Characteristic of attachments
There are various characteristics of attachment between infants and their parents. The following are the key characteristic of attachments. Attachments are enduring and emotion and develop over time between the infant and parent. Attachments involve various behavior through which a child seek proximity from his or her parents when threatened or upset. Attachments are strengthened when a parent responds appropriately and sensitively when their needs are met. They develop in the first 16 to 18 months of the infant’s life with behaviors such as clinging or crying (Gödde & Engfer, 2014). During the toddler stage, attachments between the toddler and parents form an internal work model which, in return, provides the appropriate and essential framework for beliefs about their self-worth as well as how an infant can depend on parents for their needs.
Goal-corrected partnership
The goal-corrected partnership can be described as the dyadic, co-constructed process through which children and parents negotiate between the infant’s urge for self-assertion and autonomy with the caregiver’s needs through providing sensitivity and limits to the infant’s goals. Therefore, empirical evidence towards the development and emergence of goal-corrected partnership is limited (Gödde & Engfer, 2014). For instance, a toddler can find it more adaptive and flexible means through he can retain proximity with what forms attachment and also seek reassurance in any situation.
Characteristics for peer acceptance categories
Normally there are three categories of peer acceptance, but some journals and articles suggest that there are four categories. Negative categories in peer acceptance include rejected children and neglected children. The following are the characteristic of rejected students. Such children tend to have self-esteem, which is low. They have aggressive and poor behavior, and they are also passive socially with some awkwardness, which can be perceived as skittish awkwardness. The following are characteristics of neglected children. Such children feel “invisible” (Heard & Lake, 2018). Social skills of such children are developed, but they don’t interact with other children. They do well emotionally and academically. Lastly, such children have no trouble since they beliefs in themselves.
Emotional regulation and emotional competence
Emotional regulation can be described as the ability to exert control over our own emotional states. It involves behaviors like rethinking about a situation which is hard or challenging in order to reduce anxiety or anger, hiding signs of fear and sadness as well as focusing on a specific reason so as to feel calm or happy. Emotion competence, on the other hand, can be described as the basic social skills that enable us to interpret, recognize as well respond appropriately to our emotions. Both emotions are focused on social skills and how we can relate to each other. However, emotional regulation focusses more on how we can manage our emotions while emotional competence focusses on the understanding of what or who makes our emotions the most appropriate. An example of emotional regulation is a reaction towards a child who has a meltdown (Heard & Lake, 2018). You may feel amused or even angry and regulate the emotions so as to have a calm conversation with the child. An example of emotion regulation is when one rethinks of a challenging situation so as make the best choice that will have no effects on himself and others.
Children’s social networks
Children’s social networks can be described as how children interact with people who nurture them, educate them, play games with them, discipline them as well as people in employing them. Such activities do take place in networks that involve family members, friends, other kin, peers, employers, caretakers which are supposed to be within a family and also in educational centers and welfare institutions. Children’s social networks change from age-diverse and complex patterns to age-standardized and simpler ones. That is, functions and age become homogenized and streamlined in a family, and also peer groups and institutions play an essential in the networks more specifically towards the expense of families involved (Lyu & Gill, 2011). An example of function and age network is gender difference and the peers on which one belongs because of age differences. An example of a peer group network is a group of individuals having the same age group.
Selection versus socialization
Selection among children is the tendency to enthusiastically seeking out for peers or people of the same age group who has the same attitudes, beliefs as well as behaviors. Socialization is concerned with the tendency of children’s or young people’s attitudes, beliefs as well as behaviors influenced by other peers because of pressure and modeling to conform (Sears, 2011). Thus, the concept of socialization and selection among children is the tendency of people of the age to seek friends or peers who perfectly match their desires.
Shift between normal and abnormal behavior
The idea that we all shift between “abnormal” and “normal” is of physical illness, which is readily understood. Our body becomes inflamed or infected, or the body grows abnormally, or the body is affected in various ways in which such changes can only be studied conventionally. As changes in behavior occur or happen in the body, emotional or mental illnesses cause disturbances in the body as a result of feelings, thoughts, and behavior. Hence, thoughts, feelings, as well as behavior leads to functional disorders that precisely do not at all correspond to physical impairments, and that seems to be intangible-vague (Sears, 2011). The term “normal” needs a better definition. The development of adolescents faces volatile situation since there are many challenges that need to be experienced.