiki\/Heinz_dilemma<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA: Attribution-ShareAlike<\/a><\/em><\/li><li>Sexual Abuse. <strong>Provided by<\/strong>: Wikipedia. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/en.wikipedia.org\/wiki\/Child_sexual_abuse\">https:\/\/en.wikipedia.org\/wiki\/Child_sexual_abuse<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA: Attribution-ShareAlike<\/a><\/em><\/li><\/ul><div class=\"license-attribution-dropdown-subheading\">All rights reserved content<\/div><ul class=\"citation-list\"><li>Ways to Stop Bullying. <strong>Authored by<\/strong>: watchwellcast. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/youtu.be\/ynTuA_tlZDE\">https:\/\/youtu.be\/ynTuA_tlZDE<\/a>. <strong>License<\/strong>: <em>Other<\/em>. <strong>License Terms<\/strong>: Standard YouTube License<\/li><li>Heinz Dilemma - Kohlberg&#039;s stages of Moral Development (Interactive Animation). <strong>Provided by<\/strong>: RebelMangoTv. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/www.youtube.com\/watch?v=5czp9S4u26M\">https:\/\/www.youtube.com\/watch?v=5czp9S4u26M<\/a>. <strong>License<\/strong>: <em>Other<\/em>. <strong>License Terms<\/strong>: Standard YouTube License<\/li><\/ul><div class=\"license-attribution-dropdown-subheading\">Public domain content<\/div><ul class=\"citation-list\"><li>First paragraph on Middle Childhood. <strong>Provided by<\/strong>: Center for Disease Control and Prevention. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/www.cdc.gov\/ncbddd\/childdevelopment\/positiveparenting\/pdfs\/middle-childhood-6-8-w-npa.pdf\">https:\/\/www.cdc.gov\/ncbddd\/childdevelopment\/positiveparenting\/pdfs\/middle-childhood-6-8-w-npa.pdf<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/about\/pdm\">Public Domain: No Known Copyright<\/a><\/em><\/li><li>Three friends. <strong>Authored by<\/strong>: Peter Griffin. <strong>Provided by<\/strong>: Needpix. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/www.needpix.com\/photo\/download\/1328232\/people-girls-girlfriends-happy-friends-youngpeople-pre-teens-youngsters-three-friends\">https:\/\/www.needpix.com\/photo\/download\/1328232\/people-girls-girlfriends-happy-friends-youngpeople-pre-teens-youngsters-three-friends<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/about\/pdm\">Public Domain: No Known Copyright<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section><hr class=\"before-footnotes clear\" \/><div class=\"footnotes\"><ol><li id=\"footnote-1294-1\">Pearson, Bryan. My (Kid's) Generation: 5 Ways Today's Tweens Are Changing Retail. Forbes. Retrieved from https:\/\/www.forbes.com\/sites\/bryanpearson\/2016\/04\/14\/my-kids-generation-5-ways-todays-tweens-are-changing-retail\/#1011b2dd42ef <a href=\"#return-footnote-1294-1\" class=\"return-footnote\" aria-label=\"Return to footnote 1\">&crarr;<\/a><\/li><li id=\"footnote-1294-2\">Centers for Disease Control and Prevention. Stop Bullying. Retrieved from https:\/\/www.cdc.gov\/violenceprevention\/youthviolence\/bullyingresearch\/fastfact.html. <a href=\"#return-footnote-1294-2\" class=\"return-footnote\" aria-label=\"Return to footnote 2\">&crarr;<\/a><\/li><li id=\"footnote-1294-3\">Wolf, Jennifer. The Single Parent Statistics Based on Census Data. Verywell Family. Retrieved from https:\/\/www.verywellfamily.com\/single-parent-census-data-2997668. <a href=\"#return-footnote-1294-3\" class=\"return-footnote\" aria-label=\"Return to footnote 3\">&crarr;<\/a><\/li><li id=\"footnote-1294-4\">Warshak, Richard (2017). <em>After divorce, shared parenting is best for children\u2019s health and development<\/em>. Stat. 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