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PSYC 304 > Lecture 9: Growing up in a Family > Flashcards

Lecture 9: Growing up in a Family Flashcards

1
Q

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

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

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3
Q

what does discipline ideally lead to?

A

internalization

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4
Q

internalization

A

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

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5
Q

example of internalization

A

a child abides by the parents’ rules/norms even when the parent isn’t present

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6
Q

how to foster internalization?

A
  • Using reasoning that focuses on the effects of a behaviour on someone else
  • Reasoning has to be combined with psychological pressure to foster internalization
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7
Q

benefit of reasoning that focuses on the effectiveness of a behaviour on someone else

A

It teaches empathy

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8
Q

too little psychological pressure

A

the child disobeys and ignores the message

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9
Q

too much psychological pressure

A
  • The child is obedient but only because they feel forced to do it
  • They will only comply if there is a risk of being caught
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10
Q

the right amount of psychological pressure

A

a slightly raised voice and a disapproving look are often enough

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11
Q

2 dimensions of parenting

A
  • Discipline/ control
  • Sensitivity/ support/ warmth
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12
Q

Discipline/ control

A

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

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13
Q

Sensitivity/ support/ warmth

A

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

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14
Q

high control, high warmth

A

authoritative parent

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15
Q

high control, low warm

A

authoritarian parent

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16
Q

low control, high warmth

A

permissive parent

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17
Q

low control, low warmth

A

uninvovled parent

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18
Q

authoritative parents

A
  • High in sensitivity/warmth and discipline
  • Attentive and responsive to the child’s needs and concerns and respect the child’s perspective
  • Set clear standards and limits for their children and are firm and consistent about enforcement, but allows autonomy within those limits
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19
Q

effect of authoritative parenting on kids

A
  • Good self-confidence
  • Socially skilled (tend to have many friends and are well-liked)
  • Behave following adults’ expectations
  • Do well academically
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20
Q

authoritarian parents

A
  • High in discipline, but low in sensitivity
  • Cold and unresponsive to a child’s needs
  • Expect the child to comply with the parent’s desires without question
  • Exercise power by using threats, punishments, and psychological control
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21
Q

effect of authoritarian parenting on kids

A
  • Creates hostility in children and refusal to internalize parents’ message
  • More likely to rebel against parents’ rules
  • Lower self-confidence and generally higher levels of mental health problems
  • Lower social competence
  • More behavioural problems, like aggression and delinquency
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22
Q

permissive parenting

A
  • High in sensitivity, but low in discipline
  • Responsive to child’s needs and wishes but are overly lenient
  • Do not require the child to regulate themselves or act in appropriate ways
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23
Q

effect of permissive parenting on kids

A
  • Higher in impulsivity
  • Low academic achievement
  • More behavioural problems, like delinquency and aggression
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24
Q

uninvolved parenting

A
  • Low in discipline and sensitivity
  • Generally disengaged from parenting
  • Sometimes rejecting and neglectful
  • Focused on their own needs instead of the child’s needs
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25
Q

effect of uninvolved parenting on kids

A
  • Struggle with self-worth and mental health problems
  • Insecure attachment
  • Low in social competence
  • Low in academic achievement
  • More behavioural problems
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26
Q

parenting of moms

A
  • Spend on average, even those that work, 1.5 hours more with their children than dads
  • More likely to provide physical care and emotional support to children
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27
Q

parenting of dads

A

More likely to play with children

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28
Q

importance of parenting of moms vs dads

A
  • Parenting by moms and dads is equally important and affects children in similar ways
  • Sensitivity from both is important for children’s mental health
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29
Q

parenting across cultures

A

there are many similarities, but some differences

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30
Q

similarities in parenting across cultures

A

All parents teach about good and bad behaviour very often and are least likely to use love withdrawal

31
Q

differences in 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
32
Q

European-American vs. Chinese parenting shows

A
  • Chinese/Chinese-American parents are more likely to use an authoritarian parenting style
  • Authoritarian parenting has fewer negative consequences for Chinese/Chinese-American children
  • There is a positive association between authoritative parenting and positive outcomes in children for both European Americans and Chinese children but this association is weaker for Chinese children
33
Q

impact of authoritarian parenting across cultures

A

authoritative parenting is best across cultures but authoritarian parenting is less harmful in cultures where it is the norm

34
Q

prevalence of spanking worldwide

A
  • 60% of children worldwide experience regular physical punishment
  • The rates are higher in countries where authoritarian parenting is the norm
35
Q

meta-analysis of spanking

A

A meta-analysis of studies across 50 years shows that the more children are spanked, the:
1. Less they comply and the more aggressive they are
2. More problematic their relationships with their parents are
3. More mental health problems they have
4. Lower their self-esteem

36
Q

negative impacts of spanking across cultures

A

These negative outcomes are found across cultural groups

37
Q

what does research about spanking show?

A

that it is bad

38
Q

United Nations on spanking

A

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

39
Q

parent-child interactions as cycles

A
  • Parent-child interactions tend to be bidirectional
  • Each influences and reinforces the other’s behaviour
  • This can create both positive and negative cycles
40
Q

parenting and shared genes

A

Parents and children’s behaviour can also be caused by the genes they share

41
Q

implications of parenting practices

A
  • A correlation between parenting and a child’s behaviour/outcomes could be due to parenting practices, children’s behaviour and/or shared genes
  • This does not imply causation between parenting and children’s outcomes
  • Parenting practices are not solely responsible for children’s outcomes
42
Q

longitudinal research and parent-child relationships

A

The only way of definitively showing a bidirectional relationship between children’s behaviour and parenting practices

43
Q

age of first-time moms over time

A
  • The average age of first-time moms in Canada is increasing
  • 1973: 24 years old
  • 2016: 29 years old
44
Q

Older first-time parents (vs. younger parents) tend to have:

A
  • More education and higher income
  • Fewer children
  • Less likely to get divorced in the first 10 years
  • More authoritative parenting
45
Q

same-sex parents over time

A
  • More same-sex couples are becoming parents in Canada:
  • 2001: 8.6% of same-sex couples are raising children
  • 2016: 12% of same-sex couples are raising children
46
Q

children raised by same-sex parents vs. opposite-sec parents

A
  • Children raised by same-sex parents are no different than children raised by different-sex parents:
  • Similar mental health, social competence, sexual orientation, and academic achievement
  • This shows that parenting style matters, not parents’ sexual orientation
47
Q

divorce over time

A
  • 35-42% of marriages end in divorce
  • Divorces peaked in 1987 at 50%
48
Q

initial impact of a divorce on children

A
  • Initially, a divorce negatively impacts children’s well-being
  • Kids show more depression, lower self-esteem, more behavioural problems, and do worse academically
49
Q

Children’ age and divorce study question

A

Does a child’s age affect their adjustment to divorce?

50
Q

Children’ age and divorce study method

A

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

51
Q

Children’ age and divorce study conditions

A

Divorce:
1. No divorce
2. Early divorce: parents divorced when a child was in grades 1-5
3. Late divorce: parents divorced when a child was in grades 6-10
Children’s outcomes:
1. Internalizing symptoms: depression and anxiety
2. Externalizing symptoms: aggression, disobedience, impulsivity
3. Academic performance

52
Q

Children’ age and divorce study findings

A
  • Internalizing symptoms: younger kids whose parents divorced showed more internalizing symptoms (vs. older kids and no divorce kids)
  • Externalizing symptoms: younger kids whose parents divorced showed more externalizing symptoms (vs. older kids and no divorce kids)
  • Academic performance: older kids whose parents divorced had poorer academic performance (vs. younger kids and no divorce kids)
53
Q

Children’ age and divorce study takeaways

A
  • Age affects how children adjust to divorce
  • This suggests which areas parents should target to help kids through a divorce
54
Q

long-term effects of divorce

A
  • The negative effects of divorce on children tend to not last long
  • Differences in the well-being of adults whose parents divorced in childhood vs. adults whose parents stayed married are very small
55
Q

Children have a harder time adjusting to divorce and do worse if:

A
  • There are multiple changes
  • There is an ongoing conflict between parents/stepparents
56
Q

what happens when there is an ongoing conflict between parents/stepparents

A
  • This puts the child in the middle and the role of mediator
  • Children do better if parents and stepparents can be civil and communicate directly with each other
57
Q

when do children have an easier time adjusting to divorce?

A

if parents show high levels of sensitivity/warmth

58
Q

when is divorce a good thing?

A

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

59
Q

impact of a “good divorce” on kids

A

Kids’ psychological well-being improves after divorce if the parents had a lot of conflict

60
Q

siblings

A
  • Can be friends and support each other
  • Can be competition for resources like toys and parental attention
  • Quality of sibling relationship matters
61
Q

Negative sibling relationships predict:

A
  • More depression
  • More social withdrawal
  • More problem behaviours
62
Q

predictors of positive sibling relationships

A
  • Siblings are treated equally by parents
  • Parents get along with each other
63
Q

what happens if parents favour one child

A

the least favoured child’s well-being suffers

64
Q

Differential treatment is less detrimental if the least favoured child:

A
  • Views it as justified
  • Is the older sibling
  • Is growing up in a collectivist culture
65
Q

impact of parental relationships on sibling relationships

A

It models a positive relationship with a family member

66
Q

the role of SES on childrens’ development

A

Low SES (vs. average SES) negatively affects children’s development

67
Q

how does low SES (vs. average SES) negatively affect children’s development?

A
  • Lower academic achievement
  • More behavioural problems
  • More depression and anxiety
68
Q

why does low SES (vs. average SES) negatively affect children’s development?

A
  • Material hardships
  • The negative effect of low SES on parenting
  • The amount of time parents can spend with their child
  • Creates stress which can lead to poor parental mental health, harsh parenting, and marital conflict
69
Q

Adolescents growing up in high SES (vs. average SES) families show elevated rates of:

A
  • Increased drug and alcohol use
  • More delinquent behaviour
  • More depression and anxiety
70
Q

why does high SES (vs. average SES) negatively affect children’s behaviour?

A
  • Parents spend more time at work
  • High pressure to achieve and excel
71
Q

implications of SES on children

A
  • Similarities in adjustment outcomes of low and high SES children
  • Middle SES is the best in terms of child development
72
Q

what do similarities in adjustment outcomes of low and high SES children suggest?

A

that there is more than one pathway to detrimental outcomes

73
Q

American Psychiatric Association on the best kind of discipline

A

The best kind of discipline involves the parent clearly stating what the rules are, providing justification for why that’s a rule, and indicating what the clear consequences of breaking the rule are

73
Q

American Psychiatric Association on deterring bad behaviour

A

Paying more attention and praising a child when they’re engaging in good behaviour can be a useful deterrent for bad behaviour

PSYC 304 (11 decks)

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