Week 14 - Antisocial Behaviour Flashcards
prosocial behaviour
voluntary behaviour intended to benefit others, such as by helping, sharing with, or comforting
origins of prosocial behaviour
rooted in capacity to feel empathy and sympathy - need to take perspective of others - can be done by 14 months
development of prosocial behaviour
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
cooperation
driven by sense of fairness
14mo
divide prizes evenly if given to children unevenly
evolutionary factors of prosocial behaviour
argue that humans are predisposed to be prosocial because collaboration for food foraging ensures survival - 2 year olds happier when giving treats than receiving
genetic factors and prosocial behaviour
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
temperament and prosocial behaviour
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
modeling and prosocial behaviour
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
opportunities for prosocial activities
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
discpline and parenting and prosocial behaviour
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
the way prosocial behaivour is elicited matters
if punished for not engaging in prosocial - may believe helping others is to avoid punishment
if rewarded - may not help without reward
reasoning
maternal use of reasoning oriented toward others increases prosocial behaviour even for 1-2 year olds
peer influences and pro social behaviour
can learn and practice morals, fairness, justice, sharing, taking turns, conflict resolution - translates into prosocial behaviour
interventions and prosocial behaviour
experience in helping and cooperating with others, exposure to prosocial values, adults use of reasoning in discipline contribute to development of prosocial behaviour
positive behavioural interventions and supports PBIS
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
antisocial behaviour
disruptive, hostile, aggressive behaviour that violates social norms or rules and that harms or takes advantage of others
aggression
subcategory of antisocial behaviour that involves acts intended tp physically or emotionally harm others
development of aggression
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
instrumental aggression
aggression motivated by the desire to obtain a concrete goal
conflict between peers over possessions and with siblings over anything in preschool years
relational aggression
harm others by damaging their peer relationships
preschool - excluding peers
theory of mind predicts
hostile aggression
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
neurological deficits
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
genetics and antisocial behaviour
runs in families
genes determine frequency and stability of physical aggression during preschool
heredity greater for proactive aggression
temperament and antisocial behaviour
exhibit difficult temperament and lack of self regulatory skills from a very early age
lack of control, impulsivity, high activity level, irritability, distractibility
hostile attribution biases
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
children describing aggressive behaviour
more likely to describe it as a natural reaction - “he crashed his sled into me”
reactive vs proactive aggression
reactive - emotionally driven, hostile aggression - perceive others motives as hostile
proactive - aimed at fulfilling a need or desire - anticipate positive social consequences for aggression
parental punitiveness and antisocial behaviour
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
passive gene environment correlation and aggression
parents whose genes predispose them to aggressive or punitive parenting will pass those genes to their children
poor parental monitoring and antisocial behaviour
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
parental conflict and antisocial behaviour
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
socioeconomic status and antisocial behaviour
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
peer influences on antisocial behaviour
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
biology and socializaton on antisocial behaviour
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
interventions for aggressive and antisocial children
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
