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Term 5 Psych > Familial & Extra-familial Influences on Development > Flashcards

Familial & Extra-familial Influences on Development Flashcards

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1
Q

What are the Familial & Extra-familial Influences?

A 
Parenting
Siblings & Birth Order
Changes in family: Divorce
Peers
Media
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2
Q

What are the Familial & Extra-familial Influences? cont.

A

These are the influences that serve as the context for our patient’s lives

Working with children & adults
Current family
Family of origin

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3
Q

What is a family?

A

2+ people related by birth, marriage, adoption, or choice who have strong emotional ties and responsibilities to each other

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4
Q

Children within Families

U.S. Census data - 2010

A 
35M households have children (45%)
0 kids- 56%
1 kid- 19% 
2 kids- 16% 
3+ kids- 9%
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5
Q

Influences of Parenting

2 Major Dimensions

A

Demandingness / Control

Acceptance / Responsiveness

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6
Q

Demandingness / Control

A

amount of oversight parents offer

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7
Q

Acceptance / Responsiveness

A

amount of investment and caring (warmth)

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8
Q

Authoritarian

A

INCREASED control, DECREASED responsiveness

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9
Q

Effects of Authoritarian Parenting Style on Adults

A

imposes rules
expects obedience
discusses little
uses forceful tactics

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10
Q

Permissive

A

DECREASED control, INCREASED responsiveness

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11
Q

Effects of Authoritarian Parenting Style on

Toddlers

A

defiant and impulsive

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12
Q

Effects of Authoritarian Parenting Style on Children

A

moody, unhappy, easily annoyed, and unfriendly

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13
Q

Effects of Authoritarian Parenting Style on Adolescents

A

average school achievement, non-deviant, low self-reliance, low self-esteem

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14
Q

Effects of Permissive Parenting Style on Toddlers

A

prone to tantrums, non-compliant, poorly attentive

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15
Q

Effects of Permissive Parenting Style on Children

A

impulsive and aggressive (esp. boys), bossy, self-centered, lacking self-control, lacking self-reliance, negative academic achievement

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16
Q

Effects of Permissive Parenting Style on Adolescents

A

fair on social competence, moderate self-confidence, positive & negative self-esteem, negative school engagement, prone to drug and alcohol abuse, tendency towards disruptive behaviors

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17
Q

Rejecting - Neglecting

A

DECREASED control, DECREASED responsiveness

Not as clearly studied in Baumrind’s studies
Children were high in aggression and asocial behaviors

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18
Q

Authoritarive

A

INCREASED control, INCREASED responsiveness

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19
Q

Effects of Authoritative Parenting Style on Adults

A

Controlling but flexible
Provides rationales for rules
Seeks children’s input

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20
Q

Effects of Authoritative Parenting Style on Toddlers

A

compliant

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21
Q

Effects of Authoritative Parenting Style on Children

A

cheerful, responsible, self-reliant, achievement-oriented, cooperative

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22
Q

Effects of Authoritative Parenting Style on Adolescents

A

positive self-esteem, positive social skills, positive moral & pro-social concern, positive academic achievement, low on measures of internalized distress

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23
Q

Do children influence how they are parented?

A

Transactional Model of Family Influence:

Recognizes that children influence parenting as much as parenting influences children

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24
Q

Do different groups parent the same?

A

Some clear differences amongst different socioeconomic groups as well as ethnic groups

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25
Q

SES and Parenting

A

Poverty living and its stresses contribute to authoritarian styles being over-represented

Relation between social class and parenting styles may be related to people focusing on the skills needed by workers in their respective fields

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26
Q

Cultural Variation in parenting

A

Native-American & Hispanic: stress communal rather than individual goals, maintain close ties to relatives, and demand proper and polite behaviors instead of competitiveness and pursuit of individual goals
Asian-Americans stress self-discipline, interpersonal cooperation (may appear more authoritarian)
African-American: “no-nonsense parenting” (falls somewhere between authoritarian and authoritative) may be adaptive in situations where supervision cannot be provided or the environment is threatening

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27
Q

Authoritative parenting has the best outcomes…

A

The link between authoritative parenting and positive developmental outcomes exists for many racial and ethnic groups studied both in the U.S. and elsewhere

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28
Q

Birth Order – First-born

A

“guinea pigs” (parents have lots of enthusiasm and little practical experience); parents have high expectations and are both more affectionate and more punitive towards them

Tend to have higher IQ, more likely to go to college, more likely to conform to parents’ and adults’ requests

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29
Q

Birth Order – Later Children

A

Later children – parents have more realistic expectations, and are more relaxed in discipline

Tend to be less concerned about pleasing parents and adults, more popular with peers, and more innovative

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30
Q

Birth Order – Only Children

A

Only Children: a comprehensive analysis of 100+ studies show little difference in terms of being “spoiled brats”

Tend to succeed more in school, and higher levels of intelligence, leadership, autonomy, and maturity

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31
Q

Sibling Rivalry

A

Minimized when parents continue to provide love and attention to older children and encourage them to form a care-taking role with the new baby

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32
Q

Sibs are more likely to be warm and harmonious towards each other:

A

With same-sex sibs

When neither sib is too emotional

As the younger child approaches adolescence

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33
Q

Sibling Rivalry cont.

A

Sibs tend to get along better when parents don’t play favorites and treat all sibs fairly.

Marital conflict is a good predictor of antagonistic sibling interactions

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34
Q

Sibling Benefits

A

Sibs aid in emotional understanding, promote negotiation and compromise, and more mature forms of moral reasoning

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35
Q

Demographics of Divorce

A

50-60% of newly married couples can expect to divorce

About 40% of U.S. kids have divorced parents

36
Q

Impact of Divorce

A

Psychological risk for kids of divorce is 2 times that of kids of intact families
~20-25% of children of divorce
~10% of children of intact families

75-80% of children from divorce exhibit resiliency

37
Q

Impact of Divorce:
Preschool Age Kids
Short-term

A

Regression, separation anxiety, generalized anxiety, sleep problems, aggression

38
Q

Impact of Divorce:
Preschool Age Kids
Long-term

A

Unconscious feelings about causality, decreased self-worth, depression, conduct disorders, developmental delays

39
Q

Impact of Divorce:
Middle School Age Kids
Short-term

A

Loneliness, helplessness, feelings of responsibility, conflicts of loyalty, decreased school performance, conflictual peer relationships

40
Q

Impact of Divorce:
Middle School Age Kids
Long-term

A

Unrealistic longings for reconciliation, antisocial behaviors, antisocial behaviors, academic problems, depression, anxiety

41
Q

Impact of Divorce:
Adolescents
Short-term

A

Acute depression, anger, accelerated and/or conflicted separation / individuation process

42
Q

Impact of Divorce:
Adolescents
Long-term

A

Substance abuse, depression, suicidal ideation, anxiety, relationship problems

43
Q

Impact of Divorce: All

A

Long-term:

unwanted pregnancies, weaker marital relationships, lower SES attainment

44
Q

Risk Factors: Divorce

A 
High level of inter-parental conflict
Extended family conflict
Reduced economic circumstances
Complex step-parent homes
Ongoing legal battles
45
Q

Protective Factors: Divorce

A

Good relationships with at least one parent who remains involved
Support of sibs
Support of peers
Continued contact with opposite sex parent if that parent is reasonably healthy
Supportive grandparents or other extended family

46
Q

Tips for Divorcing Parents

A

Do not keep it a secret or wait until the last minute.
Tell your child together with your spouse.
Keep things simple and straight-forward.
Tell them the divorce is not their fault.
Admit that this will be sad and upsetting for everyone.
Reassure your child that you both still love them and will always be their parents.
Do not discuss each other’s faults or problems with the child.

47
Q

Self Esteem

A

kids with strong self esteem recognize their strengths and weaknesses but are positive about themselves overall

Scholastic competence
Social acceptance
Physical appearance
Athletic competence
Behavioral conduct
48
Q

Self Esteem

4-7 year olds

A

Self ratings are modestly correlated with teacher ratings

Researchers think higher ratings are related to a desire to be liked or good at activities rather than solid sense of self worth

49
Q

Self Esteem

8 year olds

A

Self ratings are similar to teachers in all categories except behavioral conduct

50
Q

Self Esteem

Adolescence

A

By adolescence, girls with higher self-esteem are those with more supportive relationships with friends

Boys with higher self esteem feel able to influence friends

Girls (more than boys) experience a dip in self-esteem in junior high (multiple stressors)

51
Q

Self Esteem Influences

Peers

A

4-5 years: start of self comparison, which increases with age

Less in communally reared children (Kibbutz) – more about cooperation and teamwork

52
Q

Harlow experiments

A

Raised monkeys with mothers alone with peer deprivation

Peer-only monkeys

53
Q

Raised monkeys with mothers alone with peer deprivation

A

Showed abnormal patterns of sociability

When exposed to age-mates became avoidant or
aggressive

54
Q

Peer-only monkeys

A

Formed strong reciprocal
attachments

Excessively clingy

Highly distressed over minor things

As adults aggressive towards non-peer monkeys

55
Q

1945 Human Experiment

A

Six 3-year olds were found living alone in a Nazi concentration camp (parents killed at 12 mos old, received minimal caregiving from inmates, raised themselves)

56
Q

1945 Human Experiment

Cont

A

When discovered treatment center –> (indifferent / hostile towards staff, aggressive / upset when separated)

Eventually had + relationships with adult caregivers –> eventually did ok 35 years later

57
Q

Basis of Peer Relationships

3-6 years

A

Any positive interaction = “friend”

58
Q

Basis of Peer Relationships

6-8 years

A

Basis for friendship is shared activities

usually one’s own interests

59
Q

Basis of Peer Relationships

8-10 years

A

Friends are psychologically similar based on reciprocal relationships; mutual liking

60
Q

Basis of Peer Relationships

Adolescents

A

Reciprocal emotional commitments; trust is a higher priority

61
Q

Peer Relationships

A

Friends provide security and support

At least one friend can reduce loneliness of unpopular children

Friends contribute to social problem-solving skills

62
Q

Peer Classification

Popular

A

liked by many, disliked by few

63
Q

Peer Classification

Neglected

A

seem invisible to peers

Neglected kids are more likely to attain improved status if they enter a new setting

64
Q

Peer Classification

Rejected

A

disliked by many, liked by few **
Rejected kids feel the most left-out and run the greatest risk of displaying deviant, antisocial behavior and other serious mental health problems later in life

65
Q

Peer Classification

Controversial

A

liked by many, disliked by many

66
Q

Peer Classification

Average

A

liked (or disliked) by moderate number

67
Q

Characteristics

Popular

A

outgoing, friendly, cooperative, good social-cognitive skills

68
Q

Characteristics

Neglected

A

more shy and quiet, fewer attempts to enter social group, behavior seems to originate from their own anxiety rather than active ostracism

69
Q

Characteristics

Rejected

A

Aggressive

Withdrawn

70
Q

Rejected- Aggressive

A

more aggressive, disruptive, critical, low levels of pro-social behavior, overestimate their social standing

71
Q

Rejected- Withdrawn

A

behaviorally awkward, immature, insensitive to peer group expectations, feel lonely

72
Q

Peer Influences –

Security & Social Support

A

Having 1+ supportive friend reduces loneliness and victimization of unpopular children

Children who enter KG with friends have fewer adjustment problems

Measure of saliva cortisol (indicative of stress) after conversations with acquaintances > than with friends

73
Q

Peer Influences - Conformity

A

Preschool children who are criticized for cross-sex play stop the activity in < 1 minute (Lamb, 1980)

Peers are influential on things like clothes, social events and recreational activities (Sebald, 1986)

74
Q

The Media: Child Rearing Practices

Educational benefits

A

Sesame street,

Dora, Clifford (+)

Pro-social behaviors

Action video games:
+ motor control, visual memory, attention, cognition

75
Q

The Media: Child Rearing Practices

Negative Effects

A

Fantasy-Reality ~7 years old

Violence/aggression

Sedentary lifestyle/obesity

Sleep disturbance

School decline

76
Q

Media and Development

A

TV viewing begins in infancy, increases until about age 11, then declines somewhat in adolescence – a trend that holds in Australia, Canada, Japan, Korea, several European countries, and the U.S.

Boys watch more TV than girls and ethnic minority children living in poverty are especially likely to be heavy viewers

77
Q

Media and Development

Mixed Studies

A

some show biggest impact is when TV becomes a substitute for other leisure activities (Huston, 1998); some show moderate exposure show no significant cognitive or academic deficiencies (Huston, 1999), some show exposure at an early age was predictive of increased risk for ADHD at school age (Christakis, 2004) as well as sleep, weight and school issues

Children may learn useful information from TV, particularly educational programming

78
Q

Why is watching excessive television problematic?

A

For males associated with increased weight
For girls associated with sleep deprivation
May lead away from other activities that are more physical and social
Amount of violence and different developmental levels of understanding

79
Q

The Media: Child Rearing Practices

A

Have screen-free zones in the household
No media < age 2
Monitor media diet
Limit media time (avg kid > 7 hours / day) to one-two hours a day
Encourage appropriate viewing and high-quality content
Explain televised information to children
Model good viewing habits
Parent authoritatively

80
Q

The Media & Health Care

A

Distraction and increased coping during procedures and post-op

Maintain social connections during lengthy hospitalizations

Facilitate learning opportunities in hospital

81
Q

TV and Violence

A

58% of programs televised 6am-11pm had violent acts

Watching violent program and behaving violent reciprocal

Mean world beliefs

Can desensitize to violence

82
Q

Mean world beliefs

A

view the world as a violent place where people rely on aggression to solve problems

83
Q

Is Television good at all?

Sesame Street

A

Pre-schoolers show increased vocabulary, pre-reading and numeracy skills

Unlike other shows kids benefit even watched alone

Clifford and Dora increase expressive language skills

84
Q

Is TV good at all?

A

Can be a tool to teach children about social relationships

Can encourage pro-social behaviors if parents reinforce lessons

Conflict resolution

Exposure to people, cultures, and ideas not necessarily typical of the community the child lives in

85
Q

Computer and video games

Positives

A

Action oriented videogames associated with improved motor control, attention, vision, cognition, visual memory, and set shifting

86
Q

Computer and video games

Negatives

A

94% of videogames marketed for teens had violence

Violent videogames have been found to be associated with short and long term aggression particularly in males

87
Q

Take home points on all media

A

All forms of media have positive and negative aspects
Families need to have on going conversations about time limits, content, and what they are seeing and doing and how that fits into their lives and family culture
Parents need to be actively involved in monitoring and educating
Media can be a great tool to start conversations for the family to discuss their values and expectations

Term 5 Psych (20 decks)

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