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55 Cards in this Set
- Front
- Back
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describe how children and their parents socialize one another (reciprocal socialization)
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parents socialize child: social rules, appropriate behavior, social conventions, traditions
child socializing parent: what is in/out, styles, trends, lingo, embaressing behavior, technology |
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compare and contrast the four parenting styles discussed in class
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authoritarian, permissive, authoritative, and univovled
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authoritative style
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-controlling yet warm
-expect mature behavior from children -tend to favor inductive disciplinary techniques *give explanations *teach to respect others views *negotiate terms with children |
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authoritarian style
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-place high value on conformity and obedience
-harsh and rejecting when their children dont comply -tend to be distant and cold -can expect children to act mature at early age -tend to favor power assertive disciplinary techniques *no reasoning -engage in little give-and-take dialog |
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permissive
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-warm and communicative
-overly tolerant, permit too much freedom for child to make own decisions before they are ready -may appear incompetent in parenting, have need to please, do not want to upset child, or want to be friends with child more than a parent |
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univolved style
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-undemanding, but not warm
-not committed to their roles as caregivers -unable or unwilling to meet any needs of their children that require inconvenience on thier part *workaholic -often overwhelmed by the many stresses in their lives *prone to depression and alcholism |
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authoritative children
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-high self esteem, friendly, energetic
-internalized moral standards -high academic achievement -adjust easier to family trauma -independent, achievement-oriented behavior in girls -cooperative social behavior in boys |
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authoratarian children
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-anxious and insecure around peers
-can be withdrawn and mistruting of others -can have low self-esteem and poor social skills -react with hostility when frustrated -girls lack independence and achievement motivation -boys who show high rates of anger and defiance |
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permissive children
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-immature
-difficulty controlling impulses -demanding -dependent on adults -dificulty staying on-task in classroom -disobedient when parental or teacher requests conflicted with momentary desires |
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univolved children
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-2 yr child:
*behind in intellectual functioning *behind in social functioning *show disrupted attachment *tend to be angry, noncomplient, and dependent -teens: *have low tolerance for frustration *are low in self esteem *lack long-term goals *are more likely to be adjudicated as deliquents |
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parental co-regualtion
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sensitive transfer of control from parents to child during middle and late childhood that is consistent with child's ability to accept the responsibility
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autonomy
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takin care of self and being responsible for own behavior (accepting consequences)
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individuation
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-pyschological autonomy from parents
-re-examining values, beliefes, attitudes, etc. which were uncritically adopted from parents during childhood |
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families high on individuation
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-family members able to have and express own opinions
-connectedness: individuals open to, and respectful of, opinions of others even when disagreeing |
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families on low individuation
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-high value on avoiding disagreement
-high value on family conformity |
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factors that ease the stress of divorce on children and teens
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-parents and teachers maintain firm expectations whie being warm and supportive
-children/teens feel listened to -children/teens have support from friends and other family members |
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factors that increase the stress of divorce
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-adjusting to new parent and siblings
-conflicts of loyalty |
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responses to divorce that are typical of adolescents
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-self-blame
-unrealistic hopes for reconciliation -trouble with own friendships and romantic relationships |
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responses to divorce that are typical of children
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usually do not anticipate divorce, even when there is extreme marital discord
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impact of divorce on roles within the family and family finances
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-financial setbacks
-working out childcare/custody |
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parental facetors most closely associated with neglect/abuse
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-lack interpersonal skills
-low self esteem -poor impulse control -external locus of control -heightened response to stress -alcohol or drug dependence |
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child factors that are more likely to elicit parental aggresion/abuse
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-premature/low birth weight
-poor physical health -metal retardation ro poor mental health -difficult temperment -hyperactivity |
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teachers role in reporting child abuse
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-bruises, burns, other injuries
-jumpiness -extremes of aggressiveness or withdrawl -cloting inappropriate to weather -uncharacteristic knowledge of sexual matters |
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sociometric category
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Popular: like most-high; like least-low
Neglected: like most-low; like least-low Controversial: like most-high; like least-high Rejected: like most-low; like least-high |
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popular children
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-more friendly and cooperative than other groups
-more likely to be leaders -communicate clearly -good social problem solvers -report high quality friendships |
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neglected children
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-socailly skilled as average students buy often prefer to play or work alone
-often perceived as shy -often have satisfying social relationships outside of school setting -given a change in peer group these students are most likely to change their status category |
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controversial children
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seem to evoke strong opinions-to be either loved or hated by classmates
*class clowns *leaders in low status groups |
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rejected children
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-may be agressive
-may be submissive -immature insocial interactions -poor social problem solvers -have friends, but rate friendships as low in quality -associated with other problems: *school drop outs *cant hold job *marriage difficulty |
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benefits of friendships
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-companionship
-stimulation -physical support -ego support -social comparison information -intimacy/affection |
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cliques
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-small size
-members all know each other -greater cohesion -membership is not stable -give teens image so can differentiate selves from other children |
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crowds
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-larger than cliques
-members may not all know each other -similarities in dress or activity -not particularly cohesive -serve important function in identity formation |
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factors that increase the likelihood that a child will engage in prosocial behavior
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-prescence of prosocial models in home, school
-reinforcement -parenting style/home environment |
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family factors associated with the development of aggresive behaviors in youths
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-raised in homes where aggresive and coercive interactions were modeled
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biological factors associated with the development of aggressive youth
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influenced by temperment
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characteristics of aggressive children
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-less empathy for peers
-poor social problem solbing skills -can have deficits in empathy and perspective-taking -use good perspective taking skills |
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proactive forms of aggression in children
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-initiate aggresive act
-linked to negative interpersonal outcomes |
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reactive forms of aggression in children
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-react aggressively when provoked
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identify personal attributes associated with children who bully
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-gain attention even if it is negative
-gain fearful reactions from others -sense of power and control -directed at particular victim |
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ID personal attributes of victims of bullies
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-inhibited, fearful temperment
-physically frial -lack many friends -may have interactions with parents taht lead to anxiety, low self esteem and dependency |
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the "problem" of teen sexuality
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-gap between biological maturity and social acceptance of sexuality
-long time to wait |
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"trusting to love"
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-unrealistic idealism
*belief that sex in long term relationships is safe without condoms *prominent among young women *fails to take into account sexual history of partner *overestimates stability of relationships *underestimates infidelity *overlooks phenomenon of serial monogamy *insistance of condom use my imply lack of mistrust |
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"not me"
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-Personal fable
*considers AIDS in terms of "risk" groups *have strong steretypes of "AIDS victims" which are seen as different from themselves *since infection may go undetected for a long period of time risky behaviors are not discouraged through immediate negative consequences *some teems accurately perceive themselves as being at high risk but still dont take precautions |
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"you can tell by looking"
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-people who are clean, healthy and beautiful are perceived as being safe on the basis of attributes
-belief that beign infected goes along with being unattractive and of lower social class |
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sex education
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-no evidence of sex ed leading to earlier or increased sexual activity in the yong people who were exposed to it
-6 studies showed that sex ed led either to delay or decrease in overall sex activity -10 studies showed that ed programs increased safer sex practices among young people who were already sexually active -can lead to contracptive use and lower sexual partner |
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environmental factors that influence physical development
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-nutrition
-adequate nurturance *emotional unavaliablity cancause growth problems and lead to death -medical care -health of caregiver -sanitary living conditions -childhood injuries adn disease |
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secular trend
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-earlier onset of puberty
-larger physical stature *bigger babies |
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male pubertal changes
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-subtle cahnges begin around 11.5
-spermarchy around 15 -shoulders widen relative to hips -large increase in muscle tissue -increase in number of RBC -determination of unusual timing: *early: testicular growth age 9 *late: absence of changes at 14 |
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female pubertal changes
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-changes begin around 11
-hipswiden relative to shoulders -increase in muscle tissue -menarche -determination of unusual timing: *early: breast budding before 8 *Late: absence of changes at 13 |
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"early bloomers"
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-boys
*positive: most likely helps with confidence, better social status, athletic ability -Girls *less positive, overwhelming: look more mature than age, may get attentioin of older guys, may lead to risky behavior |
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what characteristics does a child abuser most likely possess
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unmanageable stress
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bullying
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-sense of power and control
-directed at particular victims |
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gang
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-no easy to get out of
-selective members -violant behavior |
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progression of dating
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-going together
*middle school -group "dates" *timing related to social setting (when it is important in school) -individual dates *timing related to social setting |
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anorexia
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starvation
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bulemia
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binging and purging
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