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PSYCH 251 > Family and Peer Relationships > Flashcards

Family and Peer Relationships Flashcards

1
Q

Family Dynamics Framework

A

common framework for the study of families and for family therapy

ALL members have effect on all other members

internal AND external things

affected by things like social support, employment

changes to 1 family member affect ALL
(positives and negative to this)

changes in structure due to births, deaths, divorce or remarriage can affect the whole fam

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2
Q

Parental Socialization - 3 ways through which this is done

A

Parents very important for socialization!

1) Direct instruction
2) Indirectly
3) Providers and controllers of opportunity

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3
Q

Direct instruction

A

e.g. teaching about religious practices

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4
Q

Indirectly

A

modeling attitudes & behaviors

perhaps even moreso than what you say

e.g. modelling saying “thank you” to waitress at restaurant

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5
Q

Providers and controllers of opportunity

A

Peers, schools, family gatherings, learning experiences, culture

e.g. choosing which school they go to, signing up for activities

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6
Q

Baumrind’s Typology - Main Dimensions of Parenting Styles (2)

A

1) Responsiveness
2) Demandingness

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7
Q

Responsiveness

A

showing love, respect, attention, time, warmth

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8
Q

Demandingness

A

how well you expect them to do in school, how much you expect them to do independently

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9
Q

Baumrind’s Typology - Types of Parenting Styles (4)

A

1) Authoritative
2) Authoritarian
3) Permissive
4) Rejecting/Neglectful

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10
Q

Which parenting style is associated with the BEST outcomes?

A

Authoritative

(think authoritatiVE = loVE)

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11
Q

Which parenting style is associated with the WORST outcomes?

A

Rejecting/Neglectful

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12
Q

Why is authoritative the best? (many answers)

A

children more likely to respond to punishment when is RARE

more likely to follow limits when reasonable, when they understands reasons behind it

when parents give children decisions, they’re more likely to comply when parents ask

control that is fair and reasonable is more likely to be internalized

disapproval works best when approval is the norm

autonomy granting fosters self-esteem and maturity

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13
Q

Authoritative Parenting

A

Demandingness: HIGH
Responsiveness: HIGH

high expectations, allow children to take on age-appropriate responsibilities, grant autonomy, negotiate, clear limits and communicate the “why”

warm, loving, responsive, supportive

Outcomes: do well in school, confident, lots of friends, good coping skills

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14
Q

Authoritarian Parenting

A

Demandingness: HIGH
Responsiveness: LOW

High demandingness that may not be age appropriate, control child with threats and punishment, don’t explain the “why”, kids have little control and independence

Outcomes (BAD): act out, higher internalizing (girls) and externalizing (boys), lower peer and academic skills

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15
Q

Where would a child with authoritarian parenting be most likely to act out?
a) home
b) school

A

b) school

Don’t tend to act out at home, comply at home and act out elsewhere

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16
Q

Permissive Parenting

A

Demandingness: LOW
Responsiveness: HIGH

“Hippie parents”

responsive but NO limits

child makes decisions before they are ready

don’t learn to regulate

Outcomes (BAD): poor at school, lots of externalizing and conduct problems, getting into trouble, acting out

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17
Q

Which parenting style is most likely to lead to a child with poor regulating skills?

A

Permissive parenting

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18
Q

Rejecting/Neglectful Parenting

A

Demandingness: LOW
Responsiveness HIGH

uninvolved

no rules, love, support, attention

parents who are focused on own needs

parents usually have own issues - e.g. mental health, extreme stress, low SES

Outcomes: WORST - poor relationships, promiscuity (teen pregnancy), high internalizing (girls) and externalizing (boys)

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19
Q

Biggest criticism of research findings regarding parenting styles

A

Done by WEIRD researchers, finding what they’re expecting to find

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20
Q

Study on 6th graders who rarely ate dinner with parents vs those that often did

A

Rarely ate with parents - more likely to have adjustment problems
-Anxiety and depression
-Delinquency and substance use
-Poor school grades

EVEN after controlled for other factors

–> parents important!

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21
Q

What is the worst type of punishment?

A

Intermittent reinforcement

behaviour is most resistant to extinction

e.g. kid crying for candy at grocery store, give in and let them have it

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22
Q

Characteristics of Effective Punishment (3)

A

1) immediate
2) consistent
3) explained

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23
Q

Child’s Effects on Parenting (many)

A

Difficult temperaments

Attractiveness

Unintentional rewarding of negative behaviour

Child’s perception of parents

Bidirectional effect*

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24
Q

What is the best way to reprimand child’s behaviour?

A

reprimand consistently OR ignore the behaviour

don’t give in

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25
Bidirectional Child-Parent Interactions
looked at physical punishment over time, ages 6 to 12 children’s lack of regulation predicted more punitive reactions later on at 8 to 10 in turn predicted children’s self-regulation at ages 10 to 12 parental punitive reaction AND children’s self-regulation predictive externalizing problem behaviour at age 10 to 12 interaction between child’s lack of regulation and parent’s reactions problem behaviour --> physical punishment --> more problem behaviour
26
Sibling Relationships
Many get off to rocky start Get along better if temperaments are like (unless difficult) Favouritism=bad Middle childhood rivalry often increases (especially same sex and close in age) Relationships improve in adolescence Parents have warm relationship=good model Good relationship as children→ good as adults (usually)
27
When is the worst time to have a 2nd child?
When the first child is 3 years old Have had enough time on their own to bond with parents
28
Favouritism from which parent is worse? a) mom b) dad
b) dad
29
When can divorce be a good thing?
When there is lots of fighting before the divorce Kids may internalize fighting and think its their fault
30
When is divorce most harmful to child? a) early childhood b) early childhood and adolescence c) middle childhood and adolescence
c) middle childhood and adolescence
31
Short and Long Term Risks of Divorce
Most are short-term** Depression Low self-esteem Dropping out Delinquency Having kids out of wedlock Getting divorced themselves
32
What important factor mediates child's adjustment to divorce?
Good parenting! High parental acceptance (warmth, responsiveness) AND consistency=low level of behavioural problems authoritative parenting
33
Generally-speaking, who is more likely to do well after a divorce? a) girls b) boys
a) girls
34
Factors related to children’s adjustment to blended families (4)
1) Form of blended families 2) Children’s characteristics 3) Repeated marital transitions 4) Social supports
35
Form of blended families
Worst: father-stepmother explanations: -start out with more problems -stepmothers tend to step into the mother role more
36
Children’s Characteristics (2)
1) Age - Early adolescents find it hardest to adjust Explanation: view stepparent as threat to freedom, more likely to notice and challenge negative aspects of stepfamily living 2) Sex - Girls adjust less well - due to interruptions in close bonds with custodial parents and greater conflict with stepmothers
37
Repeated Marital Transitions
more marital transitions, greater risk of severe and long-lasting adjustment problem
38
Social Supports
Nothing to add really
39
Who would adjust the worst in a father-stepmother blended family? a) young girl b) teen girl c) young boy d) teen boy
b) teen girl
40
LGBTQIA2S+ Parents
Don’t seem to have adjustment difficulties Don’t seem to get teased but may hide this Happy home → better outcomes
41
How early do children start showing preferences for other children?
Early! Infancy and toddlerhood
42
Theorists on Peer Relationships (3)
1) Piaget - children learn through DISAGREEMENTS 2) Vygotsky - children learn through COLLABORATION 3) Sullivan - children are an important source of EMOTIONAL SUPPORT
43
Friendships: Birth - 2 years
pretty much playing on their own but are paying attention to certain peers more preference for certain children - touching, smiling, engaging in positive interactions
44
Friendships: Preschool Years (2 ½ - 6 years)
parallel play - playing alongside, but not back and forth 3 or 4 friends - at least 1 friendship maintained around 4 - back and forth play, pretend play shared activities cooperation, fighting, negotiation learning to manage emotions* more about proximity* and temperament
45
Friendships: Middle Childhood (7 - 11 years)
start talking to each other more about their problems start engaging in gossip learn that friendship is about who is nice, dependable, trustworthy fewer friends - choose more wisely companionship shared values, interests rules
46
Friendships: Adolescence
early adolescent: very susceptible to peer pressure declines as frontal cortex develops trying out different roles cliques make up crowds spend more time with friends than family based on intimacy co-rumination - focusing on the negative, can make each other depressed, especially girls empathy, understanding, self-disclosure talking about your problems, worries etc. friendships less stable than middle childhood
47
Gender Differences in Peer Relationships
Girls: -more likely to desire closeness -more dependency -more friendship-related confidence -more friendship related stress, fears of abandonment
48
Who has more stable peer relationships, boys or girls?
equally stable
49
How do boys and girls differentiate in terms of friendships? a) recreational opportunities b) recreational activities
b) recreational activities (e.g. shopping vs. playing sports) recreational opportunities - e.g. going to someone's house
50
Self-disclosure over the lifespan
talking about problems, issues Parents - talk to parents more than anyone in middle childhood, then drops off in adolescence, picks up a bit in college, drops off in marriage, comes up with kids Friends - increases in adolescence, college, single adulthood, drops off when married, increases a bit with kids Romantic partners - increases steadily with age, most important in college and adulthood
51
Common Sociometric Categories (5)
1) Popular 2) Rejected 3) Neglected 4) Average 5) Controversial
52
Which sociometric category has the worst outcomes?
Rejected
53
Popular Category
many positive nominations and few negative nominations not necessarily the stereotypical “popular” kids in HS skilled at interacting, maintain positive friendships cooperative, social, friendly, helpful good regulation of emotions
54
Rejected Category
many negative nominations and few positions ones more likely to experience maltreatment from parents hostile, demanding, threatening highest loneliness score worst outcomes - problems with police, dropping out, skipping school, suspended, repeat grade can be predicted to some degree by SES particularly for low-SES boys withdrawn rejected: socially withdrawn, wary, timid aggressive rejected: physical aggression, disruptive behaviour, delinquency, and negative
55
Neglected Category
low social impact - few positive nominations and negative ones go unnoticed - do ok less sociable and disruptive, prefer solitary activities not anxious about social interactions outcomes - very similar to popular kids loneliness score - not much different than popular and average kids
56
Average Category
average number of both positive and negative nominations
57
Controversial Category
receive many positive AND negative nominations noticed by peers, liked by a lot, disliked by a lot what we think of when we think of “popular” kids characteristics of both popular and neglected sociable, good at sports, leaders, humorous aggressive, disruptive, prone to anger, arrogant
58
Stability of social categories over time
short-term -popular or rejected - remain so -neglected or controversial - changes long-term - changes
59
Coaching
parents teaching how to interact with unfamiliar peers provided in a sensitive, skilled manner
60
Monitoring
orchestrating and monitoring their children’s interactions with peers especially important in adolescence
61
Internalization
process by which children learn and accept the reasons for desired behaviour

PSYCH 251 (7 decks)

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