Human Development Final Byu

Front 1

1. Perspective taking

Back 1

a. Capactity to imagine what other people may be thinking and feeling

Front 2

2. Damon’s three stage sequence of friendship

Back 2

a. Level 1-friendship as a playmate
i. 4 to 5 years
b. Level 2-friendship as a mutual trust and assistance
i. 8 to 10
c. Level 3-friendship as intimacy and loyalty
i. 11 to 15+

Front 3

3. Social competence

Back 3

a. Ability to achieve personal goals in social interaction while simultaneously maintaining positive relationships with others over time and across situations

Front 4

4. Peer-group entry strategies

Back 4

a. Peer groups usually organize on the basis of proximity (being in the same class) and similarity in sex, ethnicity, academic achievement, popularity, and aggression. When children remain together, 50 to 70 percent of groups consist mostly of the same children from year to year.

Front 5

5. Social problem solving skills
a. Teaching skills

Back 5

i. Discuss how to resolve social problems acted out with puppets
ii. Teachers intervene in conflicts, point out consequences
iii. Intervention plus teacher and family enhancements
iv. Practice in enacting responses

Front 6

5. Social problem solving skills
b. Effects and benefits of skills

Back 6

i. Gains in ability to think about social problems
ii. Gains in teacher rated social competence
iii. Declined in self-reported aggression over school year

Front 7

a. Instrumental aggression-

Back 7

aggression aimed at obtaining an object, privilege or space with no deliberate intent to harm others

Front 8

b. Hostile aggression-

Back 8

aggression intended to harm another person

Front 9

c. Relational aggression-

Back 9

a form of aggression that damages another's peer relationships as in social exclusion or rumor spreading

Front 10

d. Overt aggression-

Back 10

a form of aggression that harms others through physical injury or the threat of such injury

Front 11

e. Gender differences in aggression

Back 11

i. Use different types of aggression
ii. Males-hostile, instrumental
iii. Females-relational aggression

Front 12

2. General characteristics of aggressive children
a. Social cognitive deficits and distortions

Back 12

i. Aggressive children are products of bad family processes
ii. High in reactive aggression see hostile intent where it doesn’t exist
iii. These children believe there are more benefits and fewer costs for engaging in destructive acts
iv. Likely to think that aggression works, has rewards and reduces others behaviors
v. Overly high self esteem, even with academic and social failings
vi. Neutralize basic biological capacity for empathy by blaming victims
vii. Delayed in maturity of moral judgment
viii. Impaired in social cognition and social skills
ix. Adept at perspective taking and social problem solving and use it to hide aggression from adults

Front 13

i. Authoritarian

Back 13

1. A parenting style that is demanding but low in responsiveness to children’s rights and needs. Conformity and obedience are valued over open communication.
2. Autonomy-makes decisions for child, rarely listens to child’s point of view
3. Outcomes-anxious, unhappy, low in self-esteem, self-reliance, hostility, resort to force, do poorly in school, achieve better, fewer antisocial acts, suppresses self-expression, and independence, impaired at identity development

Front 14

ii. Permissive

Back 14

1. A parenting style that is responsive but undemanding. An overly tolerant approach to child rearing
2. Autonomy-permits the child to make many decisions before child is ready
3. Outcomes-impulsive, disobedient, rebellious, overly demanding and dependent on adults, less persistence on tasks, poorer school achievement, more antisocial behavior

Front 15

iii. Uninvolved

Back 15

1. A parenting style that is both undemanding and unresponsive. Reflects minimal commitment to child rearing.
2. Autonomy-indifferent to child’s decision making and point of view
3. Outcomes-poor emotional self regulation, school achievement difficulties, antisocial behavior

Front 16

iv. Authoritative

Back 16

1. A parenting style that is demanding and responsive. A rational, democratic approach in which both parents’ and children’s rights are respected.
2. Autonomy-lets child make decisions when ready, encourages child to express thoughts, feelings, when parent and child disagree have joint decision making
3. Outcomes-competence, upbeat mood, self control, task persistence, cooperativeness, high self-esteem, responsiveness to parents’ views, social and moral maturity and favorable school performance

Front 17

v. Over-solicitous

Back 17

1. A parenting style that is overprotective and over controlling.
2. Autonomy-don’t allow children to make decisions for themselves

Front 18

b. Co-regulation-

Back 18

parents exercise general oversight while letting children take charge of moment by moment decision making

Front 19

c. Autonomy-

Back 19

a sense of oneself as a separate, self-governing individual

Front 20

a. Interaction between siblings close in age

Back 20

i. Older children show affection and are sympathetic
1. Kissing and patting the baby
ii. Spend a lot of time together, preschooler helping, sharing toys, imitating, and expressing friendliness in addition to anger and ambivalence
iii. Infants comforted by presence of their preschool-age brother or sister
iv. Toddlers imitate and join in play with older siblings
v. Rely on each other for companionship and assistance
1. Older siblings help younger siblings with academic and peer challenges
2. Both offered each other help with family relations

Front 21

b. What family/parental factors predict positive sibling interaction

Back 21

i. Maternal warmth toward both children
ii. Good marriage
1. Good communication can serve as a model of effective problem solving
iii. Parental encouragement of warm, considerate sibling ties

Front 22

a. Size now vs 1950’s

Back 22

i. 1950’s-Average number of children-3.1
ii. Now-average number of children-1.8

Front 23

b. Outcomes for children of never married parents

Back 23

i. Tap the extended family for help
ii. 1/3-marriage occurs within 9 years
iii. Mothers find it hard to overcome poverty
iv. Many have another child while still unmarried
v. Adjustment problems associated with economic hardship
vi. Lack father’s warmth and involvement achieve less in school, engage in more anti-social behavior than children in low-SES, first marriage families

Front 24

c. Spousal support needed in dual income families
i. Father’s willingness to share child care responsibilities is crucial

Back 24

1. If father helps little/not at all, mother carries a double load at home and at work
2. Distress, fatigue, little time and energy for kids

Front 25

c. Spousal support needed in dual income families
ii. Need assistance from work settings and communities

Back 25

1. Part time employment, flexible schedules, job sharing, paid leave when children are sick help parents juggle demands of work and child rearing
2. Equal pay and equal employment opportunities important

Front 26

a. Approximate proportion of marriages ending in divorce

Back 26

i. 45% end in divorce
ii. Half of those involve kids

Front 27

b. Proportion of children living in a single parent household

Back 27

i. 1/4 of American children live in single-parent households

Front 28

c. Joint custody-

Back 28

divorced parents equal say in important decisions about child’s upbringing, has become increasingly common
i. Live with one parent, see the other on a fixed schedule

Front 29

d. Characteristics of fathers who only occasionally see children after divorce

Back 29

i. Contact with noncustodial fathers decreases over time
ii. Inclined to be permissive and indulgent, making mother’s task of managing child more difficult

Front 30

a. Blended/reconstituted-

Back 30

family structure resulting from cohabitation or remarriage that includes parent, child and step-relatives

Front 31

problems associated with a Blended/reconstituted family

Back 31

i. Switching to stepparents’ new rules and expectations is stressful
ii. Children regard step-relatives as intruders
iii. Harder for older children and girls
1. Step-fathers disrupt close ties girls have with mothers
2. Notice and challenge unfair treatment
3. New stepparent as threat to their freedom

Front 32

6. Impact of emotional and physical child abuse

Back 32

a. Impair development of emotional self-regulation, empathy, sympathy, self-concept, social skills and academic motivation
b. Serious learning and adjustment difficulties
i. Academic failure, depression, aggressive behavior, peer difficulties, substance abuse and delinquency
c. Low self-esteem, high anxiety, self-blame, depression and efforts to escape from extreme psychological pain
d. Central nervous system damage, abnormal brain waive activity, reduced size and impaired functioning of the brain, atypical production of cortisol
e. Blunt normal physiological response to stress

Front 33

a. Within Individuals

Back 33

i. Bring to social exchanges more or less
ii. Stable social orientations
iii. Temperaments
iv. Social skills

Front 34

b. Within Interactions

Back 34

i. The braiding of the behaviors of two individuals into a social exchange of some duration.
ii. Dyadic behavior in which the participants’ actions are interdependent such that each actor’s behavior is both a response to, and stimulus for, the other participant’s behavior. They can be positive or negative

Front 35

iii. Interactions are affected by:

Back 35

1. Individual characteristics of participants
2. Short term and long term personal goals
3. Understanding of partner's thoughts and feelings in the situation
4. Repertoire of alternative responses
5. Environmental features

Front 36

c. Within Relationships

Back 36

i. Succession of interactions between two individuals known to each other
1. Influenced by past interactions and expectations for future interactions
3. Defined by emotions experienced within them
4. Commitment
5. Uniqueness
6. Like larger social organizations, they include rule differentiation, specialization, division of labor, sense of shared membership and shared culture

Front 37

2. Closeness of a relationship determined by

Back 37

a. Frequency and strength of influence
b. Diversity of influence across different behaviors
c. Length of time the relationship has endured

Front 38

a. Role differentiation

Back 38

i. Call me "mom", keep track of everyone
ii. Party planner
iii. Listener, others the talker

Front 39

b. Sense of shared membership

Back 39

i. Rituals with other person
1. Always go to a favorite restaurant with a friend

Front 40

i. Groups-

Back 40

collection of interacting individuals who have some degree of reciprocal influence over one another
1. Formed out of common interests or circumstances or formally
2. Structure that emerges from the features and patterning of the relationships and interactions present within a population of children
3. Possess properties that arise from the manner in which the relationships are patterned but are not present in the individual relationships themselves
4. Affect individual members by Labels, Status hierarchies, Segregation, Cohesiveness

Front 41

a. Cohesiveness-

Back 41

degree of unity and inclusiveness

Front 42

b. Hierarchy-

Back 42

ordering of individual relationships along interesting dimensions

Front 43

c. Heterogeneity-

Back 43

consistency across members in the ascribed/achieved personal characteristics

Front 44

d. Norms-

Back 44

patterns of behaviors/attitudes that characterize group members and differentiate from nonmembers

Front 45

a. Nonsocial activity-

Back 45

Unoccupied, onlooker behavior and solitary play

Front 46

b. Parallel play –

Back 46

A form of limited social participation in which the child plays near other children with similar materials but does not try to influence their behavior

Front 47

c. Associative –

Back 47

A form of true social participation in which children engage in separate activities, but they interact by exchanging toys and commenting on one another’s behavior

Front 48

d. Cooperative-

Back 48

A form of true social participation in which children’s actions are directed toward a common goal

Front 49

3. Make believe-how parents can encourage it

Back 49

a. Supply props
b. Be a cheerleader-applaud efforts
c. Stay on the side

Front 50

a. Passive withdrawal-

Back 50

behavior comprises the quiescent exploration of objects and or constructive activity while playing alone
i. Not rejected necessarily, but don't become popular
ii. Don’t become rejected until later

Front 51

b. Reticence-

Back 51

consists of on looking and or being unoccupied
i. Are rejected by peers at age 4
ii. Caused by fearfulness

Front 52

c. Solitary-active withdrawal-

Back 52

behavior is characterized by solitary functional play and/or by solitary dramatic/pretend play
i. Immature, impulsive
ii. Socially weird, plays by themselves because nobody wants to play with them
iii. Rejected by peers at age 4

Front 53

5. Influences on peer sociability
a. Direct parental influences

Back 53

i. Need parents to help kids establish peer associations outside of school, child care
ii. Kids whose parents arrange play groups have larger peer networks, more socially skilled
iii. Parents show children how to initiate peer contacts
iv. Offering guidance on how to act, associated with social competence, acceptance

Front 54

5. Influences on peer sociability
b. Indirect parental influences

Back 54

. Authoritative parenting offers a firm foundation for competence in relating to age mates
ii. Secure attachments linked to more responsive harmonious peer interactions, larger peer networks and warmer more supportive friendships

Front 55

a. Sociometric techniques

Back 55

i. Rejected-have mostly negative reviews
1. Bullies
ii. Popular-have mostly positive reviews
1. Very good at sports, good social skills, high grades
iii. Average-a few positive
iv. Controversial-have a lot of positive and negative reviews
v. Neglected-few reviews
1. Shy kids, but can break away

Front 56

a. Clique-

Back 56

a small group of 5-7 members who are good friends, and tend to resemble one another in family background, attitudes values and interests

Front 57

b. Crowd-

Back 57

large loosely organized social group consisting of several cliques with large membership based on reputation and stereotype

Front 58

8. Dominance hierarchy

Back 58

a. A stable ordering of group members that predicts who will win when conflict arises

Front 59

a. Peer reinforcement

Back 59

i. If kids accept what someone is doing, that kid will be likely to do it again

Front 60

b. Modeling
i.

Back 60

Kids follow behavior their peers do, want to be like them

Front 61

c. Conformity-
i.

Back 61

Parents have more impact on teenagers’ basic life values and educational plans. Peers are more influential in short-term day-to-day matters, such as type of dress, taste in music, and choice of friends. However, the more incompetent and worthless a child feels the more likely to follow peers who engage in early sex, delinquency, and frequent drug us

Front 62

1. Effects of TV on children, children TV programs

Back 62

a. Decline in reading ability and creative thinking, rise in gender-stereotyped beliefs, increase in aggression
b. Adolescents-drop in community participation

Front 63

2. Average time American children spend watching TV each week

Back 63

a. Kids: 28 hrs/week
b. Families: 7 1/2 hrs/day

Front 64

3. Effects of TV in relation
a. Violence-

Back 64

television violence increases the likelihood of hostile thoughts and emotions and of verbally, physically and relationally aggressive behavior
i. Violent TV sparks hostile thoughts and behavior in unaggressive children

Front 65

3. Effects of TV in relation
b. Ethnic stereotyping-

Back 65

ethnic minorities underrepresented, likely to be depicted as secondary or lower status roles like domestic workers or unskilled laborers, lawbreakers

Front 66

3. Effects of TV in relation
c. Gender stereotyping-

Back 66

women appear less than men as main characters, women commonly portrayed as young, attractive, caring, emotional, victimized and in romantic and family contexts
i. TV viewing linked to gender stereotyped attitudes and behaviors

Front 67

3. Effects of TV in relation
d. Pro-social behavior-

Back 67

TV that shows cooperating, helping and comforting can increase pro-social behavior, too much TV mixes pro-social and anti-social messages

Front 68

4. Effects of heavy home internet use
a.

Back 68

Heavy gaming-withdrawn people, blur distinction between virtual and real life, violent games can contribute to commission of heinous acts, alienation from school
b. Instant messaging-supports closeness
c. Poses dangers-degrading racial and ethnic slurs, sexually obscene and harassing remarks
d. Bonds with strangers online-many of those people were many with high levels of conflict with parents, peer victimization, depression, delinquency,
i. Asked by online friends for face-to-face meetings

Front 69

1. Benefits of small schools and classrooms
a.

Back 69

Scored higher in reading and math achievement
b. Likelihood of graduating from high school
c. Teachers spend more time teaching, giving individual attention
d. More social support and caring
e. Greater number of people participating in extra-curricular activities, in leadership positions
f. Improved academic performance, reduced antisocial behavior, more favorable self-esteem, initiative, greater peer acceptance and concern for others

Front 70

2. Children and transitions within the school system
a.

Back 70

With each school change, grades decline
i. Due to tighter academic standards, less personal attention, more whole-class instruction, less change to participate in classroom decision making
b. Rate middle school less favorably then elementary school
c. Students must readjust feelings of self-confidence and self-worth in higher grades

Front 71

3. Effects of special class placing versus mainstreaming
a. In elementary school

Back 71

i. Homogeneous groups-low SES kids can think they are not smart, decline in academic self-esteem and motivation, widens gap between high and low achievers
ii. Heterogeneity-academic achievement, self-esteem, attitudes are more favorable, decrease competition, increase harmony, peer tutoring

Front 72

Effects of special class

Back 72

i. Low-SES kids tend to be put on tracks not for college, sink to that level in achievement, put in less effort, teachers don’t talk to parents

Front 73

4. Educational self-fulfilling prophecy
a. T

Back 73

teacher’s positive or negative views of individual children, who tend to adopt and start to live up to those views

Front 74

5. How the USA does in terms of cross-national academic achievement and why
a.

Back 74

Below international average on math tests
b. Instruction in the US is less challenging and focused than in other countries
c. Bad study habits, just memorization
d. Not equal in quality of education provided

Front 75

6. Risks involved with adolescents who work more than 15 hours during high school
a.

Back 75

Lower grades
b. More drug, alcohol use
c. Distant from parents
d. Lower future educational aspirations
e. Cynical about work life
f. Pessimistic about marriage
g. Less participation in church, church related activities

Front 76

7. Outcomes for high school graduates who don’t go on to college
a.

Back 76

Poorly prepared for skilled business and industrial occupations and manual trades

Front 77

a. Planner couple-

Back 77

plan for baby, are ready for child

Front 78

b. Ambivalent couple-

Back 78

go back and forth on whether to have a child

Front 79

c. Acceptance of fate couple-

Back 79

don’t care either way, happy for child or happy without

Front 80

d. Yes/no couple-

Back 80

one wants child, one doesn’t

Front 81

b. Marriage stressors after birth of a child

Back 81

i. Time together
ii. Sexual relationship
iii. Need for time alone
iv. Management of family money
v. Ideas about how to raise children
vi. Relationship with extended families

Front 82

c. Division of household labors between husband and wife before and after birth
i.

Back 82

Small group of men who were taking a significantly more active role in running their households and rearing their children. Father participation was related to (in mothers and fathers)
1. Higher self-esteem
2. Less parenting stress
3. Less depression
4. Higher marital satisfaction
5. Higher family cohesion
6. Greater positive balance between social support and life stress
ii. Don't leave the jobs spouse hates for them to do

Front 83

a. Presidency analogy
i.

Back 83

President-Savior
ii. First counselor-dad
iii. Second counselor-mom

Front 84

b. Roles, responsibilities for parents

Back 84

different for each, doesn’t mean they can’t switch/interchange
i. The mother and father each have different roles and responsibilities but each is equal in authority. The mother and father work together to run the family as Christ would if he were there and are accountable if it is not run as he would

Front 85

4. Benefits of fathers who play with their children and who are involved in children’s lives
a.

Back 85

Dads are much more energetic, emotionally arousing than moms
i. Throw kids in the air-scared, dads beat kids in games-anger, can't hit until you hit baseball-persistence
1. Dads who do this have much more positive review
2. Read emotions really well
3. Regulate emotions well
4. Willing to explore new things
5. More persistent
b. Kids with dads who are involved
i. Better self esteem
ii. Higher grades

Front 86

5. The family, A Proclamation to the World-duties of a parent
a.

Back 86

Father: preside, provide, protect
b. Mother: nurture