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Developmental psych > Lecture 7 > Flashcards

Lecture 7 Flashcards

1
Q

What is Erick Erickson’s first stage?

A

Trust vs. Mistrust
- 0-18 months

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2
Q

What is Erick erickson’s deal?

A

Every child develops in a relitivly stage like way. At each stage we learn somthing. Each stage has a goal that must be accomplished.

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3
Q

Stage 1

How does an infant learn to trust or mistrust?

A
  • caregiver consistancy
  • are the parents warm and responsive most of the time?
  • Huge part of attachment theory
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4
Q

Stage two: autonomy vs. shame and doubt

A
  • 18 months to 2 years
  • Infant is developing autonomy desire to be their own person ( freedom, needs must be met, kids saying no, making little dissisions)
  • Helping their emotion regulation and emotional intelligence is important
  • Theory of mind is developing - this is seen through their autonomy
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5
Q

What is prosocial behaviour?

A
  • Actions that build a sense of comunity with other human beings
  • Helping out doing good things for others
  • Todlers have a greater capacity than typically seen in adults
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6
Q

What is altruism

A
  • Doing something for the good of it.
  • Not geting anything in return
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7
Q

Empathy vs. sympathy

A

Empathy = relating to someone (you litteraly feel their pain)
Sympathy = is just feeling bad for someone (not super physicaly effected)
Past research says that sympathy is more linked to helping people. Feeling too much inhibits your ability to make change.
Empathy spurs people into action. Reasearch is changing it is also linked to prosocial behaviour

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8
Q

Guilt vs shame

A

Shame: Personal humiliation
ex. “you’re a bad kid for hitting!”

Guilt: Recignition of a moral standard and that that moral standard has been violated. Make it about the action and not the person themselves.
ex. “you’re not a bad kid, but you did a bad thing that hurt someone”

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9
Q

What is induction

A

When you point out how someone feels when a child breaks a rul or acts agressivly- stymulates guilt.
ex. “When you hit him, it made him feel sad. Do you remember how sad you were when
your sister hit you yesterday?”

more effective than shame

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10
Q

What are externalizing behaviours?

A

Physicaly showing emotions
Acting out or disruptions
More comen in men (why? because of socialization and gender roles)
- Huge intersexionality component

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11
Q

Internalizing

A
  • resentment
  • keeping emotions inside
  • isolating
  • More comen in women
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12
Q

What happens in stage 3 (erik erikson)?

A

Initiative vs. Guilt
* Age 3-6
* Taking the initiative to confront life, exploring their world, asking a lot of questions, “why” stage
* If kids are properly supported then they have more initiative. Answer their questions, give them confidence.

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13
Q

Emotional regulation adults teaching kids

A

Adults can help normilize feelings
Are you scared hurt or surprised?
Modle naming emotion
scafold emotional regulation
Helps kids learn emotional self regulation

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14
Q

Stage 4

A

Industry vs. Inferiority
* Age 7 to about (preeteens)
* Children at this age are cognitively becoming more self-
aware, and begin to realize they’re not perfect!
- decentering
- They can evaluate different areas of their skills and
compentencies:
* Scholastic competence (academic), behavioural
(being “good”), athleticism, likeability (popularity),
appearance
* Self esteem is affected more in highly-valued area
* Kids are starting to learn that if they try hard at something they can get better but if they are constantly being told they aren’t good enough they’ll start to belive that

Are the people around them supporting them or shutting them down

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15
Q

Self awarness and self esteem

A

developing 7 to preeteen
stage 4
Self awarness: decentering, more awear of who they are as an individual
Self esteem = how good they feel about themselves, can develop confidence and self confidence

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16
Q

Early friendships are

A

(age 4-6)
*More shallow. Based on appearances,
physical characteristics, proximity, shared
activities

17
Q

Middle childhood friendships are…

A

(7-12)
*Moving toward deeper meanings, trust,
bonding, still shared activities

18
Q

What is agression and what are the three types of agression?

A
  • What is agression: doing something to hurt another
  • Preschool= more shallow vs. older= more personal
  • Proactive aggression: trying to achieve a goal agression is an unintentional byproduct (child pushs another to get a toy) (younger)
  • Reactive aggression: Response to being hurt (younger)
  • Relational aggression: Desighed to hurt relationship ex.1 child spreading horrible rumer about another so they loose popularity (older)
19
Q

What is attachment?

A
  • Feeling of bonding and affection between an
    infant toward their caregiver
  • Theory developed in 1950’s by John Bowlby (raised by nurse saw a lot of seperation of cargivers (ww2)) and refined by Mary Ainsworth (his student) further refied his theory
  • comrade laurens reasearched ducks and imprinting
  • Harllows monkey experiment (wire and cloth mother) food vs protection and comfort
  • Safe haven and secure base
  • Crucial through our entire lives
20
Q

Development of
attachment

A

*Prenatal development - (before birth) how parents develop prenatal representations. They go into that bond.
*Pre-attachment - develops in the first 6 months after birth but before fully attached
*Around ~6 months attachment pattern begins
developing

21
Q

What is the strange situatons task?

A
  • Developed by Mary Ainsworth
  • Lab task:
    1. Caregiver and infant enter room
    2. Stranger walks in
    3. Caregiver leaves infant with stranger
    4. Caregiver returns to comfort the infant
    5. Stranger leaves, caregiver leaves, infant is alone
    6. Stranger returns
    7. Caregiver returns
22
Q

What do we look for in the strange situation task?

A
  • How does the infant act during normal play? Do they use their parent as a secure base and explore the
    environment?
  • How does infant act during separations? Do they become distressed when their caregiver leaves?
  • How does infant act during reunions? Are they able to be calmed down by their caregiver when they return?
23
Q

Describe a secure attachment

A
  • Uses parent as “secure base” to explore the toys
  • Distress on separation
  • Comforted by parent on return, “safe haven”

This means: “my caregiver is here for me,” caregiver is reliably sensitive most of the time
Related to many positive outcomes, including better social-emotional development

24
Q

Describe an Insecure – ambivalent attachment:

A

Doesn’t explore the toys, doesn’t use parent as “secure base”
* Distress on separation
* Unable to be comforted on return, parent is not “safe haven
This means: “my caregiver is not always here for me, but the louder I am, sometimes I get what I need,” amping
up emotions and hard to settle down. Caregiver
may be inconsistent
Insecure attachment patterns are related to later anxiety

25
Q

Describe an Insecure – avoidant:

A
  • Explores the toys, but preoccupied/distracted with them
  • Little visible distress on separation (though internally stressed out)
  • Disengaged from parent on return

This means:“my caregiver is not here for me, so I need to stuff down my feelings and hide them.” Caregiver may be emotionally absent or otherwise not engaged with infant’s emotional needs
Insecure attachment patterns are related to later anxiety

John Bowlby

26
Q

Describe a Disorganized attachment pattern

A
  • May explore the toys, may be preoccupied
  • Usually distressed on separation
  • Reunion is very bizarre– may run away from parent, may freeze, may seem scared
  • Disorganized = no coping mechanism
    This means: caregiver has a hard time dealing with infant’s
    emotions and may react to them in frightening or confusing ways. Common with history of unresolved trauma. Infant learns that their caregiver is their secure base but also the person who terrifies them
  • A disorganized attachment pattern is a risk factor for later externalizing problems, troubled relationships, passing down disorganized attachment pattern to own children

(created by Mary ainsworth)

27
Q

What is tempermant and what are the three ways it affects babies?

A

*An infant’s own personal characteristics and their way of approaching the world. Personal reactivity and sensitivity affects how an infant acts in all situations.
*Easy babies
*Slow-to-warm-up babies
*Difficult (or challenging) babies

28
Q

talk about cercle of security

A

activated when stressed
child uses parent as secure base
enjoy the child’s exploration and help if they need help
Child feels secure to explore because they know someone is watchin over to them
If something goes wrong they get protection from parent and help to regulate or orginize emotions

Developmental psych (13 decks)

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