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FRHD 3040 > Midterm 1 > Flashcards

Midterm 1 Flashcards

1
Q

Government of Canada’s Definition of Family

A
  • Married couple and the children of the spouses
  • A couple living common-law and the children of the partners
  • A lone parent of any marital status with at least one child living in the same dwelling
  • All members of a particular census family live in the same dwelling
  • A couple may be of opposite or same sex
  • Children may be children by birth, marriage, common-law union or adoption regardless of age or marital status as long as they live in the dwelling and don’t have their own married spouse, common-law partner or child living in the dwelling
  • Grandchildren living with their grandparents but with no parents present
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2
Q

Vanier Institute of Family Functional Definition of Family

A

• Any combination of 2 or more persons who are bound together over time by ties of mutual consent
• Birth/adoption/placement together
• Assume responsibilities for one or more of:
○ Physical maintenance and care of group members
○ Addition of new members through procreation or adoption
○ Socialization of children
○ Social control of members
○ Production, consumption, distribution of goods and services
○ Affective nurturance - love

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3
Q

Increased ___ in the 1980’s and 1990’s

A

cohabitation

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4
Q

Increase in ___

A

divorce

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5
Q

more equitable ___

A

family laws

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6
Q

characteristics of healthy families

A
  • Commitment
  • Effective communication patterns
  • Spending time together
  • Shared value system
  • Coping with stress
  • Appreciation
  • Balancing of needs
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7
Q

What is central and most important for the healthy development of children?

A

The parent-child relationship

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8
Q

In all cultures, grandparents influence children’s development ___

A

indirectly and directly

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9
Q

The definition of the family that the government uses severs which following purpose

A

Development of policy and future planning

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10
Q

The cognitive/social input is more important than

A

The size of family, the cultural practices and the family structure

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11
Q

autocratic parenting - Hobbesian perspective (20th century)

A

○ Taming of the child’s will
○ Religious and cultural mandate
○ Miniature monarchy
○ Unquestioned obedience of children

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12
Q

autocratic parenting - Calvinist doctrine (20th century)

A

○ Inherent sinfulness of child
○ Firm discipline, corporal punishment
○ Strict obedience and submission

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13
Q

Three outstanding features of parent-child relations

A

○ Developmental parenting
○ Bidirectional parenting
○ Life span parenting

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14
Q

Sigmund Freud (1930’s)

A
  • Acceptance of children’s basic instinct

- Detrimental effect of harsh parenting

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15
Q

John Bowlby and Mary Ainsworth (1940’s)

A
  • Importance of parental attachment for socialization
  • Secure attachment = parent has consistent responsiveness to child
  • Insecure/avoidant/disorganized attachment = inconsistent responsiveness
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16
Q

Rene Spitz (1950’s)

A

Importance of responsiveness - crucial to development

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17
Q

Benjamin Spock (1940’s-70’s)

A
  • Challenged harsh childrearing approaches

- Influenced parenting styles

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18
Q

B.F. Skinner (20th century)

A
  • Operant conditioning, importance of reinforcement of positive behaviours
  • Reinforcement of positive behaviour, rather than punishment of negative behaviour
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19
Q

Bandura and Walters (1960’s)

A

Social learning theory - children can learn even without direct instruction, they can learn a lot from interacting with the environment and observing

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20
Q

Erik Erikson (1960’s)

A

Psychosocial maturity through resolution of stage-specific crisis

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21
Q

Maria Montessori (1909)

A
  • Freedom to explore and learn
  • Children have absorbent minds and are motivated to learn
  • Sensitive/crucial periods to teach children to master a skill
  • First 6 years - should have freedom with limits, respect individual differences, support children in their learning, don’t impose your own ideas onto them
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22
Q

Caroline Pratt (1948)

A

Importance of play - childhood work is learning through play

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23
Q

Jean Piaget (1960’s-70’s)

A

Cognitive development - children are active participants in their own learning

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24
Q

Lev Vygotsky (1978)

A
  • Sociocultural theory - instruction, support (social/instrumental), scaffolding of learning
  • Children are able to master skills as we provide the context for participation/engagement
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25
Q

Rudolph Dreikurs (1960’s)

A
  • Democratic relationships

- Belonging and acceptance by others

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26
Q

Family Development Theory

A
  • Successive stages over time
  • 8 stages based on composition of the family
  • Traditional nuclear family
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27
Q

Systemic Family Development Model

A

Family dynamics across generations and interactional intricacy of families

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28
Q

Social Domain Theory

A
  • Social beings, basic motivation to belong
  • Purposeful behaviours
  • Decision makers
  • Perception of reality
  • Parent and child not equal in privileges/responsibility
  • Parents and children have equal worth
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29
Q

Urie Bronfenbrenner (1970’s) - Bioecological Model

A
  • Social context of interpersonal relationships
  • Multiple influences on parental childrearing behaviours
  • Micro, meso, exo, macro and chronosystems
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30
Q

Family Systems Theory

A
  • Family as dynamic systems characterized by stability and change
  • Impact of developmental changes on children’s lives
  • Normative and non-normative events
  • Rules should be explicit
  • Enhancement of stability - adapting expectations and behaviours based on changing needs
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31
Q

Theory

A

Fundamental beliefs, abstract ideas, assumptions about the nature of a phenomenon

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32
Q

Implicit theory

A

Parental ethno theories - organized sets of ideas of how parents should operate (Eg. Management of child’s sleep)

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33
Q

Explicit Theory

A

Formal ways of understanding things

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34
Q

Assumptions of theory

A 
○ Nature of children
○ Nature of the relationship 
○ Nature of processes
○ Causality
○ Desired outcomes
○ Concepts, models, constructs, hypotheses
○ Generalizations
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35
Q

Unidirectional models (mechanistic)

A

Parent –> child

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36
Q

Bidirectional models

A

Parent influencing child and child influencing parent

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37
Q

3 domains of parent-child relationship

A
  • authority
  • attachment
  • intimacy
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38
Q

authority

A
  • Authority and hierarchical power
  • Normally, the parent is seen as having more power than the child
  • Unequal power “interdependent asymmetry” - the child and parent each have relational power, personal power …
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39
Q

attachment

A

responsive caregiving

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40
Q

intimacy

A
  • Hedonistic motive based on pleasure
  • Co-constructed meaning-making
  • Momentary intimate interactions can be created
  • No avoidance of or imposition of meaning-making
  • The difference between a child-parent relationship and friend-friend relationship is “choice”, you can’t choose your parents but you can choose your friends and choose when to end that relationship
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41
Q

The view that children are inherently sinful is an example of how ___ affects parenting

A

religion

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42
Q

Research has shown that a lack of parental responsiveness is associated with

A

delayed development

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43
Q

The key feature of bidirectional model of parenting is that

A

children and parents influence each other

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44
Q

All of the following are outstanding features of parent-child relations except

A

unidirectional parenting

developmental parenting, bidirectional parenting and life span parenting are good

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45
Q

parenting goals

A

• Tasks of Parenting
○ Psychological goals of parenting
- autonomy and relatedness
- changes in neat classification of cultures
○ Specific developmental goals
- values and developmental goals
- developmental goals based on co-existence of values
• Interpretive lens
• Acquisition of important skills
• Recognition of cultural variations in beliefs and practices
• Transmission of beliefs and practices

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46
Q

autonomy and relatedness (psychological goal of parenting)

A

○ No dichotomy
○ Similar goals in diverse cultural contexts
○ Coexistence of collectivist and individualist values in communities

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47
Q

changes in neat classification of cultures (psychological goal of parenting)

A 
○ Increased globalization
○ Complex conceptualization of children's development
○ Changes in immigration
○ Political and economic trends
○ Technological advancement
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48
Q

values and developmental goals (specific developmental goals of parenting)

A 
○ Personal choice
○ Intrinsic motivation and persistence
○ Self-esteem
○ Self-maximization
○ Connection to family and other close relationships
○ Orientation towards the larger group
○ Respect and obedience
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49
Q

developmental goals based on co-existence of values (specific developmental goals of parenting)

A

○ Conflicting = Interfering
○ Additive = Endorsement of both without explicit connection
○ Functional dependence = Importance as a path to developmental goals in either individualism or collectivism

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50
Q

Parenting Style

A
  • a constellation of attitudes towards the child that are communicated to the child and create an emotional climate in which the parents behaviours are expressed
  • Indirect influence on child outcomes
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51
Q

parenting styles by Baumrind

A

○ Authoritative (high warmth, high control)
○ Authoritarian (low warmth, high control)
○ Permissive (high warmth, low control)
○ Unengaged (low warmth, low control)

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52
Q

parenting practices

A
  • Specific, goal-directed behaviours through which parents perform their parental duties
  • Tend to have immediate impact on children
  • Practices include: beh, psych, control, affection
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53
Q

5 domains of socialization

A 
○ Protection
○ Reciprocity
○ Control
○ Guided learning
○ Group participation
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54
Q

It is sufferance, not power, that children are able to evoke the desired responses from their parents behavioural repertoire. This statement is associated with

A

parenting styles

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55
Q

Which of the following has only an indirect effect on child outcomes

A 
Parenting styles
(Not parenting practices or domains of socialization)
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56
Q

What are the two dimensions of parenting styles?

A

Responsiveness and demandingness

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57
Q

Which view of socialization is based on understanding of the parent-child relationship, parental behaviour and mechanism of socialization?

A

Domains of socialization

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58
Q

3 views regarding how parents socialize their children

A

○ Parenting styles
○ Parenting practice
○ Domains of socialization

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59
Q

The nonshared experiences of mainstream populations with children of colour are

A

social position, racism and segregation

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60
Q

humanistic parenting

A

discourages racial socialization, focuses on working hard and being a good citizen

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61
Q

additional parenting tasks of minority parents include

A

ensuring educational success and racial socialization

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62
Q

the following is a form of racial socialization

A

teaching about pluralism

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63
Q

A set of shared values, beliefs, and practices that is created by a group of individuals that guides their social relationships and affects their developmental pathways is a definition of

A

culture

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64
Q

Lightfoot and vlasiner made a distinction between 2 types of cultures

A

collective and personal

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65
Q

Research has challenged the dichotomous cultural systems as parents in the east endorsed independence

A

more than parents in the west

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66
Q

models of cultural transmission

A

bidirectional and unidirectional

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67
Q

parenting, fathering and culture are

A

socially constructed

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68
Q

parenting in minority families is different from parenting in mainstream population due to

A

additional issues and tasks

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69
Q

social position and social stratification constructs are at the core of which theoretical formulation of children’s development

A

integrative model

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70
Q

a primary agent of socialization is the

A

family

71
Q

Levine’s universal parenting goals include

A
  • physical survival and health of the child
  • development of the child’s capacity for economic self-maintenance in maturity
  • development of the child’s behavioural capacities for maximizing other cultural values
72
Q

what is the source of parental beliefs

A

culture

73
Q

the domains of the parent-child relationship are all the following except

A

power

74
Q

collectivist and individualist values can co-exist in the following ways

A
  • additive
  • conflicting
  • functional dependence
  • NOT imposition
75
Q

what is part of the perspective on domains of socialization

A

control domain

76
Q

theoretical perspectives on socialization

A
  • parenting styles
  • parenting practices
  • domains of socialization
  • NOT spiritual training
77
Q

which parenting style is found in traditional cultures

A

traditional

78
Q

which theorist is associated with the idea of the growth-producing effect of parental support for their children as they confront developmental crises

A

Erikson

79
Q

the belief that children’s play is their work, meaning that it is through play that children learn, come from the social research of

A

Caroline Pratt

80
Q

girls reared in which of the following homes are particularly at risk for early sexual behaviours

A

authoritarian

81
Q

the process of emotional adjustment to divorce typically takes place

A

for 1-2 years during the period leading up to and immediately following parental separation and divorce

82
Q

children whose parents divorce fare better when

A

they have close supportive relationships with both of their parents

83
Q

according to Dorothy briggs, in creating an atmosphere of psychological safety, parents assist their children with the development of

A

self-esteem through building of their “house of self”

84
Q

according to dreikurs, in their efforts to achieve a sense of belongingness, children often pursue __ secondary goals of misbehaviour

A

four

85
Q

the most commonly used substances which compromise the health of the mother during pregnancy and affects the health of the developing fetus is prenatal exposure to

A

nicotine

86
Q

parenting models

A
  • Demanding parents
  • Critical parents
  • Over functioning parents - parent’s live life through kids
  • Disengaged parents
  • Ineffective parents
  • Abusive parents
87
Q

Equifinality and link to a program of discipline

A

Different pathways can lead to similar outcomes

88
Q

structures of parenting

A

rigidity - extreme/inflexible structure (negative)
criticism - high/brittle structure (negative)
nonnegotiable rules - appropriate structure (constructive)
negotiable rules - flexible structure (constructive)
permissiveness - low in structure (negative)
abandonment - no structure, emotionally absent (negative)

89
Q

intervention

A

-parent training programs aimed at higher risk families
○ Eg. Positive parenting program (Triple P)
○ Involves behavioural strategies, may also include communication strategies
○ Reinforcement (whether positive or negative) seeks to increase behaviour - increase adds something, decrease takes something away

90
Q

prevention

A

-aimed at nonclinical families
○ Eg. Parent effectiveness training (PET)
○ Things are going well and you want to improve them even more

91
Q

relationship based parenting programs

A

Preventative approach because you are stopping negative behaviours before they happen

92
Q

democratic approaches to parenting

A

○ Encouragement
○ Setting appropriate limits
○ Practicing mutual respect for family members
○ Collective decision making

93
Q

life script/plan

A

the consistent pattern of decision making by which people make choices regarding their behaviour

94
Q

4 goals of misbehaviour

A

• Faulty conclusions about self, support faulty scripts that maintain conclusions
• Faulty script lead to need for belongingness
• Analyzing goals of children’s misbehaviour
○ Gaining attention - some like negative attention more than no attention, will do whatever it takes for attention, all behaviour is purposeful
○ Gaining (social) power
○ Gaining revenge
○ Displaying inadequacy - behave badly because they are told they are bad
• Goals of belongingness without misbehaviour - want to promote this

95
Q

logical consequence

A
  • put a punishment in place that was agreed on before hand
  • Eg. You come home late from school = you have the meal cold or have to warm it up a second time, the family won’t wait for you to get home to start eating (This is an example of a consequence that isn’t harmful to the child) (going to bed without dinner is harmful)
  • can use instead of rewards/punishment
96
Q

increase parental effectiveness

A
  • counsel
  • actively listen
  • use I messages
  • negotiate, conflict resolution
97
Q

Overall goal of parent effectiveness training

A

To reduce conflict in families by training parents in skills of communication, conflict resolution and problem-solving

98
Q

problem ownership

A
  • Need to sort out who has the problem when a problem arises
  • Reduce areas where parents feel they must reject the child’s behaviour and parents must assume responsibility for solving their children’s troubles
  • Guide parents in appropriately choosing the right technique for each situation
99
Q

problem ownership situations

A 
○ No one owns the problem
- Technique - acceptance, passive listening 
○ Child owns the problem
- Technique - counseling, active listening
○ Parent own the problem
- Technique - Confrontation, I-message
○ Rel. owns the problem 
- Technique - Problem solving
100
Q

how to problem solve

A
  • Define problem
  • Generate possible solutions
  • Evaluate the possible solutions
  • Decide on the best solution
  • Implement the decision
  • Follow-up evaluate
101
Q

Punishment (By Gordon)

A

• Fails to lead to permanent change in behaviour
• Side effects: anger acting out, harm to the parent-child relationship
• Alternatives to punishment
○ Participate rules: problem ownership
○ Active listening
○ I-messages
○ Conflict resolution

102
Q

prevention strategies - psychological safety

A

-parents build a strong sense of self-worth in children
-house of self analogy - construct through interactions
○ words
○ body language
○ treatment by important others in their environment
○ express unconditional love
○ tell children they are competent
○ meet needs
○ keep promises
○ apologize

103
Q

prevention strategies - encouragement

A
  • help children meet goals
  • boosts self esteem
  • help them believe in themselves and their abilities
  • fits with democratic model of parenting
  • avoid value judgments of children
  • focus on their feelings
  • focus on process not outcome
  • separate their worth from accomplishments and mistakes
  • avoid attitudes and behaviours that discourage children
104
Q

prevention strategies - motivate child’s compliance

A
  • four pluses and a wish (smile, be relaxed, say their name, give them a compliment, then make the request)
  • create motivations for compliance and cooperation
  • more likely to inspire cooperation than a command
  • children who feel respected are more motivated to comply
105
Q

ineffective disciplinary methods

A
  • Discipline or parental behaviour that is inconsistent
  • Irritable, explosive practices
  • Inflexible, rigid discipline
  • Low parental supervision and minimal involvement
106
Q

In addition to loving and nurturing children, which of the following should parents provide?

A

Structure and developmentally appropriate guidance

107
Q

What is the purpose of reinforcement?

A

Increase desired behaviours

108
Q

All of the following are reasons for misbehaviour

A
  • Gaining attention
  • Gaining social power
  • Revenge
  • Displaying inadequacy
  • NOT Building trust
109
Q

culture

A 
○ Learned behaviour
○ Uses sets of symbols
○ Integrated into a logical manner
○ Materials are shared by members
○ Adapts and changes over time
110
Q

important concepts of culture

A
  • Enculturation
  • Multicultural competence
  • Cultural humility
  • Subculture
  • Acculturation
  • Ethnocentrism
  • Emic and etic
111
Q

dichotomous cultural systems

A

West:

  • child socialization individualistic
  • more endorsement of tolerance/respect and unselfishness

East:

  • child socialization collectivist
  • more endorsement of independence
  • less endorsement of obedience (not a popular socialization goal)
  • more endorsement of determination/perseverance/hard work
112
Q

models of cultural transmission - unidirectional

A

adult - encoded message - decoded message - internalized message in the child

113
Q

models of cultural transmission - bidirectional

A

adult - encoded message - analyses message - synthesized (reconstructed) message - internalized (transformed) messed in the child

114
Q

influences on cultural understanding

A
  • Location
  • Perception
  • Language
  • Interpretation
  • Location + perception + language + interpretation =
  • Use of language
  • Understanding of concept based on cultural meaning
  • Cultural application of concepts
115
Q

parental beliefs and childrearing practices

A
  • Influences on parent-child interactions
  • Culture as a source of parental beliefs
  • Child development as product of societal culture or collective culture
  • People on cultural values
  • Construal of the self as independent and interdependent
116
Q

construal of the self - independent

A
  • separate from others
  • describe person according to internal attributes
  • internal attributes remain stable
  • focus on expression of internal attributes
  • ego-focused stress emotions
  • experts in the experience/expression of these emotions
  • consistency between feeling and action
  • motive to achieve
117
Q

construal of the self - interdependent

A
  • person in relation to others
  • describe person according to specific behaviour related to a specific context
  • learn about others
  • report other focused emotions - empathy
118
Q

European American mothers goals for their children

A
  • consistent, love, safety
  • build self esteem and self confidence
  • create environment for learning/exploring
  • instill values (respect, work, money)
  • process feelings
  • independence, individualism
  • child-centered environment
  • family and community importance
  • have fun, make life enjoyable
119
Q

immigrant Chinese mothers goals for their children

A
  • love child, good relationship
  • value education
  • obedience, respect
  • respect for others
  • good personality, get along with others, adaptability
  • good moral character
  • indenpendent, self-reliant
  • maintain Chinese culture
120
Q

conditions shaping parenthood, family functions and relationships

A

○ Marriage
○ Common-law unions
○ Births
○ Divorce

121
Q

Knowledge about and comfort with the implications of cultural differences refer to

A

multicultural competence

122
Q

A focus on the physical survival and health of the child as a universal task of parenting is salient for parents in

A

Varied settings based on context and resources

123
Q

Cultural influence(s) on parent-child relationships is regarded as

A

bidirectional

124
Q

Dominant conceptual frameworks of development in children of colour

A
  • Genetically deficit model
  • Culturally deficit model
  • Culturally diverse models
125
Q

minority children

A
  • Many of the same developmental tasks that all parents face
  • Additional parenting tasks
  • More difficult times facing the many tasks that they have as parents
  • Inadequate financial resources
  • Roles of education
  • High proportion of single parents
  • Grandparents as primary paren
126
Q

task of racially socializing children

A
  • Cultural Socialization
  • Pluralism
  • Preparation for Bias
  • Promotion of Mistrust
127
Q

racial socialization

A
  • Proactive

- Protective

128
Q

parental responsiveness/warmth

A
  • parental warmth or supportiveness
  • The extent to which parents intentionally foster individuality, self-regulation, and self-assertion by being attuned, supportive, and acquiesce to children’s special needs and demands
129
Q

parental demandingness/control

A
  • behavioural control
  • The claims parents make on children to become integrated into the family whole, by their maturity demands, supervision, disciplinary efforts and willingness to confront the child who disobey
130
Q

indulgent/permissive parents

A
  • high warmth, low control
  • more responsive than demanding
  • do not require mature behaviour
  • avoid confrontation
131
Q

authoritarian parents

A
  • low warmth, high control
  • highly demanding and directive, not responsive
  • expect their orders to be obeyed without explanation
  • expect their children to accept their judgments, values, and goals without questioning
132
Q

authoritative parents

A
  • high warmth, high control
  • demanding and responsive
  • disciplinary methods are supportive, rather than punitive
  • are more open to give and take with their children and make greater use of explanations (equally high in behavioral control as authoritarian parents)
133
Q

uninvolved/neglectful parents

A

-low warmth, low control

134
Q

authoritative/traditional parenting is associated with

A
  • high warmth, high control

- positive child outcomes

135
Q

permissive/indulgent parenting is associated with

A
  • high warmth, low control

- negative child outcomes

136
Q

authoritarian parenting is associated with

A
  • low warmth, high control

- negative child outcomes

137
Q

indifferent parenting is associated with

A
  • low warmth, low control

- most negative child outcomes

138
Q

overprotective parents cause children to

A
  • acquiesce

- resist

139
Q

cultural parenting practices

A
  • Style between authoritative and authoritarian
  • Strict, close and supportive
  • Traditional parenting
  • Racial socialization
  • Consideration of unique protective factors
  • Extended family relations
  • Associated with positive outcomes
  • Ethnic diversity
140
Q

contextual influences on parenting patterns

A
  • SES status
  • parent vs child centred
  • verbal/nonverbal interactions
  • harsh discipline endorsement or not
  • religion = more positive parenting patterns
  • family of origin
  • child characteristics
141
Q

Parents in other cultures utilized a style of parenting that was wrongly labelled as which parenting pattern

A

authoritarian

142
Q

Which of the following is vital in traditional cultures?

A

extended family support

143
Q

Child-centered parenting is more associated with which of the following

A

high SES parents

144
Q

one-parent families (OPF)

A

-Decreasing frequency
-created when
•Separation of couples
•A woman living with her biological child without the presence of father or father figure
•Widowed father or mother
•Adoption by single man or woman
-16% of families
-they are 78% female and 22% male
-never married parents = mostly the female
-divorced parents = mostly the female, 10-12% headed by male
-usually younger than 2-parent families
-fewer assets (Eg. High education, work experience and income)
-35-65% are below poverty level
-35-80% poor at some point
-less likely to be employed - young, few skills, less childcare support
-more family structure transitions
-never married mothers less likely to marry in future

145
Q

divorce

A

-Divorce is one of the most difficult processes a family system can experience
-Short and long term effects on everyone in a family system
left off feb 6 lec pg 9

146
Q

divorced fathers

A
  • more depressed than divorced mothers

- leave children with feelings of abandonment

147
Q

organization of a new single parent family system functionally or dysfunctionally depends on

A

ability to resolve issues in healthy ways

148
Q

new single family takes form after divorce and assumes ___ degrees of effective functioning

A

higher

149
Q

pain games

A

Cut down: discounting other parent to child Messenger: parent solicits a child to send messages to other parent
I spy: use child as source of information about other parent

150
Q

Divorce is more harmful on development based on

A

Age of children•Child characteristics of children •Children’s perspective•Resilience

151
Q

The initial stage - divorce

A
  • Revelation
  • Emotional and Behavioural Reaction
  • Parental conflict - parents may be fighting more leading up to the separation
  • Home environment - the stress at home may be very upsetting
  • Mood
152
Q

The transitional stage - divorce

A

•Time
•Emotions
•Characterized by restructuring process of
-New family system patterns
-Quality of life
-Establishing visitations routines with noncustodial parent

153
Q

The re-stabilizationstage - divorce

A
  • Time
  • New life becomes normal
  • At this stage, the family is used to all the changes that divorce created in their lives
  • Emotions: Fear and anger are not as strong in this stage
154
Q

oldest child in divorce/mothers

A
  • the mother confides in them
  • becomes more like a friend than a mother
  • forced to be mature
  • may experience competition, jealousy and conflict
155
Q

fathers after divorce

A
  • demand more independence from children
  • gain more experience in child care, more authoritative
  • concern about providing appropriate sex roles for girls
156
Q

step families

A

-biological mother and step father more common than biological father and step father

157
Q

blended families

A
  • Lack of gradual addition of new members
  • difficult timing
  • Possible influence of previous relationships
  • possibility of unrealistic expectations
  • influence of emotions and perspective (loyalty conflicts)
  • children’s attitudes (not accepting)
  • role confusion (for step parent)
158
Q

step-parent relationship can take ___ to form with child

A

1 year or longer

159
Q

in Canada there are ___ parents and ___ children

A

older, fewer

160
Q

deciding to parent in North America

A
  • Economic Factor
  • Structural Factors
  • Psychosocial Considerations
  • Social Changes
161
Q

Early prenatal care

A

optimizes chance of delivering healthy full-term baby

162
Q

pregnant mothers should take a multivitamin containing folic acid to

A

decrease the risk of a neural tube defect

163
Q

two leading causes of preterm deliveries, and low-birth weight

A

Lack of prenatal care & poor diet

164
Q

off-time

A

wait until you are 40 to have a child so the grandparents are 80, way off-time

165
Q

kangaroo care

A
  • Relationship built at this stage is a predictor of the relationship over time
  • Higher survival rates for low-birth-weight and preterms
  • Started in traditional culture and now it’s used in intensive care units
  • Helps breathing, heart rate and calms
  • Related to later positive interactions btwn infants/parents
166
Q

low-birth-weight infants

A
  • Causes anxiety and distress for parents
  • Anxiety decreases after discharged from hospital
  • No difference in parental self-efficacy in these parents and other parents
  • Most have normal development, some require special care
167
Q

transitioning to parenthood

A

○ Family/friendship networks increased w family, decrease w friends
○ Challenges related to co-parenting (Eg. Gender expectations)
○ Need for social support - from extended family members
○ Maternal grandparents usually involved more - mothers trust own mothers more than mother-in-laws (cross-culturally)

168
Q

Parents of securely attached infants

A 
○ More sensitive 
○ Responsive
○ Hold their infants
○ Less intrusive
○ Less tense
○ Less irritable
169
Q

babies sleep patterns

A
  • Not until age 3-4 months can babies sleep more at night than during the day
  • Can sleep through night at 6 months
170
Q

playing with infants develops

A

○ Secure attachment
○ Parent-infant synchrony - respond to each other better
○ Infant self-regulation - increases their sense of predictability
○ Infant brain development - ability to read faces and tones of others

171
Q

theorists ideas of cognitive development in infants/toddlers

A
  • Piaget - interaction with objects good for cognitive development
  • Vygotsky - guide/instruct infants/toddlers as the interact with people/objects
  • Frequent interaction = good brain development
172
Q

breastfeeding benefits

A

○ More iron, vit c and vit a than formula
○ Provides antibodies to protect against disease - mother had vaccination or illness herself
○ Fats and sugars in it make it more digestible than formula
○ Decreases common infectious disease, especially diarrhea

173
Q

introducing solid foods

A
  • Doctors recommend breast feeding for first 4-6 months
  • Other foods can be added after, beginning with easily digestible cereal and banana
  • Breat milk doesn’t have adequate iron, vit d and vit k for older babies
  • Still breastfeed for 1 year after that
  • Feed them a highly nutritious diet after weaned

FRHD 3040 (1 decks)

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