{"id":3819,"date":"2018-07-21T20:59:58","date_gmt":"2018-07-22T00:59:58","guid":{"rendered":"https:\/\/www.amyork.ca\/academic\/zz\/?p=3819"},"modified":"2019-05-25T22:08:07","modified_gmt":"2019-05-26T02:08:07","slug":"13-social-and-personality-development-in-middle-childhood","status":"publish","type":"post","link":"https:\/\/www.amyork.ca\/academic\/zz\/child-psychology\/13-social-and-personality-development-in-middle-childhood\/","title":{"rendered":"Social and Personality Development in Middle Childhood"},"content":{"rendered":"<h3>Social and Personality Development in Middle Childhood<\/h3>\n<ul>\n<li>The Developing Self<\/li>\n<li>Psychosocial Development in Middle Childhood: Industry Versus Inferiority<\/li>\n<\/ul>\n<p>\uf0d8 According to Erik Erikson, middle childhood encompasses the industry\u00adversusinferiority stage, the period from ages 6 to 12 characterized by a focus on efforts to attain competence in meeting the challenges presented by parents, peers, school, and the other complexities of the modern world.<\/p>\n<ul>\n<li>Understanding One\u2019s Self: A New Response to \u201cWho Am I?\u201d<\/li>\n<li>The Shift in Self\u00adUnderstanding From the Physical to the Psychological\n<ul>\n<li>During middle childhood, children begin to view themselves less in terms of external physical attributes and more in terms of psychological traits. Whereas before, they may have described themselves in terms of height and physical abilities, now they are focusing more on psychological differences between themselves and others.\u00a0 This is because they are more capable of abstract thinking than younger children \u2013 so their descriptions of the self become more abstract. o Children realize they are good at some things and not so good at others.\u00a0 Their self\u00adconcepts tend to fall into 4 main categories:\n<ul>\n<li>Academic self\u00adconcept \u2013 their abilities in different subjects<\/li>\n<li>Social self\u00adconcept \u2013 how they relate to their peers and other significant people in their lives<\/li>\n<li>Emotional self\u00adconcept \u2013 the different emotional states they experience, and their control over those states<\/li>\n<li>Physical self\u00adconcept \u2013 their personal appearance and physical abilities<\/li>\n<\/ul>\n<\/li>\n<li>Social Comparison\n<ul>\n<li>Children use social comparison, comparing themselves to the abilities, expertise, and opinions of others. When we are trying to measure our abilities in some area, we tend to compare ourselves to others who are similar.\u00a0 If I want to know if I\u2019m good at yoga, I\u2019m not going to compare myself to the instructor \u2013 I\u2019m going to use other students to make those comparisons.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>o There are 2 kinds of social comparisons<\/p>\n<ul>\n<li>Upward social comparisons \u2013 comparing ourselves to someone better than we are on a particular skill. I might compare myself to one of the better students, to give myself something to reach for.<\/li>\n<li>Downward Social Comparisons \u00ad Sometimes children make downward social comparisons with others who are obviously less competent or successful to raise or protect their self\u00adesteem. I\u2019m not a particularly graceful person, so I might compare myself to someone who\u2019s just starting, so I can feel better about myself.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>Self\u00adEsteem: Developing a Positive\u2014or Negative\u2014View of Oneself<\/p>\n<ul>\n<li>Children in these years are developing self\u00adesteem\u2014judgments about themselves as being good or bad overall, and in particular arenas. Whereas self\u00adconcepts are more dispassionate, fact\u00adbased evaluations, self\u00adesteem tends to be more emotionbased.\u00a0 Obviously, our different evaluations of the self can affect our overall sense of self\u00adesteem; however, not all evaluations are considered equally important.\u00a0 For example \u2013 I have the grace of a deranged rhino.\u00a0 However, I don\u2019t really put a lot of emphasis on physical ability, so that negative self\u00adconcept doesn\u2019t really affect my overall sense of self\u00adesteem.<\/li>\n<li>Change and Stability in Self\u00adEsteem\n<ul>\n<li>Self\u00adesteem develops in important ways during middle childhood. Children increasingly compare themselves to others.<\/li>\n<li>Children are developing their own standards.<\/li>\n<li>Self\u00adesteem becomes differentiated. Earlier in childhood, our sense of selfesteem is fairly global.\u00a0 If we feel good about ourselves, we tend to think we\u2019re good in all different areas.\u00a0 The same is true for if we feel bad about ourselves.\u00a0 But in middle childhood, we start to differentiate our different selfconcepts, and rate ourselves in different areas.<\/li>\n<li>For most children, self\u00adesteem increases during middle childhood. We tend to see a drop in self\u00adesteem around age 12.\u00a0 They are leaving the relative safety of elementary school, and entering middle\/junior high schools.\u00a0 Classes are becoming more difficult, and they are usually introduced to more different types of kids \u2013 social situations become more difficult.<\/li>\n<li>One\u2019s self\u00adesteem, good or bad, can become part of a self\u00adfulfilling prophecy.<\/li>\n<li>Children with low self\u00adesteem may become enmeshed in a cycle of failure that is difficult to break. If I think I\u2019m stupid, I don\u2019t try as hard in class.\u00a0 If I don\u2019t try, I don\u2019t do well.\u00a0 If I don\u2019t do well, it validates my feeling that I\u2019m stupid.<\/li>\n<li>Kids w\/ high self\u00adesteem are more likely to keep trying when they experience adversity. Because they keep trying, they are more likely to succeed, which validates their higher sense of self\u00adesteem.<\/li>\n<li>Using authoritative child\u00adrearing practices may help break the cycle of low\u00adself\u00adesteem. If you show your kid that you value them, that you love them, but that you still have high expectations for their performance, they tend to live up to those standards.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>\uf0d8 Race and Self\u00adEsteem<\/p>\n<ul>\n<li>Early research showed that the self\u00adesteem of minority groups was lower than that of majority groups due to prejudice and discrimination. However, more recent research shows that it\u2019s not that simple.<\/li>\n<\/ul>\n<p>o Social identity theory suggests that if minority members feel that the discrimination and prejudice against their group can change, and if they blame society instead of themselves for that discrimination and prejudice, their self\u00adesteem will not be affected by their minority status.<\/p>\n<ul>\n<li>Relationships: Building Friendship in Middle Childhood<\/li>\n<li>Stages of Friendship: Changing Views of Friends<\/li>\n<\/ul>\n<p>\uf0d8 Friendships are becoming more important to kids as they move into middle childhood, partly because the nature of friendships starts to change.<\/p>\n<ul>\n<li>Friendships influence children\u2019s development in several ways. o Friends provide information about the world and other people. o Friends provide emotional support and help kids to handle stress. o Friends teach children how to manage and control their emotions. o Friends teach about communication with others. o Friends foster intellectual growth. o Friends allow children to practice relationship skills.<\/li>\n<\/ul>\n<ul>\n<li>Stage 1: Basing Friendship on Others\u2019 Behaviors\n<ul>\n<li>Ages 4\u20137<\/li>\n<li>Children see friends as like themselves.<\/li>\n<li>Children see friends as people to share toys and activities with. They basically consider anyone they spend a good deal of time with to be a friend.<\/li>\n<li>Children do not take into account personal traits \u2013 they are paying more attention to overt behaviors.<\/li>\n<\/ul>\n<\/li>\n<li>Stage 2: Basing Friendship on Trust\n<ul>\n<li>Ages 8\u201310<\/li>\n<li>Children now begin to take others\u2019 personal qualities and traits into consideration.<\/li>\n<li>Friends are viewed in terms of the kinds of rewards they provide.<\/li>\n<li>Friendships are based on mutual trust. Kids take whether or not someone is trustworthy very seriously. In Stage 1, disagreements could be smoothed over by continuing to play with each other.\u00a0 Breaches of trust will require discussion and a formal apology to heal the relationship.<\/li>\n<\/ul>\n<\/li>\n<li>Stage 3: Basing Friendship on Psychological Closeness\n<ul>\n<li>Ages 11\u201315<\/li>\n<li>Friendships become based on intimacy and loyalty. Mutual disclosure makes friends feel closer to one another.<\/li>\n<li>Friendships involve some level of exclusivity. We start to form groups of people we consider our friends, which excludes others from that circle.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li>Individual Differences in Friendship: What Makes a Child Popular?\n<ul>\n<li>Children\u2019s friendships typically sort themselves out according to popularity. It\u2019s almost like SES \u2013 if you\u2019re rich, your friends tend to be rich.\u00a0 If you\u2019re popular, your friends tend to be popular.\u00a0 If you\u2019re unpopular, your friends tend to be unpopular.<\/li>\n<li>More popular children are likely to form cliques, groups that are viewed as exclusive and desirable.<\/li>\n<li>More popular children tend to interact with a greater number of other children.<\/li>\n<\/ul>\n<\/li>\n<li>What Personal Characteristics Lead to Popularity\n<ul>\n<li>Popular children have social competence, the collection of individual social skills that permit individuals to perform successfully in social settings. If you are particularly awkward in your social interactions with others, you aren\u2019t likely to make that many friends.<\/li>\n<li>Social Problem\u00adSolving Abilities<\/li>\n<li>Social problem\u00adsolving refers to the use of strategies for solving social conflicts in ways that are satisfactory both to oneself and to others.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>o Kenneth Dodge suggests that kids go through 6 stages when trying to solve a social problem.<\/p>\n<ul>\n<li>They recognize a problematic event<\/li>\n<li>They analyze the social cues that come with the problematic event<\/li>\n<li>They formulate a goal of how they would like the problematic event to be resolved<\/li>\n<li>They formulate strategies on how to reach this goal<\/li>\n<li>They evaluate the potential success of each of the strategies they came up with<\/li>\n<li>They pick the best strategy and then enact the behavior<\/li>\n<\/ul>\n<p>Kids who are better at these steps tend to be more popular.\u00a0 Unpopular children tend to exhibit a\u00a0 hostile attributional bias. He explained that children with this bias tended to search for evidence of hostility directed at them (often on the defensive and appearing to be initially hostile themselves) and due to self\u00adfulfilling prophecy generally found it\u00ad supporting their initial and often erroneous bias.<\/p>\n<ol>\n<li>Gender and Friendships: The Sex Segregation of Middle Childhood<\/li>\n<\/ol>\n<p>\uf0d8 Avoidance of the opposite sex becomes very pronounced during middle childhood.<\/p>\n<ul>\n<li>Children\u2019s friendships are almost entirely sex\u00adsegregated. In a lot of cultures, this is due to differing requirements and expectations for the genders.\u00a0 But even when gender roles are not as strictly enforced, this gender segregation still exists.<\/li>\n<li>When the sexes interact it is called \u201cborder work,\u201d is has romantic overtones<\/li>\n<\/ul>\n<p>\u2013 like threatening to kiss each other.\u00a0 It helps emphasize the clear boundaries between the sexes.<\/p>\n<ul>\n<li>The nature of boys\u2019 and girls\u2019 friendships is different. o Boys have larger networks of friends than girls do.\n<ul>\n<li>Boys have a strict dominance hierarchy, which is composed of rankings that represent the relative social power of those in a group hierarchy.<\/li>\n<li>Boys attempt to maintain and improve their status in the hierarchy, which makes for a style of play known as restrictive play where interactions are interrupted when status is challenged. All play stops while the boys work out their status \u2013 usually, with some sort of physical confrontation.<\/li>\n<li>Girls focus on one or two \u201cbest friends\u201d of relatively equal status. They aren\u2019t focusing on the dominance hierarchy that boys consider important.<\/li>\n<li>Conflicts among girls are solved by compromise, ignoring the situation, or giving in. Their goal is to smooth over the problem, and get interactions back to normal.<\/li>\n<li>Girls, however, can be confrontational with other girls not their friends or with boys.<\/li>\n<li>Girls\u2019 language is less confrontational and direct than boys\u2019. Boys tend to demand or make flat statements (Give me that ball), whereas girls tend to be more diplomatic (Would you like to trade dolls for a while?)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li>Cross\u00adRace Friendships: Integration In and Out of the Classroom<\/li>\n<\/ul>\n<p>\uf0d8 Cross\u00adRace Friendship appears to change when children reach the age of 11 or 12. Before this time, we play together in a pretty color\u00adblind way, unless our parents are particularly racist.<\/p>\n<ul>\n<li>This is when most African American children are more aware of prejudice and discrimination and tend to form ingroups \u2013 groups we see ourselves as belonging to and outgroups \u2013 groups we do not feel we belong to<\/li>\n<\/ul>\n<p>.<\/p>\n<ul>\n<li>Research shows that ongoing integration efforts by schools in promoting equal\u00adstatus interactions among members of different racial groups can lead to improved understanding, mutual respect and acceptance, and a decreased tendency to stereotype.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>Bullies<\/p>\n<p>\uf0d8 About 160,000 U.S. schoolchildren stay home from school each day because they are afraid of being bullied. o Eighty percent of boys and 85 percent of girls report being harassed at some point during middle school.<\/p>\n<p>o About 10\u201315 percent of students bully others at one time or another.<\/p>\n<ul>\n<li>Kids who are frequent victims of bullies tend to be loners, passive, cry easily, and lack the social skills to defuse a bullying situation.\n<ul>\n<li>Half of all bullies come from abusive homes, tend to watch more television violence, and misbehave more at home and at school than do non\u00adbullies. They are also more likely to commit crimes as adults.\u00a0 They tend to show little remorse when confronted about their bullying.<\/li>\n<li>Bullying can be stopped by teaching victims some specific strategies, like refusing to engage when provoked, speaking up when bullied, or talking with adults to get help with persistent bullying<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>III. The Family<\/p>\n<ol>\n<li>Families: The Changing Home Environment<\/li>\n<\/ol>\n<p>\uf0d8 Middle childhood is a period of coregulation, a transition stage during which children and parents jointly control the children\u2019s behavior.<\/p>\n<ul>\n<li>One of the basic challenges facing children and their parents is to navigate the independence that increasingly characterizes children\u2019s behavior during middle childhood.<\/li>\n<li>During this period, children move from being almost completely controlled by their parents to increasingly controlling their own destinies. Parents are issuing fewer specific orders \u2013 they are moving more towards general ideas of behavior. It will be up to the kids to make more specific decisions in their daily lives.\u00a0 They are spending more of the day away from their parents, with their friends and peers.\u00a0 They are more in control over their social interactions.<\/li>\n<\/ul>\n<ol>\n<li>Family Life<\/li>\n<\/ol>\n<p>\uf0d8 During middle\u00adchildhood, children spend significantly less time with their parents, but parents remain major influences in their children\u2019s\u2019 lives.<\/p>\n<ul>\n<li>Siblings, an important influence on children during middle childhood, can provide support, companionship, and a sense of security, but they can also be a source of strife.<\/li>\n<\/ul>\n<p>o De\u00adidentification: the desire to be different from an older sibling.\u00a0 I know all about this one \u2013 my older brother was not a very dedicated student.\u00a0 Teachers often got very frustrated with him, because they knew he was intelligent, but didn\u2019t perform up to his potential.\u00a0 I am a born applepolisher \u2013 as a child, I really thrived on approval from adults.\u00a0 So when I got to teachers who had previously taught my brother, I went out of my way to show that we were very dissimilar.<\/p>\n<ul>\n<li>Sibling rivalry \u2013 siblings competing with each other or just generally fighting, can be intense when siblings are similar in age and gender. As a parent, try to not make this worse.\u00a0 Parents often intensify sibling rivalry by comparing siblings to each other. \u00a0Don\u2019t do that.\u00a0 They are individuals.\u00a0 o Sibling relationships, especially cross\u00adgender ones, tend to improve later in life.\u00a0 My brother and I can now have whole conversations without descending into an argument.\u00a0 Sure, it takes a lot of concentration, and I think it\u2019s probably shortened my lifespan, but at least Thanksgiving is easier to get through.<\/li>\n<li>Only children miss out on the benefits siblings can bring, but they are as welladjusted as children with brothers and sisters. Because they tend to spend more time in the company of adults, they may show some intellectual advantages, particularly in vocabulary.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li>When Both Parents Work Outside the Home: How Do Children Fare?\n<ul>\n<li>Like most things, this depends on how it\u2019s handled. As long as parents make appropriate arrangements for childcare, and give their kids lots of love and attention when they are home, their kids are likely to be fine.<\/li>\n<li>Self\u00adcare children who fend for themselves after school may develop independence and a sense of competence and contribution. We used to call them latchkey kids.\u00a0 I was a latchkey kid in elementary school.\u00a0 I walked home about 20 blocks by myself, went into the house, usually fixed a snack, did my homework, and then played outside.\u00a0 It made me feel grownup and proud.<\/li>\n<li>The good adjustment of children whose mothers and fathers both work relates to the psychological adjustment of the parents, especially the mothers.<\/li>\n<li>Mothers satisfied with their lives tend to be nurturing toward their children.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Mothers are especially likely to feel guilty about working.\u00a0 Keep in mind that your child\u2019s emotional adjustment will depend a great deal on your own emotional adjustment.\u00a0 If working gives you a sense of purpose and pride, and your kid is well\u00adtaken care of when you aren\u2019t there, you have nothing to feel bad about.\u00a0 Studies show that girls whose mothers work outside the home tend to have higher levels of self\u00adesteem than girls whose mothers don\u2019t work outside the home.\u00a0 If you feel good about yourself, your child is more likely to feel good about themselves.<\/p>\n<ul>\n<li>Divorce<\/li>\n<\/ul>\n<p>\uf0d8 Immediately after a divorce, the effects on children in the middle childhood years can be serious depending on the financial condition of the family and the hostility level between spouses before the divorce.\u00a0 You tend to see the worst effects of divorce, like acting out, depression, drops in school performance, in the first 6 months to 2 years after the divorce.\u00a0 On average, it lasts about a year.<\/p>\n<p>A lot of the negativity can be traced to a significant drop in income.\u00a0 Most kids of divorce end up living with their mother.\u00a0 Women tend to make less money than their husbands.\u00a0 Even with child support (which may or may not be paid), there is usually a significant drop in income.\u00a0 That adds stress to the household.<\/p>\n<p>Also, kids can feel stuck between their parents.\u00a0 You really shouldn\u2019t run down your ex in front of your kids.\u00a0 Saying bad things about their mother or father is basically saying bad things about the kids.\u00a0 And definitely DO NOT use your kids as a mini\u00adtherapist \u2013 that is just messed up.\u00a0 Go get a real therapist.<\/p>\n<ul>\n<li>If you are the non\u00adcustodial parent, you need to maintain a strong presence in your child\u2019s life. A lot of non\u00adcustodial parents try to make their time with their kids fun, and they overdo it.\u00a0 They turn into \u201cUncle Dad\u201d or \u201cBest friend Mom\u201d, instead of maintaining the proper authority.<\/li>\n<\/ul>\n<p>To avoid fights, you need to sit down together as adults and come to some agreements about continuity of rules and expectations between the households.\u00a0 It is not fair to just be the fun parent as the non\u00adcustodial parent.\u00a0 Don\u2019t make the custodial parent be the \u201cbad guy\u201d who enforces rules \u2013 you both need to agree on and enforce rules in both households.<\/p>\n<ul>\n<li>During the early stage of middle childhood, children tend to blame themselves for the breakup. You need to make it very clear, more than once, that it\u2019s not their fault.<\/li>\n<li>After 18 months to 2 years, most children return to their pre\u00addivorce psychological adjustment.<\/li>\n<li>Twice as many children of divorced parents require psychological counseling as do children from intact families.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li>Single \u00adParent Families\n<ul>\n<li>For some children, living in a home with an unhappy marriage that is high in conflict has stronger negative consequences than a divorce.<\/li>\n<li>Almost one quarter of all children under 18 in the United States live with only one parent.\n<ul>\n<li>Numbers are higher for minority children.<\/li>\n<li>In the majority of cases, the single parent is the mother.<\/li>\n<li>The consequences of living in a single parent home depend on: o Whether the other parent ever lived at home;\n<ul>\n<li>Economic status;<\/li>\n<li>The amount of time the parent spends with the child; o The degree of stress in the household.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li>Multigenerational Families\n<ul>\n<li>Some households consist of several generations, in which children, parents, and grandparents live together.<\/li>\n<li>The presence of multiple generations in the same hours can make for a rich living experience for children.<\/li>\n<li>However, it is important that all the adults agree on expectations and rules. Grandparents should not undermine parents.<\/li>\n<\/ul>\n<\/li>\n<li>Blended Families\n<ul>\n<li>Blended families \u2013 a remarried couple that has at least one stepchild. They present challenges to the child but can also offer opportunities for increased social interaction.\n<ul>\n<li>Living in a blended family involves role ambiguity, in which roles and expectations are unclear. I was the peacemaker in my family.\u00a0 When there was a fight, I often tried to smooth it over.\u00a0 If all of the sudden there was another peacemaker in the house, I might feel threatened.<\/li>\n<li>School\u00adage children often adjust relatively smoothly to a blended family. o Financial status of family improves o More people to share household chores o More social interaction and attention<\/li>\n<li>Not all children adjust well. If I was used to having Mom all to myself, I may really resent this new guy who wants me to call him Dad.\u00a0 A lot of that depends on how old the child is when the blended family is formed.\u00a0\u00a0 If the child is still an infant, that\u2019s now your kid, too.\u00a0 But if the child is a teenager, they will often resent a step\u00adparent who is pushy.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li>Two Moms, Two Dads: How Do Children Fare With Gay and Lesbian Parents?<\/li>\n<\/ul>\n<p>\uf0d8 Estimates range from 1 to 5 million families headed by two same\u00adsex partners (or spouses in an increasing number of states), suggesting that some 6 million children have gay\/lesbian parents in the United States. \uf0d8 Children of same\u00adsex parents experience<\/p>\n<ul>\n<li>Less abuse than those of heterosexual parents<\/li>\n<li>The same numbers and types of friends as those with heterosexual parents<\/li>\n<li>Behavior no more or less\u00adgender\u00adtyped State of being well\u00adadjusted<\/li>\n<li>Adolescent romantic relationships and sexual behavior that is no different from those of adolescents living with opposite\u00adsex parents<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li>Race and Family Life<\/li>\n<\/ul>\n<p>\uf0d8 African American families often have a strong sense of family.<\/p>\n<p>Supportive extended family o High number of single mothers makes extended family support critical.<\/p>\n<ul>\n<li>High proportion of grandmother\u00adheaded households: Well adjusted children<\/li>\n<\/ul>\n<p>\uf0d8 Hispanic families often stress importance of family life.<\/p>\n<ul>\n<li>Child taught to value family ties and religious organizations.<\/li>\n<li>Supportive extended family<\/li>\n<li>Hispanic families tend to be large with an average size of 3.71 compared to Caucasian 2.97 and African American 3.31.<\/li>\n<\/ul>\n<p>\uf0d8 Asian American families usually have the father as a powerful figure<\/p>\n<ul>\n<li>Collectivist values<\/li>\n<\/ul>\n<ol>\n<li>Poverty and Family Life<\/li>\n<\/ol>\n<p>\uf0d8 Regardless of race, poorer families have few resources.<\/p>\n<ul>\n<li>Parental stress may cause less attention to children\u2019s needs.<\/li>\n<li>Little social support<\/li>\n<li>Often live in unsafe neighborhoods<\/li>\n<li>Children at risk o Poor academic performance<\/li>\n<\/ul>\n<p>o Higher rates of aggression and conduct problems o Risk of mental health problems<\/p>\n<ol>\n<li>Group Care: Orphanages in the 21st Century\n<ul>\n<li>The term <em>orphanage<\/em> has been replaced by group home or residential treatment center, which refer to group homes used for youngsters whose parents are no longer able to care for them adequately.<\/li>\n<li>About three\u00adfourths of children in group care are victims of neglect and abuse.<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n","protected":false},"excerpt":{"rendered":"<p>Social and Personality Development in Middle Childhood The Developing Self Psychosocial Development in Middle Childhood: Industry Versus Inferiority \uf0d8 According to Erik Erikson, middle childhood encompasses the industry\u00adversusinferiority stage,&hellip; <a class=\"continue\" href=\"https:\/\/www.amyork.ca\/academic\/zz\/child-psychology\/13-social-and-personality-development-in-middle-childhood\/\">Continue Reading<span> Social and Personality Development in Middle Childhood<\/span><\/a><\/p>\n","protected":false},"author":4,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[97],"tags":[],"_links":{"self":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/3819"}],"collection":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/comments?post=3819"}],"version-history":[{"count":3,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/3819\/revisions"}],"predecessor-version":[{"id":4767,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/3819\/revisions\/4767"}],"wp:attachment":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/media?parent=3819"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/categories?post=3819"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/tags?post=3819"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}