Psychosocial Development in Middle Childhood

Psychosocial Development in Middle Childhood

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Storyboard Description

This comic depicts a few of the various social, environmental, emotional, academic, and, to some degree, economic factors that may influence the psychosocial development of an eleven year old child (those in middle childhood) enrolled in a public school system within the United States. Topics of focus include development of self-identity (Erikson's fourth stage of psychosocial development), empathy and prosocial behavior, some aspects of familial influence on psychosocial development during middle childhood, family structure (there are no detrimental effects associated with being raised by homosexual parents or being an only child), acknowledgment of economic factors which may be detrimental to familial cohesion, possible internalization of peer influence and its effects on self-esteem, the necessary facilitation of positive peer relations and friendship, overcoming distress through resilience and the maintenance of protective factors, and the importance of eating meals together as a family on a regular basis in a warm and nurturing environment.

Storyboard Text

  • Kathleen Age: 11
  • Psychosocial Development in Middle Childhood
  • I can't believe I failed my first math test of the seventh grade!
  • "Did you know Kathleen failed the first test of the year?"
  • "Everyone knows girls can't do math haha. Good thing we got B's"
  • Internalization of Peer Influence
  • Demonstration of Empathy and Prosocial Behavior Among Peers
  • "Don't listen to them Kathleen, I used to have a hard time with math too, but the more I studied the easier it was."
  • "Thanks Sue, I appreciate the advice but what if I'm just not smart enough to do well in this class? And what will my parents think?!"
  • Effects of peer influence on Erikson's 4th stage of psychosocial development. (Industry vs. Inferiority)
  • Warm and accepting parents who consistently eat meals with the whole family. (Beneficial to Psychosocial Development)
  • "Hey Dads, I'm glad to see you're both home from work early so we can all eat together. Aside from talking to Sue, I've had a rough day."
  • "Welcome home, Kathleen. We can't wait to hear about your first day of school over dinner!"
  • "Thankfully, we were able to get out of work early so we could all be here at the same time. Not every family is so lucky."
  • "And forget about that, 'Girls can't do math.' nonsense. After dinner, we're going to read about mathematician and physicist Katherine Johnston together. She's a true role model."
  • One example of protective factors and its importance in regards to resiliency.
  • "We're sorry to hear your first day didn't go quite as well as you would have liked, but we understand and are always here for you if you'd some help."
  • (Following an alteration in Kathleen's study habits and perception of her own capabilities over the course of a few weeks)
  • "Dad, I got an A on my math test!!"
  • Facilitation of positive social relationships and cardiovascular exercise.
  • "Your father and I are so proud of you! Since you've been working so hard, we should invite your friend Sue over."
  • "Thank you so much, I'd love to go outside and play some soccer with her!"
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