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114 Cards in this Set
- Front
- Back
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what is a theory |
an explanation for something observed |
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life-span developmental theory |
why we're all different from one another |
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mutual influence |
environment influences genetics, genetics influences environment |
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assumptions of D/C perspective |
1. potential growth exists at all stages of life 2. continuity and change (epigenetic principle) 3. importance of context 4. context is grounded in time |
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epigenetic principle |
predetermined vs. probabilistic |
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three basic categories that shape development |
1. individual contributions 2. environmental contributions 3. time |
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individual contributions |
1. genetics and the trajectory of development 2. constructions of reality 3. meta cognition |
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meta-cognition |
humans' ability to think about your thinking (reflect)- rethink a harsh punishment by parents as a symbol of love |
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microsystem (ecological theory) |
-setting in which an individual lives -family, peers, school neighborhood -most direct interactions with agents -individual helps construct settings, not passive -most research has focused on the microsystem |
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mesosystem (ecological theory) |
-relations between microsystems, connection between contexts -relation of family experiences to school experiences, school to church, family to peers ex: child who is feeling rejected by parent may experience issues in school |
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exosystem (ecological theory) |
-experiences in a social setting in which an individual does not have an active role but which nevertheless influence experience -ex: a parents job experiences will affect family life which, in turn, will affect children |
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macrosystem (ecological theory) |
-attitudes/ideologies of the culture in which individuals live -christian, ethnic, democracy, ethnicity |
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chronosystem (ecological theory) |
-the patterning of environmental events and transitions over the life course-effects created by time or critical periods in development -ex: effects of divorce peak one year after the divorce |
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normative history-graded events |
a historical occurrence that strongly shapes lives such as a war, natural disaster, new invention, etc -people who grew up in the depression don't waste as much |
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normative socio-cultural graded events |
civil rights, gay rights, gay marriage rights -factors in history that make life different -policies/laws change |
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normative events |
on time deaths, marriages, children being born, events that typically happen that you are prepared for |
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non-normative events |
tragic deaths, murder, horrific, unexpected occurrences |
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shared sense of history in a family |
influence of history of your family- the patterns and processes of a family |
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emotional bonds |
we need to feel that we matter and trust that our needs will be met |
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family composition |
type, who makes it up (single parent, dating, etc.) blended family (step siblings) |
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family dynamics |
how families interact with one another |
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why are families so diverse today? |
-divorce/remarriage rates have risen -cohabitation rates -cultural acknowledgement of gay/lesbians -higher birth rates- 40% of births are to single women |
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why is "system" a metaphor for family? |
the relationship among the parts rather than the parts alone |
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structural properties of a family |
wholeness, organizational complexity, interdependence, strategies, rules, tasks |
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interdependence |
the whole is greater than the sum of its parts-change in one part influences all other parts -some aspect of interdependence is always present in a family |
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wholeness |
HOW the members interact |
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organizational complexity |
subsystems- parental, grandparents, siblings, marital |
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first order tasks |
identity tasks, boundary tasks, maintenance tasks, managing the emotional climate |
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second order tasks |
managing family and marital stress |
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family themes |
what the family emphasizes as part of their identity -possible themes: money, community, kindness -different things are important to different families |
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critical personal images |
the smart one, the screw up, etc. -some personal images obtained through one's family can be a myth-making process: some beautiful women are being considered ugly in a family |
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bio-social tasks |
gender & sexuality: patterns & examples in a family shape your "gender actions"- sex is not a good thing, sex is great, etc. |
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meta rule |
when there are rules about rules -rules that define the exception to the rule -rule: we all treat our children fairly -meta-rule: Jennifer gets special treatment |
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external boundaries |
how open or closed the family system is to info going in or out -what kind of information does the family allow to affect you? -orange underwear example |
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enmeshed internal boundaries |
parents deal with your issues for you -enmeshed families doubt your competence and the child may grow up doubting confidence |
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disengaged internal boundaries |
you're on your own -child may grow up to feel unimportant |
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maintenance tasks: housekeeping |
-flexibility: how flexible the family is in allowing a messy room/when it should be cleaned -under-organized: food shopping whenever, nor rules about how to take care of things -over-organized: environment is tense when things are not done |
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nurturance |
-all behavior is communication -"don't talk to me i need my coffee" -messages and meta messages help shape the emotional climate. in this case, tone of voice |
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framing |
how we interpret people's meta-level messages- correcting a misunderstanding of framing |
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uncontained conflict |
when conflict spills over unto others and other people are drawn into the drama |
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triangulation |
bringing an issue between parents to kids causes anxiety about who they are loyal to -if parents bring their issues to the kids, the kids will bring their issues to others -is the family a trusting environment where your needs will be met? do your parents love and respect you? |
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horizontal events |
occur over time |
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vertical events |
stressors that come from the history of the family -***horizontal and vertical events interact- each of these pressures the family to change customs and rules |
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adaptability |
the dynamic tension between stability and change |
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morphostasis |
though the system is stressed, the rules and customs remain stable- is this adaptive? |
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morphogenesis |
as a result of the stress exceeding a critical threshold, the rules/customs change- is this adaptive? |
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emotional legacy
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family creates emotional legacy that influences family members ????
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well differentiated family system |
boundary processes work in a way that is present but not intrusive |
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poorly differentiated family system |
intrusive processes- extremes of enmeshment or disengagement - parents not present, do nothing |
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decentering |
parents' ability to be empathic and separate themselves from own stress/emotions |
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divided loyalties |
when kids are clued into parents issues it creates divided loyalties which raises anxiety in kids |
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cross-generational coalitions and triangulations |
different family members take different sides and split up the family |
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how does legacy impact subsequent generations? |
fulfilled partner needs is based upon love and abilities to de-center -anxious people tend to partner with other anxious people because they make them feel better |
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parental projection process |
my son gives me more anxiety so I'm going to reject him |
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epigenetic principle |
when you are a boy at birth your life is automatically changed
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mutual regulation/influence |
nature and nurture both play a role |
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gene |
a portion of DNA that codes for a hereditary characteristic and occupies a specific place on a chromosome |
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genotype |
blue eyes, body type, etc. |
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phenotype |
what we see/appearance -you're so pretty, you have a beautiful body |
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birth anomolie |
result in non-normative deviations in the physical process- down syndrome, more prone to genetic issues *any substance you are exposed to may affect your fetal development |
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temperament |
genetically determined -- can be changed but born this way |
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activity level |
how active you prefer to be/observant/hyper, etc.
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rhythmicity |
bio and body rhythms-- hunger, alertness, sleepiness. if you understand your rythms you know how to structure your life (when to study, sleep, etc) |
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approach-withdrawal (sociability/shyness) |
feeling reluctant and anxious in social situations- feeling flooded so tendency to hang back and withdrawal -a lot of parents react harshly to their child's shyness and judge it as inadequate just because of their temperament in nature |
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adaptability |
-some people like and need more order in their lives, other people prefer to go with the flow |
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intensity of reaction |
reaction to pain (everyone has a different pain threshold) -intensity of reaction to light, sound, changes in temp, smell, etc. |
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thresholds of responsiveness (distractibility, attention span, etc.) |
how distractible people are - some people can't help but look at someone when they walk by -people have different attention spans |
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"goodness of fit" |
parents who have the same temperament as their child feel more successful as a parent- better fit, more positive response and treatment to their child |
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kaiser-permanent study |
parents had their baby's temperament screened at birth |
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infant mortality |
death of a baby in his/her first two years of life- low birth weight babies are more prone to infant mortality ***MOST OF IT DUE TO PREMATURE BIRTH |
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why are infant mortality rates higher in the US |
-national healthcare policy only in the last few years -cultural values- we live in an individualistic society-slower to evolve -countries differ in terms of tolerance for poverty -public health issues to not get addressed as readily |
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prenatal supervision |
1-2% of babies born in the last two years were conceived as a result of assisted reproductive technology |
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nutrition alongside pregnancy |
pre pregnancy vitamins, quit smoking, stop drinking -the poorer you are, the less nutritionally optimal your diet is -inexpensive food is higher in calories and lower in nutritional value |
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when to teratogens imapact |
toxins impact a fetus when it is inside the mother's blood stream and transmitted to the placenta -the impact of teratogens on fetuses is not uniformly distributed throughout the pregnancy- there are certain time periods in which the fetus is more vulnerable to teratogen effects |
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examples of teratogens |
-nicotine -alcohol -psycho-active drugs |
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maternal stress |
-women who experience more maternal stress have longer labors and deliveries -higher levels of stress hormones in the bloodstream |
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prevention vs. intervention |
more effective to do prevention because it has a better impact financially and overall on the population |
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$1 saves $6 |
for every $1 you spend on preventing health problems, saves $6 in the cost of treatments, also creates a better live for living |
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infancy period |
birth to 2 years |
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who are the infants at risk |
babies born with physical anomalies lack actions that cause caretakers to not become attached to them -- babies that cause stress and do not respond in the way you wish have riskier environments |
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theory of primary and secondary emotions |
all other emotions derive from the foundation of anxiety or joy -- what's behind the anger is some form of anxiety |
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emotions as a key to communication between a child and its caretakers |
-we must reduce a child's anxiety so they feel comfortable in their environment -when an infant's anxiety is not helped they become mistrustful toward their environment |
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infant attachment |
-our first working model of a social relationship-we use this relationship to project into other social relationships over time -social bond between the infant and the caregiver -seek the smell or presence of mother/father and this presence reduces anxiety |
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when does infant attachment occur |
6 months and increases therafter |
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stranger anxiety |
6-8 months babies develop attachment -cling to mothers & become fearful of strangers |
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social referencing |
checking back and looking to make sure parent is still there -eventually we become more secure and do not do this |
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secure attachment |
babies initially are distraught but sooth themselves and trust that the mother will come back-greet her with happiness |
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insecure attachment |
will not show much emotion at all when parent departs or returns and will not explore much |
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anxious-avoidant attachment |
avoiding eye contact with mothers, confused, dazed or agitated -children alternate between clinging and squirming away |
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anxious-resistant attachment |
anxious & clingy and throw a temper tantrum when you leave -anxiety gets in the way of the exploring and playing -when you return they are clinging to you and still crying |
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disorganized attachment |
disorganized and flip flopped -runs up and hugs you then kicks you and walks away -emotionally disregulated |
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how does parental sensitivity/bonding influence attachments |
-responsiveness depends on care for child -infant attachments are based on parents responsiveness |
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cultural factors influencing attachment |
-sleeping in same bed, nighttime feedings -U.S. has individualistic society- ppl believe babies should be individuals right away |
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caregivers' personal histories in relation to how they parent |
-how much stress they're experiencing at work, how they were raised, post pardom, alcohol/drug use |
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insecurely attached adults |
desire for closeness, dependent and clingy, concerned about being rejected, constantly testing their partners' commitment |
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preoccupied attachment in adults |
exaggerated desire for closeness -dependence on others -highly concerned with being rejected |
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dismissing attachment style in adults |
independent, self-reliant, low in trust |
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fearful attachment in adults |
-desire closeness -fear of being rejected -avoid intimacy -preemptive distancing because of anxiety in the relationship- this is so great it can't last so I'm gonna leave you |
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5 personality traits |
openness, conscientiousness, extroversion, agreeableness, neuroticism |
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openness |
-vivid imagination -full of ideas -contemplative |
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conscientiousness |
-like order -always prepared -follow a schedule |
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extroversion |
comfortable around people -talkative, don't mind being the center of attention -they want to put themselves in this position and are more anxious in this moment |
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agreeableness |
-sympathetic -take time for others -some people are decidedly disagreeable- critical of others, difficult to be around |
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neuroticism |
-easily disturbed -worry easily- anxiety overwhelms them -worry about what others think -anticipate/expect the worst |
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erikson's psychosocial theory |
-all theories that focus on personality development and emotional development highlight the importance of anxiety- they differ in their views on their views of anxiety -THE THEORY: psychological development is influenced by the anxiety that results from the unique interaction between inner biological needs and social expectations and demands AND how this anxiety is managed |
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psychosocial stages |
at critical points in life we need to develop psychological resources (personality dispositions) that impact on subsequent development -the earlier stages serve as a foundation for later development |
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psychosocial crisis |
the conflict between stage specific social expectations and demands and psychological needs -stage specific sources of anxiety -struggle between what you need to do and what you're able to do |
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central processes for resolving the crisis |
give kids a break from the pressure -it can overwhelm and flood them |
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coping behavior |
-ability to gain and process new info- ability to maintain control over one's emotional state-ability to be comfortable in environment versus anxiety and depression -coping behavior is based on how crisis is managed, and explains a lot of differences in personality |
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trust vs. mistrust- why focus on trust? |
children must learn trust in order for their needs to be met -emotions are regulated and easier to manage when trust is present -when this is successfully managed, children become hopeful in their view of the world and people |
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coordination in mutuality with caregivers |
what do i need to do to stop them from crying? |
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mismatch |
not being able to distinguish why they are crying-oh this nipple doesn't work so ill give you the other boob |
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communication repairs |
finding the source of anxiety and stress and learning out to fix it |
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successful coping vs. unsuccessful |
successful: development of prime ego qualities/hope unsuccessful: development of core pathologies and withdrawal (pessimism) |
