Week 14 - Antisocial Behaviour Flashcards

1
Q

prosocial behaviour

A

voluntary behaviour intended to benefit others, such as by helping, sharing with, or comforting

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2
Q

origins of prosocial behaviour

A

rooted in capacity to feel empathy and sympathy - need to take perspective of others - can be done by 14 months

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3
Q

development of prosocial behaviour

A

14 mo - become distressed when seeing upset people
18-25 mo - share personal objects with adults
1-2yo - more like to comfort someone who is upset than become upset
2-3-4yo - help adult get something out of reach

3-4yo more likely to provide verbal reassurance or assistance

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4
Q

cooperation

A

driven by sense of fairness
14mo
divide prizes evenly if given to children unevenly

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5
Q

evolutionary factors of prosocial behaviour

A

argue that humans are predisposed to be prosocial because collaboration for food foraging ensures survival - 2 year olds happier when giving treats than receiving

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6
Q

genetic factors and prosocial behaviour

A

more similar empathy and prosocial behaviour in MZ twins

certain genes are associated with differences in oxytocin which is associated with prosocial behaviour

role of genetics increases with age

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7
Q

temperament and prosocial behaviour

A

ability to regulate emotion associated with empathy and sympathy

children good w emotion more likely to act prosocially

preschoolers who are very shy are less likely to intervene and help

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8
Q

modeling and prosocial behaviour

A

children imitate helping and sharing behaviour - especially with adults they have a positive relationship with

rescuers 7x more likely to report they were taught values relating to caring

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9
Q

opportunities for prosocial activities

A

providing for opportunities to engage in helpful activities increases willingness to take on prosocial tasks at a later time

students involved in community helping at 17 predicted more importance of prosocial values

forcing can backfire and reduce motivation

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10
Q

discpline and parenting and prosocial behaviour

A

constructive and supportive parenting - authoritative - associated with higher prosocial behaviour - could be prosocial children eliciting more suppirt

parental support and attachment to child - predictive

authoritarian - antisocial behaviour and lack of sympathy

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11
Q

the way prosocial behaivour is elicited matters

A

if punished for not engaging in prosocial - may believe helping others is to avoid punishment

if rewarded - may not help without reward

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12
Q

reasoning

A

maternal use of reasoning oriented toward others increases prosocial behaviour even for 1-2 year olds

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13
Q

peer influences and pro social behaviour

A

can learn and practice morals, fairness, justice, sharing, taking turns, conflict resolution - translates into prosocial behaviour

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14
Q

interventions and prosocial behaviour

A

experience in helping and cooperating with others, exposure to prosocial values, adults use of reasoning in discipline contribute to development of prosocial behaviour

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15
Q

positive behavioural interventions and supports PBIS

A

at schools - aims to reduce negative behaviour and increase positive

based on learning theory principles - reward children caught behaving well

primary prevention - aimed to everyone - posters

secondary prevention - for at risk for problem behaviour - given extra attention and monitoring

teritary intervention - for those who consistently engage in antisocial behaviours - create individualized plan

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16
Q

antisocial behaviour

A

disruptive, hostile, aggressive behaviour that violates social norms or rules and that harms or takes advantage of others

17
Q

aggression

A

subcategory of antisocial behaviour that involves acts intended tp physically or emotionally harm others

18
Q

development of aggression

A

12 mo - trying to tug objects
18 mo - hitting and pushing, possession of objects - increases until age 2 or 3
aggression decreases as language develops and emotional control

19
Q

instrumental aggression

A

aggression motivated by the desire to obtain a concrete goal

conflict between peers over possessions and with siblings over anything in preschool years

20
Q

relational aggression

A

harm others by damaging their peer relationships

preschool - excluding peers

theory of mind predicts

21
Q

hostile aggression

A

desire to hurt another person or protect oneself against threat against self esteem

elementary school children can develop frequent and serious problems with aggression and antisocial behaviour at this age

children who engage in physical aggression also tend to engage in relational aggression

violent crime peaks at 17

22
Q

neurological deficits

A

aggression from early life, hyperactivity, attention issues

attention issues make it difficult to consider all the options

delay in cortical maturation for callous unemotional traits

23
Q

genetics and antisocial behaviour

A

runs in families
genes determine frequency and stability of physical aggression during preschool
heredity greater for proactive aggression

24
Q

temperament and antisocial behaviour

A

exhibit difficult temperament and lack of self regulatory skills from a very early age

lack of control, impulsivity, high activity level, irritability, distractibility

25
Q

hostile attribution biases

A

childrens aggressive behaviours are a reaction to how they interpret social situations

aggressive lens, see others as wanting to harm them, goals are more likely to be hostile

26
Q

children describing aggressive behaviour

A

more likely to describe it as a natural reaction - “he crashed his sled into me”

27
Q

reactive vs proactive aggression

A

reactive - emotionally driven, hostile aggression - perceive others motives as hostile

proactive - aimed at fulfilling a need or desire - anticipate positive social consequences for aggression

28
Q

parental punitiveness and antisocial behaviour

A

using harsh physical punishment, cold, punitive, with difficult temperament, angry = problem behaviours, aggression, criminality

spanking predicts increases in aggression in all racial groups

parents who use abusive punishment are models for their children

reciprocal in nature

29
Q

passive gene environment correlation and aggression

A

parents whose genes predispose them to aggressive or punitive parenting will pass those genes to their children

30
Q

poor parental monitoring and antisocial behaviour

A

parental monitoring reduces change that older children will associated with deviant peers

makes it more likely that parents will know if their children are engaging in antisocial behaviour

31
Q

parental conflict and antisocial behaviour

A

children exposed to arguments - more antisocial

conflict is modelled to children

embattled spouses are less skilled and responsive

marital hostility predicts hostile parenting which predicts children’s aggression

32
Q

socioeconomic status and antisocial behaviour

A

greater number of stressors - in the family and neighborhood violence

low income parents - rejecting, low in warmth, erratic, threatening, lax

low SES associated with single parent or being unplanned

33
Q

peer influences on antisocial behaviour

A

being exposed to violence leads to more violence - peers model and reinforce antisocial behaviour

antisocial behaviour peaks grade 8-9 then declines

peer approval of relational aggression increases in middle school

less acculturated - less susceptible to peer pressure

34
Q

biology and socializaton on antisocial behaviour

A

under poor conditions, children with certain variants of dopamine receptor genes, serotonin transporter, or MAOA genes are more aggressive - also are less aggressive when in supportive environment

35
Q

interventions for aggressive and antisocial children

A

psychotherapty, drug therapy
involve parents - teach them how to manage their own behaviour while interacting with children
community based - in school, special curriculum that teaches emotions, positive behaviour, self control, problem solving