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Child Pysch > Chapter 11 > Flashcards

Chapter 11 Flashcards

1
Q

The Caregiver-Child Attachment
Relationship:

Attachment Definiton

A

Emotional bond with a special person that
lasts over time and distance.

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2
Q

The Caregiver-Child Attachment
Relationship:
Attachment

Usually discussed in regard to their
relation between ____and ____

A

infants and specific
caregivers

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3
Q

The Caregiver-Child Attachment
Relationship:
Attachment

Can also occur in ____

A

adulthood

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4
Q

The Caregiver-Child Attachment Relationship:

What do Behaviorists believe about attachment between Caregiver and Child

A

Proposed that the infant–mother bond is
classically conditioned as the mother
provides nourishment to the child

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5
Q

The Caregiver-Child Attachment Relationship:

explain example of unconditioned and conditioned stimuli in terms of caregiver and child relationship

A

The children are conditioned by the mother breast milk to become attached to the mother because of the source of food.

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6
Q

The Caregiver-Child Attachment Relationship:
Behaviorists

Harry Harlow
Proposed attachment/bond with
mother/caregiver develops due ________

What does the base of operation mean?

A

to the sense
of security provided by mother/caregiver

it “provides its young with a sense of security . . . when mother and child are in a strange situation”

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7
Q

The Caregiver-Child Attachment Relationship:
Behaviorists

Explain Harlows monkey experiment.
What did it debunk

A

the cloth and the wire monkey

debunked how Behaviorists believed attachment was formed bc of resources

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8
Q

Attachment Theory:

Attachment theory (Bowlby): children are
biologically predisposed to develop

A

children are
biologically predisposed to develop
attachments to caregivers to increase
chances of their own survival

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9
Q

Attachment theory (Bowlby):

Secure base: presence of

example:

A

presence of trusted caregiver
provides infant or toddler with a sense of
security that makes it possible for the child
to explore the environment

FIrts time you bring ur baby to a park it gets overhwelemed bc its never seen it before. But if it has a secure base (the parent), it will explore and look around but still look back to see if the parent is still there

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10
Q

Attachment theory (Bowlby):

What does coregulation and imprinting have to do w secure base

A

Imprinting is like the example of the little ducks imprinting on the first duck they see.
How it connects: they see the caregiver as a safe reliable figure and grow a strong attachment to them.

Coregualtion: refers to the process where a caregiver and child work together to manage and regulate the child’s emotions and behaviors.
How it connects: Effective coregulation by a caregiver fosters trust and self-regulation, creating a secure base that encourages a child to explore while providing reassurance when needed.

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11
Q

Attachment Theory:

Internal working model of attachment:

What is a result of?

A

Through attachment, a child develops an internal working model—a mental representation of themselves, their caregivers, and relationships—based on their perception of how reliably their caregivers meet their needs and provide security.

constructed as a result of experiences with
caregivers

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12
Q

Attachment Theory

If children’s attachment figures are
unavailable or unresponsive, children
develop

A

negative perceptions of relationships
with other people and of themselves. This can last way into there adulthood as well.

They percieve everyone as unrebaible

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13
Q

Measurement of Attachment Security:

How do you measure Attachment?

A

It is usually measured by observing children’s behaviors with their caregivers or by interviewing parents and children about each other’s behaviors and the quality of their relationship.

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14
Q

Measurement of Attachment Security

Strange Situation:
Who made this experiement?
What was it made to assess?

A

developed by Mary
Ainsworth to assess infants’ attachment to
their primary caregiver

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15
Q

Measurement of Attachment Security:

Key factors of how to measure quality caregiver and infant attachment?
(Two of them)

A

○ Extent of infant’s use of primary caregiver
as secure base
○ Infant’s reaction to brief separations from
and reunions with caregiver

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16
Q

Measurement of Attachment Security

Strange Situation:
Explain it

A

The mom bring baby strange place, stranger enters, stranger intercats, mom leaves, baby cries, mom comes back and she stops crying,

example of strong attachment.

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17
Q

Ainsworth’s Three Attachment Categories:

Ainsworth and colleagues discerned three
distinct patterns that can be replicated with
mothers and fathers. What are the three ways of attachment?

A

○ Secure
○ Insecure/avoidant
○ Insecure/resistant (also known as ambivalent: means having mixed or conflicting feelings about something or someone)

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18
Q

Ainsworth’s Three Attachment Categories :Secure Attachment

Secure Attachment (___-____% of US infants)

A

50-60

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19
Q

Ainsworth’s Three Attachment Categories :Secure Attachment

What are the qualities of a secure attachment style with the baby? Is a caregiver a secure base?

A

High quality, straightforward relationship with
attachment figure

● Caregiver is secure base for exploration

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20
Q

Ainsworth’s Three Attachment Categories :Secure Attachment

Within Strange Situation:
What are the things happening within the experiment if the baby has a secure attachment?(three of them)

A

● Infant may be upset when caregiver leaves
● Happy when caregiver returns
● Quick recovery

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21
Q

Ainsworth’s Three Attachment Categories:
Insecure/Resistant (Ambivalent) Attachment

Insecure/resistant or ambivalent (___ of U.S.
infants)

A

9% of U.S.
infants

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22
Q

Ainsworth’s Three Attachment Categories:
Insecure/Resistant (Ambivalent) Attachment

What are Ambivalent attachment babies qualities?

Give an example

A

● Infants are clingy, stay close to caregiver

For example, the infant may rush to the mother, crying and with outstretched arms, signaling the wish to be picked up— but then, as soon as he or she is picked up, arch away from the mother or begin squirming to get free from her embrace.

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23
Q

Ainsworth’s Three Attachment Categories:
Insecure/Resistant (Ambivalent) Attachment

Within Strange Situation:(three)

A

● Become very upset when caregiver leaves
● Not comforted by strangers
● Not comforted by return of caregiver

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24
Q

Ainsworth’s Three Attachment Categories:
Insecure/Avoidant Attachment

Insecure/avoidant (__% of U.S. infants)

A

15% of U.S. infants

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25
Q

Ainsworth’s Three Attachment Categories:
Insecure/Avoidant Attachment

Two quailites of this kind of baby?

A

-Child is indifferent to caregiver
● May avoid caregiver

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26
Q

Ainsworth’s Three Attachment Categories:
Insecure/Avoidant Attachment

Within Strange Situation:
(Two things)

A

● Indifferent to caregiver leaving or returning
● If upset, easily comforted by stranger as by
caregiver

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27
Q

Ainsworth’s Three Attachment Categories

Extension of categories was created bc small percentage didnt fit into any three of them so they created…___

What is the percentage for this?

A

Disorganized/Disoriented
(15% of U.S. infants)

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28
Q

Ainsworth’s Three Attachment Categories:
Disorganized/Disoriented Attachment

Name two quailties of this kind of baby? Name an example as well.

A

○ No consistent way of coping with stress
○ Behavior is confused and contradictory
○ Example: Running towards parent but
then freezing as they got closer

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29
Q

Sources of Individual Differences in
Attachment Styles:

Basically asking why there are different attachment styles.

Parental sensitivity definition(two aspects)

A

Parental sensitivity refers to a caregiver’s ability to recognize and respond appropriately to a child’s needs, emotions, and cues. It includes two key aspects:

Warmth: This involves showing love, affection, and a nurturing attitude, helping the child feel safe and valued.
Contingent responsiveness: This means responding promptly and appropriately to the child’s signals, such as comforting them when they cry or encouraging them when they show interest in exploring.

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30
Q

Sources of Individual Differences in
Attachment Styles:

Parental sensitivity can be exhibited in a
_____

A

variety of ways

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31
Q

Sources of Individual Differences in
Attachment Styles: Parental sensitivity

Mothers of securely attached infants generally
respond _____

What does this differ by?

A

warmly to their offspring and are
sensitive to their needs.

Sensitive and responsive parenting differs by
cultural group.

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32
Q

Cultural Variations in Attachment Styles: Similarities

Infants’ behaviors in the Strange
Situation were found to be similar
across _____

What does this support?

A

numerous cultures
(Africa, East Asia, Latin America,
and Europe)

Supports notion that
attachment security is a
universal phenomenon.

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33
Q

Cultural Variations in Attachment Styles:
Some differences

Children in Colombia and Peru are

Children in Italy and Portugal are

A

Least likely to remain in close physical
proximity to their mothers

more likely than children in other
countries to maintain physical contact
with their mothers

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34
Q

Attachment and Social-Emotional
Development

Securely attached infants(Three quailties)

-They have ____ internal working models

-Express emotions in ____ways

-___and more ____peer
relationships

-Earn ___grades

A

Positive internal working models

express emotions in better ways

closer and more positive peer relationships

higher

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35
Q

The Self:

The self involves a description of one’s:
(five things)

A

-Physical characteristics
○ Personality traits
○ Personal preferences
○ Social and familial relationships
○ Details of ethnicity, culture, national origin

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36
Q

The Self:

Three main aspects of self. What are they?

A

○ Self-concept
○ Self-esteem
○ Self-identity

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37
Q

Self-Concept:

Self Definition.
Including three categories in the self.

A

a conceptual system made up of one’s
thoughts and attitudes about oneself,
including….

-Physical being(clothes, body)
○ Social characteristics(relationships)
○ Internal characteristics(Recognition of personal traits, values, and beliefs)

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38
Q

Self-Concept:

Self is dynamic. What does this mean.

How does this develop.

A

meaning it evolves over time and changes with new experiences and insights

It develops through interactions with people in the child’s environment, such as family, peers, and caregivers, who provide feedback and influence how the child views themselves.

39
Q

Self-Concept:
Self-concept in infancy

Infants have a ..

About 8 months:

A

basic concept of self.

self-concept becomes
distinct; linked to attachment.
which meansss

Their self-concept becomes more distinct, as they begin to realize they are separate individuals from their caregivers.

Linked to attachment: This growing self-awareness is closely tied to attachment, as infants understand their reliance on caregivers for comfort and security, shaping their sense of self in relation to others.

40
Q

Self-Concept

18–20 months:
What test is use during this age? What is this test?Who is unable to pass the test at this age?

A

self-recognition appears;
tested by “rouge (blush) test.”

Test if when u put blush on the childs nose and if you put them infront of a mirror and they try to wipe it off they have self awarness.

Children with ASD are unable to pass the
“rouge test”.

41
Q

Self-Concept
18–20 months:

By 2 years, children recognize themselves
in ____.

____helps in the
formation of a self-concept

A

photographs

Feedback from parents

42
Q

Self-Concept:

How does self-concept change in childhood?

It becomes more ____ as children grow, incorporating _____

A

It becomes more complex as children grow, incorporating new ideas about themselves and their abilities.

43
Q

Self-Concept:

What influences a child’s self-concept?

_____ from others, such as feedback ____

A

Direct and indirect evaluations from others, such as feedback, praise, or criticism.

44
Q

Self-Concept:

How do indirect evaluations influence self-concept?

A

Indirect evaluations, like observing how others treat or talk about them, shape their self-perception.

45
Q

Self-Concept:

What type of emotions are involved in self-concept development in childhood?

A

Self-conscious emotions, like pride, guilt, shame, and embarrassment, which arise from self-awareness and social interactions.

46
Q

Self-Concept:

Social comparison:

A

process of comparing
aspects of one’s own psychological,
behavioral, or physical functioning to that of
others in order to evaluate oneself

47
Q

Self-Concept
Social comparison:

When does social comparison become evident in children?

A

Social comparison is evident in elementary school children.

48
Q

Self-Concept
Social comparison:

Why is social comparison important in childhood?

A

It helps children understand their strengths and weaknesses and develop a sense of identity.

49
Q

Self-Concept:

How is self-concept perceived in adolescence?
Examples as well

Adolescents perceive themselves as having ____, such as ___ and ___.

A

Adolescents perceive themselves as having abstract characteristics, such as personality traits and values.

Traits like being caring, responsible, or creative, as well as values and personal beliefs.

50
Q

Self-Concept:

What influences the development of self-concept in adolescence?

The emergence of _____ influences how adolescents perceive themselves, allowing for _____

A

The emergence of abstract thinking influences how adolescents perceive themselves, allowing for more complex self-reflection.

51
Q

Self-Concept:

Why is self-concept more abstract in adolescence compared to childhood?

A

As adolescents develop cognitive abilities, they can think beyond concrete traits and begin considering their internal states, beliefs, and potential.

52
Q

Self-Concept: Adolescent:

What is the personal fable?

A

The personal fable is a form of adolescent egocentrism that involves the belief in the uniqueness of one’s own feelings and thoughts.

their experiences and emotions are different from those of others,

53
Q

Self-Concept: Adolescent:

What is the imaginary audience?

A

The imaginary audience is the perception that everyone is focused on an adolescent’s appearance and behavior, stemming from adolescent egocentrism.

54
Q

Self-Concept: Adolescent:

What causes the imaginary audience?

A

It arises from adolescent egocentrism, where adolescents overly focus on themselves and assume others do the same.

55
Q

Self-Esteem:

What is self-esteem?

A

Self-esteem is one’s overall evaluation of their self-worth and the feelings associated with that evaluation.

56
Q

Self-Esteem:

When does self-esteem typically emerge?

A

Self-esteem typically emerges around 8 years of age.

57
Q

Self-Esteem:

What are characteristics of individuals with high self-esteem?

A

They feel good about themselves, are generally hopeful, and optimistic.

58
Q

Self-Esteem:

What are characteristics of individuals with low
self-esteem?

A

○ Feel worthless
○ Feel hopeless
and may turn to
aggression,
depression,
substance abuse,
social withdrawal,
suicidal ideation

59
Q

Self-Esteem

How does age affect self-esteem?(the highs and lows)

A

Self-esteem is high in childhood, drops during adolescence, and rises again in adulthood.

60
Q

Self-Esteem

How do physical attributes influence self-esteem?

A

Physical appearance and abilities can significantly impact an individual’s self-esteem, especially during adolescence.

61
Q

Self-Esteem

How does gender affect self-esteem?

A

Boys tend to have higher self-esteem compared to girls, influenced by societal expectations and gender norms.

62
Q

Self-Esteem

How do parents influence self-esteem?

A

Parental child-rearing style, discipline, approval, and emotional support play a key role in shaping self-esteem.

63
Q

Self-Esteem

How do peers affect self-esteem?

A

Peer acceptance and friendships are critical sources of self-esteem, especially in adolescence

64
Q

Self-Esteem:

How do schools and neighborhoods influence self-esteem?

A

Positive school environments and safe, supportive neighborhoods contribute to higher self-esteem, while negative environments can lower it.

65
Q

Self-Esteem:

How does culture affect the meaning of self-esteem?

A

Self-esteem can have different meanings depending on cultural values and norms.

66
Q

Self-Esteem:

What defines self-esteem in Western cultures?

A

In Western cultures, self-esteem is often related to individual accomplishments and self-promotion.

67
Q

Self-Esteem:

What defines self-esteem in Asian cultures?

A

In Asian cultures, self-esteem is more connected to contributing to the welfare of the larger group and maintaining harmony.

68
Q

Identity

What is identity?

Identity is a portrayal of the

A

Identity is a portrayal of the self, made up of various components, and can be shaped by external factors, such as through group affiliation.

“A teenager identifying as part of a sports team, such as a soccer club, where the team membership influences their sense of belonging, values, and behaviors.”

onnecting them to a larger community with shared goals or interests.

69
Q

Identity

When does identity development occur?

A

Identity develops primarily during adolescence

70
Q

Identity

What did Erik Erikson propose about identity?

A

Erikson suggested that all adolescents experience an identity crisis as a way of separating from their parents.

71
Q

Identity

What is identity achievement?

A

Identity achievement is the successful resolution of an identity crisis, leading to a clear sense of self.

72
Q

Identity

How did Marcia expand on Erikson’s theory?

Marcia expanded on Erikson’s theory by suggesting that identity development is influenced by two key dimensions:

A

Marcia expanded on Erikson’s theory by suggesting that identity development is influenced by two key dimensions: identity exploration (the process of exploring different options and experiences) and identity commitment (the degree to which an individual has made decisions or commitments about their identity). He identified four identity statuses based on these dimensions:

73
Q

The Four Groups of Identity Status Developed by
Marcia (1980)

What is identity-diffusion?

A

is a status in which an individual has not made firm commitments to any particular identity and has not actively engaged in exploring potential identities.

74
Q

The Four Groups of Identity Status Developed by
Marcia (1980)

What characterizes identity-foreclosure?

A

Identity-foreclosure occurs when an individual commits to an identity without engaging in exploration. This often happens when someone adopts values, beliefs, or goals imposed by parents, society, or other external influences, rather than forming their own.

75
Q

The Four Groups of Identity Status Developed by
Marcia (1980)

What is identity-moratorium?

A

It is the active exploration of various identities without making a clear commitment.

76
Q

The Four Groups of Identity Status Developed by
Marcia (1980)

What is identity-achievement?

A

It is when an individual has explored multiple potential identities and made a commitment to one.

77
Q

Progression Toward Identity Achievement

What are the typical sequences of change in identity formation?(two formations)

A

The most typical sequences are:

Diffusion → Foreclosure → Achievement

Diffusion → Moratorium → Foreclosure → Achievement

78
Q

Progression Toward Identity Achievement

How is identity status related to adjustment in Western society?

A

Identity status is linked to adjustment, social behavior, and personality in Western societies.

79
Q

Progression Toward Identity Achievement

What factors influence adolescent identity formation?

A

Factors include familial, individual, socioeconomic, historical, and cultural influences.

80
Q

Ethnic and Racial Identity

What is ethnic and racial identity?

What are the two main components of ethnic and racial identity?

A

Ethnic and racial identity includes the beliefs and attitudes an individual has about the ethnic or racial groups to which they belong.

Ethnicity and race are the two main components.

81
Q

Ethnic and Racial Identity

What outcomes are linked to higher levels of ethnic and racial identity?

A

Higher levels of ethnic and racial identity are linked to greater self-esteem, well-being, and fewer emotional and behavioral difficulties.

82
Q

Ethnic and Racial Identity

What is the understanding of ethnic and racial identity in the early school years?

A

In the early school years, children learn about common characteristics of their own groups, develop feelings about group membership, self-identification, and group-related preferences across various contexts.

83
Q

Ethnic and Racial Identity

How does ethnic and racial identity change during adolescence compared to early school years?

A

During adolescence, ethnic or racial identity becomes more central(plays a more significant and prominent role in an adolescent’s sense of self) ,

84
Q

Ethnic and Racial Identity

During adolescence, a person’s ethnic or racial identity becomes more important, influenced by factors like …(five ways)

Acculturation

Parent-youth acculturation gaps

Bicultural identity

Family acceptance

Discrimination

A

Acculturation: How much a person adopts the culture of a new place they live in.

Parent-youth acculturation gaps: Differences between how parents and their children adapt to a new culture.

Bicultural identity: When a person blends their original culture with the new culture.

Family acceptance: How supported a person feels by their family regarding their cultural identity.

Discrimination: Negative treatment or prejudice based on someone’s ethnicity or race.

85
Q

Sexual Identity

What is sexual identity?

A

Sexual identity is an individual’s sense of themselves as a sexual being.

86
Q

Sexual Identity

What is sexual orientation?

A

Sexual orientation refers to an individual’s romantic or erotic attractions to people of the opposite gender, same gender, both, or neither.

87
Q

Sexual Identity

Who are sexual-minority youth?

A

Sexual-minority youth are adolescents attracted to people of the same biological sex or both sexes, often referred to as lesbian, gay, and bisexual (LGB) youth.

88
Q

Sexual Identity

What challenges do sexual-minority youth face?

A

Sexual-minority youth may face discrimination in law and practice, as well as hate crimes due to their sexual orientation.

89
Q

Most Important Life Challenges

What are the top three most important life problems faced by sexual-minority youth?

A

The top three challenges are non-accepting families, bullying at school, and fear of being open about their sexual identity.

90
Q

Daily Struggles

What percentage of LGBTQ youth feel they can be themselves in school?

A

27% of LGBTQ youth feel they can be themselves as an LGBTQ person in school, according to a recent survey.

91
Q

Daily Struggles

What challenges do sexual-minority youth face psychologically?

A

Sexual-minority youth are more vulnerable to negative emotions, depression, low self-esteem, and feelings of low control in romantic relationships.

92
Q

Daily Struggles

How do sexual-minority youth compare in terms of suicide rates?

What other life challenges are sexual-minority youth more likely to face?

A

Sexual-minority youth have higher suicide rates compared to their heterosexual peers.

They are more likely to experience homelessness and be placed in foster care.

93
Q
A

Child Pysch (15 decks)

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