Experiencing the Lifespan 3rd Edition by Belsky -
n n n n n n n
Test Bank n
Chaptern6-nEssay
NeithernRamonannornJudy,nbothnagen8,narenablentongetnalongnwithntheirnclassmates,nalthoughnthe
ynhavenveryndifferentnpersonalities.nThenschoolncounselornhasntoldnthenteachernthatnRamonanhasn1.nexter
nalizingntendencies,nwhilenJudynhasninternalizingntendencies.nWhatnbehaviorsnwouldnyounexpectnfromnRa
monanandnJudy?nWhatnisnthenself-esteemnrisknforneachngirl?
n
n
Maxnisnannexuberantnchildnwhonhasnanverynhighnopinionnofnhimselfnandnalwaysnseemsntonbeninnthe
ncenternofnanynactivity,nwhethernhisnteachernwantsnhimntonbentherenornnot.nMinnienthinksnverynlittlen2.nofn
herselfnandnhasngivennupntryingntonmakengoodngrades.nWhatnstepsnshouldntheirnteacherntakentonpromoten
realisticnself-esteemninnMaxnandnMinnie?
n
n
HighlightnthenrisksnfacednbynBlacknchildrennoncentheynbecomenattunedntonthenracialnstereotypesn
3.
aboutnacademicnabilitiesnandnthenndevisenanninterventionnprogram.
n
n
Anshy,nanxiousnfourth-gradengirl,nanself-
confident,nhappynchild,nandnanchildnwhonhasnexternalizingntendenciesnarenshockedntonseentheirnclassmat
enrunnpastnthemnwithnannangrynbirdnpeckingnhernonn4.nthenhead.nTheirnclassmatenisnclearlynfrightenednan
dninjurednbynthenattack.nWhatnreactionsnwouldnyounexpectnfromneachnchild?
n
n
5. Describenthendevelopmentalnchangesninnaggressionnthatntypicallynoccurnovernchildhood.
n
n
Toddnisnan10-year-
oldnboynwhonisnalwaysninntroublenfornhurtingnothernchildrennandnhasnbeennlabelednasnann“antisocialnchild.
”nAnmajornissuenisnthatnToddnhasndecidednthatnthenworldnisnoutnton6.ngetnhim,nandnmisreadsnevennkindnact
,snasninsults.nFirst,nidentifynthendevelopmentalnpathwaynthatnmaynhavenmadenToddnthenpersonnhenisntoda
y,nandnthennlabelnhisnexcessivelynparanoidnworldview.
n
n
Wendellnisn2nyearsnold;nhisnbrothernRogernisn5nyearsnold.nOnnanfamilynvacation,ntheynspendntimen
7. playingnwithntheirnsame-
agencousins.nHownwillnWendell’snplayndiffernfromnRoger’s?nWhatnisnthennamenfornRoger’snplay?
n
n
Younhavenacceptednanjobnasnancounselornatnancoednsummerndayncampnfornagesn6nton10.nWh
atn8.ngenderndifferencesnwouldnyounexpectntonseeninnthenchildren’snplay?
n
n
SamnandnLogan,nbothnfifthngraders,narenbestnfriends.nDescribenthenmainncharacteristicsnorn
9.
qualitiesnthatnmadenthemn“bestnbuddies”nandnthendevelopmentalnfunctionsnofntheirnrelationship.
n
n
Yournniece,nanthirdngrader,nisnanrejectednchild.nWhatnmightnbencausingnhernproblemsnandnhown
10.
mightnhernparentsnintervene?
n
n
n
AnswernKey
n
Ramona’snbehaviorsnarenasnfollows:nexcessivelynaggressive,nimpulsive,nandnhasntroublenlisteningn
andnsittingnstill.nRamonantendsntontakenovernsocialnsituationsnandnbossnhernpeersnaround.nThensel
festeemndangernfornRamonanisnshenignoresnhernflawsnandnpassesnoffnanynfailurenasnothernpeople’
snfault,nproducingnunrealisticallynhighnself-
esteem.nJudy’snbehaviorsnarenasnfollows:nanxious,nshy,n
1. andndepressed.nJudyntendsntonhangnbackninnsocialnsituationsnandnbentoontimidntonsociallyninteract
.nThenself-
, esteemndangernfornJudynisnshenexaggeratesnhernflawsnornseesndeficienciesnwherennonenexist,npro
ducingnunrealisticallynlownself-esteem.nJudyninnparticularnisnatnrisknofn“learnednhelplessness”—
thatnis,ndecidingnshenisnhopelesslynincompetentnand,nasnanresult,nnotntryingninnimportantnareasnof
nlife.
InterventionnfornMax:nGentlynpointnoutnwherenhenisnhavingntrouble—
“It’snnotnworkingnfornyountonbargeninnandntakenover.nThenkidsngetnupsetnwhennyounalwaysnmustnb
encenternstage.”nThennworkntonfosternself-
efficacy,nbynpraisingnMaxnfornworkingntoncontrolnhimselfninnthesencrucialnareas.n
2. InterventionnfornMinnie:nOncenagain,nworkntonenhancenreality—
“YounarendoingnwellninnareasnX,nY,nandnZ.nHerenisnwherenyounreallynarenansuccess.”nThenntryntonfos
ternself-
efficacynbynbreakingnschoolnchallengesnintonsmallnstepsnandnthennpointingnoutnsuccesses.nFornbo
thnchildrennemphasizenyouncarenand,nmostnimportantly,ndrumninnthenidea,n“Youncannsucceed,nifny
ounwork.”
3. Risks—
notntrustingnpositivenfeedbacknfromnteachersnasn“true”n(“Shenisnjustnbeingnkind,nbutnshenreallynth
inksnI’mndumb”);nlowerednself-
efficacynonntasksnsupposedlyntappingnintonbasicnacademicntalents;ndecidingntonturnnoffntonschool,
ntherebynensuringnfailure.nIntervention:nfocusnheavilynonn
pointingnoutnthenMANYnBlacknacademicnrolenmodels—
particularlynthosenwhontriumphednovernadversitynthroughoutnhistorynandninnourncontemporaryns
ociety.
Reactionnfromnshy,nanxiousnchild:nMaynrunnawaynornbenparalyzednbynfear,nasnexcessivenempathyn
andnfeelingsnofnincompetencenwillnpreventnhernfromnmakingnanprosocialnresponse.nReactionnfro
mnself-
confident,nhappynchild:nAptntontakenactionntoncomfortnthenchildnandnactivelyntakenstepsnton
4. help,nasnshencannfeelnsympathynplusnbenconfidentnaboutnhernabilityntonactneffectively.nReactionnfr
omnchildnwithnexternalizingntendencies:nMaynignorenornpossiblynlaughnatnthenclassmate,nasnshenis
nunablentonfeelnthenempathyn(andnthennmusternthensympatheticnreaction)ncrucialninndecidingntona
ctninnanprosocialnway.
Fromnitsnlifenpeaknaroundnagen2,nasnchildrenngetnolder,nratesnofnaggressionndeclinenandnwoundsnt
on“thenself”nbecomensalientnprovocationsnfornaggressivenacts.nAlso,nasnchildrennmovenintonelementarynsc
hool,novertnaggressionn(hitting,nyelling,nandnscreaming)nisnreplacednbynmoren5.nindirectnmodes.nInnparticu
lar,nduringnlatenelementarynschoolnandnmiddlenschool,nrelationalnaggression—
spreadingnrumors,nteasing,nandnactingntondestroynrelationships—becomesnespeciallyncommon.
Toddnmaynhavenbeennannexuberantnand/orndifficultntoddler,nwhoseninabilityntoncontrolnhimselfnp
rovokednharshndisciplinenfromnhisnparents.nConstantlynbeingnspanked,nyellednat,nandntoldnhenwas
“impossible”nledntonclear-cutnexternalizingnsymptomsnduringnpreschool.nThen,nearlyninn
6. elementarynschool,nTodd’snaggressive,nout-of-
controlnbehaviorncausednhimntonbenrejectednbynhisnpeersnandnteachers,nfurthernamplifyingnhisnho
, stility,ngettingnhimndefinednasnannantisocialnchild,nandncausingnhimngenerallyntonthinkn“thenworldn
isnoutntongetnme.”nThennamenfornTodd’snparanoidnworldviewnisnanhostilenattributionalnbias.
Wendellnwillnjustnrunnaroundnornfightnoverntoys;natnanminimum,nhenwillnplayninnanparallelnuniverse
n
7. fromnthatnofnhisncousins.nRogernwillnmakenupnpretendnscenariosnandntrulynrelatentonhisncousinsnas
nhenplays.nRoger’snplaynstylenisncalledncollaborativenpretendnplay.
Thenboysnwillnbenmorenovertlyncompetitive,nbossy,nandnplayninnlargerngroups.nTheynalsonwillnrunna
roundnmoren(andnreallynenjoynfightingnwithneachnother!).nThenboysnwillnplaynwithnclassicallynmale
ntoys.nThengirlsnwillnprefernquieternactivities,nrelatenmorenone-to-
one,nandntendntonnegotiatenandn
8. interactninnanmorencollaborativenway.nThengirlsnmaynplaynwithnmorenclassicallynfemalentoysnsuchn
asnBarbiendolls.nWhilensomengirlsnwillnenjoynmalentoys,nifntheyntryntoncrossnthengenderndividenandn
joinnall-
boyngroups,ntheynmayngetnanharshnreception.nMoreover,nifnanboynenjoysngirlntoysnandnprefersnton
playnmainlynwithngirls,nhenwillnbensociallynscorned.
SamnandnLogannarenaptntonhavensimilarninterests,nenjoyneachnothernasnpeople,nandnalsonsupportn
onenanothernandnbenloyal.nThisnfriendshipnisnteachingnthenboysnthenimportancenofnloyaltynandn
9. support,nasnwellnasnhowntonnegotiatenandngetnalongnasnequals.nIt’sntrainingnthemninnthencorenskill
sninvolvedninnhavingnadultnrelationships,nandnofferingnthemnprotectionnasntheynventurenoutnintonl
ife.nWhennthenboysnargue,ntheynwillnbenmotivatedntoncompromisentonpreserventheirnbond.
10. Yournniecenmaynbenincrediblynsociallynanxious,nhavenexternalizingnproblems,nornmaynsimplynbenv
eryndifferentnfromnherngroup.nIfnthenchildnisnsociallynanxious,nconnectnhernwithnanfriend.nIfnthenchi
ldnhasnexternalizingnproblems,nprovidenannurturingnenvironmentnandnresistnthentendencyntonspa
nk,nscream,norndefinenthenchildnasn“bad.”nIfnthenissuenisnsimplynbeingnunlikenthengroup,nonenpossi
bilitynisntonmovenyournniecentonanothernschoolnornandifferentnclass,nwherenshenmightnbenmoreninn
“sync”nwithnhernpeers.
Chaptern6-nFill-in-the-Blank
1. Childrennwhonarenespeciallyntimidnandnself-consciousnhaven________ntendencies.
n
n
2. Childrennwhonarenhighlynaggressivenandndisruptivenhaven________ntendencies.
n
n
AccordingntonEriknErikson,nthendevelopmentalntasknofnearlynchildhoodnisn________,nwhilenthatnofn
3.
n n n n n n n
Test Bank n
Chaptern6-nEssay
NeithernRamonannornJudy,nbothnagen8,narenablentongetnalongnwithntheirnclassmates,nalthoughnthe
ynhavenveryndifferentnpersonalities.nThenschoolncounselornhasntoldnthenteachernthatnRamonanhasn1.nexter
nalizingntendencies,nwhilenJudynhasninternalizingntendencies.nWhatnbehaviorsnwouldnyounexpectnfromnRa
monanandnJudy?nWhatnisnthenself-esteemnrisknforneachngirl?
n
n
Maxnisnannexuberantnchildnwhonhasnanverynhighnopinionnofnhimselfnandnalwaysnseemsntonbeninnthe
ncenternofnanynactivity,nwhethernhisnteachernwantsnhimntonbentherenornnot.nMinnienthinksnverynlittlen2.nofn
herselfnandnhasngivennupntryingntonmakengoodngrades.nWhatnstepsnshouldntheirnteacherntakentonpromoten
realisticnself-esteemninnMaxnandnMinnie?
n
n
HighlightnthenrisksnfacednbynBlacknchildrennoncentheynbecomenattunedntonthenracialnstereotypesn
3.
aboutnacademicnabilitiesnandnthenndevisenanninterventionnprogram.
n
n
Anshy,nanxiousnfourth-gradengirl,nanself-
confident,nhappynchild,nandnanchildnwhonhasnexternalizingntendenciesnarenshockedntonseentheirnclassmat
enrunnpastnthemnwithnannangrynbirdnpeckingnhernonn4.nthenhead.nTheirnclassmatenisnclearlynfrightenednan
dninjurednbynthenattack.nWhatnreactionsnwouldnyounexpectnfromneachnchild?
n
n
5. Describenthendevelopmentalnchangesninnaggressionnthatntypicallynoccurnovernchildhood.
n
n
Toddnisnan10-year-
oldnboynwhonisnalwaysninntroublenfornhurtingnothernchildrennandnhasnbeennlabelednasnann“antisocialnchild.
”nAnmajornissuenisnthatnToddnhasndecidednthatnthenworldnisnoutnton6.ngetnhim,nandnmisreadsnevennkindnact
,snasninsults.nFirst,nidentifynthendevelopmentalnpathwaynthatnmaynhavenmadenToddnthenpersonnhenisntoda
y,nandnthennlabelnhisnexcessivelynparanoidnworldview.
n
n
Wendellnisn2nyearsnold;nhisnbrothernRogernisn5nyearsnold.nOnnanfamilynvacation,ntheynspendntimen
7. playingnwithntheirnsame-
agencousins.nHownwillnWendell’snplayndiffernfromnRoger’s?nWhatnisnthennamenfornRoger’snplay?
n
n
Younhavenacceptednanjobnasnancounselornatnancoednsummerndayncampnfornagesn6nton10.nWh
atn8.ngenderndifferencesnwouldnyounexpectntonseeninnthenchildren’snplay?
n
n
SamnandnLogan,nbothnfifthngraders,narenbestnfriends.nDescribenthenmainncharacteristicsnorn
9.
qualitiesnthatnmadenthemn“bestnbuddies”nandnthendevelopmentalnfunctionsnofntheirnrelationship.
n
n
Yournniece,nanthirdngrader,nisnanrejectednchild.nWhatnmightnbencausingnhernproblemsnandnhown
10.
mightnhernparentsnintervene?
n
n
n
AnswernKey
n
Ramona’snbehaviorsnarenasnfollows:nexcessivelynaggressive,nimpulsive,nandnhasntroublenlisteningn
andnsittingnstill.nRamonantendsntontakenovernsocialnsituationsnandnbossnhernpeersnaround.nThensel
festeemndangernfornRamonanisnshenignoresnhernflawsnandnpassesnoffnanynfailurenasnothernpeople’
snfault,nproducingnunrealisticallynhighnself-
esteem.nJudy’snbehaviorsnarenasnfollows:nanxious,nshy,n
1. andndepressed.nJudyntendsntonhangnbackninnsocialnsituationsnandnbentoontimidntonsociallyninteract
.nThenself-
, esteemndangernfornJudynisnshenexaggeratesnhernflawsnornseesndeficienciesnwherennonenexist,npro
ducingnunrealisticallynlownself-esteem.nJudyninnparticularnisnatnrisknofn“learnednhelplessness”—
thatnis,ndecidingnshenisnhopelesslynincompetentnand,nasnanresult,nnotntryingninnimportantnareasnof
nlife.
InterventionnfornMax:nGentlynpointnoutnwherenhenisnhavingntrouble—
“It’snnotnworkingnfornyountonbargeninnandntakenover.nThenkidsngetnupsetnwhennyounalwaysnmustnb
encenternstage.”nThennworkntonfosternself-
efficacy,nbynpraisingnMaxnfornworkingntoncontrolnhimselfninnthesencrucialnareas.n
2. InterventionnfornMinnie:nOncenagain,nworkntonenhancenreality—
“YounarendoingnwellninnareasnX,nY,nandnZ.nHerenisnwherenyounreallynarenansuccess.”nThenntryntonfos
ternself-
efficacynbynbreakingnschoolnchallengesnintonsmallnstepsnandnthennpointingnoutnsuccesses.nFornbo
thnchildrennemphasizenyouncarenand,nmostnimportantly,ndrumninnthenidea,n“Youncannsucceed,nifny
ounwork.”
3. Risks—
notntrustingnpositivenfeedbacknfromnteachersnasn“true”n(“Shenisnjustnbeingnkind,nbutnshenreallynth
inksnI’mndumb”);nlowerednself-
efficacynonntasksnsupposedlyntappingnintonbasicnacademicntalents;ndecidingntonturnnoffntonschool,
ntherebynensuringnfailure.nIntervention:nfocusnheavilynonn
pointingnoutnthenMANYnBlacknacademicnrolenmodels—
particularlynthosenwhontriumphednovernadversitynthroughoutnhistorynandninnourncontemporaryns
ociety.
Reactionnfromnshy,nanxiousnchild:nMaynrunnawaynornbenparalyzednbynfear,nasnexcessivenempathyn
andnfeelingsnofnincompetencenwillnpreventnhernfromnmakingnanprosocialnresponse.nReactionnfro
mnself-
confident,nhappynchild:nAptntontakenactionntoncomfortnthenchildnandnactivelyntakenstepsnton
4. help,nasnshencannfeelnsympathynplusnbenconfidentnaboutnhernabilityntonactneffectively.nReactionnfr
omnchildnwithnexternalizingntendencies:nMaynignorenornpossiblynlaughnatnthenclassmate,nasnshenis
nunablentonfeelnthenempathyn(andnthennmusternthensympatheticnreaction)ncrucialninndecidingntona
ctninnanprosocialnway.
Fromnitsnlifenpeaknaroundnagen2,nasnchildrenngetnolder,nratesnofnaggressionndeclinenandnwoundsnt
on“thenself”nbecomensalientnprovocationsnfornaggressivenacts.nAlso,nasnchildrennmovenintonelementarynsc
hool,novertnaggressionn(hitting,nyelling,nandnscreaming)nisnreplacednbynmoren5.nindirectnmodes.nInnparticu
lar,nduringnlatenelementarynschoolnandnmiddlenschool,nrelationalnaggression—
spreadingnrumors,nteasing,nandnactingntondestroynrelationships—becomesnespeciallyncommon.
Toddnmaynhavenbeennannexuberantnand/orndifficultntoddler,nwhoseninabilityntoncontrolnhimselfnp
rovokednharshndisciplinenfromnhisnparents.nConstantlynbeingnspanked,nyellednat,nandntoldnhenwas
“impossible”nledntonclear-cutnexternalizingnsymptomsnduringnpreschool.nThen,nearlyninn
6. elementarynschool,nTodd’snaggressive,nout-of-
controlnbehaviorncausednhimntonbenrejectednbynhisnpeersnandnteachers,nfurthernamplifyingnhisnho
, stility,ngettingnhimndefinednasnannantisocialnchild,nandncausingnhimngenerallyntonthinkn“thenworldn
isnoutntongetnme.”nThennamenfornTodd’snparanoidnworldviewnisnanhostilenattributionalnbias.
Wendellnwillnjustnrunnaroundnornfightnoverntoys;natnanminimum,nhenwillnplayninnanparallelnuniverse
n
7. fromnthatnofnhisncousins.nRogernwillnmakenupnpretendnscenariosnandntrulynrelatentonhisncousinsnas
nhenplays.nRoger’snplaynstylenisncalledncollaborativenpretendnplay.
Thenboysnwillnbenmorenovertlyncompetitive,nbossy,nandnplayninnlargerngroups.nTheynalsonwillnrunna
roundnmoren(andnreallynenjoynfightingnwithneachnother!).nThenboysnwillnplaynwithnclassicallynmale
ntoys.nThengirlsnwillnprefernquieternactivities,nrelatenmorenone-to-
one,nandntendntonnegotiatenandn
8. interactninnanmorencollaborativenway.nThengirlsnmaynplaynwithnmorenclassicallynfemalentoysnsuchn
asnBarbiendolls.nWhilensomengirlsnwillnenjoynmalentoys,nifntheyntryntoncrossnthengenderndividenandn
joinnall-
boyngroups,ntheynmayngetnanharshnreception.nMoreover,nifnanboynenjoysngirlntoysnandnprefersnton
playnmainlynwithngirls,nhenwillnbensociallynscorned.
SamnandnLogannarenaptntonhavensimilarninterests,nenjoyneachnothernasnpeople,nandnalsonsupportn
onenanothernandnbenloyal.nThisnfriendshipnisnteachingnthenboysnthenimportancenofnloyaltynandn
9. support,nasnwellnasnhowntonnegotiatenandngetnalongnasnequals.nIt’sntrainingnthemninnthencorenskill
sninvolvedninnhavingnadultnrelationships,nandnofferingnthemnprotectionnasntheynventurenoutnintonl
ife.nWhennthenboysnargue,ntheynwillnbenmotivatedntoncompromisentonpreserventheirnbond.
10. Yournniecenmaynbenincrediblynsociallynanxious,nhavenexternalizingnproblems,nornmaynsimplynbenv
eryndifferentnfromnherngroup.nIfnthenchildnisnsociallynanxious,nconnectnhernwithnanfriend.nIfnthenchi
ldnhasnexternalizingnproblems,nprovidenannurturingnenvironmentnandnresistnthentendencyntonspa
nk,nscream,norndefinenthenchildnasn“bad.”nIfnthenissuenisnsimplynbeingnunlikenthengroup,nonenpossi
bilitynisntonmovenyournniecentonanothernschoolnornandifferentnclass,nwherenshenmightnbenmoreninn
“sync”nwithnhernpeers.
Chaptern6-nFill-in-the-Blank
1. Childrennwhonarenespeciallyntimidnandnself-consciousnhaven________ntendencies.
n
n
2. Childrennwhonarenhighlynaggressivenandndisruptivenhaven________ntendencies.
n
n
AccordingntonEriknErikson,nthendevelopmentalntasknofnearlynchildhoodnisn________,nwhilenthatnofn
3.
