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PSYCH 251 > Family and Peer Relationships > Flashcards

Family and Peer Relationships Flashcards

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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
Q

Bidirectional Child-Parent Interactions

A

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
Q

Sibling Relationships

A

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
Q

When is the worst time to have a 2nd child?

A

When the first child is 3 years old

Have had enough time on their own to bond with parents

28
Q

Favouritism from which parent is worse?
a) mom
b) dad

A

b) dad

29
Q

When can divorce be a good thing?

A

When there is lots of fighting before the divorce

Kids may internalize fighting and think its their fault

30
Q

When is divorce most harmful to child?
a) early childhood
b) early childhood and adolescence
c) middle childhood and adolescence

A

c) middle childhood and adolescence

31
Q

Short and Long Term Risks of Divorce

A

Most are short-term**

Depression

Low self-esteem

Dropping out

Delinquency

Having kids out of wedlock

Getting divorced themselves

32
Q

What important factor mediates child’s adjustment to divorce?

A

Good parenting!

High parental acceptance (warmth, responsiveness) AND consistency=low level of behavioural problems

authoritative parenting

33
Q

Generally-speaking, who is more likely to do well after a divorce?
a) girls
b) boys

A

a) girls

34
Q

Factors related to children’s adjustment to blended families (4)

A

1) Form of blended families
2) Children’s characteristics
3) Repeated marital transitions
4) Social supports

35
Q

Form of blended families

A

Worst: father-stepmother

explanations:
-start out with more problems
-stepmothers tend to step into the mother role more

36
Q

Children’s Characteristics (2)

A

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
Q

Repeated Marital Transitions

A

more marital transitions, greater risk of severe and long-lasting adjustment problem

38
Q

Social Supports

A

Nothing to add really

39
Q

Who would adjust the worst in a father-stepmother blended family?
a) young girl
b) teen girl
c) young boy
d) teen boy

A

b) teen girl

40
Q

LGBTQIA2S+ Parents

A

Don’t seem to have adjustment difficulties

Don’t seem to get teased but may hide this

Happy home → better outcomes

41
Q

How early do children start showing preferences for other children?

A

Early!

Infancy and toddlerhood

42
Q

Theorists on Peer Relationships (3)

A

1) Piaget - children learn through DISAGREEMENTS

2) Vygotsky - children learn through COLLABORATION

3) Sullivan - children are an important source of EMOTIONAL SUPPORT

43
Q

Friendships: Birth - 2 years

A

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
Q

Friendships: Preschool Years (2 ½ - 6 years)

A

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
Q

Friendships: Middle Childhood (7 - 11 years)

A

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
Q

Friendships: Adolescence

A

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
Q

Gender Differences in Peer Relationships

A

Girls:
-more likely to desire closeness
-more dependency
-more friendship-related confidence
-more friendship related stress, fears of abandonment

48
Q

Who has more stable peer relationships, boys or girls?

A

equally stable

49
Q

How do boys and girls differentiate in terms of friendships?
a) recreational opportunities
b) recreational activities

A

b) recreational activities (e.g. shopping vs. playing sports)

recreational opportunities - e.g. going to someone’s house

50
Q

Self-disclosure over the lifespan

A

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
Q

Common Sociometric Categories (5)

A

1) Popular
2) Rejected
3) Neglected
4) Average
5) Controversial

52
Q

Which sociometric category has the worst outcomes?

A

Rejected

53
Q

Popular Category

A

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
Q

Rejected Category

A

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
Q

Neglected Category

A

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
Q

Average Category

A

average number of both positive and negative nominations

57
Q

Controversial Category

A

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
Q

Stability of social categories over time

A

short-term
-popular or rejected - remain so
-neglected or controversial - changes

long-term - changes

59
Q

Coaching

A

parents teaching how to interact with unfamiliar peers

provided in a sensitive, skilled manner

60
Q

Monitoring

A

orchestrating and monitoring their children’s interactions with peers

especially important in adolescence

61
Q

Internalization

A

process by which children learn and accept the reasons for desired behaviour

PSYCH 251 (7 decks)

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