Video A: “Teachers in Bronx Make House Calls” (6:52)
OR: The video link is embedded below. Please click to watch (internet access needed).
Article B: “Where Kids Are in Crisis” (or see PDF file)
Video C: “Restorative Justice at Oakland’s Fremont High” (6:21)
Article D: “What Happens When You Stop Arresting Kids for Throwing Skittles” (or see PDF file)
(Note: This article is the same basic topic as Video C and is interesting, but OPTIONAL to read.)
Questions to answer:
- Article A: According to Erik Erikson’s psychosocial stage theory of Middle Childhood (Chapter 8), which stage are these children in? Why is school success important for them at that age?
- Article A: The school described in this article requires all children to wear a very basic uniform. Using the definitions of social comparison and self-esteem, how could the uniform policy help these children?
- Article A: The school contract that each child signs includes a sentence, “I will ask for help when I need it and offer help to others.” Why is metacognition (Chapter 7) necessary for a child to be able to ask for help?
- Article B: Does this article deal more with family structure or family function? How do you know? From Chapter 8, which of those two concepts is a more accurate predictor of family stability? Why?
- Article B: Think of the Chapter 8 definitions of bully-victims, aggressive-rejected, and withdrawn-rejected children. What might be happening in a child’s life for a child to become a bully-victim? (Please use all three concepts in your answer. It sounds complicated, but it’s actually an answer we already know. Hint: A real-life example in recent news has been school shooters.)
- Article B: What is resilience? (Chapter 8) What was the one independent variable (Chapter 1) that the researchers found that did improve children’s resilience?
- Video C/Article D: How does theory of mind (from Chapter 5 about preschool children) help the youth in this video to be able to make progress in managing their own behaviors? (Note that Video C shows younger teens, but it also relates to middle childhood.)
- Video C/Article D: Think of the definition of metacognition (Chapter 7) and your answer to the question just above. In what way does metacognition also matter for the psychosocial domain? (Listen to how the teens explain their thoughts.)
- EXTRA CREDIT: How do the programs described in Video C/Article D help youth to mature from the level of pre-conventional moral reasoning to the conventional level (or maybe even post-conventional)? (See Kohlberg’s theory in Chapter 8.) Give examples from the video and/or article of “before” and “after.”