Relational Influences: Socialisation in Families

Question 1

Define: Socialisation

Answer 1

Acquire beliefs, values and behaviours thought to be important and appropriate to function effectively as members of society.

Question 2

Define: Agents of socialisation

Answer 2

Factors that affect socialisation, i.e, families, schools, mass media, religious institutions and clubs.

Question 3

Define: Attachment

Answer 3

The formation of a strong emotional tie between a primary caregiver and their baby

Failure to establish => harmful effects later, poor social and emotional development.

Question 4

Harlow’s Theory - Attachment

Answer 4

◦ 8 rhesus monkeys
◦ predicted attachment based on feeding
◦ all spent more time with cloth, drank similar amounts of milk and weight increased at same rate
◦ stressful situations => all first sought contact with cloth
◦ contact comfort > feeding.

Question 5

Bowlby’s Theory - Attachment

Answer 5

◦ System that had evolved to increase infant’s chance of survival
◦ children always close to mothers would have avoided predators and grown up to have own children
◦ optimum time - 1st 12 months, became imprinted by early contact with mother
◦ lack of attachment => inability to form healthy relationships later.

Question 6

Define: Imprinting

Answer 6

Precise and permanent learning that occurs very early in an infant’s life to form a bond, usually with the mother.

Question 7

Define: Monotropy

Answer 7

Attachment as close bond with one attachment figure

Failure to initiate, or breakdown of, maternal attachment would lead to serious negative consequences.

Question 8

Define: Maternal Deprivation

Answer 8

Separation from, or loss of, the mother, as well as the failure to develop an attachment

Long term consequences:
◦ delinquency
◦ reduced intelligence
◦ increased aggression
◦ depression
◦ affectionless psychopathy - inability to show affection or concern for others

Question 9

Internal Working Model

Answer 9

Developed by attachment relationship with primary caregiver, comprising mental representations for understanding the world, self and others.

Main features:

1) Model of others, such as mother experienced as trustworthy
2) Model of self as valuable and important to others
3) Model of self as having been effective when interacting with others, such as with their mothers

◦ guide future social and emotional behaviour

Question 10

Define: Privation

Answer 10

Complete lack of an attachment bond.

Question 11

Michael Rutter (1972)

Answer 11

◦ several indicators of attachment show for variety of attachment figures
◦ quality of attachment bond => most important

Question 12

The Strange Situation

Answer 12

1

Question 13

Ainsworth - Attachment Styles

Answer 13

◦ type of attachment dependant on how sensitive and responsive mother was to child’s signals.

Question 14

Type A

Answer 14

Anxious-avoidant

Showed insecurity when playing with toys by ignoring mother, didn’t seek contact during reunion.

Question 15

Type B

Answer 15

Secure

◦ used mother as a secure basis from which to explore the room when playing
◦ settled quickly after reunion.

Question 16

Type C

Answer 16

Anxious-resistant

◦ combination of positive and negative reactions to mother
◦ show insecurity by resisting mothers, clinging but also kicking and pushing away during reunion
◦ exploration of environment during play inhibited.

Question 17

Culture differences

Answer 17

Sagi et al (1994)
◦ early child rearing practices
◦ traditional Israel Kibbutzim => high proportion of Type C
◦ 52% in traditional showed higher level of Type C with mother compared to 20% in home-based.

Question 18

Parenting styles

Answer 18

◦ Important in determining development of children and adolescents as individuals and members of society

Features
◦ responsiveness
◦ control

Types:

1) Authoritarian
2) Authoritative
3) Permissive
4) Uninvolved

Question 19

Define: responsiveness

Answer 19

Level of support and affection shown by a parent.

Question 20

Define: control

Answer 20

Extent that parents supervise and regulate their children’s behaviour.

Question 21

Authoritarian

Answer 21

◦ high control
◦ low responsiveness

◦ demand obedience
◦ demanding and strict, high expectations of compliance
◦ use power/withdrawal of love to enforce rules
◦ low warmth of feelings, high involvement and concern

Question 22

Authoritative

Answer 22

◦ high control
◦ high responsiveness

◦ set limits
◦ reasonable demands, ensure understand reasons for rules
◦ responsive to children’s viewpoints
◦ child involved in decision making process as they get older
◦ warm and responsive interactions, yet expect children will follow set rules
◦ expect mature, independent, age-appropriate behaviour

Baumrind (1971) - children more achievement-oriented, better social skills, confident, less drug use and other problem behaviours.

Question 23

Permissive

Answer 23

◦ low control
◦ high responsiveness

◦ Parental acceptance, few rules or guidelines to follow
◦ activities not closely monitored, rarely try to control behaviour
◦ allowed to express themselves as they please
◦ ‘indulgent’, non-directive and lenient

Question 24

Uninvolved

Answer 24

◦ low control
◦ low responsiveness

◦ rejected children or so overwhelmed by stresses in own life they they have no time/energy for children
◦ extremely lax, erratic discipline
◦ don’t set limits, enforce behaviour or show interest in children
◦ ‘neglectful’, ‘hands off’ and detached

Most negative outcomes
◦ 3 - temper tantrums and aggression
◦ adolescence - delinquent behaviour and criminal acts.