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psych 304 > lecture 9: family and peer relationships > Flashcards

lecture 9: family and peer relationships Flashcards

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1
Q

define discipline

A

the set of strategies parents use to teach their children how to behave appropriately

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2
Q

when is discipline effective

A

effective if child stops engaging in inappropriate behaviour and engages in appropriate behaviour instead

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3
Q

ideally, disciple leads to what

A

internalization

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4
Q

what is the definition of internalization

A

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

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5
Q

what is the desired outcome of discipline

A

internalization

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6
Q

what is the best stategy for fostering internalization

A

reasoning that focuses on the effects of a behaviour on someone else is best strategy for promoting internalization

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7
Q

what is an example of reasoning that could help promote internalization

A

pulling someones hair is wrong because it hurts the other persons body and feelings

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8
Q

what does reasoning teach

A

empathy

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9
Q

what is the most common form of discipine

A

reasoning

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10
Q

in order to foster internalization, what does reasoning have to be combined with

A

psychological pressure

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11
Q

what is psychological pressure

A

certain level of disapproval about an action

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12
Q

explain the sweet spot of psychological pressure

A

too little = child disobeys and ignores message

too much= child is obedient but only because they feel forced to do it (wil only comply if there is a risk of being caught)

just right= slightly raised voice and disapproving look is oren enough

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13
Q

explain the too little pyscholigcal pressure

A

too little = child disobeys and ignores message

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14
Q

explain the too much psychological pressure

A

child is obedient but only because they feel forced to do it
-wil only comply if there is a risk of being caught
eg: punishment

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15
Q

explain the just right psychological pressure

A

slightly raised voice and disapproving look is often enough

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16
Q

what are the 2 dimensions of parenting

A

control/discipline
warm/sensitivity/support

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17
Q

explain the control/discipline dimension of parenting

A

extent to which parents monitor and manage their children behaviour through rules and consequences

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18
Q

explain the warmth/sensitivity and support dimension of parenting

A

extent to which parents mirror their children and are responsive to them

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19
Q

if someone has high warmth and high control, what parental style are they

A

authoritative

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20
Q

if someone has high warmth and low control, what parental style are they

A

permissive

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21
Q

if someone has low warmth and high control, what parental style are they

A

authoritarian

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22
Q

if someone has low warmth and low control, what parental style are they

A

uninvolved

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23
Q

authoritative parents are high in what

A

warmth/support and control

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24
Q

explain an authoritative parents

A

high in support and control

attentive and responsive to childs needs and concerns and respect the childs perspective

set clear standards and limits for their children nd are firm and consistent about enforcement

but allow autonomy within those limits

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25
Q

what pareting style is this:
high in support and control

attentive and responsive to childs needs and concerns and respect the childs perspective

set clear standards and limits for their children nd are firm and consistent about enforcement

but allow autonomy within those limits

A

authoritative

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26
Q

true or false: authoritative parents have high warm low control

A

false, that is permissive

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27
Q

explain the standards parents that are authoritituve show

A

set clear standards and limits for their children and are firm and consistent about enforcement
=but also allow autonomy within those limits

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28
Q

what are the 5 effects of authoritative parenting on kids

A

self condience
socially skilled
have many friends and are well-liked
behaviour in accordance with adults expectations
do well academically

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29
Q

what type of parenting style should you strive for

A

authoratative

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30
Q

true or false: children who had authoritative parenting style are more sociallly skilled and do well academically

A

true

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31
Q

authoritarian parents are high in what and low in what

A

high in control but low in warthh

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32
Q

explain authoritarian parents

A

high in control low in warmth

cold and unresponsive to childs needs

expect child to comply with parents desires without question

exercise power by using threats, punishments and psychological control

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33
Q

what type of parenting is this:
high in control low in warmth

cold and unresponsive to childs needs

expect child to comply with parents desires without question

exercise power by using threats, punishments and psychological control

A

authoritarian

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34
Q

whicg type of parent expects child to comply with parents desires without question

A

authoritarian

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35
Q

true or false: permissive parents exrercise power by using threats, punishements and psychological contrpl

A

false, authoritarian do

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36
Q

what are the 5 effects of authoritarian parenting on kids

A

1) create hostility in children and a refusal to internalize parents’ message
2) lower in self confidence
3) high levels of mental health problems
4) lower social competence
5) more behavioural problems, like aggression and delinquency

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37
Q

what parenting style usually leads to rebellion effect

A

authoritarian

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38
Q

permissive parents in high in what and low in what

A

high in warmth, low in control

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39
Q

what parenting is opposite of authoritarian

A

permissive

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40
Q

what is the difference between authoritative and permissive

A

permissive parents are responsive to childs needs and wishes BUT are overly lenient

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41
Q

explain permissive parenting

A

high in warmth, low in control
responsive to childs needs and wishes but are overly lenient
do not require child to regulate themselves or act in appropriate ways

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42
Q

what type of parenting is this:
high in warmth, low in control
responsive to childs needs and wishes but are overly lenient
do not require child to regulate themselves or act in appropriate ways

A

permissive

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43
Q

what are the 4 effects of permissive parenting

A

1) high impulsivity
2) low in self regulation
3) more behavioural problems, like aggression and delinquency
4) low academic achievementt

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44
Q

which toy of parenting style makes kids show higher impulsivity

A

persmissive

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45
Q

explain uninvolved parenting

A

low in control and warmth
generally disengaged from parenting
no limits and no support
sometimes rejecting and neglectful
focused on their own needs instead of children needs

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46
Q

what type of parenting style is this:
low in control and warmth
generally disengaged from parenting
no limits and no support
sometimes rejecting and neglectful
focused on their own needs instead of children needs

A

uninvolved

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47
Q

uninvolved parenting is low in what

A

low in control and warmth

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48
Q

what parenting style is disengaged from parenting

A

uninvolved

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49
Q

what parenting style focusses on their own needs instead of children needs

A

uninvolved

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50
Q

what are the effects of uninvolved parenting on kids

A

struggle with self worth
insecure attachment
poorer mental health
low in social competetnce
low in academic achievement
more behavioural problems

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51
Q

kids raised with this parenting style are more likely to show insecure attachment

A

uninvolved parenting

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52
Q

what are some examples of behavioural problems of kids with uninvolved parents

A

aggression
delinquency
promiscuity
substance abuse

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53
Q

which gender spends more time with kids

A

moms spend on average, even those that work, 1.5 hours more with their children than dads

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54
Q

over dads, moms are more likely to provide what to kids

A

physical care and emotional support to children

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55
Q

dads are more likely to do what with children in comparison to mom

A

play with children

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56
Q

true or false: parenting by moms and parenting by dads are equally important and affect children in similar ways

and example

A

true

warmth and responsiveness from both is important for children mental health

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57
Q

what are some of the similarities of parenting across cultures

A

all parents teach about good and bad behaviour very often and are least likely to use low withdrawal (deprive kids of love)

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58
Q

what are the differences of parenting across cultures

A

italian parents are more likely to yell or scold
Kenyan parents are most likely to threaten or use punishment, but least likely to take away privileges

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59
Q

what nationality are more likely to yell or scold

A

italian

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60
Q

kenyan parents are most likely to threaten or use physical punishment, but least likely to do what

A

take away privileges

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61
Q

explain the study about discipline techniques in european american vs chinese parentsing

A

authoritarian style: is more likely to be used by chinese parents and has few negative consequences on chinese children

authoritative parenting: is linked witth positive outcomes in both european americans and chinese kids but this link is stronger for European american kids

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62
Q

what does the study about discipline techniques in european american and chinese parenting

A

suggests that authoritative parenting is best across cultures, but authoritarian parenting is less harmful in cultures where that is the norm

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63
Q

authoritarian parenting is less harmful when

A

in cultures where that is the norm

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64
Q

what percentage of children experience regular physical punishment

A

60

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65
Q

where is regular physical punishments rates higher

A

in countries where authoritarian parenting is the norm

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66
Q

metaanylisis of studies across 50 years shows that the more children are spanked, the:

A

less they comply and the more aggressive they are
more mental health problems they have
more problematic relationships with parenting
lower their self esteem
lower their cognitive ability

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67
Q

true or false: negative outcomes from spanking are found cross cultural grousp

A

true

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68
Q

is spanking really that bad

A

true

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69
Q

explain what united nations aaid about spanking

A

spanking is a form of violence against children that violates human right to be protected from violence

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70
Q

rue or fales: spanking is illegal in canada according to united nation

A

false, it is not

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71
Q

true or false: parent-child interactions tend to be bidirectional

A

true

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72
Q

explain how parent-child interactions tend to be bidirecitonnal

A

each influences and reinforces the other behaviour
can create both positive and negative cycles

ex: baby smiles, parent smiles, then baby smiles

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73
Q

explain the coercive cycle

A

parent makes request or says no
child disobeys
parent get angry and yells
child yells/throws tantrum
parent yells
parent gives up or succeeds

gives up: reinforces child tantrums
succeeds: reinforces harsh parenting

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74
Q

child with difficult temperment is more likely to what (according to coercive cycle)

A

more likely to disobey and provoke harsh parenting

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75
Q

explain childs problem behaviour reinforces what (according to coervcive cycle)

A

parents hardh parenting which unintentionally reinforces the child behaviour

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76
Q

do shared genes play a role in child and parent bahaviour

A

yes
parents and children behaviour can also both be caused by the genes they share

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77
Q

a correlation between parenting and children behaviour/outcomes could be due to what

A

parenting practices
children beahvior
and shared genes

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78
Q

true or false: parenting practices are solely responsible for children outcomes

A

false, they are not (genes also play a role)

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79
Q

internalization of appropriate behaviour is fostered by what two things

A

reasoning and a sweet spot of psychological pressure

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80
Q

warmth x contro creates 4 parenting styles: what are they

A

authoritative, authoritarian, permissive and uninvolved

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81
Q

parenting style has an important impact on what

A

children outcomes

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82
Q

authoritative parenting style is best for promoting what

A

internalization, well-being and social competencies across cultures

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83
Q

parenting varies somewhat by culture, so sometimes spanking is useful

A

false, it is never a useful strategy

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84
Q

parenting practices are not solely responsible for children outcomes, what other 2 factors effect

A

children behaviour and shared genes

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85
Q

what was the average age of first time moms n canada in 2001

A

27

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86
Q

what was the average age of first time moms n canada in 2016

A

29

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87
Q

average age of firm times moms in canada is increasing or decreasing

A

increasing

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88
Q

older first time parents (vs younger parents) tend to have what in terms of education income

A

more education and higher income

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89
Q

older first time parents (vs younger parents) tend to have fewer or more children

A

fewer

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90
Q

true or false; older first time parents (vs younger parents) are less likely to get diverosed in the first 10 years

A

true

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91
Q

which type of parents, old or young, show more positive parenting

A

odler

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92
Q

explainn how older first time parents have more positive parenting

A

lower rates of harsh parenting compared with people that became parents at 18-25 years old

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93
Q

what percentage of same sex parents in 2001

A

8.6

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94
Q

what percentage of same sex parents in 2016

A

12

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95
Q

children raised by same-sex parents are different or no different that children raised by different sex parents

A

no different

96
Q

explain how children raised by same-sex parents are no different than children raised by different sex parents

A

similar mental health, social competence, sexual orientation, and academic achievement

97
Q

what does the fact that children raised by same-sex parents no different that children raised by different sex parents show

A

shows that parenting style matters, not parents sexual orientation

98
Q

what percentage of marriages end in divorce and when was the peak

A

35-42%

peak was 50% in 1987

99
Q

initially, does divorce impact a childs well-being and explain

A

yes, kids show more depression, lower self esteem, more behavioural problems and do worse academically

100
Q

explain how divorce negative impacts children wellbeing initially

A

yes, kids show more depression, lower self esteem, more behavioural problems and do worse academically

101
Q

divorce is associated with what in terms of parents

A

associated with greater parental irritability and less parental available and warmth, making the negative impact on children worse

102
Q

kids in divorce adjust better if what

A

if parents are supportive and emotionally available

103
Q

what were the methods for the study about children age and divorce

A

followed families for 4 years to examine effect of timing of divorce on children outcomes

104
Q

what were the divorce outcomes they looked at on the study about children age and divorse

A

no divorse
early divorse: parents divorced when child was in grade 1-5
late divorce: parents divorced when child was in grade 6-10

105
Q

what were the children outcomes that were studied in the study about childrens age and divorce

A

internalizing symptoms: depression, anxiety and loneliness
externalizing symptomsL aggression, non-obedience, impulsivit
academic performance

106
Q

what were the results of children age and divorce study on internalizing symptoms

A

younger kids whose parents divorced showed more internalizing symptoms (vs older kids and no divorce kids)

107
Q

true or false: younger kids whose parents divorced showed less internalizing symptoms (vs older kids and no divorce kids)

A

false, showed more

108
Q

what were the results of children age and divorce study on externalizing symptoms

A

younger kids whose parents divorced showed more externalizing symptoms

109
Q

true or false; younger kids whose parents divorced showed more externalizing symptoms

A

true

110
Q

what age of kid was more affected academically in divorce

A

older kids

111
Q

what were the results of children age and divorce study on academic performance

A

older kids whose parents divorced has power academic performance (vs younger kids and no divorce kids)

112
Q

true o false: age does not affect how children just to divorce

A

false, it does

113
Q

explain how age affects how children adjust to divorce

A

kids who’s parents divorced when they were younger showed more itnernalizing and externalizing symptoms

kids who’s parents divorced when they were older showed poorer academic performace

114
Q

kids who’s parents divorced when they were younger showed more of what symptoms

A

more internalizing and externalizing symptoms

115
Q

kids who’s parents divorced when they were older showed what outcomes

A

showed poorer academic performance

116
Q

what is the explaination for why kids who’s parents divorced when they were younger showed more internalizing and externalizing symptoms

A

could not cognitively understand the reasons behind divorse
blame themselves

117
Q

what does the fact that age affects how children adjust to divorce suggest

A

suggests which areas parents should target to help their kids through divorsce

118
Q

true or false: negative effects of divorce o children last long

A

false, tend not to last long

119
Q

explain how negative effects of divorce on children tend to not last long

A

differences in well-being of adults whose parents divorced in childhood vs adults whose parents stayed married are very small

120
Q

children have a harder time adjusting to divorce and do worse if what : 2 things

A

multiple changes

ongoing conflict between parents/stepparents

121
Q

explain how multiple changes can cause children to have a harder time adjusting to divorse

A

divorce and new home and new neighborhood and new school and remarriage

make it harder

122
Q

explain how ongoing conflict between parents/stepparents can make children have a harder time adjusting to divorce and do worse

A

puts child in the middle and in the role of mediator

children do better if parents are able to be civil and communicate directly with each odler

123
Q

children have an easier time adjusting to divorce if parents show what

A

high levels or warmth

124
Q

when can divorce be a good thing

A

if parents were engaged in a lot of conflict before getting divorced

125
Q

explain how divorce can be a good thing if parents were engaged in a lot of conflict before getting divorced

A

kids psychological well-being improves after divorce is parents had a lot of conflict

126
Q

understand graphs about how divorce can be a good thing

A
127
Q

explain how siblings can be a good thing vs bad thing

A

good: can be friends and support each other
bad: can be competition for ressources like toys or parental attention

128
Q

true or false: quality of sibling relationship matters

A

true

129
Q

negative sibling relationshiops predict what

A

more depression
more social withdrawal
more problem behaviours

130
Q

what are the 2 main predictors of positive sibling relationship

A

1) siblings treated equally by parents
2) parents get along with each other

131
Q

explain how siblings being treated equally by parents is a predictor of positive sibling relationship

A

if favouring happens, the least favoured childs well-being suffers

132
Q

when is siblings not being equally by parents become less detrimental

A

1) differential treatment is view as justified (eg: age gap)
2) collectivist culture
3) older siblings

133
Q

explain how parents getting along with each other is a predictor of positive sibling realtionship

A

divorce can make sibling relationships worse because kids have to compete over parental attention which is scare ressource during divorce

134
Q

older parents tend to have a more positive or negative parenting style

A

positive

135
Q

the way a divorce impacts children depends on wjat

A

age

136
Q

what is a friend

A

a person that is not a relative with whom an individual has an intimate reciprocated and positive relationship

137
Q

what are the two most important factors in childrens friend ships

A

similarity
proximity

138
Q

explain similarity as a factor in children friendship

A

age
accesptance
personality (eg: cooperative, shyness)
level of negative emotions
academic motivation

139
Q

explain proximity as a factor in children freindship

A

live in same neighbourhood
go to same school
participate in same extracurricualr activties

140
Q

children are more likely to be freinds with kids of the same or diff gender

A

same

141
Q

when does the preference for being friends with the same gender emerge

A

3-4 years of age

142
Q

when does the preference for hanging out with kids of the same gender peak

A

around 13

143
Q

what happens to freindship at age 13

A

time with oppsotive sex friends increases, especially for girls

144
Q

explain friendships at 1-2 years olf

A

show preference of some children over others
(tocu hthem, smile more at them)

145
Q

explain friendships at 2-3 years old

A

develoipping more complex social behaviors
(ex: imitating peers bahviour, cooperative problel solving, turn taking)

146
Q

at what age do kids have at least one friend

A

3-5

147
Q

AT WHAT age do children have their first best freidn

A

3-5

148
Q

at 3-5 years old, who is the best firend

A

the peer they play the most with

149
Q

emergence of preference for same gender peers emerges at what age

A

3-4 ages

150
Q

explain frienship at 3-5 yeara old

A

most kids have at least 1 friend

freinds interact more often and cooperatte more effectively vs non friends
but friends also have more conflict than non friends (more likelyo negotioate out of conflict than non friends)

151
Q

at 5-8 years old, how is friendship defined

A

define friendship on basis of activityes with peers

152
Q

at 9 yers old, how is freindship defined

A

defintion of friendship expands to included important chracteristics (shared interest, providing help, companionship)

153
Q

at what age is friendship defined on basis of activityies withpeers

A

5-8

154
Q

at what age does definition of friendship ex[amds tpo inclued important charcateritics

A

9 years old

155
Q

how is freindship defined in adolescence

A

more defined by self disclosure and intimacy

156
Q

at what age is friendsgip more defined by self disclosure and intimacy

A

adolescrence

157
Q

at what age do you start having more freinds of oppsite sex

A

13

158
Q

true or false: as children get older, gender differences emerge in what they want out of friendship

A

true

159
Q

explain girls desires for freindships (vs boys)

A

desire more closenesss and dependency in friendships
but comes with more worrying about abdandonment, hurting others, and otehrs judgemnets (more likely to experience friendship stress, dissapointement and betrayal)

160
Q

true or false: boys are more likely to exprience friendship stress, dissappintment and betrayal

A

false, girls

161
Q

although girls amd boys have different desires about friendship, boys and girls have similar or diff levels or conflict and stability in freindship

A

similar

162
Q

what is sociometric status

A

degree to which children are liked vs disliked by peers

163
Q

how is sociometric measured

A

by haviing children nominate peers in their class that they like (more positive nominations) and peers in their class that they dislike (negative nominations)

164
Q

according to sociometric status, each child is classfied into 5 status groups: what are they

A

popular
rejected
average
neglected
controversial

165
Q

what percentage of kids are popular

A

11

166
Q

explain how popular kids are liked or disliked

A

liked by many
disliked by few

167
Q

explain how popular kids tend to ne

A

socially skilled
good emotion regulation skills
assertive by not aggressive
tend to have factors that give them high status (attractice, athletici, popular friends)

168
Q

children of what group tend to be:
socially skilled
good emotion regulation skills
assertive by not aggressive
tend to have factors that give them high status (attractice, athletici, popular friends)

A

popular

169
Q

what percentage of mids are rejected

A

13

170
Q

explain liked and dislikes of rejected kids

A

liked by few peers
disliked by many

171
Q

rejected kids tend to have fewer bLANK

A

fewer positive social skills compared to peers

172
Q

kids of what group tend to have fewer positive social skills compared to peers

A

rejected kids

173
Q

what are the two subsets of rejected kids

A

aggressive rejected
withdraw rejected

174
Q

what percentage of kids are in the agressive rejected

A

40-50 % of rejected kids

175
Q

agreesive rejected kids tend to show what

A

high levels of hostility
threatining behaviour
physical agression
delinquency

176
Q

what percentage of rejected kids are part of the withrdrawn rejected

A

10-25% rejrectd kids

177
Q

withdraw rejected kids tend to be what

A

socially withdrawn
timid
socially anxiious

178
Q

who is more likely to be bullied

A

withdrawn rejected

179
Q

what group is frequently victimized and feel lonely, isolated and depressed

A

withdrawn rejected

180
Q

understand cooervice cycles for rejected kids

A

what percentage of kids are neglected

181
Q

what percentage of kids are neglected

A

9

182
Q

explain nominations of neglected kids in sociometric status

A

dont recieve many nominations
(not liked or idisliked
neutral/not noticed)

183
Q

what group of children are less social and less disruptive than average children

A

neglected kids

184
Q

neglected kids are less blank and less nlank than average children

A

less social and disruptive

185
Q

true or false and explain: negletcted kids are not at risk for negative outcomes

A

true
simply prefer solitary activtiy
can be socially skilled in more structured activities

186
Q

what percentage of kids are controversial

A

7%

187
Q

what is the liked vs not liked of controversial kids

A

liked by many
disliked by many

188
Q

the controversial kids have characteritics of what two other groups

A

rejected aggressive and popular

189
Q

explain how controversial kids have characteritics of rejected agressive and popular kids

A

-aggressive, disruptive and prone to anger
-compensate for this with many positive social skills like being cooperative, sociable and funny

190
Q

what percentage of kids are average kids

A

60

191
Q

explain likes bs dislikes of average kids

A

moderate number of likes and disliked

192
Q

average kids are more social than who but not as social as who

A

more: rejected and neglected
less: popular and controversial

193
Q

explain short term stability of sociometric status

A

neglected or controversal children are likely to change status
popular, rejected and average children tend to remain so

194
Q

in short term, neglected or controversal children are likely to change status
or remain

A

change

195
Q

in short term: popular, rejected and average children tend to remain so or change status

A

remain so

196
Q

explain long term stability of sociometric status q

A

sociometric status more likely to change
average and rejected status most stable

197
Q

long term, is sociometric status more likely to change or remain the same

A

change

198
Q

long term, what sociometric status is most stable

A

average and rejected

199
Q

what are the two main reasons that friendship is important

A

provides social validation and support
fosters development of positive social skills

200
Q

epxlain how freindship provides social validation and support (4)

A

especially important during transition
chronic friendlessness is assocaition with increased loneliness and depression
kids tend to rely more on freinds than perents around age 16
friendship buffers agains negative experiences

201
Q

when is friendship especailly important

A

during transitions

202
Q

chronic friendlessness is associated with icnreased what

A

increased loneliness and depression

203
Q

kids tend to rely more on friends than parents at what age

A

16

204
Q

true or false: friendship buffers against negative expriences

A

true

205
Q

whta are the methods for the study about freinds buffering against negative experiences

A

study: 10-11 years olds reported on their negative experiences over the course of 4 days

after each experience, indicated:
self worth= how they flet about themsevles
wehther best freind was presend or not

measured cortisol as an indicator of stress reaction

206
Q

in study about friends buffer neg experiences, if best friend was no present what were the results

A

if best friend was not present, more negative expriences assocaited with increased cortisol and lower self worth
but not if best friend was present

207
Q

explain how friendship fosters developmemt of positive skills

A

builds cooperation
gossip allows children to learn about social norms
important for dev freindshipships throughout life

208
Q

gossip allows childrent to learn about what

A

social norms

209
Q

in the longitudinal benefits of friendships study, what were the ages

A

frienship assessed at age 10 and then follow up at age 22

210
Q

in the longitudinal benefits of friendships study, what were the results at age 10

A

kids who had a best friend (vs those who didnt) were seen as :
-less aggressive
-more popular/ well liked

211
Q

in the longitudinal benefits of friendships study, what were the results at age 22

A

those who had a best friend at age 10:
-were more successful in university
-had better family and social lives
-had high self esteem and less anxiety and depression

212
Q

what did the longitudinal benefits of freindship study show

A

that having a close friendship in childhood has both short-term and long term benefits for social and psychological well-being

213
Q

what are the implications of being rejected

A

more aggression
delinquency in teens
substance abuse
continued unhealthy relationships
less education
limited work success
crime in adulthood

214
Q

true or false: rejected, especially aggressive rejected kids are at high risk for negative outcomes

A

truwe

215
Q

what is deviancy training

A

negative peer pressure wherein peers model and reinforce aggression and deviance by making these behaviors seem accetable

216
Q

kids that have aggressive/delinquent friends are more or less likely to also become more agrressive themsevles

A

more

217
Q

when can deviancy training begin

A

as earlt as age 5

218
Q

falling in with the wrong group is dependant only on deviancy training

A

false, also selection effect

219
Q

explain selection effect

A

children choose peers that are similar to them
implies that kids choose and contribute to the wrong crowd

220
Q

parents can shape their children peer relationshop in a positive way using two strategies: what are they

A

1) monitoring
2) emotion coaching

221
Q

explain how monitoring from parents can shape their childrens peer relationships

A

parents deicide whom children interact with an how much time they spend doing particular activities
(looks diff depending on age of the child but matters at all ages)

222
Q

explain how emotion coaching from parents can shape their childrens peer relationships

A

parents teach kids how to effectively manage emotions to interact with peers and handle conflict

223
Q

the more age appropriate monitoring and coaching makes what happen

A

the more kids are socially competent and liked by peers

224
Q

what do school interventions in terms of peers aim to improve

A

aim to improve childrens peer relationsjips by enhancing their emotional development

225
Q

what is an example of school intervention

A

promoting alternative thinking strategies (PATHS)

226
Q

what was the function of PATHS

A

aim to change how rejected children interact with peers

227
Q

what are the age range for PATHS

A

4-11

228
Q

what did children in PATHS learn

A

-to identify emotional expressions
-think about the causes and consequences of different ways of expressing emotions
-strategies of self regulation

229
Q

children that partcipate in PATHS (vs control) show what 4 things

A

improved emotion understanding and regulation

increased social problem solving

decreased externalizing behaviour (agression, acting out)

decreased depression

230
Q

children choose friends that are similar to them and what else

A

in close proximity

231
Q

there are 5 socioemetric status groups: what are tehy

A

popular
rejected
neglected
controversial
average

232
Q

sociometric status is assocaited with what

A

different behavioural profiles

233
Q

friendship is important for what development in kids

A

emotional and social dev

234
Q

freindship can be assocaited with negative outcomes though what

A

deviancy training and selection effects

235
Q

what can help improve peer acceptance

A

parents monitoring
coaching
school interventions

psych 304 (10 decks)

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