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Lifespan Development > School & Family Influence > Flashcards

School & Family Influence Flashcards

1
Q

School & Family Influence on Development

Gottman & Levenson’s (2002) study of couples who divorced over a 14-year period concluded that these 2 patterns were predictive of divorce

A

1) emotionally volatile pattern (attack-defend)
2) emotionally inexpressive pattern (avoidant)

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2
Q

School & Family Influence on Development

according to Gottman & Levenson (2002), this pattern predictive of divorce is characterized by frequent arguements that are followed by making-up and is associated with divorce early in the marriage

A

emotionally volatile pattern (aka attack-defend pattern)

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3
Q

School & Family Influence on Development

according to Gottman & Levenson (2002), this patter predictive of divorce is characterized by the avoidance of conflict and is associated with divorce later in the marriage

A

emotionally inexpressive pattern (aka avoidant pattern)

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4
Q

School & Family Influence on Development

according to Gottman & Levenson’s (2002) study, couples exhibiting this pattern predictive of divorce engage in escalating conflicts that include criticism, contempt, defensiveness, & stonewalling. What are these 4 behaviors referred to as?

A
  • emotionally volatile pattern
  • the Four Horsemen of the Apocalypse
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5
Q

School & Family Influence on Development

list the 4 behaviors that make up the Four Horsemen of the Apocalypse. Which is the single best pedictor of divorce according to Gottman & Levenson (2002)

A
  • criticism
  • contempt (best predictor of divorce)
  • defensiveness
  • stonewalling
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6
Q

School & Family Influence on Development

according to Gottman & Levenson (2002) couples exhibiting this pattern predictive of divorce avoid self-disclosure & expressing their emotions

A

emotionally inexpressive pattern (aka avoidant)

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7
Q

School & Family Influence on Development

this sociodemographic factor is the best predictor of divorce, with the risk for divorce decreasing when?

A

age at marriage

  • as age at marriage increases
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8
Q

School & Family Influence on Development

members of these 3 sociodemographic groups are at higher risk for divorce

A

1) lower-SES groups
2) couples who had a child before marriage
3) individuals who have had a previous marriage

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9
Q

School & Family Influence on Development

list 2 individual characteristics linked to elevated risk for divorce

A

1) individuals who report 1+ psychiatric disorders before or during marriage
2) individuals with high levels of neuroticism

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10
Q
A
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11
Q

School & Family Influence on Development

research has found these 4 characteristics associated with divorced individuals

A
  • lower levels of happiness
  • greater psychological distress
  • more physical health problems
  • more negative life events
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12
Q

School & Family Influence on Development

list 1 factor contributing to physical/mental health problems for divorced women

A

economic hardship (esp. for women who have custody of children)

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13
Q

School & Family Influence on Development

list 3 factors contributing to physical/mental health problems for divorced men

A
  • increased tendency to engage in risky health behaviors postdivorce
  • increased stress
  • social isolation
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14
Q

School & Family Influence on Development

research has consistently found that, following divorce, the economic well-being of (men/women) declines, while (men/women) often experience an improved financial situation

A

women (& their children); men

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15
Q

School & Family Influence on Development

evidence suggests that the negative economic consequences for women tend be ____, while the negative health consequences for men are often ____.

A

chronic; transient

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16
Q

School & Family Influence on Development

research has found that, postdivorce, parents often exhibit a diminished capacity to parent that continues for up to ____ (length of time) and involves 2 characteristics

A
  • 2 years

1) reduced sensitivity to children
2) preoccupation with divorce-related problems

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17
Q

School & Family Influence on Development

list 3 postdivorce outcomes for custodial mothers that impact their children AND 2 postdivorce outcomes for noncustodial fathers that impact their children

A

custodial mothers:
1) less affectionate toward their children (esp. sons)
2) less consistent
3) more authoritarian in their discipline

noncustodial fathers:
1) more indulgent
2) more permissive

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18
Q

School & Family Influence on Development

list 2 primary factors that affect the consequences of divorce for children

A

1) age
2) gender

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19
Q

School & Family Influence on Development

list the age group that often has the most negative outcomes in the short-run and the age group that experiences worse long-term consequences of divorce

A

1) preschool children
2) older children (at the time of divorce)

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20
Q

School & Family Influence on Development

Wallerstein (1984) found that, 10 years postdivorce, children who were ____ when their parents divorced had few memories of the period surrounding the divorce, but those who were ____ had painful memories & concerns about their own ability to have a successful marriage.

A
  • preschoolers
  • older
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21
Q

School & Family Influence on Development

early studies found that boys experienced more negative short- and long-term effects of divorce than girls. However, subsequent studies found that girls also experience negative effects immediately after divorce but are more likely to exhibit these behaviors that are not obvious

A

internalizing

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22
Q

School & Family Influence on Development

this is common in girls following the divorce of their parents and refers to girls experiencing few problems initially following divorce and more significant issues arising subsequently

A

sleeper effect

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23
Q

School & Family Influence on Development

list 3 consequences commonly experienced among adolescent girls AND 4 consequences commonly experienced in women in early adulthood

A

adolescence:
1) noncompliance
2) low self-esteem
3) emotional problems

early adulthood:
1) pregnancy before marriage
2) marrying young
3) worrying excessively about abandonment
4) betrayal in romantic relationship

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24
Q

School & Family Influence on Development

this is an important factor for child outcomes and has been found to have a negative impact on children whether their parents are divorced or not

A

marital conflict

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25
Q

School & Family Influence on Development

which of the following statements is true:

A) children from high-conflict divorced families are more poorly adjusted than children from low-conflict intact families
B) children from high-conflict intact families are more poorly adjusted than children from low-conflict divorced families
C) children from low-conflict divorced families are more poorly adjusted than children from high-conflict intact families
D) children from low-conflict intact families are more poorly adjusted than children from high-conflict divorced families

A

B) children from high-conflict intact families are more poorly adjusted than children from low-conflict divorced families

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26
Q

School & Family Influence on Development

SES often decreases following divorce, especially for custodial mothers and financial hardship has been linked to the 2 outcomes for children

A

increased risk for academic & social problems

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27
Q

School & Family Influence on Development

research suggests that contact with their nonresident fathers has (less/more/similar) impact on children’s outcomes compared to other factors

A

less

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28
Q

School & Family Influence on Development

list 3 factors that have more impact on children’s outcomes than contact with their nonresident father

A

1) father’s payment of child support
2) closeness of father-child relationship
3) father’s reliance on authoritative parenting style

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29
Q

School & Family Influence on Development

research found what about the outcomes of children living with a biological parent and stepparent?

A

worse outcomes than those living with both biological parents

  • the difference is small
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30
Q

School & Family Influence on Development

this term describes families with a stepfather OR stepmother and children from only 1 parent

A

simple stepfamilies

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31
Q

School & Family Influence on Development

this term describes families that include a stepfather OR stepmother and children from both previous marriages

A

blended stepfamilies

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32
Q

School & Family Influence on Development

list 4 factors that reduce negative outcomes for children in stepfamilies

A

1) being part of a simple stepfamily (rather than blended)
2) both biological parent & stepparent have authoritative parenting styles
3) the stepparent is supportive of biological parent’s decisions
4) the stepparent develops a relationship with the child before attempting to actively discipline them

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33
Q

School & Family Influence on Development

(boys/girls) tend to have more problems adjusting to both stepfathers & stepmothers

A

girls

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34
Q

School & Family Influence on Development

girls living with stepfathers are more like to… and be at increased risk for…

A
  • avoid & be hostile toward their stepfathers
  • academic & behavioral problems
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35
Q

School & Family Influence on Development

boys living with stepfathers often benefit from having stepfathers in terms of these 3 factors, especially when they perceive their relationships with stepfathers as being close & supportive

A
  • self-concept
  • academic achievement
  • adjustment
36
Q

School & Family Influence on Development

girls living with stepmothers have even more problems than those living with stepfathers and tend to view stepmothers as…

A

threats to their relationships with their fathers & mothers

37
Q

School & Family Influence on Development

boys are more likely to view stepmothers as…

A

additional sources of support

38
Q

School & Family Influence on Development

children ages ____ to ____ have the most problems with stepparents. Explain why

A

9 to 15 years old

  • because they are also dealing with issues related to identity & sexuality and other normal problems of adolescence
39
Q

School & Family Influence on Development

initial research on premarital cohabitation and divorce found that married couples who cohabitated before marriage had (lower/higher/similar) rates of divorce than those who did not

A

higher rates

40
Q

School & Family Influence on Development

subsequent studies in the early 2000’s of premarital cohabitation and divorce found that premarital cohabitation was no longer associated with higher rates of divorce, but more recent research suggests the relationship between cohabitation & divorce is ____

A

complex

41
Q

School & Family Influence on Development

Rosenfeld and Roesler (2019) concluded that living together before marriage is associated with which of the following
A) increased likelihood for divorce during the first year of marriage but decreased likelihood for divorce in subsequent years
B) decreased likelihood for divorce during the first year of marriage and decreased likelihood for divorce in subsequent years
C) increased likelihood for divorce during the first year of marriage and increased likelihood for divorce in subsequent years
D) decreased likelihood for divorce during the first year of marriage but increased likelihood for divorce in subsequent years

National Surveys of Family Growth (NSFG)

A

D) decreased likelihood for divorce during the first year of marriage but increased likelihood for divorce in subsequent years

42
Q

School & Family Influence on Development

according to Kuperberg (2014), which of the following is true: is most associated with increased risk for divorce:

A) age at first cohabitation or first marriage is most associated with increased risk for divorce
B) age at first cohabitation but not first marriage is most associated with increased risk for divorce
C) age at first marriage but not cohabitation is most associated with increased risk for divorce
D) neither age at first marriage nor cohabitation is most associated with increased risk for divorce

A

A) age at first cohabitation or first marriage is most associated with increased risk for divorce

43
Q

School & Family Influence on Development

research on the effects of premarital sex on marital satisfaction is limited, but there is some evidence that is associated with (lower/higher) marital satisfaction and an (increased/decreased) risk for divorce. additionally, research suggests that an as the number of premarital sex partners increases, the risk for divorce (decreases/increases) and levels of marital satisfaction (decrease/increase)

A
  • lower
  • increased
  • increases
  • decrease
44
Q

School & Family Influence on Development

according to research on the relationship between marital status and life expectancy, which of the follow statements is true:

A) married people have longer life expectancies than never married people do, with the longest life expectancy among married men
B) married people have longer life expectancies than never married people do, with the longest life expectancy among married women
C) never married people have longer life expectancies than married people do, with the longest life expectancy among never married women
D) never married people have longer life expectancies than married people do, with the longest life expectancy among never married men

A

B) married people have longer life expectancies than never married people do, with the longest life expectancy among married women

45
Q

School & Family Influence on Development

according to research on the relationship between marital status and life satisfaction, which of the follow statements is true:

A) never married individuals report higher levels of life satisfaction than married or cohabitating individuals, with never married men reporting the highest levels of life satisfaction
B) never married and cohabitating individuals report higher levels of life satisfaction than never married individuals, with never married and cohabitating men reporting the highest levels of life satisfaction
C) married individuals report higher levels of life satisfaction than never married or cohabitating individuals, with married women reporting the highest levels of life satisfaction
D) married and cohabitating individuals report higher levels of life satisfaction than never married individuals, with married and cohabitating men reporting the highest levels of life satisfaction

A

D) married and cohabitating individuals report higher levels of life satisfaction than never married individuals, with married and cohabitating men reporting the highest levels of life satisfaction

46
Q

School & Family Influence on Development

regarding research on the relationship between marital status & life satisfaction, Lucas & colleagues (2003) propose which of the following:

A) people who get married and eventually divorce were happier before they married than people who get married and maintain their marriage or people who never married
B) people who never married are happier than people were before they married whether or not they maintaiend their marriage or eventually divorced
C) people who get married and maintain their marriage were happier before they married than people who never married or got married and eventually divorced
D) people who get married and maintain their marriage and people who got married and eventually divorced were happier before they married than people who never married

A

C) people who get married and maintain their marriage were happier before they married than people who never married or got married and eventually divorced

47
Q

School & Family Influence on Development

according to research on the transition to parenthood, which of the following statements is true:

A) couples who transition to parenthood late in their marriage report lower marital satisfaction and lower relationship conflict than couples who transition to parenthood early in their marriage
B) couples who transition to parenthood late in their marriage report lower marital satisfaction and higher relationship conflict than couples who transition to parenthood early in their marriage
C) couples who transition to parenthood early in their marriage report lower marital satisfaction and lower relationship conflict than couples who transition to parenthood late in their marriage
D) couples who transition to parenthood early in their marriage report lower marital satisfaction and higher relationship conflict than couples who transition to parenthood later in their marriage

A

D) couples who transition to parenthood early in their marriage report lower marital satisfaction and higher relationship conflict than couples who transition to parenthood later in their marriage

48
Q

School & Family Influence on Development

according to research on the transition to parenthood, which of the following statements is true:

A) couples who became parents throurgh adoption report more marital and parenting stress but more stable relationship quality than couples who conceive naturally.
B) couples who became parents throurgh adoption report less marital and parenting stress but less stable relationship quality than couples who conceive naturally.
C) couples who became parents throurgh adoption report less marital and parenting stress and more stable relationship quality than couples who conceive naturally.
D) couples who became parents throurgh adoption report more marital and parenting stress and less stable relationship quality than couples who conceive naturally.

A

C) couples who became parents throurgh adoption report less marital and parenting stress and more stable relationship quality than couples who conceive naturally.

49
Q

School & Family Influence on Development

list 2 factors that lessens the stress associated with the transition to parenthood

A
  • availability of support from family & friends
  • the degree to which parents share parenting responsibilities **(greater disparities in responsibilities associated with greater declines in relationships satisfaction, esp. for women) **
50
Q
A
51
Q

School & Family Influence on Development

regarding research on adopted versus biological children, which of the following statements is true:

A) children of adopted parents tend to be better educated, more likely to have lower family incomes, and less likely to have physical & psychological health conditions than children living with biological parents
B) children of adopted parents tend to be better educated and have higher family incomes but more likely to have physical & psychological health conditions than children living with biological parents
C) children of adopted parents are more likely to have lower family incomes, but tend to be better educated and are less likely to have physical & psychological health conditions than children living with biological parents
D) children of adopted parents tend to be better educated but more likely to have lower family incomes and physical & psychological health conditions than children living with biological parents

A

B) children of adopted parents tend to be better educated and have higher family incomes but more likely to have physical & psychological health conditions than children living with biological parents

52
Q

School & Family Influence on Development

Zill & Wilcox’s (2018) study analyzing data from the U. S. Department of Education’s 2016 National Household Education Survey reported that children living with (biological/adopted) parents were more likely to have parents contacted by the school for schoolwork & classroom behavior problems

A

children living with adopted parents

53
Q

School & Family Influence on Development

list the 4 most common health conditions for adopted children. which is most common?

A

1) ADHD (most common)
2) specific learning disability
3) speech impairment
4) developmental dealy

54
Q

School & Family Influence on Development

(international/domestic) adoptees had lower rates of internalizing and externalizing problems and were referred less often to mental health services

A

international adpotees

55
Q

School & Family Influence on Development

list 3 pre-adoption experiences that contribute to poorer outcomes for adopted children

A
  • birth complications
  • early malnutrition
  • neglect and/or abuse
56
Q

School & Family Influence on Development

these types of parents overtly infuse themselves into every aspect of their child’s life, not allowing their child to deal, cope, grow, or mature properly on their own; these parents are overinvolved in their children’s activities, often making decisions for them & intervening to prevent their child from failing

A

helicopter parents

57
Q

School & Family Influence on Development

helicopter parenting is most associated with which of Baumrind’s parenting styles?

A

authoritarian

58
Q

School & Family Influence on Development

list 5 outcomes for children of helicopter parents

A
  • high levels of stress & anxiety
  • increased sense of entitlement
  • low levels of autonomy
  • low levels of emotional & behavioral self-regulation
  • decreased academic motivation & achievement
59
Q

School & Family Influence on Development

Perry et al. (2018) identified mediators between overcontrolling parenting & children’s outcomes and found that overcontrolling parenting at age 2 was predictive of what at age 5 and what at age 10?

A
  • age 5: poor emotional & behavioral self-regulation
  • age 10: poor emotional, social, & academic functioning
60
Q

School & Family Influence on Development

list 4 outcomes of helicopter parenting for college student

Cook (2020); Luebbe et al. (2016)

A

1) increase sxs of depression
2) increased substance misuse/abuse
3) decreased relationship competence
4) poor emotional & academic functioning and poor decision-making skills

61
Q

School & Family Influence on Development

list 4 positive consequences for custodial grandparents

A

1) closer relationship with grandchildren
2) increased sense of purpose
3) opportunity to nurutre family relationships
4) second change in life

62
Q

School & Family Influence on Development

list a few negative consequences for custodial grandparents

A

1) higher levels of stress, depression, anxiety, & insomnia
2) higher levels of chronic health problems

63
Q

School & Family Influence on Development

research suggests that the negative consequences reported by custodial grandparents is attributable to these 4 factors

A

1) neglect of their own health
2) financial difficulties
3) social isolation
4) conflicts with family members, incl. biological parents

64
Q

School & Family Influence on Development

more recent research has found that the empty nest is associated with more positive than negative outcomes, esp. for married women. Explain

A

married women report increased marital satisfaction primarily due to an increase in quality of interactions (rather than quantity of time spent) with their husbands)

65
Q

School & Family Influence on Development

describe the common pattern of IPV according to Walker’s (1979, 2017) Cycle of Violence

A

involves 3 repeating phases
1) the tension building phase:
* increasing hostility & tension, abuser is increasibly critical, and victim attempts to placate (please or calm down) abuser

2) the acute battering incident:
* intense rage & abuser verbally and/or physically attacks victim, which may result from victim’s inability to control abuser’s hostility OR an unconscious provoking to relieve tension

3) the loving contrition phase:
* “honeymoon phase,” abuser expresses remorse, kindness, love & attempts to convince victim the abuse won’t happen again

66
Q

School & Family Influence on Development

according to Johnson’s (2006) Typology, this type of IPV is most often perpetuated by females in a heterosexual couple as a response to their male partner’s violent & controlling behavior. Motivation is not to control her partner but, instead, to retaliate or defend herself - or, in extreme cases, to escape the abuse by killing the abuser

A

violent resistance

67
Q

School & Family Influence on Development

according to Johnson’s (2006) Typology, this is the least common type of IPV and is perpetuated by both partners for the purpose of gaining control over their relationship

A

mutual violent control

68
Q

School & Family Influence on Development

according to Johnson’s (2006) Typology, most common type of IPV. This type of violence is perpetuated by male & female partners, can be either one-sided or mutual, & can range from mild to severe and is typically situationally provoked (e.g., by an argument that escalates to verbal and/or physical aggression), involving a desire to control the situation but not a more general desire to control the relationship

A

situational couple violence

69
Q

School & Family Influence on Development

Johnson’s (2006) Typology consists of 4 types of IPV that are distinguished primary by these 2 factors

A

a) perpetrator’s motiviation for acting violently
whether the violence is more frequently perpetrated in heterosexual r/s by male or female partners OR is perpetrated with similar frequency by males & females

70
Q

School & Family Influence on Development

according to Johnson’s (2006) Typology, this type of IPV most often takes the form of Walker’s (1979, 2017) cycle of violence and most often involves the male partner of a heterosexual couple using violence to control his female partner, which typically consists of physical violence accompanied by other methods of control, such as making threats, exerting economic control, inflicting sexual & emotional abuse, & isolating the victim.

A

intimate terrorism

71
Q

School & Family Influence on Development

this is the types of child maltreatment in order from most to least common

U.S. Department of Health & Human Services (2021)

A

1) neglect
2) physical abuse
3) sexual abuxe
4) psychological abuse

72
Q

School & Family Influence on Development

children in this age range have the highest rates of maltreatment

A

below 1 year of age

73
Q

School & Family Influence on Development

according to research studying rates of child maltreatment associated with gender and race/ethnicity, which of the following statements is true:

A) rates of maltreatment are higher for girls than boys and higher among African American and American Indian children than Alaska Native or European American children
B) rates of maltreatment are higher for girls than boys and higher among Alaska Native and American Indian children than African American or European American children
C) rates of maltreatment are higher for boys than girls and higher among African American or European American children than Alaska Native and American Indian children
D) rates of maltreatment are higher for boys than girls and higher amongAlaska Native and American Indian children than African American or European American children

A

B) rates of maltreatment are higher for girls than boys and higher among Alaska Native and American Indian children than African American or European American children

74
Q

School & Family Influence on Development

according to research investigating family structure and child maltreatment, which of the following statements is true:

A) children living in single-parent families and step/cohabitating families are at higher risk for maltreatment than children living with two biological or adoptive parents
B) children living in step/cohabitating families are at higher risk for maltreatment than children living in single-parent families or children living with two biological or adoptive parents
C) children living with adoptive parents or in step/cohabitating families are at higher risk for maltreatment than children living with two biological or in single-parent families
D) children living in step/cohabitating families are at higher risk for maltreatment than children living in single-parent families or with with two biological or adoptive parents

A

A) children living in single-parent families and step/cohabitating families are at higher risk for maltreatment than children living with two biological or adoptive parents

75
Q

School & Family Influence on Development

research has found this may mediate the link between childhood maltreatment and adult obesity

A

depression

76
Q

School & Family Influence on Development

list short-term effects of child sexual abuse for females vs. males

A

females:
* more likely to exhibit depression & other internalizing behaviors

males:
* more likely to exhibit conduct problems, aggression, & other externalizing behaviors

77
Q

School & Family Influence on Development

this theory proposes that child sexual abuse perpetrated by a family member or other person who is close to the child is associated with worse mental health outcomes than is abuse perpetrated by a less familiar or unknown individual

A

betrayal trauma theory

78
Q

School & Family Influence on Development

research on chlid sexual abuse associates these 3 characteristics of the abuse to more severe outcomes

A

abuse that:
1) occurs over a long period of time
2) involves force
3) includes some sort of penetration

79
Q

School & Family Influence on Development

this evidence-based approach for child maltreatment is effective for children ages 2 to 12 who have experienced or at risk for experiencing physical or emotional abuse, consists of 2 phases (child-directed interaction and parent-directed interaction) and includes a) didactic parent training and b) live coaching in which the therapist observes parent-child interactions from behind a two-way mirror & provides parents with feedback & support via an earpiece

A

parent-child interaction therapy (PCIT)

80
Q

School & Family Influence on Development

this phase of parent-child interaction therapy (PCIT) focuses on helping parents establish non-coercive, non-violent relationships with their children and strengthening the parent-child bond

A

child-directed interaction phase

81
Q

School & Family Influence on Development

this phase of parent-child interaction therapy (PCIT) focuses on teaching parents how to give clear instructions to children & consistently provide children with appropriate consequences for acceptable & unacceptable behaviors

A

parent-directed interaction phase

82
Q

School & Family Influence on Development

this evidence-based approach for child maltreatment is effective for youths 3 to 18 years old who have experience sexual abuse or other maltreatment, witnessed domestic violence, or experienced traumatic loss and involves providing children & nonoffending parents the resources and skills needed to help children cope with PTSD & other negative consequences of the abuse/trauma, including psychoeducation, parenting skills training, relaxation techniques, affect regulation & expression techniques, in vivo exposure, & cognitive coping techniques

A

trauma-focused cognitive behavioral therapy (TF-CBT)

83
Q

School & Family Influence on Development

maternal employment (women who returned to work during the first 3 years after giving birth) has been linked to small positive & negative effects. List them.

A

effects on behavior & academic achievement

positive:
* children from single-parent or low-income families

negative:
* children from two-parent middle- and upper-income families

84
Q

School & Family Influence on Development

research examining the outcomes of daycare on children has found that the quality of parental caregiving (rather than quantity of time spent with parent) is more important for ____ ____

A

attachment security

85
Q

School & Family Influence on Development

list 3 outcomes research has linked to cultural socialization

A

1) development of a positive self-concept & ethnic/racial identity
2) higher academic achievement & motivation
3) fewer externalizing & internalizing behavior problems

86
Q

School & Family Influence on Development

this was the main finding from Rosenthal & Jacobson’s (1968) research examining the affects of teachers’ expectations on student achievement. researchers concluded that the results of the study were due to what?

A

self-fulfilling prophecy effect
* teachers’ treated students labeled bloomers (e.g., expected to do exceptionally well) differently than they treated other students

87
Q

School & Family Influence on Development

list a few examples of teachers interactions with students reflecting gender stereotypes

A

teachers:
* called on male students more often than female students
* gave male students more attention, praise, & feedback that encourages them to learn than female students

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