Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

MOTIVATION (Psychology) > Active Parenthood Exam 1 > Flashcards

Active Parenthood Exam 1 Flashcards

You may prefer our related Brainscape-certified flashcards:
Psychology 101 flashcards GRE® Psychology flashcards AP® Psychology flashcards
1
Q

Developmental Characteristics

A
  1. Rapid Cycling through Moods: Unpredictable and Challenging Behavior
  2. Continuing Identity Exploration: Experimentation with personality, peers and appearance
  3. Beginning Concern with Others’ Thoughts: General defensiveness due to strong feelings of self consciousness
  4. Developing Capacity for Critical Analysis: Constant analysis and critique of family members
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Today’s Newer Stressors

A
  • To be sexually active at a younger age
  • STD’s and STI’s
  • Sexual Harassment and Rape issues
  • Increased pressure to try drugs and alcohol at younger ages
  • Greater risk of being a victim of a violent crime
  • Greater amount of single parents and step-families
  • Greater pressure towards gang involvement
  • More families in which both parents work outside of the home
  • Increased exposure to mass media and advertising
  • Greater dangers among the internet
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

The Purpose of Parenting

A

To PROTECT and PREPARE children and teens to SURVIVE and THRIVE in the kind of society in which they will live.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Qualities of a Democracy

A
  • Courage
  • Responsibility
  • Cooperation
  • Self-Esteem
  • Desire to Learn
  • Problem solving skills
  • Decision making skills
  • Technological ability
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

The Top 4 Qualities to Instill

A
  • Courage
  • Responsibility
  • Cooperation
  • Self-Esteem
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Workplace Skills for the 21st Century

A

Leadership, Negotiation and Teamwork, High Self-Esteem for goal setting and motivation, Creative thinking and problem-solving abilities, Communication skills, Reading, Writing, Math and a general ability to learn

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

3 Styles of Parenting

A

Autocratic (dictator, authoritarian, limits without freedom), Permissive (freedom without limits, laissez faire) and Democratic (Authoritative, freedom with expanding limits)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Piaget’s Stages

A

Sensorimotor
Preoperational
Concrete Operational
Formal Operational

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Sensorimotor

A
  • Toddler’s focus on their 5 senses
  • Object Permanence: The ability to understand that objects exist even when they can’t be seen.
    - Connected with separation anxiety
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Preoperational

A
  • Symbolic Representation: The child learns letters and numbers to represent vocabulary
  • Largest vocabulary increase occurs from ages 30-36 months of age; 75% of adult vocabulary is obtained by age 5
  • Egocentrism: The ability to understand that a child may feel differently than another person.
  • Schema: a method of thinking
  • Assimilation & Accommodation
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Concrete Operational

A
  • The child can understand what they have experienced within their own world.
  • Centration: (aka. Conservation) : The ability to understand 3-dimensionality in regards to size and shape
  • Reversibility: The ability to understand positive and negative, and the absence of value
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Formal Operational

A
  • The ability to think abstractly and hypothesize
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Problem Ownership

A

Who owns the problem?

  1. Whom is the problem directly affecting?
  2. Who is raising the issue or making the complaint?
  3. Whose goals are being blocked?
  4. Does the problem involve health, safety, family rules, or values? If so then the problem belongs to the parent.
  5. Is the problem within reasonable limits for your child’s age?
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Parent Owned Problem

A
  • Provide discipline
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Child Owned Problem

A
  • Provide support
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Shared Problem

A
  • Provide discipline and support
17
Q

Less Structured Discipline Approaches for Parent

A
  • “I” messages; Polite requests

- Firm directions (GET AGREEMENT)

18
Q

More Structured Discipline Approaches for Parent

A
  • logical consequences (discipline logically connected to a misbehavior and is applied by an authority to influence a teen to behave within the limits of the situation)
  • FLAC method (Feelings, Limits, Alternatives, and Consequences)
19
Q

4 Qualities of an “I” Message

A
  1. State the problem
  2. Include the personal feeling
  3. State the reason
  4. State the desired change
20
Q

8 Guidelines for Logical Consequences

A
  1. Ask the teen to help decide.
  2. Put consequences in forms of a choice.
  3. Make sure the consequence is logically connected to behavior.
  4. Give choices you can live with.
  5. Keep the tone firm and friendly.
  6. Give choice 1 time and then enforce the consequence.
  7. Expect testing.
  8. Allow teen to try again.
21
Q

Natural Consequences

A
  • The results that occur when a teen learns from their behavior without parental interference.
    1. Don’t rescue teen from natural consequences.
    2. Don’t say, “I told you so.”

Conditions Against: too dangerous, too far in the future, affecting someone else

22
Q

Message of Anger

A
  1. Problem might go away…temporarily
  2. Anger may grow in intensity.
  3. Anger may express itself in unexpected and unhealthy ways.
23
Q

Acting on Anger

A
  • Focus on the situation, not the person
  • Put situation into perspective
  • Find an acceptable alternative
24
Q

Engaging versus Remaining Calm and Firm

A

Engaging: making a fool of yourself; entertaining the audience and child; letting them get a reaction, thus controlling the situation

25
Q

Communication Blocks when Child is Upset

A
  1. Commanding
  2. Giving advice: attempting to solve the problem
  3. Placating
  4. Interrogating
  5. Distracting
  6. Psychologizing
  7. Judging
  8. Moralizing
  9. Being sarcastic
  10. Being a know-it-all
  11. Focusing on mistakes
  12. Negative expectations
  13. Perfectionism
26
Q

Active Communication

A
  1. Listen actively
  2. Listen for feelings
  3. Look for alternatives and evaluate consequences
  4. Offer encouragement
  5. Follow-up later
27
Q

Self Disclosure

A
  • Done for child, not parent

- Not a lecture

28
Q

Logical Consequences vs. Punishment

A

Logical Consequences: teaches responsibility, not done out of anger

Punishment: done out of anger, teaches obedience

29
Q

Behavioral Theory by Skinner

A

4 Principles:
Positive Reinforcement - Increasing a behavior by giving
Negative Reinforcement - Increasing a behavior by taking

Positive Punishment - Decreasing a behavior by giving
Negative Punishment - Decreasing a behavior by taking

30
Q

2 Types of Negative Reinforcement

A
  1. Escape Conditioning: The increasing of a behavior by removing an aversive stimulus.
  2. Avoidance Conditioning: The expectation of the removal of an aversive stimulus to an increase in behavior (Combination of classical conditioning and negative reinforcement)
31
Q

Support through Communication

A

Words: 8%
Tone of voice: 42%
Body Language: 50%

MOTIVATION (Psychology) (6 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions