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dev psycho Flashcards

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1
Q

bioecological model, Urie bronfenbrenner (1979)

A

->lab based research
view child as developing within a complex system of relationship

system theory: take component parts and think of it as a whole

complex set of relations exist between the developing person and person’s developmental setting, focuses on ways n which processes on macro level effects on micro level

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2
Q

environmental features : Microsystem

A 
activities, roles and relatonshiop that child participate in 
becomes more complex /active /interactive over time
biderectional relationship (parent to child-child to parent)

relational dynamics:

  • negative: hostile parenting, peer rejection, conflict, poor teaching practices
  • positive: supportive parenting, positive peer relations, effective teachers
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3
Q

environmental features : mesosystem

A

connection among microsystem elements

  • parent and teachers
  • peer and teacher
  • adaptive connection foster child well-being
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4
Q

environmental features : exosystem

A 
indirect effect :
parents work hours, strees, day care 
job loss
neighborhoods
educational system
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5
Q

environmental features : macrosystem

A

other values embedded in other values

  • general culture
  • subculture
  • social class
  • ideologies

each dynamic is varies around the world
don’t assume universality

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6
Q

environmental features : chronosystem

A

societies change over time w implications for child dev.

-mobile phone, access to internet

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7
Q

proximal and distal effect

A

every level impacts children dev. directly or indirectly
to understand direct effect : look at distal process
-> which effect child indirectly

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8
Q

caveats

A

neglect internal world of child
ex: focuses on influence of wide social context on the fam, but neglecting ways the fam influences outside world
or how children influence fam
-> role of reciprocal effects or bidirectionally

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9
Q

parenting tradition, Diana Baumrind

A

children experience differ in rules parents apply and the way they’re enforced -> determines diffs in dev and achievement
parenting style-> parenting behaviors and attitudes that set emotional climate for children -child intervnetion

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10
Q

model’s of parenting, Maccoby and martin

A

emotional responsiveness: ranges from warm: responsive to cold: rejecting and hostile
control and demandingness: range from rule and boundary setting to authoritarian power assertion to indifference and neglect

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11
Q

family and why we’re interested

A
  • grp that involcves at least one adult who’s related to the child ( by birth, marriage,adoption, foster status) who’s responsible for providing basic necessities ( love, support, safety, stability, opportunities for learning) Siegler et al 2020
  • fam in central to microsystem : provides direct support for child’s dev

interested bc: provides environment and heritbale influence which interact in complex ways to shape child

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12
Q

parenting behaviour, Diana baumrind

A 
-authoritative parents: 
demanding but warm and responsive 
set clear standard 
allow to dev. in autonomy 
attentive to child concern
measured and consistent in discipline

->child: competent, independent, self-assured, popular w peers low in antisocial behaviour, drug use as teen

-authoritharian:
cold and unresponsive to needs
controlling demanding
expect child to comply w demands without asking Q

->child: low in social and academic competence, unhappy, unfriendly and low in self confidence

-permissive parents
responsive to needs and wishes
lenient (merciful, tolerant)
do not require child to behave appropriately

-> child: impulsive, lacking self control , low in social achievement, drug use and misconduct

-uninvolved
disenagged undemanding low in responsiveness, no limits monitor behaviour
unsupportive

->child: disturbed attachment, problem w peers, antisocial and depression , social withdrawal, risky sexual behaviour

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13
Q

parenting in context

A

interplay between inner psychological stressors and external social circumstances
understanding of parenting need to take account of factors that interfere w good parenting
for example economic pressure

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14
Q

day care and child dev.

A

child care: stimulate, social skills and capacities
-> learn to be aggressive
experience effect depends on quality of non-maternal child care
quantity of time in day care

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15
Q

risk fctor of day care

A

non maternal care may disrupt formation of attachment bond w mother

peers: -highlight why transgression is wrong
- model imitating problem behaviour

quantity of time in day acre -> increased problems

  • positive time in day care-> protective for children from high risk background
  • positive quality of day care -> increased language/cognitive dev
  • negative maternal sensitivity, more time in - quality = more behavioural problems
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16
Q

divorce

A

children whos parnts divorced etween 7-11 y haf more behavioural problems, lower academic attainment

if behaviour probelm, academic failure, fam distress before divorce, effect of divorce were non signifianct

should be concerned about the the parents manage the situation w children

17
Q

single parent family

A 
single parent homes have more social and psycho problems 
depend on 
income 
outcome of divorce 
maternal age and education
type of marriage

effect of single parent on children depends on mental health, stress, financial circumstances and access to socai support

18
Q

step fams

A

likely to have adjustemnt probelms but small effect size and large indv. diff
but other factors included
effect explained by quality of the parent-child relationship and child perception of the relationship
step fams= highly complex entities

19
Q

peers vs friendship

A

peers: people of same age and status
friendship: intimate reciprocated positive relationship between two people

20
Q

friendships

A

people who spend time together, feel affection for one another and interactions characterised by recirpoceties

2-3y cooperative play
3-4y best friendship, pretend play, symbolic trust
5-8y shared linking activities, conflict and resolution
late adolescence: increased role of shared values, admiration, loyalty. level of importance of intimacy change

21
Q

functions of friendship

A

support and validation -when child feels lonely
-during difficult periods
used as a buffer in difficult times/ when child feels victimized
help dev. social skills positive relationships w other people

benefits:
typically have positive outcome
emotional support: security
buffer: against problem w teachers and peers

cost:
aggression/ disruptiveness
contagious and negative affect
alcohol and substance abuse

22
Q

peer groups

A
  • cliques: grp that children join themselves similarities among members
  • crowds: grp of adolescents w similar stereotypes reputation-may be assigned by peers
  • gangs: grp of yound adult identified as grp and engage in illegal activities
23
Q

the goth study Bones et al 2015

A

young people idetfied as goth 1.6 to 3 times more ikey to have depression and self harm
possible confounder factor: - maternal depression, history of depression, peer problems

people identified as sporty were least likely to have depression/ self harm

->social contagion, stigma, ostracism

24
Q

romantic relationship and peers

A

mix gender grp: dating, partners based similar characteristic and having approval of peers
later relationship: sense of self and belonging
can lead to negative effect : early dating and sexual activity-> problematic behaviour(drinking, drugs , emotional difficulty)

-> dev romantic relationship in adolescence based on parent-child relationship and working model of parental relationship
secure attachment at 12 m: social competence at school
friendship at 16m: positive romantic relationship in early adulthood, less negative affect in conflict resolution

25
Q

peer status

A

sociometric status: measurement that shows the degree to which a children is liked or disliked

categories:
-relational aggression: excluding other from social grp and attempt of harm others : spreading rumors, inflict harm, ignoring peers

  • > rejected children: children/adolescent liked by few peers and disliked by many:
  • aggressive: disruptive behavior, physical agreession
  • withdrawn: social withdrawal, timid
  • neglected: not mentioned as liked or disliked, not noticed
  • controversial: liked by few peers and disliked by few others
26
Q

peer rejection

A

risk for academic and adjustment problems
-early adjustment problem: lower pycho well-being, low academic attainment and peer victimization
complex, bidirectional relationship interact /reinforce adjustment problems

27
Q

secure and insecure attachment in social dev.

A

secure attachment: intercts and expects relationship to be positive and rewarding
foundation-> sensitive and responsive caregiver, give and take, empathy. confidence, enthusiastic and emotionally positive. more attractive to others and falicite social interaction

warmth /affection-> positive in child’s friendships: peer acceptance
positive fam environment: sociable, skilled child cooperative in childcare

insecure attachment
rejection and hostility from parents thus expect this from peer relationship, hostile attribution bias , withdrawn from social exchange, expectation of rejection
->poor peer relationship, less skill in peer interaction

harsh/authoritarian: peer rejection and victimisation, conduct problems

28
Q

role of parents

A
  • gatekeeping: controlling where they go, who they interact w, how much time they spend w peers
  • coaching: teaching grp oriented strategies for entry into grp that are effective and prosocial associated w accepted child. encouragement fro direct activity w grp
  • emotion coaching: providing w explanation about acceptability of emotions/ how to manage them : enhance social skills and negation of interpersonal conflict
29
Q

fam stress

A

economic stress model
preoccupied, distressed parents (eco pressure, conflict, work stress)
-> child difficulties w peer relationship and lower social competence

30
Q

pubertal maturation

A

dev of capacity to reproduce
change in sex hormones and physical appearance
pubertal timing:puberty: critical maturation process that profoundly affect young people’s life
-> important for relationship between maturation and psychopathology

31
Q

theory on pubertal timing

A

1.stressful change: pre existing diffirences are accentuated during discontinuities. change is stressful -> imdiate and transcient effect

  1. the off time: departure from the norm for the grp-> adjustment problems bc of social expectation about timing of dev. events
    early and late: risk bc dev. is incongruent w other

3.early timing ->difficulties bc they’re less prepared for pubertal change -reduced time to acquire/assimilate skills that allow successful adaptation to stressful experience - affiliate w older grp: experience substance and norm breaking behaviour

32
Q

support for early timing

A

internalizing symptoms

  • depression
  • eating disorder
  • psychopathology
  • psychosomatic complaints

externalizing symptoms
-conduct problems
-antisocial behavior
-substance use (-> early initiation of substance: heavier use and abuse)
-sexual activity
early maturing G &B: more conflict and decreased closeness w parents
early maturing G : vulnerable to father hostility, sensitive to parent mood and hostility

developmental psych (12 decks)

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