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Psych B310- Human Development Study Guide Chapters 7,8,
Chapter7- Expanding Social Horizons____________ _ ____________
___Pages247-
Family Relationships
I. The family as a system
I.a. Families are rare in animal kingdom
I.b. Human children develop slowly
I.c. Families for a system of interacting and are part of a much larger system
II. Dimensions and Styles of parenting
I.d. 3 dimensions of parenting II.i. Warmth II.1. Nurturing touch, words, environment II.2. Specific components II.a. Responsiveness to childs needs II.b. Physical, emotional II.c. Notice and respond II.3. Praise the good II.d. Pos reinforce (Skinner) II.e. Honest praise II.4. Express (+) emotions to around II.f. Say “I love you” II.g. Act happy, insulate kid II.5. High=best (the more the better) II.6. Effects of high warmth II.h. Secure attachments II.i. Better soc adjustment II.j. Fewer discipline probs II.ii. Control
II.7. Limit setting enforcement II.k. Discipline, predictability II.l. Socializes child into society II.m. Good control: child feels safe, becomes moral and indep. II.n. Bad control: child feels scared, anxious, powerless, resentful, sneaky II.8. Medium= best II.o. Age-appropriate II.p. Rules for important things II.q. Don’t try to control everything II.r. Teach indep not blind obedience II.s. Teaches morals behind behavior II.9. Effective (med) control includes II.t. High expectations II.u. Realistic age appropriate! II.v. Up to age 1 very few II.w. 1+ more each year II.10. Model desired behavior II.x. Bandura Soc Learning II.i. Enforce rules consistently II.y. Consequences II.z. Known II.aa. Every time II.bb. Happens immediately II.cc. All caregivers II.dd. All age groups, even teens II.ee. Avoid conflict situations II.ff. Structure environ to keep + II.gg. Inductive reasoning II.ii. Give reasons why, moral II.iii. Simple, age appropriate II.iv. Results: >obedience, +behavior II.hh. Ineffective (bad) control
II.pp. child alone in quiet place II.qq. 1 minute per year II.rr. Not comply: time lengthens II.ss. Explain moral again after II.tt. End with “I love you” I.f. Involvement II.vi. Time spent with child II.vii. Interest in and knowledge of kid II.29. Related to good warmth, control II.30. High=best II.uu. Less impulsive, aggressive II.vv. Less substance abuse II.ww. Better life – goals I.g. Baumrinds types of parents II.viii. Authoritative (coach) II.31. Med control II.32. High warmth II.33. Encourages age approp indep II.34. Dialogue about rules but parent has last word! II.ix. Authoritarian (military) II.35. Very high in control II.36. Low in warmth II.37. Value order, obedience II.38. Not interest in teaching indep II.x. Indulgent or permissive (best friend) II.39. Low in control II.40. High in warmth II.41. Want to be childs friend II.xi. Indifferent- uninvolved II.42. Low in control II.43. Low in warmth II.44. Don’t care
II.xii. Best outcome for majority of kids II.xiii. Authoritative II.45. Good relationships II.46. Happier, higher self esteem II.47. Age approp indep II.48. Soc competence II.49. Better behavior I.h. Worst II.xiv. Indifferent uninvolved II.50. Drugs crime
I. Variations associated with culture
I.a. General aim is to make children a contributing member of culture
I.b. China- emotional restraint is key to family harmony
I.c. Low economic status are usually more controlling
II. Parental behavior
I.d. Direct instruction is the best approach- telling a child what to do, when, and why
I.e. Coaching
I.f. Counter imitation- learning what should not be done by observing the behavior
I.g. Feedback- giving feedback to their children indicate whether it is appropriate or not
II.i. Reinforcement is any action that increases the likelihood of the response that it
follows
II.ii. Punishment is any action that discourages the recurrent of the response that it
follows
II.iii. Negative reinforcement trap is unwittingly reinforcing a behavior you want to
discourage
III. Influences of the Marital System
I.h. Chronic parental conflict is harmful to children
II.iv. More prone to chronic disease
II.v. More prone to aggression and being withdrawn
IV. Children contributions
I.i. Age- parenting changes as children grow
I.j. Temperament and behavior- temperament affects how a parent will act toward the child
I.r. Three quarters of a million children experience abuse
II.xvi. 75% are neglected
II.xvii. 15% are abused physically
II.xviii. 5% maltreated psychologically
I.s. Contributes to abuse
II.xix. Cultural standing on physical punishment
II.xx. Poverty
II.xxi. Social isolation
I.t. Effects
II.xxii. Permanent physical damage
II.xxiii. Social and emotional development effected
II.xxiv. Lower grades, behavioral problems
II.xxv. More likely to be abuses themselves
IX. Resilience- a person ability to respond adaptively and resourcefully to new situations
Peers
I. (^) Friendship- voluntary relationship between two people involving mutual liking I.a. Co-rumination- conversation about one personal problems I.b. At all ages friendship includes I.i. Similarity (hemophilia) I.1. Activities and interests I.2. Sex I.3. Age I.4. Maybe ethnicity I.5. Grades I.ii. “climate of agreement” I.6. (^) Mutual liking I.7. More help, praise, gifts I.8. Few conflicts
I.9. Teasing/attaching more common I.10. Conflict management I.a. Break off arguments I.b. Impt for stability I.iii. Proximity I.11. Parents choice I.iv. Stability I.12. Pretty stable unless I.c. Move I.d. Change schools I.c. Change in Adolescence I.v. 1 st^ emphasis on psych intimacy I.13. Disclosure of feelings, worries, secrets I.14. Required trust I.vi. Intimacy’s risks I.15. Betrayed of confidence I.16. Friends might leave I.vii. Small sex dif appears I.17. Girls report more P intimacy I.18. Girls/woman want more I.e. Adults, too I.d. Benefits (correlations I.viii. Elementary: one close friends I.19. Less loneliness I.ix. Kids & teens : one “high quality” I.20. Higher self esteem I.21. Better soc skills II. Peer Groups I.e. Clique: small group of close friends I.x. Tend to do what friends do
I.xvi. Reflect money/edu (SES) I.xvii. Differ in prestige (jock highest) I.xviii. Rel on self esteem (burnout lowest) I.xix. Rel to depression (burnout highest) I.xx. Rel on loneliness (brain highest) I.xxi. May differ for I.36. Certain schools I.37. Ethnic groups III. Social status I.g. Measure by : sociometrics I.xxii. Peer nominations I.38. All kids in class I.m. Choose who like to play with I.n. Choose who like to avoid I.xxiii. Each kid gets two scores I.39. Social preference I.o. Liked or disliked I.p. Compare + to – I.q. 15+, 10- = SP score of + I.40. Social impact/ social prominence I.r. Noticed or unnoticed I.s. How many nominations I.t. 25 I.xxiv. Type of social status I.41. Popular I.u. Many pos noms I.v. Hi SP and SI/P I.42. Rejected I.w. Many neg noms I.x. Low SP/ and hi SI/P
I.43. Neglected I.y. Few overall noms I.z. Very low SI/P so no SP I.44. Controversial I.aa. Many noms, both pos & neg I.bb. Medium SP hi SI/P I.h. Characteristics I.xxv. Sociometrically popular I.45. Most are pro social I.cc. Good at school I.dd. Friendly, out going, helpful I.ee. Get along with adults I.ff. Follow rules I.gg. Good soc skills I.46. Few are anti social I.hh. Cool but mean streak I.ii. Emphasis on physical (athlete, nice clothes) I.jj. Disrespect rules and adults I.kk. Poor grades I.ll. Good soc skills I.47. Rejected I.mm. Most are aggressive III.i. Disruptive III.ii. Low grades III.iii. Interpret soc sits differently, assume hostile III.iv. Poor soc skills III.v. Not lonely III.vi. Teased I.nn. Few are super withdrawn III.vii. So anxious they act weird
I.c. 10% of youth get hooked on video games
