Brainscape's Knowledge GenomeTM

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


See full index

Developmental Psychology > Development in Context: Families, Peers and the Sociocultrual World > Flashcards

Development in Context: Families, Peers and the Sociocultrual World Flashcards

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

Family changes throughout the world

A
  • delayed marriages, decreased birth rate and smaller families
  • more diverse family structures
  • more multigenerational families
  • members spatially dispersed
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Families in SA: most children grow up in…

A
  • 63% extended families

- 35% nuclear families

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

Functions of the family

A
  • survival goal
  • economic goal
  • cultural goal
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Family systems theory

A

The family consists of interrelated parts, each of which affects and is affected by every other part, and each of which contributes to the functioning of the whole.

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

Attachment

A

the close relationship between the infant and their caregiver

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

factors that influence attachment security

A
  • quality of caregiving
  • infant characteristics
  • the broader context
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Bowlby’s early attachment theory

A

the first attachment relationship shapes later development and the quality of later relationships through internal working models of self and others.

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

Secure

A
  • positive image of self and of others
  • secure attachment history
  • healthy balance of attachment and autonomy
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Preoccupied

A
  • positive image of others, negative image of self
  • resistant attachment history
  • desperate for love to feel worthy as a person
  • worry about abandonment
  • express anxiety and danger openly
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Dismissing

A
  • negative model of others, positive model of self
  • avoidant attachment history
  • shut out emotions
  • defend against hurt by avoiding intimacy
  • dismissing the importance of relationships
  • compulsively self-reliant
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Fearful

A
  • negative model of self, negative model of others
  • disorganised-disorientated attachment history
  • need relationships but doubt own worth and fear intimacy
  • lack a coherent strategy for meeting attachment needs
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Infants in institutions attachment style…

A

tend to show disturbed social and emotional adjustment in childhood.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Fathers in many cultures…

A
  • spend less time interacting with infants

- spend more time in rough-and-tumble play

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

impact of a new baby on the marital relationship is influenced by…

A
  • age and length of marriage
  • expectations of parenthood
  • family histories
  • social support
  • infant temperament and behaviour
  • prior quality of marital relationship
  • shared caregiving
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

The impact of the marital relationship on the infant

A

Parents who have a close, supportive relationship with each other are often more involved, patient, sensitive and responsive with their babies than those who have a tense or negative relationship.

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

Authoritative parent

A

High acceptance
high control
-Children of authoritative parents: cheerful, self-controlled, cooperative, socially and academically competent

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Authoritarian

A

low acceptance
high control
-Children of authoritarian parents: unhappy, irritable and/or dependent

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Permissive

A

high acceptance
low control
-Children of permissive parents: impulsive, rebellious and poor achievers

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Neglectful

A

low acceptance
low control
-Children of neglectful parents: aggressive and antisocial

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Cultural bias of parenting style

A

Certain parenting styles are more popular and more effective in some cultures than in others.

“Competent” parenting is not necessarily middle-class western patterns of child rearing, but rather the style of parenting that encourages the particular abilities that children will need for success within their particular (sub)culture.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Child influences on parents

A

Children’s personality characteristics influence the parenting they receive.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Parent-adolescent closeness

A

Adolescents who are securely attached to their parents tend to be better adjusted and more socially competent.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Parent-adolescent conflict

A
  • In most cultures, conflict with parents increases in early adolescence.
  • However, conflict is more common in cultures that value autonomy than in those that value interdependence.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

The role of grandparents

A
  • Carer or surrogate parent
  • Companion, friend, and confidante
  • Mentor, teacher, and role model
  • Family historian
  • Provider of tangible support
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Grandparents raising grandchildren

A

Although custodial grandparenting can be stressful, research from sub-Saharan Africa has found that children who live with a grandmother (and no mother) are just as well-adjusted psychologically as those living with their mothers.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

the impact of grandparents on children’s development

A

Grandparents can promote children’s development both directly, by forming warm relationships with them, and indirectly, by providing parents with child-rearing advice, models of child-rearing, and financial assistance.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Children raised in poverty are more likely to:

A
  • perform poorly at school
  • become involved in delinquent behaviour
  • have unwanted pregnancies
  • develop emotional problems
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

why do poverty related problems occur? direct effects

A

Children in poverty often have less adequate:

  • prenatal and antenatal environments
  • housing, nutrition and medical care
  • school and play environments
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

why do poverty related problems occur? indirect effects

A

Poverty has negative effects on the emotional well-being of caretakers, and in turn on family life and the quality of child care.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

child maltreatment

A

Any interaction, or lack of interaction, by a parent or caretaker which results in non-accidental harm to the child’s physical and/or developmental state

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

types of maltreatment

A
  • physical abuse
  • sexual abuse
  • physical neglect
  • emotional maltreatment
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

What are the effects of maltreatment?

A
  • Emotional problems
  • Behaviour problems
  • Social problems
  • Cognitive deficits and academic difficulties

-Effects seem to be similar for children who witness family violence but are not themselves abused.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

why does child maltreatment occur? the microsystem

A
  1. the abuser risk factors:
    - Psychopathology and substance abuse
    - History of abuse
    - Reliance on power-assertive discipline
    - Insecurity, low self-esteem
    - Difficulty appreciating child’s perspective and needs
    - Unreasonable expectations of children
  2. the abused risk factors:
    - Younger age
    - Gender
    - “Difficult” temperament
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

why does child maltreatment occur? the exosystem

A

Abuse is most common in poor, stressed families with little social support.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

why does child maltreatment occur? the macrosystem

A
  • Acceptance of violence and physical punishment as a means of power and control
  • Unequal power relations
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

how to prevent child abuse

A
  • Identifying high-risk families and teaching coping and parenting skills
  • Education
  • Legal and policy changes
  • Attacking social problems like unemployment, poverty and substance abuse
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

how to treat child abuse: parents

A
  • Teaching effective coping and parenting skills

- Providing social support

38
Q

how to treat child abuse: children

A

Crisis services, individual child therapy, and group counselling programs

39
Q

South African father stats

A
  1. 5% of children had a deceased father
  2. 8% had absent fathers

i.e. Increasing separation and distance of men from lives of children

40
Q

Do children need fathers?

A
  • Children of single mothers are more likely to have psychological problems than children from two-parent families.
  • However, this is probably not due to the absence of a parent per se.
  • Having a father is not essential for a child’s psychological development.
  • However, positive father involvement (e.g., economic support, authoritative parenting) is linked with desirable outcomes among children.
41
Q

The Fatherhood project

A

-An initiative of the Child, Youth, Family and Social Development programme at the HSRC

Simple messages for men:

  • Acknowledge your child
  • Keep contact even if you don’t live with your child
  • Give your child love and guidance even if you can’t give financial support
42
Q

What effects does divorce have?

A

On average, children from divorced families have more psychological, school and peer problems.

43
Q

How long do divorce effects last?

A

Most problems disappear within a few years, although some may persist for longer.

44
Q

Why do divorce effects occur?

A
  • Loss of a parent
  • Reduced economic resources
  • More life stress
  • Poor parental adjustment
  • Deterioration of parenting – N.B.
  • Exposure to interparental conflict – N.B.
45
Q

What factors help children adjust to divorce?

A
  • Positive family relationships including:
  • —Authoritative parenting
  • —Cooperation and low conflict between parents
  • Adequate finances
  • Social support
  • Minimal additional stressors
46
Q

Remarriage and reconstituted families

A

-The more marital transitions primary school children have experienced, the poorer their adjustment is likely to be.

But long-term outcomes are influenced by:

  • Age
  • Gender
  • Parenting
47
Q

Adopted children

A
  • On average, adopted children experience more problems than non-adopted children.
  • However, the majority of adopted children seem to adjust well and to function normally.
48
Q

Gay and lesbian parents

A

Children with gay or lesbian parents are no more likely than children from heterosexual homes to:

  • have psychological problems
  • be lesbian or gay themselves
49
Q

Conclusion to family structure

A

It is what happens within families, not the way families are composed, that seems to matter most.

50
Q

The impact of a sibling’s arrival

A

Sibling rivalry – a spirit of competition, jealousy or resentment between siblings

51
Q

The impact of a sibling’s arrival is minimised if:

A
  • Parents continue to provide first-born with love and attention (without being over-indulgent)
  • Parents help the older child to see the infant as a person, and involve them in caring for the infant
52
Q

Sibling relationships are more positive when:

A
  • Children have “easy” temperaments
  • Parents have a good relationship
  • Parents treat siblings fairly
53
Q

Sibling relationships in adolescence and adulthood

A
  • Sibling relationships become less intense and more equal

- But ambivalence remains (conflict and closeness)

54
Q

Direct contributions of siblings to development: positive effects

A
  • Emotional support
  • Caretaking services
  • Teaching
55
Q

Direct contributions of siblings to development: Negative effects:

A

Younger siblings growing up with aggressive older siblings are more likely to develop adjustment problems

56
Q

indirect contributions of siblings to development: childrearing

A

Parents’ (and teachers’) experiences with older siblings influence their expectations of subsequent children and the child-rearing/teaching strategies that they consider effective.

57
Q

Differential treatment is associated with poor emotional and behavioural functioning if

A
  • the child has a poor individual relationship with his/her parents
  • the child perceives this differential treatment to be unfair/unjustified
58
Q

Who is a peer?

A

A companion who is of approximately the same age and developmental level.

59
Q

Peer relations in infancy

A

Infants are interested in other infants and begin to interact socially with them around 6 months of age.

60
Q

Peer relations in childhood

A
  • Peer acceptance and popularity
  • Friendship
  • Bullying
61
Q

Peer acceptance and popularity-Sociometric surveys

A

ask children to state their preferences for other group members with respect to some definite criterion.

62
Q

Categories of social status:

A

popular
rejected
neglected
controversial

63
Q

Correlates of peer acceptance:

A
  • Physical appearance
  • Academic and physical competence
  • Emotional regulation
  • Social competence (NB)
64
Q

Why is peer acceptance important?

A

Peer rejection in childhood is associated with emotional and behavioural problems later in life.

  • Family stress
  • Temperament
  • A negative reputation can become self-perpetuating
65
Q

Friendship

A

A relationship of affection, reciprocity and commitment between two people who see themselves as equals.

66
Q

Bases on friendship in early childhood

A
  • Common activity

- Similarity in observable characteristics

67
Q

Bases on friendship in middle childhood

A
  • Mutual loyalty, respect, kindness, affection

- Psychological similarity

68
Q

Bullying

A

Repeated, systematic acts of physical, verbal and/or relational aggression that are directed towards particular peers.

69
Q

Bullies:

A
  • act aggressively (without provocation) to achieve domination over other children.
  • have quite a good understanding of social interaction, but use this knowledge in an antisocial way.
70
Q

Victims:

A

tend to be anxious, insecure, lacking in self-esteem and socially isolated.

71
Q

Effects of bullying

A
  • Victims are at increased risk of depression and low self-esteem
  • Bullies are at increased risk of becoming involved in criminal behaviour
72
Q

what can we do about bullying?

A

Whole school approach (Olweus):

  • Target entire school
  • Intervene early
  • Evaluate programs
73
Q

Adolescent friendships

A

Based on:

  • intimacy and self-disclosure
  • Similarity in interests, values, beliefs and attitudes
74
Q

Adolescent cliques and crowds

A

Clique: a group of several young people that stays small enough to allow its members to be in regular contact

Crowd: a mixed-sex collection of up to about four cliques, involved in arranging social activities.

75
Q

adolescent romantic relationships

A

challenge is to integrate needs for security, intimacy and sexual gratification

76
Q

4 stages of adolescent romantic relationships (Bradford Brown)

A
  1. Initiation phase
  2. Status phase
  3. Affection phase
  4. Bonding phase
77
Q

Adult friendships

A

As adults get older, social networks tend to shrink, but friendships based on trust, intimacy and loyalty remain important.

78
Q

Why do we choose the romantic partners we choose? Adults

A

Enduring partners usually have similar backgrounds and psychological characteristics

79
Q

Sternberg’s Triangular Theory of Love

A
  1. intimacy
  2. passion
  3. commitment

intimacy + passion = romantic love
intimacy + commitment = companionate love
commitment + passion = fatuous love

all together = consummate love

80
Q

Western romance pattern

A
  • romantic relationships typically move from an initial focus on passion to companionate love characterised by intimacy and commitment.
  • However, the Western emphasis on passionate love in mate selection is not typical of all cultures.
81
Q

Contributions of peers to development

A

Friends provide:

  • contexts for developing social skills
  • information
  • emotional support
  • models of intimate relationships
82
Q

physical health of television

A

Heavy television viewing is associated with an increased risk of:

  • obesity
  • sleep problems
  • smoking
83
Q

Television form

A

Young children may confuse TV make-believe and reality

84
Q

Television content: influences on prosocial behaviour

A

Cooperative, helpful models stimulate prosocial behaviour in preschoolers

85
Q

Television content: influences on aggression

A

Heavy exposure to TV violence contributes towards aggressive behaviour in childhood and adulthood (Huesmann et al., 2003)

86
Q

Television content: influences on aggression

why?

A
  • Children may model an aggressive hero
  • Children can learn new aggressive behaviours through observation
  • Television violence can contribute to a sense of danger and insecurity, and
  • can cause desensitisation towards violence
87
Q

television influences on sexual attitudes

A
  • Exposure to sexual content on television is less harmful than exposure to screen violence
  • However, a combination of sex and violence can produce antisocial attitudes
88
Q

television influences on social stereotypes

A

TV may transmit stereotyped attitudes toward gender, ethnic groups, foreigners, etc.

89
Q

COMPUTER GAMES

A

Carry some of the same risks as TV, but may also improve cognitive skills and academic performance.

90
Q

How can the impact of the media be made more positive?

A
  • Supervise how much TV children watch
  • Restrict access to inappropriate content
  • Encourage viewing of educational programs
  • Teach children to look critically at the media
  • Watch and discuss TV with children

Developmental Psychology (13 decks)

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