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PSYC 315 Childhood & Adolescence > The Self, Family & Peers (3) > Flashcards

The Self, Family & Peers (3) Flashcards

1
Q

Self-concept? + examples

A

A conceptual system made up of one’s thoughts and attitudes about oneself

  • Gender
  • Physical appearance
  • Possessions
  • Values, beliefs, preferences
  • Psychosocial characteristics
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2
Q

Developing a sense of Self in Childhood
* Age 3-4?

A

Understanding in terms of concrete, observable characteristics related to physical attributes, activities, abilities, 7 psychological traits
- Unrealistically positive
- Sense of self over time: coincides with first autobiographical memories

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3
Q

Refine conceptions of self in primary school, in part because they increasingly engage in…?

A

Social comparison

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4
Q

Social comparison?

A

The process of comparing aspects of own psychological, behavioural, or physical functioning to that of others in order to evaluate oneself

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5
Q

Developing a Sense of Self
* Middle to late primary school?

A
  • Conceptions of self begin to become integrated and more broadly encompassing
  • Older children rely on objective performance
  • Increasingly based on their relationships with others, ex peers -> making them vulnerable to low self-esteem
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6
Q

Developing a Sense of Self * Adolescents?

A

hink of themselves in terms of a variety of selves, depending on the context

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7
Q

Personal fable?

A

(No one understands what I’m going though)
A form of adolescent egocentrism that involves beliefs in the uniqueness of one’s own feelings and thoughts

-> This kind of egocentrism causes many adolescents to be preoccupied with what others think of the -> Imaginary audience

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8
Q

Imaginary audience?

A

(everyone is watching and judging me)
The belief, stemming from adolescent egocentrism, that everyone else is focused on their appearance and behaviour

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9
Q

Developing a Sense of Self
* Middle teens?

A
  • Adolescents often begin to agonise over the contradictions in their behaviour and characteristics
  • Most lack the cognitive skills needed to integrate their recognition of these contradictions into a coherent concept of self
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10
Q

Developing a Sense of Self
* Late adolescence and early adulthood?

A
  • Self becomes both more integrated and less detained by what others think
  • Reflect internalised personal values, beliefs, and standard
  • Adult support important in helping adolescents understand the complexity of personalities
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11
Q

Identity

A

A description of the self that is often externally imposed, such as though membership in a group?

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12
Q

Erikson’s Theory of Psychosocial Development, list first 5?

A
  1. 1 year: Basic trust vs. Mistrust
  2. 1-3.5 years: Autonomy vs. Shame and doubt
    - Role of parents, provide a supportive environment (explore the environment while keeping them safe)
  3. 4-6 years: Initiative vs. Guilt
    - Does the child feel like they can measure up to their parents goals?
  4. 6-puberty: Industry vs. Inferiority
    - Children are starting to master cognitive and social abilities
    - Gain sense of competence OR excessive feeling of inadequatecy
  5. Adolescence-early adulthood: Identity vs. Role confusion
    - Resolve who they really are or face confusion
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13
Q

Some important things to note about Erikson’s Theory of Psychosocial Development ?

A
  • Evidence from autobiographical memories, but the language is not explicit but Erikson’s infers the crisis and the stages “I felt this way when I was young”
  • Influence of the unconscious mind (Freud)
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14
Q

Identity achievement? :)

A

An integration of various aspects of the elf into a coherent whole that is stable over time and across events

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15
Q

Identity confusion? :(

A

An incomplete and sometimes incoherent sense of self, with resulting feeling of isolation and depression

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16
Q

Identity foreclosure? :(

A

Period in which the individual has not engaged in any identity experimentation and has established a vocational of ideological identity based on the choices or values of others

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17
Q

Negative identity? :(

A

An identity that represents the opposite of what is valued by people around the adolescent.
(Parents are professors, “I don’t like education!”, drops out of school)

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18
Q

Identity diffusion? :(

A

Period in which the individual does not have firm commitments regarding the issues in question and is not making progress toward developing them

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19
Q

Moratorium? :)

A

Period in which the individual is exploring various occupational and ideological choices and has not yet made a clear commitment to them

(Only possible in some cultures and typically to the more privileged classes)

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20
Q
  • Influences on Identity Formation?
A
  • Approach parents take with their children (e.g. parenting style)
  • Individual’s own behaviour (e.g. drug use undermines teens’ abilities to develop healthy identities)
  • Larger social context (e.g. SES: needing to work/take care of family member)
  • Historical context (e.g. equal rights movements, religious rules/expectations)
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21
Q

Family dynamics?

A

The way in which family members interact though various relationships: mother with each child, father with each child, mother with father and siblings with one another

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22
Q

Socialisation?

A

The process though which children acquire the values, standards skills, knowledge and behaviours that are regarded as appropriate for their present and future roles in their particular culture

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23
Q

3 main ways of socialisation? Parents as…

A
  • Parents as direct Instructors, explicit instructions
  • Parents as indirect socializers, modelling the parents interaction, what we show investment or engagement in arts/spots our implicit messages
  • Parents as social managers, pick and choose the activities the kids engage in, who their friends are (chose playdates), decide the early social environment
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24
Q

Discipline?

A

The set of strategies and behaviours parents use to teach children how to behave appropriately

25
Q

Internalisation?

A

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

26
Q

Other-oriented induction?

A

Reasoning focused on the effects of a behaviour on other people (particularly effective at promoting internalisation)

27
Q

Punishment?

A

A negative stimulus that follows a behaviour to reduce the likelihood that the behaviour will occur again

28
Q

Parenting style?

A

Parenting behaviours and attitudes that set the emotional climate in regards to parent-child interactions, such as parental responsiveness and demandingness

29
Q
  • Two particularly important dimensions of parenting styles?
A
  • Parental warmth, support, and acceptance versus parental rejection and non-responsiveness
  • Parental control and demandingness
30
Q

Authoritative parenting?

A

A parenting style that is high in demandingness and supportiveness. Authoritative parents set clear standards and limits for their children and are firm about enforcing them; at the same time, they allow their children considerable autonomy within those limits, are attentive and responsive to their children’s concerns and needs, and respect and consider their children’s perspective

31
Q

-> Consequences: (typically) Authoritative

A
  • Competent
  • Self-assured
  • Popular
  • High in coping skills
  • Low in antisocial behaviour in childhood
  • In adolescent: high in social and academic competence and positive behaviour, low in problem behaviour
32
Q

Authoritarian parenting?

A

A parenting style that is high in demandingness and low in responsiveness. Authoritarian parents are non responsive to their children’s needs and tend to enforce their demand though the exercise of parental power and the use of threats and punishment. They are oriented toward obedience and authority and expect their children to comply with their demands without questions or explanation.

33
Q

-> Consequences: (typically) Authoritarian?

A
  • Low in social and academic competence in childhood and adolescence
  • As children, they tend to be unhappy and unfriendly, with boys effected more negatively than girls in early childhood
  • Low in self confidence
34
Q

Permissive parenting?

A

A parenting style that is high in responsiveness but low in demandigness. Permissive parents are responsive to their children’s needs and do not require their children to regulate themselves or act in appropriate or mature ways. Might say “no” but does not enforce it.

35
Q

-> Consequences: (typically) Permissive?

A
  • As children, they tend to be impulsive, lacking in self-control, and low in school achievement
  • As adolescents, they engage in more school misconduct and drug use than do those with authoritative parents
36
Q

Uninvolved parenting?

A

A parenting style that is low in both demanidngness and responsiveness to their children, e.i. generally disengaged. Do not set limits for or monitor their children’s behaviour. Are not supportive of them, and sometimes are rejecting or neglectful. Tend to be focused on their own needs rather than their children’s.

37
Q

-> Consequences: (typically) Uninvolved?

A
  • Infants tend to have attachment problems
  • As children, they have poor peer relationships
  • Adolescents tend to show antisocial behaviour, poor self-regulation, internalising problems, substance abuse, risky sexual behaviour, and low academic and social competence
  • Depression, withdrawn
38
Q

Parenting Styles and culture?

A
  • Parenting styles and practices may have different meaning and different effects across culture
39
Q

Bidirectionally of parent-child interactions? + example

A

The idea that parents and their children are mutually affected by one another’s characteristics and behaviours
E.g. children can learn to be noncompliant though interactions with their parents that reinforce their negative behaviour, like losing once patience (loosing warmness) or spanking is a consequences that causes more disobedience

40
Q

Child maltreatment?

A

Action or failure to act on the part of a parent or caretaker that results in physical or emotional harm to a child or a risk of serious harm

41
Q
  • 5 main types of maltreatment?
A
  • Neglect
  • Physical abuse
  • Emotional harm
  • Sexual abuse
  • Exposure to family violence
42
Q

Polyvictimization?

A

The co-occurence of multiple forms of maltreatment

43
Q

Friend?

A

A person with whom an individual has an intimate, reciprocated, positive relationship

44
Q
  • 7 key ways electronic communication facilitates friendships?
A
  • Greater anonymity, reduce social inhibitions
  • Less emphasis on physical appearance, connect more based on shared interests/values
  • More control over interactions, when, how and with whom
  • Finding similar peers
  • 24/7 access, can be in contact throughout the day
  • It’s fun
45
Q

Sociometic status (SES)?

A

A measurement that reflects the degree to which children are liked or disliked by their peers as a group

46
Q
  • SES Influences on parenting?
A
  • Differences in parenting styles and practices may partly reflect differences in the environments in which families live
  • In low SES environments an authoritarian style may be adaptive in some cases to protect children in unsafe living conditions
  • Supportive relationships with other can moderate the potential impact of economic stress
47
Q

Functions of Families?

A
  • Survival of offspring, everyday things
  • Economic function, food, shelter, support rescuers i.e. learning disabilities, psychological support
  • Cultural training, being a member of the society were you live
48
Q

Family Dynamics?

A
  • Family member all influence one another, both directly and indirectly
  • Family dynamics must be examined developmentally because dynamics change as children reach different ages
49
Q
  • Cliques and Social Networks, in middle school?
A
  • In middle childhood, cliques tend to include 3 to 10 children who are usually of the same se and race.
50
Q

Cliques and Social Networks, age 11?

A
  • By age 11 many children’s social interactions occur within the clique.
51
Q

Cliques and Social Networks, age 11-18?

A
  • Ages 11 to 18, increase in the number of adolescents with ties to cliques (more kids feel like they belong to a group) and an increase in the stability of cliques.
52
Q

Cliques and Social Networks, Early and middle adolescence?

A
  • high value on being in a popular group and in conforming to the group’s norms
    -> With age, increase focus on individual relationships
53
Q
  • Cliques and Social Networks, genderfication and age?
A
  • Adolescent girls tend to be more integrated into cliques (stronger connections)
  • Adolescent boys have greater diversity of friends
  • Seventh grade, increase in cross-sex relationships
  • By high school, cliques often include both sexes
54
Q

Crowds?

A

Groups were people of similar stereotyped reputation (jokes, emoes) People are perceived as being part of even though they might not identify with it themselves. Can have positive or negative consequences depending on the social status of the crowd the child is being associated with?

55
Q

Crowds?

A

Groups were people of similar stereotyped reputation (jokes, emoes) People are perceived as being part of even though they might not identify with it themselves. Can have positive or negative consequences depending on the social status of the crowd the child is being associated with?

56
Q

Gangs?

A

Loosely organised groups of people of identity as a group and engage in a illegal activity?

57
Q

Bullying? 4 kinds

A
  • Physical bullying
  • Verbal bullying
  • Social bullying
  • Cyberbullying
58
Q

Relational aggression?

A

A kind of aggression that involves excluding others from the social group and attempting to d harm to other people’s relationships; it includes spreading rumours, withholding friendships to inflict harm, and ignoring peers when angry or frustrated or trying to get one’s own way

59
Q
  • Romantic Relationships in adolescence?
A
  • Although young adolescents tend to select partners that bring them status, older adolescents are more likely to select partners based on compatibility and characteristics that enhance intimacy
  • Romantic relationships can have positive and negative effects on development, depending on the age of the individual -> earlier relationships risk creating more harm

PSYC 315 Childhood & Adolescence (10 decks)

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