Description INSTANT DOWNLOAD WITH ANSWERS Experiencing the Lifespan 3rd Edition by Belsky -Test Bank Chapter 6- Essay Neither Ramona nor Judy, both age 8, are able to get along with their classmates, although they have very different personalities. The school counselor hastold the teacher that Ramona has 1. externalizing tendencies, while Judy hasinternalizing tendencies. What behaviors would you expect from Ramona and Judy? What is the self-esteem risk for each girl? Max is an exuberant child who has a very high opinion of himself and always seems to be in the 2. center of any activity, whether his teacher wants him to be there or not. Minnie thinks very little of herself and has given up trying to make good grades. Whatstepsshould their teacher take to promote realistic self-esteem in Max and Minnie? 3. Highlight the risks faced by Black children once they become attuned to the racial stereotypes about academic abilities and then devise an intervention program. A shy, anxious fourth-grade girl, a self-confident, happy child, and a child who has externalizing 4. tendencies are shocked to see their classmate run past them with an angry bird pecking her on the head. Their classmate is clearly frightened and injured by the attack. What reactions would you expect from each child? 5. Describe the developmental changes in aggression that typically occur over childhood. Todd is a 10-year-old boy who is always in trouble for hurting other children and has been 6. labeled as an “antisocial child.” A major issue is that Todd has decided that the world is out to get him, and misreads even kind acts as insults. First, identify the developmental pathway that may have made Todd the person he istoday, and then label his excessively paranoid worldview. Wendell is 2 years old; his brother Roger is 5 years old. On a family vacation, they spend time 7. playing with theirsame-age cousins. How will Wendell’s play differ from Roger’s? What isthe name for Roger’s play? 8. You have accepted a job as a counselor at a coed summer day camp for ages 6 to 10. What gender differences would you expect to see in the children’s play? 9. Sam and Logan, both fifth graders, are best friends. Describe the main characteristics or qualities that made them “best buddies” and the developmental functions of their relationship. 10. Your niece, a third grader, is a rejected child. What might be causing her problems and how might her parents intervene? Answer Key Ramona’s behaviors are as follows: excessively aggressive, impulsive, and has trouble listening and sitting still. Ramona tends to take over social situations and boss her peers around. The selfesteem danger for Ramona is she ignores her flaws and passes off any failure as other people’s fault, producing unrealistically high self-esteem. Judy’s behaviors are asfollows: anxious,shy, 1. and depressed. Judy tends to hang back in social situations and be too timid to socially interact. The self-esteem danger for Judy is she exaggerates her flaws or sees deficiencies where none exist, producing unrealistically low self-esteem. Judy in particular is at risk of “learned helplessness”—that is, deciding she is hopelessly incompetent and, as a result, not trying in important areas of life. Intervention for Max: Gently point out where he is having trouble—“It’s not working for you to barge in and take over. The kids get upset when you always must be center stage.” Then work to foster self-efficacy, by praising Max for working to control himself in these crucial areas. 2. Intervention for Minnie: Once again, work to enhance reality—“You are doing well in areas X, Y, and Z. Here is where you really are a success.” Then try to foster self-efficacy by breaking school challenges into small steps and then pointing out successes. For both children emphasize you care and, most importantly, drum in the idea, “You can succeed, if you work.” 3. Risks—not trusting positive feedback from teachers as “true” (“She is just being kind, but she really thinksI’m dumb”); lowered self-efficacy on taskssupposedly tapping into basic academic talents; deciding to turn off to school, thereby ensuring failure. Intervention: focus heavily on