12. Parents, Peers, and Social Relationships Flashcards

1
Q

What are 3 characteristics of the family system?

A

1) Heavy interdependence
2) Family functions in larger societal context
3) Dynamic nature of family relationships (changes over time)

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2
Q

Why is a family heavily interdependent?

A

Parents has important influence on child’s development, particularly in the early years
Children also influence parents, and play an active role in their own socialisation
Changes in family structure, or changes in a single member’s behaviour can affect the functioning of the entire system

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3
Q

The ecological systems perspective proposes relationships between? (2)

A

1) child and environmental systems (eg. school, family)

2) among systems themselves

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4
Q

What does it mean when families attain equilibrium (homeostasis) in their functioning?

A

They become resistant to forces of change and this can prevent family members from recognising problems, and blame all family problems on one child.

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5
Q

What kind of boundaries do well-functioning families have compared to poor-functioning families?

A

Well-functioning families have permeable boundaries that allow members to maintain satisfying relationships both within and outside the family itself.
Too rigidly bounded families may have difficulty disengaging appropriately from the family. Few positive community contacts and social support, may be more likely to perceive their children negatively and be punitive & inconsistent with them.
Note: When boundaries are too permeable, they may be vulnerable to disruptions by external forces

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6
Q

What are the 2 learning principles parents rely on to teach children social rules and roles?

A

Reinforcement – Praise or discipline children according to whether their children conform or violate rules for appropriate standards of behaviour.
Modelling – parents model behaviors they want their children to adopt
Reinforcement and punishment is used consciously while observational learning may occur by chance

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7
Q

What are the 2 dimensions of parenting patterns?

A

Emotionality

Control

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8
Q

What are the two extremes of emotionality?

A

Warm, responsive and child centred Rejecting, unresponsive, and essentially uninvolved.

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9
Q

Describe a parent-child relationship that is high on emotionality. (4)

A

1) Child will want to maintain parents’ approval, and distressed at any prospect of losing the parent’s love
2) Parental responsiveness to child’s needs
3) Children feel good about themselves, dispelling anxiety, building a sense of security and self-esteem
4) Child more likely to learn and accept and internalise parental standards

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10
Q

Describe a parent-child relationship that is low on emotionality. (4)

A

1) More focused on their own needs and wishes
2) Threat of withdrawal of love is unlikely to be an effective mechanism for socialisation
3) High levels of tension and anxiety & frequent physical punishment
4) Difficult for child to learn social rules

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11
Q

What are the 2 types of control used by parents?

A

1) Behavioural control

2) Psychological control

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12
Q

What does behavioral control entail?

A

Involves setting reasonable rules and parental use of suggestions, reasoning, and possible alternative courses of action, as well as monitoring of children’s activities.

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13
Q

What does psychological control entail?

A

Use of emotion-directed tactics (eg. guilt or shame induction, withdrawal of love or affection, ignoring or discounting a child’s feelings)
Such control often leads to low self-esteem, higher anxiety and possibly depression

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14
Q

What are the 4 types of parenting styles?

A

1) Authoritative
2) Authoritarian
3) Permissive
4) Uninvolved

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15
Q

What kind of children do authoritative parents tend to produce?

A

Correlated with energetic-friendly children
Positive emotional, social, and cognitive development
Higher self-esteem, adaptability, competence, internalized control, popularity with peers, low levels of antisocial behaviour

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16
Q

Describe the nature of authoritative parenting.

A

Not intrusive and permitted children considerable freedom
Moderate restrictiveness (reasonable limits)
Impose restrictions in areas in which they have knowledge/insight, firm with child
Expect appropriately mature behaviour from child
Responsive and attentive to child’s needs

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17
Q

What kind of children do authoritarian parents tend to produce?

A

Correlated with conflicted irritable children, who tend to be fearful, moody and vulnerable to stressors.
Children have little control over their environment and receive little gratification (feel trapped and angry)
Fearful of asserting themselves in a hostile environment
Poor academic and intellectual performance
Unfriendly and lack self-confidence, initiative and leadership in their relations with peers

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18
Q

Briefly describe authoritarian parenting.

A

Parents are rigid, power-assertive, harsh, and unresponsive to child’s needs

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19
Q

What kind of children do permissive parents produce?

A

Correlated with children’s impulsive-aggressive behaviour
Excessive lax and inconsistent discipline and encouragement of children’s free expression of impulses were associated with development of uncontrolled, non-compliant and aggressive behaviour in children.

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20
Q

What are characteristics of uninvolved parenting?

A

Parents who were indifferent or actively neglecting their children
“Motivated to do whatever is necessary to minimize the costs in time and effort of interacting with the child”
Parent-centred rather than child-centred
Focus on own needs over and above those of the child

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21
Q

What are 3 criticisms of the parenting style model?

A

1) Not establish how the components of each style contribute to their effectiveness in terms of children’s development
2) Neglect consideration of child’s temperament and behaviour.
3) Cultural and socioeconomic considerations (Authoritarian parenting and Asian cultures.) Must consider norms and values prevalent in child’s environment

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22
Q

How does the way parents manage their conflict with each other affect children?

A

Handle disagreements hostilely or aggressively → children tend to display aggressive behaviours
Fathers with angry and withdrawn style of managing disputes → greater likelihood of depression in children

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23
Q

What are the 2 types of pathways marital conflict can have on children?

A

1) direct pathway - child as actual witness to arguments. the more the arguments were about what a child has said or done,the more likely the child will show distress, shame, and self-blame
2) indirect pathway - Marital difficulties cause parents to change childrearing practices in unfamiliar ways

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24
Q

Children of which gender is more likely to suffer the effects of family disharmony? And why?

A

Boys more likely to be directly exposed to parental bickering and physical abuse than girls. Suggests parents more protective of daughters than sons, or boys behaviour may lead to greater need for discipline or greater parental disagreement

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25
Q

The effect of child temperament on parental relationship is moderated by ______.

A

strength of the original parental relationship.

Couples with stronger relationships are more able to handle such pressures

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26
Q

What are some characteristics of first-borns?

A

studious, conscientious, serious

adult-oriented, helpful, self-controlled

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27
Q

Greater expectations of first-borns may result in certain undesirable characteristics, what are they?

A

Tend to be more fearful and anxious than siblings
Experience more guilt
Face more difficulty coping alone with stressful situations
Have less self-confidence

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28
Q

What is the difference between first-borns and only children?

A

Exposed to same high level of parental demands as first-borns
But does not have to adapt to displacement and competition with siblings
Less anxious, show more personal control, maturity and leadership

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29
Q

What are some things expected from the eldest child?

A

Assume some responsibility for younger siblings
Function as tutors or supervisors of younger siblings behaviour during social interactions
Act as gatekeepers who extend or limit siblings’ opportunities to interact with other children outside the family

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30
Q

How do oldest children differ from their siblings in terms of social learning?

A

Eldest children focus on parents as main sources of social learning, while younger children use both parents and older siblings as models and teachers.

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31
Q

When introducing a new sibling to the family, what are some ways parents can reduce sibling rivalry & jealousy?

A

1) mother can continue to be responsive to older child’s needs and helps the child understand feelings of the younger child
2) Father can become more involved with first-born
3) Parents can prepare their children for the arrival of a new sibling

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32
Q

What if Theory of Mind?

A

The ability to attribute mental states to oneself and others and to understand that people have beliefs, desires, and thoughts that are different from their own.

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33
Q

Can having siblings help develop theory of mind? Did age of sibling matter?

A

Yes, children who had at least 1 sibling performed significantly better on the false-belief task. Age difference between child and sibling had no effect on performance. No difference whether sibling was older or younger.

34
Q

Which factor is one of the strongest predictors of variation in family relations and parenting dynamics?

A

social-class differences

35
Q

What are 3 ways poverty can affect children?

A

1) lower quality of home environment
- fewer resources and learning opportunities, less cognitive stimulation
2) more parent-child conflict from economic stress
Poor parents suffer more physical and emotional problems that impair their parenting abilities
3) High risk neighbourhoods characterised by social disorganisation and limited resources

36
Q

In what ways have parental roles changed in recent years?

A

1) number of working mothers have increased
growing similarity between mother and father’s role
2) greater father involvement. but childcare and domestic duties still mainly done by mother.
3) change in gender role perception by children, especially those with working mothers.

37
Q

How can nature of parents’ work affect family dynamics?

A

1) stress from work. higher stress may lead parents to withdraw from the family or vent their frustrations on children.
2) nonstandard work schedules / rotating shifts. difficult to plan time to teach children. children have poorer cognitive and language development.

38
Q

What are the likely sequence of events following a conflict-ridden divorce?

A

1st year – highly stressful; distress in both parent and child increases; troubled parent-child relationships
2nd year – Parents experience dramatic improvements in personal well-being, interpersonal functioning and family relations
3rd year – Children in stable, well-functioning single-parent households are better adjusted than children in conflict-ridden families. Can cope reasonably well.

39
Q

What are the potential problems faced by single-parent households?

A

1) Sudden increase in multiple stressors
2) diminished parenting
Mothers may become more self-involved, erratic, uncommunicative, non-supportive, and inconsistently punitive in dealing with their children. Fail to control and monitor child’s behaviour adequately
3) Child may reciprocate parents’ troubled behaviour after divorce

40
Q

What is the impact of frequent visits between the cutodial and non-custodial parent on children?

A

depends on whether the parents are still on decent terms. If they adopt a reasonably friendly attitude towawrds each other, then it can help with positive adjustment and self-control in children. If not it will disrupt their behaviour more.

41
Q

What are the benefits of remarriages?

A

Common route out of poverty

New partner can provide economic and emotional support, and help in child-rearing.

42
Q

What are some gender differences in consequences for divorce and remarriages?

A

Divorce has more adverse consequences for boys
Remarriages more difficult for girls
But child usually benefits in the long run from divorce and remarriage
Reduces stress and conflict
Lead to better functioning of custodial parent

43
Q

Why is late parenthood more linked to better parenting practices?

A

Older age of parental onset is associated with higher parenting knowledge, higher sensitivity & language stimulation. Older father – greater flexibility and freedom in balancing the demands of work and family

44
Q

What are the 4 different types of play that evolves in childhood?

A

1) Solitary play
2) Parallel play
3) Associative play
4) Cooperative play

45
Q

At what age do children show preference for same-gender peers?

A

3 years old

46
Q

At what age do children start engaging in more social and imaginative play?

A

age 2
Begins to adopt complementary behaviour (eg. taking turns, exchanging roles). Shows clear preference for peers than adult companions.

47
Q

At 0-6 months, what is an infant’s level of social development?

A

Touches and looks at another infant; cries in response to other infant’s crying

48
Q

At 6-12 months, what is an infant’s level of social development?

A

Tries to influence another baby by looking, touching, vocalising or waving

49
Q

At what age does children show a peak in imaginative play?

A

Age 6

50
Q

At what age do children engage in coordinated and successful play?

A

7 years old and above

51
Q

Describe solitary play.

A

When children play by themselves and generally ignore other children who are near

52
Q

Describe parallel play.

A

When two children play in similar activities, side by side, but do not engage one another

53
Q

Describe associative play.

A

When children play with other children in the same activity, but are not fully engaged with each other in a joint project

54
Q

Describe cooperative play.

A

Fully cooperative and reciprocal play

55
Q

How do children between ages 1-2 display an elementary form of friendship?

A

Simple give-and-take exchanges. Develop preferences for particular playmates, not just any child, a clear sign of early friendship formation. These social choices of special friends are not temporary, 50-70% of early friendships last a few years

56
Q

How does choice of gender for friends change with age?

A

Preference for same-gender peers from age 4 up to adolescence, after which cross gender friendships start to blossom again.

57
Q

What roles do peers play in socialisation? (4)

A

Modelling
Reinforcement
Social comparison
By providing opportunities for learning social skills

58
Q

How do children learn social skills through modelling?

A

acquire knowledge by observing behaviour of peers\
imitation also important for important maintaining social interaction. Child learns to become social ‘actor’ and take responsibility for themselves and their own actions

59
Q

How does reinforcement help children pick up social skills?

A

Child’s behaviour will be praised/given attention or criticised, which reinforces or discourages child’s behaviour, and likelihood of repeating the behaviour in the future.

60
Q

How can modelling and reinforcement be bad for the child?

A

‘peer pressure’ Peers can convince each other to take risks and engage in deviant behaviour.
Bullying – Older children use less pleasant techniques for securing peer compliance, such as ostracising a child from the group, or making mean comments

61
Q

Under what conditions and with what behaviours are peers or adults influential?

A
Peers more influential in: 
Styles of interpersonal behaviour 
Selection of friends 
Choices of fashion and entertainment 
Adults more influential in: 
Academic choices 
Job preferences
Future aspirations
62
Q

What is one evidence to show that friends’ influence are not as long-term as parents’ influence?

A

drinking behaviour. Adolescents whose friends and fathers drink frequently are more likely to be involved with problem drinking. 7 years later, the number of drinking friends no longer related to problem drinking, but father’s behaviour still influence child’s problem drinking.

63
Q

What are the benefits of using sociometric techniques on children to investigate peer acceptance?

A

As insiders of the group, peers see a wider range of relevant behaviours than adults. Peers have extended and varied experience with one another
Prevent any single individual’s view from dominating results

64
Q

What are the 6 classfications of children?

A

1) Popular children
2) Average children
3) Neglected children
4) Controversial children
5) Rejected children
6) Non-aggressive rejected children

65
Q

How does physical appearance play a role in peer acceptance?

A

Children expect to find positive characteristics such as friendliness, willingness to share, fearlessness and self-sufficiency in good-looking peers
Often think unattractive children are aggressive, antisocial, and mean

66
Q

In terms of gendered friendships, which kind of children are the most socially skilled?

A

Children with both cross-gender friendships and same-gender friendships are among the best-accepted and socially skilled

67
Q

Children whose friends are mainly from the opposite-gendder, what are their likely outcomes?

A

less well accepted, less skilled academically and socially, and tend to report lower self-esteem

68
Q

Explain the 2-way link between faux pas understanding and peer relations

A

1) Higher faux pas performance associated with higher

2) Peer rejection predicted relatively poorer faux pas understanding peer acceptance scores.

69
Q

What is relational victimisation?

A

The attempt by a peer to damage or control another child’s relationships with others
More likely to affect girls

70
Q

What are some harmful consequences of bullying?

A

more anxious, depressed, and lonely
More likely to be rejected by peers (lower social status)
More likely to hold negative perceptions of their own competence (low self-confidence)
Greater school adjustment problems
regular targets of victimisation frequently remain victims throughout their school years (long-term effect)
harmful effects is greater for women than men

71
Q

What kinds of children are likely to be victimised?

A

Children who unwittingly send implicit signals that they cannot and won’t defend themselves or retaliate
Children who cry easily, exhibit anxiety, and appear weak
Children who lack self-esteem and self-confidence
Children who lack a sense of humour

72
Q

What is reputational bias and how does this affect long term outcomes in victimisation?

A

Refers to the tendency of children to interpret peers’ behaviour on the basis of past encounters and feelings about these children. Possibly explains why peer rejection status is so stable over time
Reputation colours children’s interpretations of peers’ actions and helps account for the stability of behaviour over time.

73
Q

What are the 3 stages of friendship?

A
Reward-cost stage (7-9 years)
Normative stage (10-11 years)
Empathic stage (12-13 years
74
Q

Describe the reward cost stage of friendship.

A

offer help, share common activities, provide stimulating ideas, be able to join in organised play, offer judgements, be physically nearby, and be demographically similar to them.

75
Q

Describe the normative stage of friendship.

A

expect friends to accept and admire them, to bring loyalty and commitment to a friendship, and to express similar values and attitudes towards rules and sanctions

76
Q

Describe the empathic stage of friendship.

A

expect genuineness and the potential for intimacy in friends; expect friends to understand them and be willing to engage in self-disclosure, and to hold similar attitudes and values across a range of topics

77
Q

How does obligations of friendship change over time?

A

Young children viewed obligations as important so that other children will be nice to them too (reciprocate), or to keep the relationship going good
Older children viewed obligations as important because they would benefit the other person (‘because she’ll be happier if you do’), or because they define the relationship (‘that’s what friends are supposed to do’)

78
Q

What are the different goals and processes of successful frinedsship at each stage – early childhood, middle childhood, adolescence?

A

early childhood - to maximise excitement and enjoyment through play
middle childhood - to be included by peers, especially same-gender peers. concerned with the norms of the group, acceptance and inclusion.
adolescence - to understand the self. self-exploration and self-discovery. Period of intense honesty, solve problems together.

79
Q

What are cliques?

A

voluntary groups formed on the basis of friendship
Members usually are of same gender and race
By age 11, most interaction with peers is in the context of the clique
Membership in cliques enhances children’s psychological well-being and ability to cope with stress

80
Q

When do crowds begin to disband?

A

Late adolescence.

81
Q

What is a crowd?

A

A crowd is a collection of people who share attitudes or activities that define a particular stereotype (eg. jocks, brains, loners, druggies, populars, nerds) who may or may not spend much time together. Crowd affiliation is assigned by consensus of the peer group, adolescents don’t select it themselves