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56 Cards in this Set
- Front
- Back
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Functions of Families
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1) Survival of Offspring - Families help to ensure that children reach maturity by attending to their physical needs, health, and safety
2) Economic Function - provides for the means of children so that they are economically productive in adulthood 3) Cultural Training - parents teach children about their basic cultural values. |
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Reciprocal Socialization
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The mutual socilization that both parents and children exert on themselves
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Marital Satisfaction
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1) High marital satisfaction leads to good parenting
2) When there is more intamacy and communication within the marriage it leads to more affection towards the child 3) Parents positive emotion leads to their child with higher social competence |
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Three Ways Parents Contribute to a Child's Socialization
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1) Parents as Direct Instructors - parents may directly teach their children skills, rules, and strategies and explicitly inform them about various topics.
2) Parents as Socializers - parents provide indirect socilization through their own behaviors with and around their children. 3) Parents as Social Managers - parents manage their children's social lives including their exposure to various people, environments, activities, and information. |
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Parenting Styles - Four Types
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Authoritative - High in demandingness and supportiveness, set clear standards and limits for their children. Will allow for autonomy within those limits but will enforce rules when necessary.
Authoritarian - High in demandingness, they are non-responsive to their children's needs and use their parental power to enforce obidence and authority. They expect their rules to be followed without question or explanation. Permissive - High in responsiveness but low in demandingness. Great at responding to their child's needs but do not require their child to regulate their mood or act in appropriate way. Rejecting - low in both responsiveness and demandingness. Focus more on their own needs and do not set any limits on behavior and do not show any support. |
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Why Authoritative seems to be the best way?
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Their ability to have a balance between control and autonomy, giving their children the ability to have independence while still maintaining standards, limits, and guidance. Strong ability to have their children respond to their influence.
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Two Important Dimensions of Parenting
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1) The degree of parental warmth, support, and acceptance versus parental rejection and nonresponsivess
2) The degree of parental control and demandingness |
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Factors that affect Parenting Style
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Attractiveness - children's physical appearance can influence how parents respond to them. Mothers with more attractive infants are likely to be more affectionate and playful with their infants compared to less attractive babies.
Children's Behaviors and Temperaments - Children who are disobedient, challenging, and angry can affect how they are parented. Children who are not well-mannered often are less responsive to authoritative parenting style. Socioeconomic Influences - Parents with low SES are likely to to use Authoritarian and punitive parenting styles |
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Bi-directionality of Parenting
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The ideal that both parents and children are affected by each other's characteristics and behaviors
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How Fathers and Mothers Differ in interactions with Children?
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Mothers - more like to spend the most time with children, have more knowledge about childrens activities, play more reserved games, and spend more time with daughters
Fathers- spend less time with children, engage in more outside play with kids, spend more time with sons All depends on cultural influences and practices |
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How Siblings affect Children?
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playmates, sources of support, instruction, assistance and care giving, but can be sources of mutual conflict and irritation
Siblings get along better if parents treat them equally |
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Corporal Punishment
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- Using spanking as a form of punishment
- Estimated that 70-90 percent of parents use this form of punishment |
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Sweden Law on Corporal Punishment
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In 1979 Sweden passed a law forbidding the use of corporal punishment and since then their have been a drop in adolescent delinquency, alcohol abuse, rape, and suicide in teenagers
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Baum and Kupfer define Punishment
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Reaction of future probability of an action as a result of delivering a contingent action.
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Three Types of Hitting
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1) True Corporal Punishment
2) Conventional Corporal Discipline 3) impulsive Aggression |
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Impulsive Aggression and How is it maintained?
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Aggression is impulsive when it is an immediate emotional reaction that is maintained by an immediate reenforcemnt
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Two Types of Impulsive Aggression
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1) Induced Aggression - a repeated environmental event that makes certain classes of behavior more likely to occur
2) Learned Aggression - learned aggression through observational learning of parents and peers |
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Contingency Trap to Corporal Punishment
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A two choice situation whereas each choice has an immediate minor reaction and the other has an delayed major reinforcement.
Ex. An eating binge causes immediate oral satisfaction compared to dieting and losing weight over time |
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Maternal Employment
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There is little correlation with maternal employment and negative effects on child development
If children are not supervised after school, there might be a chance of lower academic success |
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Moral Development
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Changes in thoughts, feelings, behaviors regarding standards of what is right or wrong
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Three Basic Question needed to understand Moral Development...
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How do individuals reason or think about moral decisions?
How do individuals actually behave in moral circumstances? How do individuals feel about moral matters? |
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Kohlberg's Theory of Moral Development
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Level one – pre-conventional reasoning no internalization. Before the age of 9. Focuses on getting rewards and avoiding punishments.
Stage 1; heteronymous morality. Children obey because adults tell them to obey. People base their moral decisions on fear of punishment. Stage 2; individualism, purpose, and exchange. Individuals pursue their own interests but let others do the same. What is right involves equal exchange. For example: they reason that if they are nice to others, others will be nice to them in return. Level two - – conventional reasoning, intermediate, internalization. By early adolescence. Centered on social relationships and compliance with social duties and laws. Stage 3; mutual interpersonal expectations, relationships, and interpersonal conformity. Individuals value trust caring and loyalty to others as a basis for moral judgements. Children and adolescents often adopt their parents moral standards at this stage, seeking to be thought of as a good girl or boy. Stage 4; Social systems morality, “law and order orientation” . Moral judgments are based on understanding of the social order, law, justice and duty. For example; adolescents may reason that in order for a community to work effectively, it needs to be protected by laws that are adhered to by its members. Level three – Post-conventional, reasoning and full internalization. By early adulthood. Stage 5; social contract or utility and individual rights. – Individuals reason that values rights and principles transcend the law. Laws and social systems are examined in terms of the degree to which they preserve and protect fundamental human rights and values. Stage 6; Universal Ethical Principles – the person has developed moral judgments that are based on universal human rights. When faces with a dilemma between law and conscience, a personal individualized conscience is followed even though the decision might bring risk. |
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Results of 20 Year long longitudinal study
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study reported by Colby – followed 14 boys into adulthood. Uses of stages 1 (blind obedience to authority) and 2 (self-interest) decreased and dropped off after the age of 10. Stage 4 which did not appear at all in the moral reasoning of 10 year olds was reflected in moral thinking of 62% of the 36 year olds. Stage 3 primary mode of reasoning, with a little use of stage 4. Only a small number of participants even by age 36 ever reached stage 5.
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Prosocial Behavior
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Behavior that is intended to benefit others, such as helping, sharing, or providing comfort
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Five stages of Eisenberg Prosocial Behavior
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1) Hedonistic, self-focused orientation – the individual is concerned with his or her own interests rather then with moral considerations. Reasons for assisting or not assisting another include direct personal gain, future reciprocation and concern for the other based on need or affection.
2) Needs-based orientation – the individual expresses concern for the physical, material, and psychological needs of others even when those needs conflict with his or her own. This concern is expressed in the simplest terms, without clear evidence of self-reflective role taking, verbal expressions of sympathy, or reference to such emotions as pride or guilt. 3) Approval and/or stereotyped orientation – the individual justifies engaging or not engaging in prosocial behavior on the basis of others approval or acceptance and/or on stereotyped images of good and bad persons and behavior. 4) (Part a) self –reflective empathic orientation – judgments include evidence of self-reflective sympathetic responding or role taking, concern with others humanness or guilt or positive emotion related to the consequences of ones actions. (Part b) Transitional level – individuals justifactions for helping or not helping involve internalized values, norms, duties, or responsibilities. They may also reflect concerns for the condition of the larger society or refer to the necessity of protecting the rights and dignities of other persons. These ideals, however, are not clearly or strongly stated. 5) Strongly internalized stage – the individuals justifications for helping or not helping are based on internalized values, norms, or responsibilities; the desire to maintain individual and societal contractual obligations or improve the condition of society; and the belief in the rights, dignity, and equality of all individuals. This level is also characterized by positive or negative emotions related to whether or not one succeeds in living up to one’s own values and accepted norms. |
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Empathy vs. Sympathy
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Empathy - an emotional reaction to another's emotional state that is similar to yours
Sympathy - a feeling of concern for another due to a situation that they are in |
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Sources of Prosocial behavior : Biological Factors
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Humans engage in prosocial behavior such as empathy and alturism because it increases the likelihood of passing down ones genes.
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Sources of Prosocial Behavior: Parenting Styles
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Through their modeling and emphasis of prosocial behavior they can affect their children's value of prosocial behavior and the opportunities they have of doing it.
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Curriculum for Promoting Prosocial Behavior
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Teachers engage students in activities that include:
-Collaborating with others to achieve a shared academic and social success - Understanding that others have feelings and thoughts - Provide meaningful help to others and receive help when needed |
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Oppositional Defiant Disorder
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Characterized as angry and defiant behavior that is age inappropriate and persistent. ALso unable to take responsibility for own mistakes and blames others.
- On set at around 6 years old |
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Conduct Disorder
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Includes antisocial and aggressive behavior which leads to inflicting pain on others and frequently accompanied by persistent disruptive school behavior
- On set around 9 years old |
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Antisocial Children and Adolescents
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The combination of impulsivity, problems with attention, insensitivity in childhood
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Reactive Aggression
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Emotionally driven, a reaction to aggression due to one's perception that others are acting hostile
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Proactive Aggression
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unemotional aggression aimed at fulfilling a need or desire
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Origin of Aggression
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Genetic make-up, parental socialization, cultural influences, peer influences
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Gender Identity
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The sense of being MALE or FEMALE
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Gender Role
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The perspective of what a male or female should act like
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Gender Development: Universal
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Pre-school Period - children begin to spend more of their playtime with same-sexed playmates and gender roles
Mid -Elementary School- Children begin to understand the biological basis of gender. They start to recognize gender specific behavior and how some children deviate from their gender role End-Elementary- have a general understanding of gender roles in society |
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Gender Development: Biological Approach
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Sex differences in behavior are due to the offered reproductive advantage
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Gender Development: The Sex Hormone Perspective
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Differences in the levels and ratios of sex hormones in male and females contribute to certain behaviors
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Gender Development: The Brain Structure
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The amount of grey matter or white tissue in the brain may have a slight influence on behavior
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Kohlberg's Stages of Gender Development
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Gender Identity - by 30 months children begin to identify gender behavior
Gender Stability - by 3-4 years old children begin to understand that their gender is stable over time Gender Constancy - 5-7 years old children understand that gender is invariant and remains stable over time despite changes in appearance or activities |
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Gender Identity
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The sense of being MALE or FEMALE
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Gender Role
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The perspective of what a male or female should act like
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Gender Development: Universal
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Pre-school Period - children begin to spend more of their playtime with same-sexed playmates and gender roles
Mid -Elementary School- Children begin to understand the biological basis of gender. They start to recognize gender specific behavior and how some children deviate from their gender role End-Elementary- have a general understanding of gender roles in society |
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Gender Development: Biological Approach
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Sex differences in behavior are due to the offered reproductive advantage
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Gender Development: The Sex Hormone Perspective
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Differences in the levels and ratios of sex hormones in male and females contribute to certain behaviors
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Gender Development: The Brain Structure
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The amount of grey matter or white tissue in the brain may have a slight influence on behavior
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Kohlberg's Stages of Gender Development
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Gender Identity - by 30 months children begin to identify gender behavior
Gender Stability - by 3-4 years old children begin to understand that their gender is stable over time Gender Constancy - 5-7 years old children understand that gender is invariant and remains stable over time despite changes in appearance or activities |
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Gender Identity
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The sense of being MALE or FEMALE
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Gender Role
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The perspective of what a male or female should act like
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Gender Development: Universal
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Pre-school Period - children begin to spend more of their playtime with same-sexed playmates and gender roles
Mid -Elementary School- Children begin to understand the biological basis of gender. They start to recognize gender specific behavior and how some children deviate from their gender role End-Elementary- have a general understanding of gender roles in society |
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Gender Development: Biological Approach
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Sex differences in behavior are due to the offered reproductive advantage
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Gender Development: The Sex Hormone Perspective
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Differences in the levels and ratios of sex hormones in male and females contribute to certain behaviors
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Gender Development: The Brain Structure
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The amount of grey matter or white tissue in the brain may have a slight influence on behavior
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Kohlberg's Stages of Gender Development
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Gender Identity - by 30 months children begin to identify gender behavior
Gender Stability - by 3-4 years old children begin to understand that their gender is stable over time Gender Constancy - 5-7 years old children understand that gender is invariant and remains stable over time despite changes in appearance or activities |
