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psych - study > relational influences > Flashcards

relational influences Flashcards

1
Q

Define socialisation

A

Throughout our lives we acquire the beliefs, values and behaviours that are thought to be important and appropriate to function effectively as a member of society

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2
Q

Define attachment

A

The tendency of infants to form an emotional bond to another person
- Usually, their main caregiver

(first proposed by John Bowlby, described attachment as the ‘lasting psychological connectedness between human beings’)

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3
Q

Outline what Bowlby studied and his theories

A

The predisposition of infants for constant contact with their mothers

theories:
1. there is a sensitive period when infants become imprinted by early contact with their mother (bond known as attachment)

  1. mothers have a biological need to be close with their child (why mothers respond when a baby cries or smiles)
  2. warned of the dangers to children if they fail to receive a warm, reciporical relationship with a mother (inability to form a healthy relationship)

^ he stressed the importance of infant bonding to be essential in attachments in adulthood

^ acknowledged other attachment figures, but there should be a primary bond giver (usually mother) with is different from other attachments

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4
Q

Define monotropy

A

A close bond attachment with just one attachment figure.

Bowlby - “the failure to initiate, or the breakdown of maternal attachment = serious, negative consequences”

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5
Q

Define maternal deprevation

A

Bowlby said that mothering is ineffective if delayed after 12 months (the critical period) and if the attachment is broken during this time, the child will suffer life-long, irreversible consequences

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6
Q

Outline the life-long, irrevirsible consequences

A 
ê	Delinquency
ê	Reduced intelligence
ê	Increased aggression
ê	Depression
ê	Affectionless apathy (inability to show/feel concern/empathy for others)
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7
Q

Define the internal working model

A

The child’s attachment relationship with primary caregiver leads to the development of an internal working model:

= A cognitive framework made up of mental representations for understanding the world, self and others. Memories and expectations from the internal working model guide how people interact with others. As children develop, the memories and expectations become part of their personality and therefore affects their understanding of the world and future interactions with others.

The primary bond giver acts as a prototype for future relationships via the internal working model

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8
Q

What are the 3 main features of the IWM

A
  1. model of others being trustworthy
  2. model of self being valuable
  3. model of self being effective when interacting with others

= guide future social and emotional behaviour

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9
Q

What are the critiques of Bowlby’s theory?

A

Rutter critiqued that…

  1. Bowlby didn’t distinguish between deprivation (the loss/damage of a bond) and privation (failure to develop a bond)
  2. attachment was shown for a variety of attachment figures (fathers, siblings, inanimate objects etc.)
  3. stressed the quality of the attachment bond, rather than the critical period
  4. said that Bowlby oversimplified the concept of maternal deprivation
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10
Q

What are the critiques of Bowlby’s theory?

A

Rutter critiqued that…

  1. Bowlby didn’t distinguish between deprivation (the loss/damage of a bond) and privation (failure to develop a bond)
  2. attachment was shown for a variety of attachment figures (fathers, siblings, inanimate objects etc.)
  3. stressed the quality of the attachment bond, rather than the critical period
  4. said that Bowlby oversimplified the concept of maternal deprivation
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11
Q

What are Bowlby’s 4 characteristics of forming a strong attachment bond

A
  1. Proximity maintenance: the infant’s desire to be near the attachment figure
  2. Safe haven: the ability to return to the attachment figure for comfort and safety when feeling unsafe or threatened
  3. Secure base: the ability to perceive the attachment figure as a base of security, from which the infant can explore the surrounding environment
  4. Separation distress: anxiety is experienced when the attachment figure leaves the room or is absent
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12
Q

Why is having a good attachment important

A
  1. the bond forms the foundation for a healthy development later in life
  2. the bond has an ‘evolutionary function’, which improves the infants chance of survival
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13
Q

Define Ainsworth’s attachment theory

A

Infants need a secure relationship with an adult caregiver in order for healthy emotional and social development to occur

  • ## both the caregiver and infant play a role in developing the attachment
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14
Q

What were Ainsworth’s 3 attachment types

A

Type A: Anxious-avoidant infants
Type B: Secure infants
Type C: Anxious-resistant infants

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15
Q

Describe Type A - anxious-avoidant infants

A

proximity maintenance - infant doesn’t seek closeness with the caregiver and treats them like a stranger

separation distress - rarely cries when the infant leaves the room

= result of neglect or abuse

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16
Q

Descrive Type B - secure attachment

A

secure base - balance between dependence and exploration, uses the caregiver as a safe place to explore environment

separation distress - shows signs of distress and decreases exploration when caregiver goes away, yet is confident they will return and are happy and seek physical contact when they do

17
Q

Describe Type C - anxious-resistant attachment

A

proximity maintenance - appears anxious even when caregiver is near

separation distress - is upset when caregiver leaves, but when they return, they go to see their caregiver and then squirm to get free (mixed emotions)

= feel like they can’t depend on their caregiver

18
Q

Explain Ainsworth’s findings in adults

A
  • the behavioural patterns associated with each type didn’t change over time unless significant change in circumstances

secure attachment = good self-esteem, trusting long-lasting relationships, comfortable sharing feelings, seek support when needed

insecure attachments = anxiety, inner-turmoil, lack of trust in others, reluctant to form close relationships

19
Q

Who studied attachment in different cultures

A

Izendoorn & Kroonenberg

20
Q

What did Izendoorn & Kroonenberg do and find?

A
  • analysed 32 sample studies over 8 different countries to look for similarities and differences of culture regarding attachment

findings:

  • all three types of attachment present in all cultures
  • differences within cultures were greater than differences between
    patterns include:
  • secure attachment (B) = most common in all countries
  • anxious-avoidant (A) = most common in Western countries
  • anxious-resistant (C) = more common in Israel and Japan
21
Q

Who studied attachment in Kabutz?

A

Sagi and Colleagues

22
Q

What did Sagi and Colleagues do and find?

A

Wanted to test the hypothesis that traditional Isreali Kabutz showed a high amount of anxious-resistant (C) attachment, due to the lack of a maternal attachment and being alone at night.

Do: compared the attachment behaviour of infants in traditional vs home kabutz

Findings:

  • type c = 52% in traditional compared to 20% from home
23
Q

Critique’s to Bowlby’s strange situations due to cultural differences

A

Japanese children are rarely separated from their mothers = much more stressful during separation distress

Western children less effected by separation distress = childcare is more common

24
Q

What did Harlow do and find?

A

hypothesis: if the infant’s attachment was primarily based on feeding, the infant should become more attached to whichever surrogate mother has the bottle
conclusion: comfort contact (provided by the cloth) was more important in forming attachment. He generalised this finding to humans, which is a criticism.

experiment:

  • infant rhesus monkeys were individually put in cages with 2 surrogate mothers made of wire.
  • half the monkeys were in cages with the feeding bottle on the cloth surrogate, while the other had the feeding bottle on the wire surrogate

findings:

  • the rhesus monkeys spent more time with cloth regardless
  • by age 3 weeks, all monkeys spent 15 hours avg with cloth
  • monkeys immediately ran to cloth surrogate when emotionally distressed (Harlow put frightening objects in their cages, e.g. mechanical toy)
25
Q

Describe parenting

A
  • parent-child interactions are reciporical
  • ‘easy’ and ‘difficult’ babies influence how parents respond to them
  • other relationships in the family impact parenting

Cox and Colleagues - mothers with a close and supportive relationship with their partner = more likely to be patient and nurturing

26
Q

What are the two aspects of parenting?

A

responsiveness = level of support and affection shown by the parent (praise and encouragement)

control= the extent of which the parents supervise and regulate their kid’s behaviour

  • Baumrind developed 4 parenting styles based on these aspects
27
Q

What are the 4 styles

A
  1. Authoritative (high responsive, high control)
  2. Authoritarian (low responsive, high control)
  3. permissive (high responsive, low control)
  4. uninvolved parenting (low responsive, low control)
28
Q

What are the characteristics of authoritarian parenting?

A
  1. Set limits for their children, but their demands are reasonable and make sure the children understand the reason for the rules
  2. Responsive to their children’s viewpoints
  3. Try to involve the children in the decision-making process as they get older
  4. Warm, responsive - but expect that their children follow the rules
  5. Expect their children to be mature, independent and have age appropriate behaviours
29
Q

What are the characteristics of authoritarian parenting?

A
  1. Demands obedience from their children
  2. They set rules and do not give explanations for their rules
  3. They are not interested in alternative viewpoints that their children may have
  4. They use power or withdrawal of love to enforce their rules
  5. Demanding, strict
30
Q

What are the characteristics of permissive parenting?

A
  1. Provides parental acceptance of children, but have very few rules or guidelines for the children to follow
  2. Children’s activities are not closely monitored
  3. Parents rarely try to control the children’s behaviour
  4. Children can express themselves as they please - e.g. bad manners
    - Known as ‘indulgent parenting’
31
Q

characteristics uninvolved parenting

A
  1. Parents who have rejected their children or are so overwhelmed by the stresses in their lives that they have no time or energy left for their children
  2. Their approach is very relaxed
  3. Doesn’t set limits, enforce behaviour or show interest in their children
    - Known as ‘neglectful parenting’
32
Q

Findings of which is the best style

A

Authoritative

= most achievement-orientated, best social skills, relatively confident, tend to stay away from drug abuse etc.

33
Q

Which is the worst parenting style?

A

uninvolved parenting = most negative outcomes

  • 3 years - prone to tantrums
  • adolescents - prone to delinquancy
    same with cultural backgrounds
34
Q

Define conflict

A

= occurs when there is a perception that two parties, individuals or groups have incompatible goals, ideas or behaviours, or when one individual’s needs aren’t being met.

35
Q

What is the mirror-image perception

A

= a phenomenon that occurs when people are in conflict, in which each party forms distorted perceptions of each other that are very similar.

e. g. ‘we’ = high morals, competent, have integrity
e. g. they = low morals, untrustworthy, evil

when people assume ‘our morals’ = positive and ‘their morals’ = negative, = escalation of hostility

36
Q

What are the types of solutions to resolve conflict

A

imposed solutions, distributive solutions, integrative solutions

37
Q

describe imposed solutions

A

= dictated solutions - sometimes one party is stronger than the other, or a third party imposes a solution

  • one party typically wins, other felt unsatisfied (underlying conflict isn’t resolved)
    e. g. a mother imposing a solution of her fighting kids
38
Q

Describe a distributive solution

A

= involves compromise or mutual concession

e.g. industrial wage disputes - wages set at a level where both employer and employee is satisfied

39
Q

define integrative solutions

A

= a win-win solution where both sides can benefit from the reached agreement

  • more difficult then to compromise, as both parties first need to understand each others motives

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