HDFS Exam 2 Molly Countermine

Trust

-firm belief in reliability, truth, ability and strength of a person
-In infancy: state of feeling confident that they are valued and that their needs will be met
-established by 18 months

Components of Social Interactions

1. Matching: presence of same or similar behaviors (face experiment)
2. Synchrony: movement from one emotional state to another in a fluid pattern

Attachment

strong, emotional bond that children form with their primary caregivers

John Bowlby's Attachment Theory

two factors that babies need for survival:
1. Protection
2. Exploration

Internal Working Model

-framework for understanding self and others

Four phases of attachment

-Phase 1: (Birth to 2 months) Babies can attach to any adult
-Phase 2: (3-6 months) babies begin to direct their attachment to primary caregivers
-Phase 3: (7-24 months) babies are clearly attached to primary caregivers
-Phase 4: (24 months and up) children become comfortable with receiving care from familiar others

Measuring Attachment

The Strange Situation with Mary Ainsworth - child's behavior during reunion that matters most

Securely Attached

-use mother as a secure base
-usually exhibit distress at mother leaving and stop exploration
-seek contact during reunion
-55-60% of children
-less dependent on teachers in preschool, more peaceful and responsive to friends

Insecurely Attached/Avoidant

-rarely cry during separation
-avoid mother at reunion; indifferent to or dislike physical contact
-fail to cling
-15-20% of children
-more dependent on teachers, more withdrawn and aggressive

Insecurely Attached/Ambivalent

-distressed during separation
-during reunion they're not comforted by mother
-may be angry and hit or push mom
-10% of children

Insecurely attached: Disorganized

-shows confusion, freezing behaviors
-associated with abuse and neglect
-also associated with too much parental screen time in presence of child

Secure parenting

warm, responsive, consistent, contingent, physical attention

Avoidant parenting

consistently insensitive, less physical contact

Ambivalent parenting

inconsistent parenting, sometimes warm, sometimes not, mom is unsure or awkward, intrusive

Disorganized parenting

abuse, neglect, or too much screen time

Temperament

-refers to innate style of responding to the environment
-infant has a distinct temperament in the first few days and weeks of life that is independent of parenting style

Aspect of temperaments

1. Activity level - baby active or not
2. Rhythmicity - regularity of baby's needs
3. Approach/withdrawal - does baby approach new things?
4. Adaptability - can baby adapt to change in nap schedule?
5. Threshold of responsiveness: what does it take to rouse baby?
6. Intensity of reaction: does baby laugh like crazy?
7. General quality of mood
8. Focus/attention span
9. Distractability

Categories of temperament in babies

-Easy (40%)
-Slow to warm (15%)
-Difficult (10%)
-remaining have mixed characteristics

Easy babies

-approach new events, people, toys, etc positively
-react in non-distressed ways
-regular in eating and sleeping patterns
-generally cheerful and happy

Slow-to-warm babies

-withdraw from new events, people, toys, etc
-uneasy with new things
-lower activity levels
-somewhat fussy

Difficult Babies

-react negatively and vigorously to novelty
-generally irritable
-higher activity levels
-irregular eating and sleeping patterns

Is temperament stable?

-yes and no
-Development and environment (caregiving) may heighten, diminish, or otherwise alter reactions to the environment

Goodness of fit

creating a child-rearing environment that recognizes the child's temperament and encourages adaptive functioning

Parenting a difficult baby

non-punitive, not harsh, patient, not critical, consistent

Parenting a slow to warm baby

patient, low key, allow child to adapt at own pace

Reciprocal Influence

individuals influence and are influenced by his or her environment

Longitudinal Study of Temperament

-Birth to 21 years
-did psychology tests, interviews with parents, teachers and direct observation

Easy Baby results

age 3: get along well with peers and teachers
age 18: doing well in school, good friendships, leaders
age 21: well-adjusted, happy, successful

Difficult baby results

age 3: irritable, impulsive, moody, unfocused
age 18: aggressive, impulsive, conflict in relationships
age 21: relationship conflicts, unreliable, more likely to have substance abuse problems and been fired from a job

Slow to Warm baby results:

age 3: shy, fearful, ill at ease, uncomfortable with strangers
age 18: cautious, more likely to be followers
age 21: lower levels of social support, anxious, more likely to be depressed

Emotional self-awareness

recognizing, accepting, and expressing one's emotions

Empathy

recognizing and accepting another's emotions; feeling with one another

Compassion

concern for others, a desire to help

Sympathy

feeling sorry for another

Attunement

a parent's recognition, acceptance, and reciprocation of an infant's emotions
AKA matching

Healthy relationships

Mutual empathy and mutual authenticity

Autonomy

-ability to behave independently; act on one's own
-ready for autonomous stage when baby can talk rather than babble and their motor skills are improving rapidly

Shame and Doubt

to have self-doubt, see oneself as incompetent

Terrible Two's and Threes

almost unreasonable insistence on doing things by one's self

Adults can help by:

-Modeling
-Reassurance
-Suggestions

Initiative

ability and power to act or take change before others do, act independently

Guilt

emotional state of feeling that you did something wrong

Industry

to keep working, to persevere, to problem solve

Inferiority

feeling lower in status or quality than others

Androgyny

possessing typical characteristics of both genders, outgoing and autonomous, nurturing and sensitive

Bandura

modeling - people learn from one another

Skinner

-positive and negative reinforcement
-personality is shaped from early experiences which involved learning from those around us

Brofenbrenner

Bioecological system theory: development is a result of ongoing interactions among biological, cognitive, and psychological changes within the person

Erikson

our psych interacts with social forces to form our personality

Psychosocial crisis

unique problem we're confronted with during a specific time period of our life, will will resolve this positively or negatively and it becomes part of our personality