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115 Cards in this Set
- Front
- Back
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family systems approach |
to understand family functioning one must understand how each relationship within the family influences the whole |
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caregiver sibling relationship |
one sibling takes on parental role |
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buddy sibling relationship |
more of a friendship |
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critical sibling relationship |
more conflictual but not necessarily competitive |
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rival sibling relationship |
competition against one another |
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casual sibling relationship |
little interaction positive or negative |
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2 dimensions of parenting |
demandingness and responsiveness |
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demandingness |
the degree of rules and expectations for behavior as well as compliance |
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responsiveness |
the degree of sensitivity, expression of love, warmth and concern for their children |
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authoritarian parenting style |
high demand, low response low communication, low warmth, high dicipline, high expectations |
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authoritative parenting style |
high demand, high response communication is bidirectional, high warmth, high teaching for discipline, reasonable expectations |
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disengages parenting style |
low demand, low response lack of communication, few expectations, little discipline, may provide the basics but nothing more |
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permissive parenting style |
low demand, high response lots of communication, lots of warmth, lack of discipline and expectations |
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outcomes for authoritative parenting style |
independent creative self assured socially skilled |
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outcomes for authoritarian parenting style |
dependent passive conforming self punishing less self assured less socially skilled more likely to rebel |
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outcomes for permissive parenting style |
irresponsible conforming immature live at home longer |
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outcomes for disengaged parenting style |
impulsive delinquent drugs/early sex immature lack social skills conforming |
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differential parenting |
when one child requires one way of parenting and another child requires a diff way of parenting |
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non shared environment influences |
results from differential parenting two children experience different things from the same family and same home environment |
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traditional parenting style |
high demand and high response BUT NO DISCUSSION AND DEBATE expects compliance by virtue of cultural beliefs support the inherit authority of the parental role |
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secure attachment |
infants use the mother as a secure base from which to explore but seek physical comfort and consolation from her if threatened or frightened |
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insecure attachment |
infants are wary of exploring the environment and resist or avoid the mother when she attempts to offer comfort or consolation |
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internal working model |
cognitive framework, based on interactions in infancy with primary caregiver, that shapes expectations and interactions in relationships to others throughout life |
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secure attachment adolescent outcomes |
higher self esteem and well being better psychological and physical health closer relationships with romantic partners more autonomous and self reliant |
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secure attachment outcomes for emerging adults |
higher education and occupational attainment lower psychological problems lower rates of drug and alcohol use |
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parent adolescent conflict |
most adolescents like, admire, and trust their parents conflicts are usually minor (ie curfew) |
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rate of conflict with parents |
increases sharply in adolescence and remains high for several years |
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who are conflicts especially intense between in adolescence? |
mothers and daughters |
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when does conflict with parents diminish substantially? |
emerging adulthood |
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why are there so many conflicts with parents? |
hormons shifts=higher emotional expression more risky behavior=more rules dynamic shifts adolescents get better at arguing perceptions of autonomy |
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is conflict universal? |
no, it is not universal |
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parents and emerging adult relationship |
improved from adolescence greater closeness and less negative feelings |
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emerging adults living at home |
reported poorest relations with their parents |
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how many emerging adults live at home until early 20s |
25% |
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which ethnicities are most common for living at home into early 20s |
latino african asian |
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what percent of emerging adults will return to the nest at least once |
40% |
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home style shifts in last 50 years |
-1/2 experience parents divorce by late teens -more single parents due to divorce -more children born outside of marriage -dual earner families 70% moms work too |
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effects on children of divorce |
behavior problems psychological distress lower school acheivement higher drug and alcohol use earlier sexual intercourse depression/withdrawl anxiety mental health tx less likely to attend college worse romantic relationships |
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effects of divorce: family process factors |
exposure to conflict between parents effects on parenting practice (less monitering) less time with fathers usually increase in economic distress |
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resilience factors for divorce |
good relationship with mother civil relationship between parents consistency in parenting practices between parents temperment of child supportive network |
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effects of single parenthood |
lower school achievement depression anxiety substance use early initiation of sex |
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what is important to consider in regards to single parenthood |
african american families have a tradition of extended family households, and they provide important assistance to single parent families |
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what is the rate of working mothers |
was 10% now is 70% |
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effects on girls of working mothers |
tend to be more confident higher career aspirations see womens role as more flexible |
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effects on boys of working mothers |
more arguments with mothers and siblings more egalitarian view of gender roles |
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what two factors make a huge difference with working parents and children? |
number of hours work and quality of relationship with parent |
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peers |
people who are about the same age (school, work, etc) |
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friendships |
people with whom you develop valued, mutual relationships |
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time with family in adolescence |
decreases to about 28 mins per day |
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time with peers in adolescence |
increases to about 103 mins per day |
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who do adolescents rely on for companionship and intimacy |
friends |
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friends are: |
a source of happiest experiences those they feel most comfortable with talk the most openly with |
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intimacy |
degree to which two people share personal knowledge thoughts and feelings |
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when does intimacy intensify and why |
around age 10; when perspective taking increases, empathy increases, trust and loyalty is important, know more about eachother |
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females and intimacy |
tend to have more intimate friendships than boys more likely to place higher value on talking together as a friendship component |
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males and intimacy |
lower intimate friendships than girls more likely to emphasize shared activities as the basis of friendship |
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why do adolescents become friends |
similarities in: age, gender, education orientation, media and leisure preferences, participation in risk behaviors, ethnicity |
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why do relationships become less interethnic |
media stereotypes ratio of students connections based on heritage similar traditions more knowledge about differences between ethnicities |
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four descriptions of friends in late adolescence |
friendly- shared activity is focus intimate- affection, emotional attachment integrated- combined friendly and intimate uninvolved- focus on neither friendly nor intimate |
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college students are more likely than high school students to: |
be rated as having an intimate or integrated friendship |
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peer pressure v. friends influence |
-friends influence us more than peers -peer pressure is generally negative while friends influence seems more positive |
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friends influence on risk behavior |
correlation exists why? egocentrism, selective attention |
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informational support |
"what should I do? should I ask____ out?" |
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instrumental support |
"thanks for helping me with my homework" |
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companionship support |
"lets go to the game, or party together" |
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esteem support |
"dont worry youll do great on your test" |
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which kinds of support are developed later than childhood |
informational and esteem |
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clique |
small groups of friends who know eachother well, do things together, and form a regular social group |
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crowd |
larger, reputation-based groups of adolescents who are not necessarily friends and do not necessarily spend time together |
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5 crowds in school |
elites athletes academics deviants others |
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how many groups are there in middle school |
2 (in crowd and out crowd) |
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how many groups are there in early highschool |
5 groups and more influential |
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how many groups are there in late highschool |
8+ groups and even more influential and less hierarchical more niches for people to fit into |
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adolescent to emerging adulthood: stage 1 |
same sex cliques |
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adolescence to emerging adulthood: stage 2 |
boys and girls cliques spend some time together |
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adolescence to emerging adulthood: stage 3 |
gender cliques break down as clique leaders form romantic relationships |
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adolescence to emerging adulthood: stage 4 |
other clique members follow suit |
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adolescence to emerging adulthood: stage 5 |
males and females pair off in more serious relationships |
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sociometry |
research method in which students rate the social status of other students |
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social skills |
quality most often associated with popularity and unpopularity -physical appearance and intelligence also remain important |
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early intervention is important for what? |
teaching unpopular kids the social skills to break them of that name |
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two types of unpopular kids |
rejected and neglected |
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rejected kids |
actively disliked poor self control, aggressive, disruptive, hostile, ignore others, selfish, quarrelsome |
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neglected kids |
no opinion shy, socially retitent, uninvolved |
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controversial |
generated mixed responses of liked or disliked |
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two types of popular |
prosocial and aggressive |
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prosocial popular |
kind, cooperative, caring |
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aggressive popular |
mean, manipulative, controlling, attractive, etc |
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intervention focus for neglected children |
learning the social skills needed for making friends -how to approach others, what to say and talk about, etc |
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intervention focus for rejected children |
learning how to control and manage anger and aggressiveness -calm, and think through before acting |
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what two factors are important for intervention of bullying |
consistency and intensity |
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relational agression |
NON PHYSICAL FORM OF AGGRESSION gossiping spreading rumors excluding |
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relational agression is more common among |
girls |
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agressors of relational aggression are more prone to |
depression and eating disorders |
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targets of relational aggression are more prone to |
depression and loneliness |
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3 factors of bullying |
aggression repetition power imbalance |
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negative impacts for bully |
depression problems with relationships (hard time maintaining long term relationships) low school engagement higher rates of suicide attempts |
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negative impacts for bullied |
depression physical symptoms caused by stress social isolation higher anxiety problems in school high risk of suicide low self esteem |
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teen dating rates in 7th grade |
7% |
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teen dating rates in 9th grade |
32% |
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why adolescents form love relationships |
recreation learning status companionship intimacy courtship |
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what is the number one reason for dating in early adolescnce |
recreation |
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what is the number one reason for dating in later adolescence |
intimacy |
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what romantic qualities are most important in emerging adulthood? |
intimacy, courtship and companionship |
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sternbergs theory of love |
passion (physical attraction; sexual desire) intimacy (feelings of emotional attachment) commitment (long term relationship) |
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form of love (sternberg): liking |
no passion, yes intimacy, no commitment |
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form of love (sternberg): infatuation |
yes passion, no intimacy, no commitment |
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form of love (sternberg): empty love |
no passion, no intimacy, yes commitment |
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form of love (sternberg): romantic love |
yes passion, yes intimacy, no commitment |
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form of love (sternberg): companionate love |
no passion, yes intimacy, yes commitment |
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form of love (sternberg): fatuous love |
yes passion, no intimacy, yes commitment |
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form of love (sternberg): consummate love |
yes passion, yes intimacy, yes commitment |
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long term relationships often turn into what kind of love? |
companionate passion dies |
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sternberg and adolescence |
in most relationships, commitment is missing or highly tentative INFATUATION and ROMANTIC LOVE= most common |
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breaking up |
lower levels of intimacy and love less likely to be similar in things like age, SAT scores, and physical attractiveness less balanced as far as who valued relationship more |
