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PSY348 - Social development > final 4-7 > Flashcards

final 4-7 Flashcards

1
Q

what is the difference between antisocial behavior and aggression?

A
  1. Antisocial: Disruptive, hostile, or aggressive behaviours that violates social norms or rules and that harms or takes advantage of others.
  2. Aggression: Behaviour aimed at physically or emotionally harming or injuring others
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2
Q

what are the form of agression? (organigramme)

A
  1. Reactive aggresion: reacting in anger and frustration. linked to hostile attribution bias.

a. Instrumental agression:
b. Relational agression

  1. Proactive aggression: not provoked ‘I’ll get you before you get me’. More likely to see in antisocial individuals.
    a. Instrumental aggression
    b. Relational aggression:
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3
Q

what are verbal aggression? verbal and instrumental? relational?

A

Intrumental: meant to achieve a goal.

Verbal: Using words to inflict pain.

Physical: inflicting physical damage or discomfort on another person.

Relational: meant to cause harm within relationships

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4
Q

what are direct and indirect exemple of aggression? (physical, vebal, relational)

A

Physical:
-direct: Pushing, hitting, kicking, shoving
-indirect: Destruction of property, using others to hurt an individual

Verbal:
-direct: Insulting, putting down, name-calling, teasing
-indirect:Gossiping, urging others to say mean things

Relational:
-direct:Excluding, threatening to stop liking the person
-indirect: Spreading rumours/lies, exposing secrets, ignoring or betraying the person, building alliances to exclude the person

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5
Q

lifespan agression and antisocial behavior

A

aggression I 14-16

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6
Q

what about the stability of aggression across lifespan?

A

Aggression tends to be fairly stable:Maintaining same mean level.

Children who are rated as being aggressive in childhood tend to be rated as aggressive in adolescence

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7
Q

what are the effects of when agression starts?

A

Early starters 🡪 show aggression early in development and remain aggressive

Greatest risk for long-term negative outcomes

Late starters 🡪 adolescent-onset aggressive youth

Engage in delinquency during teen years but not in adulthood

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8
Q

what are the effect of gender?

A

Boys tend to be more physically aggressive than girls 🡪 childhood and adolescence
—Even the most aggressive girls are not as aggressive as the most aggressive boy

5x more likely for boys to be arrested for violent crimes

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9
Q

discuss about the boys and aggression?

A

Toddlerhood: Boys more likely than girls to instigate and be involved in:
-Direct physical aggression
-Overt verbal attacks

Boys are more likely than girls to:
-Demonstrate nonphysical antisocial behaviour
-Violate the rights of others (2x more than girls)

–Aggressive boys 🡪 Aggressive men
More likely to commit violent offenses

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10
Q

discuss girls and agression?

A

Girls are more likely than boys to:
-Disapprove of aggression
-More likely to use verbal objection and negotiation to deescalate a conflict.

Toddlerhood:Excluding and ignoring
Childhood: Excluding and damaging others’ reputation
Middle school: Indirect methods of social ostracization
Adolescence: Exclusion from social cliques to maintain own status

Long-term –
Aggressive girls 🡪 Aggressive women
More likely to commit non-violent offenses

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11
Q

what about causes of aggression? Alone name the 4 concepts

Key temr: transactional development

A
  1. Biological
  2. Environmental
  3. Sociocultural
  4. Sociocognitive
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12
Q

biological factor for aggression? (genetic, neurobiological and temperament, hormones, prenatal env., Diathesis-Stress Model
)

A

Genetic
-Moderate association between genetics and antisocial behaviour
-More heritable in early starters than late starters

Neurobiological
-Neurotransmitters 🡪 chemicals in body that facilitate or inhibit the transmission of neural impulses in the central nervous system

-Serotonin: Affects attention and emotional states. Deficits in serotonin 🡪 linked to impulsive behaviour and aggression

-Monoamine oxidase (MAO)

Temperament:
-Infants can be born with irritable, irregular, and difficult temperaments
-Often linked to lack of self-control
-Links to fearfulness

Hormones:
1. Testosterone: Typically more testosterone 🡪 more aggression

  1. However…Success in conflict 🡪 higher testosterone

Prenatal Env.
Exposure to certain teratogens can increase risk of aggressive behaviour

Diathesis-Stress Model
positive outcome + positive env./exp. = resilience

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13
Q

Agression- role of social factors (only name 5 concepts)

A

Family
Peers
Neighbourhood,
Culture
Media

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14
Q

Bronfenbrenner’s Bioecological Model

A

Bronfenbrenner’s Bioecological Model

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15
Q

role of caregiver and agression (punishment, monitoring, conflict)

A

Punishment:
-Harsh but not physical
-Physical punishment
-Role of genetics

Monitoring:
-supervision of peer group
-‘snowball’ effect

Conflict:
-exposure to conflict
-responsiveness

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16
Q

what are the impact of neighbourhood and aggression?

A

Impacts of socioeconomic status
–Adults at more stress 🡪 impact on youth
Exposure to violence
–One instance of exposure is often enough

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17
Q

role of culture and aggression?

A

-can depend on country
-can depend on cultural values

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18
Q

what are the benefits of media and aggresison?negative?

A

Positive:
Educational media
Connection
Self-identification
Creativity
Connectedness
Creativity
New encounters
Communication

Negative
Exposure to:
-Violence
-Pornography
-Social media
Sharing personal info
Social comparison
Bullying

Developmental outcomes:
-Academics
-Screen time

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19
Q

what are the theories of media infliuence and use? (3 concepts)

A
  1. Cutivation theory: Media shapes youths’ interests, motives, and beliefs about the world
  2. Use and Gratification approach: Youth choose the media that they are exposed to.
    Youth choose their media exposure. Youth interpret the media in a way that affects impact
  3. Media Pratice Model
    Remember!
    Correlation ≠ Causation
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20
Q

the role of violence in media?

A

Television, video games, chat rooms…

Increase in aggression (maybe) through:
Modelling
Aggression activation
Arousal
Desensitization

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21
Q

what can parents do?

A

Be kind.
Think twice before hitting ‘enter’
Follow the ‘WWGS’ role.
Use privacy setting

Don’t friend strangers.

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22
Q

agression II slide3

A

agression II slide3

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23
Q

Why do peers matter so much? Deliquency

A

Birds of a feather effect

Delinquency:
Gangs 🡪 antisocial peer groups
Shared name
Symbols

At risk for:
Psychological distress
Impulsivity
Exposure to violence
Victimization

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24
Q

How do we stop delinquency?

A

What doesn’t work:
Segregation
Group talk
Non-violent strategies

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25
Q

Social Information Processing (Crick & Dodge, 1994)

A

Step One: Encoding

What do I see?
Aggressive children 🡪 lack of full awareness of cues
Selective attention
Not entirely conscious

Step Two: Interpretation

What do I think is the reason behind what I see?
Accidental and harmless
Intentional and threatening
Hostile attribution bias (expectancy confirmation) -‘Searching’ for evidence of hostile intent in others. Self-fulfilling prophecy risk

What predicts hostile attribution bias?
Early harsh parenting
Physical abuse
The role of the other person:
Past history
Friend vs. foe

Step Three: Review of Behavioural Response

How can I possibly react?
Aggressive children
Generate fewer responses
Tend to be lower quality responses

Step Four: Selection of Behavioural Response
Which behavioural response do I choose?
-Consequences
-Moral responsibility
-Potential of acceptance rejection

Aggressive children:
-Less likely to consider consequences
-Tends to weigh towards aggressive action

Step Five: Behavioural Enactment
-Put selected action into action
-Aggressive children
–Tend to be less competent at enacting and role-playing non-aggressive responses

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26
Q

self-fulling prophecy

A

aggression II, slide 20-21

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27
Q

how do bullies act? girl vs bors

A

Use direct and indirect methods of aggression

Girls 🡪 relational
Boys 🡪 physical

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28
Q

what is the selection of victims?

A

Victims chosen for:
-Lack of support and defense from others
-More internalizing symptoms
-Provocative aggression

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29
Q

what about self-regulation and aggression?

A

Some strategies:
-Sensory experience (e.g., sound, taste, touch, movement)
-Grounding activity (e.g., deep breathing, slow counting, visual imagery)
-Positive self-talk (e.g., affirmations)
-Social support (e.g., ask for help, connect with a friend/ parent)

30
Q

Parental Involvement?

A

Improve the parents’ behaviour

Improves:
-Child behaviour
-Quality of life and relationship

Intervention programs tend to be effective:
-Most in children younger than 10
-Moderately in children between 10 and 17

31
Q

role of preventing aggression?

A

role of schools:
Concentration on problem-solving and reduction of aggression

Canada 🡪 “Use your WITS”Kindergarten to Grade 3
W – Walking away
I – Ignoring
T – Talk it Out
S – Seek Help

32
Q

wits leads program? btw grades

A

Kindergarten to Grade 3:
Literacy based
Educator tools to help children identify and prevent:
Bullying
Discrimination
Lateral violence

Grades 4 to 6
-Encouragement towards leadership in community
-Encouragement of recognition and respect of different perspectives
-Can become mentors in school community for younger children

Five key-problem solving strategies:
Look and Listen
Explore Points of View
Act
Did it Work?
Seek Help

33
Q

what is de-escalation?

A

-Technique used to prevent escalation (worsening of conflict)
-Used in conflict resolution

Don’t rush the process. Give space. Validate feelings and experiences. Don’t take it personally. Remember the end goal.

34
Q

slide 49 agression II

A

slide 49 agression II

35
Q

What is the role of a school?

A

In general 🡪 teaching of educational topics
Math, language, science etc.

However, also 🡪 teaching of social norms and integration

36
Q

what is Collective Efficacy

A

Collective efficacy 🡪 Community social capital
Sharing and trust between community members

Low collective efficacy 🡪 social problems

efficacy: how well does thing are working? everyone got to pitch in. Attitude.
No community mindset/trust = low collective efficacy. you can tell when the staff doesn’t want ot be there as well.

37
Q

slide 5 mentor, school and media

A

slide 5 mentor, school and media

38
Q

what is the education act? sudent right and teacher’s obligation

A

Student rights:
Entitled to education from preschool to secondary
Entitled to education services, student services, and special education services

Teachers’ obligations:
Must educate all students – with exceptionalities or not
“Contribute to the intellectual and overall personal development of each student entrusted to his care”

student rights: if you need extra help, you should receive it.
teacher: can get sued if they do not follow the Act. We need to help their education and social skills to help the student becoming an adult.
what if the teacher doesn’t have the resources? it is often due to money issue.

39
Q

what is the education act? school’s responsability and school board’s responsability?

A

School’s responsibility:
Ensure education standards are met
Provide services to students with special needs 🡪 creating an individualized education plan
Ensure fair use of funding

School board’s responsibility:
Ensure educational services are given to all students
Adapt educational services for students with exceptionalities
Ensure integration for students with exceptionalities

special needs: mental health, language…
How can these guidelines impact social development?
– miss students needs,
– it is a blanket statement: here what it is. but not tools to achieve it. or say how it would look like for each kid.
– help social skills, meet other kids, learn cues

40
Q

what are complementary educaitonal service (2002)? 4

A

support services:Designed to provide students with conditions that are conducive to learning.
Includes:
the quality of the teacher-student relationship
teamwork and the willingness to work in partnership with school and outside resources
the quality of relationships between the parents and the school
and so on

assistance services.
Designed to help students throughout their studies, with their academic and career choices

Student life services:
Designed to contribute to students’:
Development of autonomy and sense of responsibility
Moral and spiritual dimensions
Interpersonal relationships
Feeling of belonging to the school and to the community

promotion and prevention services:

Designed to provide students with an environment conducive to the development of a healthy lifestyle and of skills that are beneficial to health and well-being
ex. Services designed to promote student participation in school life
Services designed to educate students about their rights and responsibilities
Sports, cultural and social activities

41
Q

Policy on the Evaluation of Learning : justice, equality, equity, coherence, rigour, opennes

A

Justice: requires that the evaluation of learning take place in keeping with the statutes and regulations and that students have the right to retake examinations and lodge appeals.

Equality: requires that all students have an equal opportunity to demonstrate what they have learned.

Equity: requires that the individual characteristics of certain students or the common traits of certain groups be taken into account in order to avoid increasing existing differences.

Coherence: means that evaluation must be directly tied to learning

Rigour: is reflected in evaluation that is concerned with accuracy and precision so that decisions may be taken that will help the student progress and will officially recognize learning.

Openness: requires that evaluation standards and conditions be known and understood by the student and his or her parents

42
Q

What can make a difference in school structure? school structure, role of extracrriculars, class size, age transition and environment

A
  1. School structure
    a. School size: bigger school= more opportunities?
    b. Role of extracurriculars.à
    i. benefits:
    -Better performance in school
    -Increases odds of postsecondary attendance
    -Less likelihood of dropping out
    -Promotes positive mental health
    -Promotes community involvement
    ii. Negative: Sports 🡪 sometimes, greater alcohol and delinquency

More likely to be enrolled in extracurriculars if:
More affluent family background
Better academic status

Reasons for enrollment:
Middle class 🡪 self-improvement, networking (from a young age)
Working class 🡪 protection from harm (ex. they are at a science thing and not all alone at home)

c. class size: Smaller classes tend to show greater benefits
– more attention for each student
–less stress on teachers
Balance of economics and satisfaction?

d. age transition
“Big fish small pond”
Changing social groups
More choice

as you age, you have more choice (what classes you wanna do?) it can be stress-free or bring anxiety. Who are you suppose to be?

e. Envrionment:
-diversity, safety, community
the more you encourage them to accept each other the more you can promote diversity. is the environment welcoming?

43
Q

What can make a difference in the role of teachers? classroom management, teacher expectations, mentorship and connection

A
  1. Classroom management:

-Needs to reflect values of classroom
-Needs to be clearly understood by teacher and students
-Needs to balance intrinsic and extrinsic motivation
-Needs to be achievable by all students

what are some ideas for classroom management?
→ regulation tools, regulation exercise, respectful environment, changing the layout of the classroom. Displaying students works on the wall → celebrating their work. recognizes the uniqueness of each student.

Student engagement
-Intrinsic vs. extrinsic motivation
-Student-integrated learning
-Different learning styles and methods of assessment

  1. Teacher expectation

Teacher expectation can influence student success:
High expectations
Low expectations

  1. Mentorship and connection
    -Pygmalion Effect:Pre-impressions can affect the treatment of students
    teacher can get trick there. ex. someone tell the prof: this person is problematic. Well it can influence the teacher interaction and view of that student. it is important to be openness and expectancy competency.
    a. Self-Esteem and Identity
    -When our self-esteem is very tied to our identity…
    -Expected to succeed and misstep = incredibly damaging, why try?
    externalize…
    -Expected to fail = incredibly damaging (self-fulfilling prophecy)

Mentorship and Connection
Connection between teacher and student is key determinant in child adjustment
–Conflicted relationship
–Dependent relationship
–Supportive relationship

if their peer life is problematic or their family life is problematic. but if the teacher and kid have trouble together, it will be hard for the student to develop. also, if the student is dependent of the prof.. not good either. so push student but maintain boundary.

44
Q

role of family: SES

A

raised in poverty
-Failure in school
-Unemployment
-Teen pregnancy

raised in affluence
-Delinquency
-Substance abuse
-Mental health

45
Q

role of family: familial values

A

Issues can arise when there is a conflict of values between home and school
-General values
-Academic-specific values

ex.. sending you to science camp but you hate it
ex. parents hates school and discourage you to that.. the kid will echo.
need to have a partnership between teacher and students.

46
Q

role of family: school-family interaction

A

When parents are involved, children tend to do better socially and academically

Allows for sharing of communication

47
Q

role of family: what determines involvement?

A

Less involvement
-Busy
-Stressed
-Marginalized

Stress on integration and awareness of culture

ex. monoparental parent, are parents with no academic background.

48
Q

role of family: benefit of school for at-risk students?

A

-School can act as a buffer for students who have poor familial connections

-Teachers can provide structure and motivation → first responder for the kids life.

-Argument against suspension and expulsion?

49
Q

What is a mentor?

A

Experienced and trusted advisor
Someone who advises or trains

Motivation, advice, success, direction,coaching, support, goal, training,

50
Q

what is collective efficacy?

A

Collective efficacy 🡪 Community social capital
–Sharing and trust between community members

Low collective efficacy 🡪 social problems

51
Q

what is collective efficacy?

A

Collective efficacy 🡪 Community social capital
–Sharing and trust between community members

Low collective efficacy 🡪 social problems

52
Q

what is social learning by Vygotsky?

A

Development through interaction between individual and the environment – social and cultural influences

Children look to others for learning

Children know where to look for. ‘status’ ‘experience’ → sometimes that comes naturally.

53
Q

review zones pf proximal dvp

A

Identify individual’s areas (‘zones’) that holds knowledge, skills, and concepts that are almost (proximal) understood but not completely

Zones identified by mentors

54
Q

what is scaffolding?

A

Temporary support to assist in learning of new skill before moving on to next

Depends on maturity of child – has to be developmentally appropriate!

55
Q

what is over imitation?

A

Doing exactly what adults show

We adapt what the mentor has told use after. At first we do exactly what they told us tho

56
Q

what is integration of language?

A

Private speech: Talking to ourselves to problem solve

Social interactions: Talking with others leads to more exposure
we learn our skills from others

57
Q

What makes a good mentor?

A

Demonstration of positive values: motivation, kindness…
Similar backgrounds: tend to lean to people who share background with us.
Consistency
Similar interests

Build sort of a respect/bond overtime. Level of trust.

58
Q

what are natural mentors?

A

-Tend to develop due to proximity and knowledge
-Tend to occur more often than formal mentorships

-Can be short-term or long-term

teacher, siblings

59
Q

Who is a natural mentor?

A

Extended family members
Family friends
Coaches
Neighbours
Group leaders

60
Q

some considerations for a mentor?

A

Resources: do they have time, energy?
Identity: Ex. you live in a small town and feel like nobody is like you. Then you move to a bigger town and you find that there are a lot of people like you.

Skills and values of mentor: we tend to hang out with people who echo your values and skills.

61
Q

what are mentorship programs?

A

Beneficial for improving:
Social
Emotional
Behavioural
Academic

62
Q

what are benefits for mentees?

benefits for mentors?

A

Sense of support
Can buffer negative effects in other areas
Internalization of values
Role models 🡪 representation
Guidance
Advocacy
Perseverance
Better socio-emotional well-being

We tend to do better if someone believe in us.
Buffer negative: get pick out bc your hair is pink. But your mentor has pink hair too and you see how far she came from.

Mentors:
Communication skills
Problem-solving
Integration into community
Sense of pride
Identification of own skills

63
Q

can children be mentors?

A

Children can act as mentors or role models for younger children

Benefits of:
Sense of leadership
Sense of responsibility
Communication skills
Problem-solving

64
Q

Forms of child mentors

A

Siblings
Babysitters
Reading buddies
Peer tutors
Sports captains

65
Q

positive of educational programming?

A

Learning of simple concepts (think Sesame Street)è
-‘Thank you’ ‘please’…
-Taught subject in a simpler way to the kids
—Grief, jail, separation, etc.
Interactive and engaging learning

66
Q

Exposure to different worldviews and media

A

-More knowledge of the rest of the world
-Sense of identity
-Empathy and awareness

Exposes us to situation we might never experience
Sense of identity: If you are the only kid who is trans, handicap… maybe they grow up with no community but go online and find ones.

67
Q

implication of Video Games benefits and negative

A

Imagination
Problem-solving 🡪 Abstract thinking
Sense of community
Interest in maths and sciences

‘Bonuses’
Get your kid to talk about their video games.
Sense of community: feeling alone then you find one person who is into the same video game as you.

negative:
–Exposure to Gender Stereotypes

Women and girls tend to be under-represented overall in media
Only 31% of speaking characters were female
Only 23% of speaking characters in action films are female

68
Q

Exposure to Gender Stereotypes and Violence

A

When women are represented, tend to be:
Overly sexualized
Shown in submissive roles

Men are more likely to be portrayed as:
Attorneys/lawyers/judges (13 to 1)
Professors (16 to 1)
Doctors (5 to 1)

Women and girls were >2 more likely to be shown in sexualized attire

69
Q

Media and Body Image

A

Both girls and boys are exposed to ‘idealized’ body images via media

70
Q

what about pornography?

A

Major concern for parents

Exposure and involvement

Best control is through parenting

Can expect what they see to be the reality in their relationship.
The bigger issue: we don’t talk about it. Learn consent, respect. Know the distinction between fantasy and reality.
If you say: watch thousand you’ll die. Then they try and don’t die. = the parent is no longer a reliable source.

71
Q

what is magic window thinking?

A

Very young children believe that what they see on TV is real

Changes across development with integration of cognition and problem-solving

Making window thinking is a term: what you see on the TV is real. Until a certain age you think it is real too. As we start to be older, cognitive skills, you learn to distinguish the tv vs reality. Desensitivation of aggression. Stabbing peole on Tv vs outside world…

72
Q

Strategies to counteract negative media effects

A
  1. Caregivers watch and engage with media with children
  2. Caregivers act as mediators and interpreters of media
  3. Expression of disapproval to negative media portrayals
  4. Encourage empathy with victims or interest in non-leads
  5. Limiting of screen exposure (maybe)

PSY348 - Social development (6 decks)

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