9 - Parenting and the Family Flashcards

1
Q

7 components of parenting

A

N MMM LTD

Nurturance
- showing warmth, responding to needs

Discipline
- explaining and providing appropriate punishment

Teaching
- asking teaching questions

Language
- age appropriateness

Materials
- what materials are provided by the parent to support the child’s play

Monitoring
- awareness of where the child is and what they’re doing

Managing
- routines, planning for the future

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2
Q

2 primary dimensions of parental behaviour

A

Emotionality (warmth)
- responsive and child-centred
> or rejecting, uninvolved

Control
- being demanding, restricting their behaviour
> or being permissive and undemanding

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3
Q

4 parenting styles

A

Authoritative
- high control, high warmth

Authoritarian
- high control, low warmth

Permissive
- low control, high warmth

Uninvolved
- low control, low warmth

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4
Q

Which parenting style has the worst outcome in certain contexts?

A

Authoritarian

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5
Q

Which parenting style has the best outcome in most contexts?

A

Authoritative

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6
Q

Which parenting style has poor outcomes in most contexts?

A

Uninvolved

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7
Q

Authoritarian

A

> don’t rely on discussion
harsh
children tend to be more dependent
public yelling / spanking

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8
Q

Permissive

A

> don’t often discipline their children
like to meet the children’s needs
children seem to be less mature and less independent
more likely to have high self-esteem, but also behavioural problems

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9
Q

Authoritative

A

> set guidelines but flexible
positive feedback instead of punishment
child tends to do well
child encouraged to be autonomous but are given rules

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10
Q

Uninvolved

A

> don’t interact much with their child
occurs sometimes when the parent has their own problems
children tend to be susceptible to peer pressure

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11
Q

Limitations of the Parenting Style Approach

A
  • does not take into account the impact on the parents
    > child’s temperament and behaviours
    > physical and social neighbourhood
    > cultural practices
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12
Q

Parenting and socioeconomic group

A
  • in low socioeconomic groups, there is higher frequency of forbidding language
    > also less positive feedback
  • because parenting is adapted to the contextual environment, i.e. a bad neighbourhood
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13
Q

Ecological Systems approach to parenting

A
  • interpreting parenting style in the light of cultural and contextual factors
    > i.e. socio-economic status and cultural values
  • family seen as an ecosystem, where each element interacts (interdependent system)
    > child affects family members and vice versions
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14
Q

Ecological Systems view on families

A
> tend to attain homeostasis 
  \+ an optimal paradigm of functioning for the kid
 > have boundaries but are adaptable
 > use routines
 > well functioning 
  • Parents’ socialisation of the children
    > conscious and systematic socialisation with them, beginning at birth
    > social roles reinforced by modelling
    > promotes child’s social life and activities
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15
Q

School Readiness

A
  • is a child emotionally, cognitively and behaviourally ready to engage in a school environment in an optimal fashion
    > biggest predictor of adult success
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16
Q

Ecological Systems perspective on family development

A
  • Development is the relationship between people and their environments
    > cannot evaluate a child’s development only in the immediate environment
  • instability and unpredictability in modern family life is the most destructive force in a child’s development
    > children that move a lot or have parents who act unpredictably tend to have persistent adjustment problems
    > children without strong primary relationships will find affirmation in inappropriate places, particularly in adolescence
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17
Q

Four layers of relationships that influence a child’s development

A
  • Microsystem
  • Mesosystem
  • Exosystem
  • Macrosystem

Microsystem
- Variables that the child is directly exposed to
> relationships: family, school, neighbours, religious institutions
+ family is the most influential
> environment
> child’s body
+ general health
+ brain functioning, physiological and psychological
+ emotions and Cognitive systems

  • most of the child’s behaviour is learned here
  • consists of bidirectional influences
    > parents actively shape the development of the child
    > child actively shapes their own environment
    + we self-select into environments that suit our genotype

Mesosystem
- interconnections between the elements of the microsystem
> interactions between family and teachers
> relationship between child’s peers and family

Ecosystem
- Institutions of society that directly affect a child’s development
> parent’s workplace
> quality of school
> neighbourhood
- impacts a child’s development by influencing structures in the microsystem

Macrosystem
- Cultural Context
- provides values and customs within a culture
> influences parenting style, and teachers
> may be conscious or unconscious
- influences societal values and legislation provided by a society to help families function
- influences the interactions of all other layers (micro/meso/eco)

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18
Q

Direct and indirect effects of parental conflict for the child

A

> direct = child witnesses argument
indirect = parents change their behaviours as a result of the argument

  • sometimes highly conflictual parents can use the child in the argument
    > can be very detrimental to the child, and is poor modelling or behaviour and conflict management
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19
Q

Effects of parental conflict on different sexes

A
  • boys are more affected by family disharmony than girls
  • boys are more likely exposed to parental arguments
  • children can also impact parental relationships if they are Temperamentally difficult
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20
Q

Child effect on parenting style

A

> child traits encourage a particular parenting style

> less cooperative children encourage an authoritarian style

21
Q

Effect of feedback loops on parenting style

A

> bidirectional relationships

- can be negative or positive loop

22
Q

Interactionist view on parenting

A
  • biological predisposition is correlated with parenting
23
Q

Patterson’s Coercive Model of parenting

A
  • Caregiver negative control can impact child non-compliance
  • Child non-compliance can influence caregiver negative control

Negative Cycle

  • cycles may begin when a child reacts with anger or resistance to a caregivers request
  • can evoke anger from the caregiver
  • often intensifies, and this coercive cycle can escalate
  • children learn a pattern of relating within the family that could carry over to interactions outside the family such as peers and teachers
    > when coercive interactions dominate within the family, child conduct problems can stabilise throughout development and can generalise to other contexts
24
Q

Effect of maternal hormone levels on the child’s gender role

A

Hormonal levels in the mother during pregnancy can have effects on the gender role and identity developed in a child
- i.e. higher levels of testosterone associates with wanting to play with boy-oriented toys

25
``` Birth Order Effects: Resource Theory Confluence Theory Interactionist View Sibling Differentiation Stereotype Thread Effect ```
Birth Order Effect: - the order of child birth is associated with declining intelligence - Resource Theory > the larger the family, the fewer the resources go into each child - Confluence Theory > in larger families, the intellectual climate drops because the first-born is exposed to a primarily adult-centred discourse (different intellectual environment) > later children are exposed to both child and adult centred discourse - Interactionist View > other factors like socioeconomic factors will modulate the order effect + resource theory becomes more pronounced when there's fewer resources Sibling Differentiation - Younger siblings may attempt Sibling Differentiation - Stereotype Thread Effect > people perform in intelligence tests in ways influenced by their self perception (of intelligence)
26
Characteristics of the Birth order effect (stereotypes)
- First Born > most likely to take a leadership position > orderly idea of how the world works > sensitivity to being 'dethroned' by younger siblings - Youngest Child > may feel less capable, and a bit pampered by parents > may develop manipulative skills - Middle Child > feels rejected > may develop particularly good social skills to prevent being ignored - Only Child > advantage of full attention > constant scrutiny and control
27
Effect of Siblings on Theory of Mind
- children with siblings have more advanced theories of mind early on - this effect evens out later
28
Sibling Conflict and Parental Expectations
Sibling Conflict - new child born, older sibling tends to act jealous - siblings with high levels of conflict can amplify each others hostility which can reduce social skills outside of the house - adoption studies show children benefit from being raised separately from their siblings if there is pronounced sibling conflict Parental Expectations - older siblings shape parental expectations for younger children
29
Moderating Sibling Conflicts test
Results: - siblings showed better conflict resolution skills - less negativity in conflict - nuanced assessment of blame - greater ability of theory of mind Test: - parents were trained to use formal mediation procedures to help them intervene in sibling conflicts - mediation / control groups
30
Effect of Family Structure on Child Development - Single Parent - Same-sex Parents - Divorce - Changing Family - Marital Transitions
Single Parent - associated with worse outcomes (not necessarily causal) Same-sex Parents - no negative outcomes documented Divorce - 40% of children experience divorce > cultural influence + some cultures are more allowed to divorce ``` Changing Family - divorce and single-parent household > negative effects of divorce + stress + custodial mother's role as a single adult + children's adjustment to divorce > positive effects + children become happier if they were exposed to distress within the marriage ``` Marital Transitions - children in remarried families > resistance to stepparents > can be positive and negative influences
31
Child Abuse
- most common in young children, under 3y | - perpetuated more often by females, except sexual abuse which is more likely perpetuated by the father
32
Cycles of Abuse
- violence begets violence > abused children show higher levels of abuse to their own children + this is not necessarily a true rule
33
4 acts of Child Maltreatment
- Physical Abuse - Emotional Abuse - Sexual Abuse - Neglect
34
Emotional Abuse
- failure to provide developmentally appropriate environment | - child fails to establish a full range of emotional and social competencies
35
Sexual Abuse
- involvement of a child in sexual activity that they do not fully comprehend or is not able to give consent to, and violates the laws of the society
36
Neglect
- failure to provide for a child in all domains > physical and mental health > education > nutrition, shelter
37
Patterns seen in families across all maltreatment types
> environment of coercion and abuse of power > lower levels of prosocial behaviour and verbal communication > undervaluing of children > deviant affective displays > maternal intrusiveness and non-responsiveness
38
Cognitive Adaptations to maltreatment - defensiveness - hypervigilance - dissociation
- defensive structure in relation to trauma (PTSD) > hyper vigilance, cognitive distortions - Hypervigilance = constant scanning of environment and development of ability to detect subtle variations in it > can be transposed to others (trauma attachments) - Dissociation > altered level of self-awareness in an effort to escape an upsetting feeling + psychological escape
39
Social and emotional adjustments to maltreatment
- maltreated children often suffer from low self-esteem, self-blame, negative affect towards self - greater risk of peer rejection > longer maltreatment occurs, the greater the likelihood of rejection > maybe because of a tendency to engage in coercive aggressive interactions with peers as a result of abuse and poor modelling
40
Emotion regulation in maltreated children
- ability to modify, redirect and control emotions - maltreated children engage in efforts to avoid control or suppress emotion - modulation difficulties > extreme depressive reactions and intense angry outbursts - internalising behaviour problems > anxiety and depression
41
Effect of Physical abuse on child's appraisals of others
- Physically abused children tend to be inaccurate in their appraisals of others > see anger more often in ambiguous scenarios
42
Child maltreatment and risky behaviours
- increased likelihood to engage in a greater array of risky behaviours - certain types of maltreatment are associated with a greater number of sexual partners and heavier alcohol consumption - adult survivors of traumatic abuse are likely to engage in substance abuse, criminal and antisocial disorders, and eating disorders
43
Child maltreatment and peer rejection
- chronic maltreatment is associated with higher levels of aggressive behaviour (modelling, gene-environment correlations) - social withdraw is associated with peer rejection
44
At what age do babies become responsive to their peers?
6 months
45
Relational Victimisation
> attempt by a peer to control or damage a child's relationship with other + talking behind someones back / social media
46
Consequences of peer rejection
- children report feeling lonelier - poor achievement in school - school avoidance - higher risk of depression when older - higher risk of being bullied when older - peer status can change
47
Long-term effects of child maltreatment
- many children become well-functioning adults - some suffer serious psychological distress - maltreating parents may fail to produce opportunities for positive social interaction for their children - children who experienced a lack of parental supervision were less likely to be accepted by peers > tendency to engage in unskilled or aggressive behaviour
48
Development of Frienship
- reciprocity and commitment - young children view obligations very importantly - females of all ages are more likely to be concerned with > emotional resistance > stressing reasons to benefit others Developmental patterns of friendship - 3-7: goal of peer interaction is play - 8-12: acceptance by same-gender peers - 13-17: goal of understanding the self > negative gossip is most salient social process > gossip is often a way of settling group norms
49
Possible buffers to maltreatment
- best friends are likely to increase self esteem and act as a positive role model