Exam 3 Flashcards
Ainsworth Attachment theory: secure attachment.
Secure attachment: most infants are in this category.
Child often distressed when caregiver leaves the room.
Child often happy to see caregiver return to the room.
at age 2, rates vary by SES
Insecure/ Ambivalent Attachment.
Child is clingy from beginning of the strange situation.
Child very upset when caregiver leaves the room.
When caregiver returns, child rushes to her and establishes physical contact –then squirms to get down
Ainsworth: Insecure/ Avoidant Attachment:
Child avoids caregiver during the strange situation
fails to greet caregiver during reunion phase
ignores caregiver or turns away when caregiver is in the room.
Ainsworth: Disorganized attachment:
Lack of consistency in coping style during SS
Bx appear confused contradictory, or disoriented.
Child wants to approach caregiver, but sees them as source of fear to withdraw from as well.
Secure base
Presence of a consistent caregiver provides sense of security
caregiver provide:
- source of safety when feeling insecure
- Comfort & Pleasure
- Opportunity to explore environment.
- Experiences for gathering knowledge & developing general competence.
Parental sensitivity:
consistent response when child is upset
Consistent engagement in coordinated play.
Parental sensitivity in insecure/ambivalent attached children:
Caregivers often inconsistent in their responses
caregivers often anxious & overwhelmed.
Parental sensitivity and Insecure/ Avoidant Attachment
caregivers often indifferent & unemotional
sometimes reject infant attempts at closeness
Parental sensitivity and Disorganized attachment:
Caregivers may be abusive, frightening, disoriented
Caregiver may have unresolved trauma or loss
Effects of attachment style:
Secure attachment in children:
- Better adjusted socially
- More social skills
- Stronger peer relationships
- more attentive in school
Experiencing sensitive parenting:
- more likely to express emotions
- Better emotional communication
the self at 2-5 months:
Recognize that they can control objects
Being able to understand their own bodily movements
the self at 8-12 months
realize they are separate entity from caregiver
begin to engage in joint attention to objects
the self at 18-20 months
children can recognize themselves in a mirror
the self at 24 months
children can recognize themselves in photographs.
the self at 2-3 years
Exhibit embarrassment & shame
Establish goals & activities independent of adults
Begin labeling objects with their name and using personal pronouns
parental contributions:
- describe child – “you’re such a big boy!”
- Evaluate child–“you’re working so hard!”
the self at 3-5 years
Sense of self defined by concrete observables
physical attributes
activities
social relationships
Psychological traits
preferences / possessions
the self in middle childhood
social comparison to others
other’s opinions increasingly important to sense of self
forming higher-order concepts of self that integrate specific Bx
the self in early to late teens
sense of self in abstract concepts
EX: introvert/extrovert
Social competence & acceptance very important in this stage
Self may very with context
in middle teens:
-concerns over contradictions in self in different situations
-beginning to ask, “ who am I?”
in late teens:
-better integration & resolution of contradictions in sense of self
- less reliance on others’ opinions
- internalized model of personal values, beliefs and standards
personal fable:
Form of egocentrism characterizing self in early adolescence
Belief that one;s thought and feelings are unique
Contributes to high degree of concern with what others think of them
gain an imaginary audience (omg everyone is looking at me)
identity achievement:
Successful incorporation of various aspects of self into a coherent whole that is stable.
Eriksons Theory Identity-diffusion status;
one does not have firm commitments regrading identity & is making progress toward developing them.
People in this:
- Lacking in intimate peer relationships
- More apathetic
- At risk for drug abuse
Eriksons theory of Foreclosure status:
No identity has occurred & occupational/ ideological beliefs are based on others
People in this:
- More likely to b=obey authority
- More likely to rely on others to make important life decisions
- Difficulty drawing meaning from life events
Erikson’s theory for Moratorium Status:
one is exploring occupational & ideological choices but has not yet made a commitment.
People in this:
- higher anxiety levels
- relatively unhappy
- Less likely to obey authority
- Often engage in risky sexual and drug behavior.
Erikson’s Theory of identity achievement status:
One has achieved a coherent & consolidated identity based on personal decisions & they are committed to those decisions
People who reach this:
- more socially mature
- Higher motivation for achievement
- More involved in their careers
Factors of Identity formation:
Parents;
- Overprotective–> foreclosed identity
- Encourage sense of connection & autonomy –> explore & achieve identity
Child’s Bx
-Activities & interests influence peers and what is learned from the environment
Social contexts
- Career exposure, role models, school quality, financial options, etc.
Historical Context
Opportunity for identity options can change over time (e.g. women Lib. Movement)
five factors in ethnic identity in childhood:
- Ethnic Knowledge:
- Knowledge that their ethnic group has distinguishing behaviours. traits, values, customs, styles & languages
- Ethnic self-identification
- Categorization of themselves as a member of their ethnic group
- Ethnic constancy:
- Understanding the distinguishing characteristics of their ethnic group do not change across time and that they will always be a member of their ethnic group
- Ethnic-role Bx:
- Engagement in the behaviours that reflect the distinguishing characteristics of their ethnic group
- Ethnic feelings & preferences
- Feelings about belonging to their ethnic group and preferences for the distinguishing characteristics of the group and its members
factors that influence self esteem:
Genetic inheritance
Quality of relationships,
Personal appearance & competence
School & neighborhood
cultural factors
Approval & support from relationships with others (less about approval over time)
Freuds Psychosexual Development:
Theory that even young children have a sexual nature that motivates behavior and influences relationships.
Freuds stages of Psychosocial Developement:
Oral stage Anal stage Phallic stage Latency stage Genital stage
oral stage from birth to year 2:
primary source of pleasure is oral activity of eating
breast feeding leads to all other acts of sucking also bringing pleasure
Mother becomes source of intense love & security
Anal stage year 2-3:
Child begins to be able to control bodily processes
pleasure in ability to relieve tension associated with defecation
Conflict arises with parental demands on bowel control
with time, additional demands placed on child to control impulses and delay gratification
contribute to the development of the EGO
Phallic stage year 3-6:
Children become interested in their own genitalia, as well as that of parents & peers
Children identify with their same-sex parent
children experience intense sexual desires
efforts to resolve desires with rules & guidelines develops the Superego
Latency period (year 6-12) :
Relatively calm stage
Sexual desires repressed to unconscious level
Psychic energy focused on constructive development of intelligence & social interactions
Genital Stage (begins with puberty)
Sexual energy that has been calm reasserts itself and directed toward opposite-sex peers
Ideally: strong ego helps cope with reality and superego is neither too weak or strong
what is healthy development according to freud?
ability ti invest in and find pleasure in love and work
if the needs of any stage are not met, individual becomes fixated on that need
how a child passes through the 5 stages impacts their personality throughout life
erikson’s theory on Psychosocial development: basic trust vs Mistrust
Basic trust vs. Mistrust (1st year
- corresponds to oral stage
- Warm, consistent & reliable care-giving develops infants sense of trust
- infant feels good & reassured.
