ch. 14 - culture, diversity, technology - LN

lecture notes

• Culture is relevant to the study of children because of the _ that people have and the way they _ with children.

• attitudes

• interact

individualistic vs collectivistic

• focuses on?

• self is defined by?

• which self is more important?

• frequency of cognitive dissonance?

• emotions (such as anger) are…

• people who are the most liked are …

• values?

• how many / what type relationships?

• save which face?

• what type of behaviours?

• how much mother-child physical contact?

• individual vs group

• personal traits independent of groups & stable across contexts vs in group terms & change with context

• private vs public

• frequent vs not frequent

• self-focused vs relationship based

• self-assured vs modest, self-effacing

• pleasure, achievement, competition, freedom vs security, obedience, in-group harmony, personalized relationships

• many causal vs few close

• own face vs own and other face

• independent vs interdependent behaviours

• rare vs frequent

western psychology emphasizes _ which sometimes undermines the basic need for _ _

individualism

social connectedness

what was the results for american vs chinese self conceptions when comparing how much they filled in blanks with personal traits and group affiliations?

• Both groups filled in more personal traits than group affiliations

• More group affiliations in Chinese

• _ families are those in which at least one of the parents is born outside the country of residence. 

• what are the variations in these families?

• Immigrant

• Variations in immigrant families involve: 

  • whether one or both parents are foreign-born; 

  • whether the child was born in the host country and; 

  • the ages at which immigration took place for both parents and the children. 

    • When

    • Degree of acculturation 

youth immigrants’ are at (less/more) risk than nonimmigrant families

more

• The _ nature of the Canadian population has significant implications for people who work with and care for children. 

  • There is an elevated need for cultural and ethnic _ in planning for and responding to children's needs. 

• diverse

• sensitivity

what are some circumstances that immigrants face that challenge their adjustment?

• Language barriers, dislocations and separations from support networks, the dual struggle to preserve identity and to acculturate, and changes in SES. 

• Educators and counselors need to adapt intervention programs to optimize cultural sensitivity.

• Ethnicity and SES can interact in ways that _ the negative influence of ethnicity. 

  • Ethnic minority individuals are overrepresented in the (lower/higher) socioeconomic levels in our societies. 

  • Researchers must strive to separate the effects of SES from ethnicity. 

• exaggerate

• lower

Being from a middle-SES background does not entirely protect youth from the problems of _ status.

minority

Historical, economic, and social experiences produce differences between ethnic minority and majority groups.

• Differences between any ethnic minority and the majority culture were once considered _ or _ characteristics. 

  • Research now focuses on the _ of children and adolescents in minority groups. 

Progress has been made in ethnic minority relations, but _ and _ still exist, and _ has not been achieved.

• deficits

• inferior

• strengths

discrimination

prejudice

equality

• A parent’s SES is linked to the _ in which children live and the _ they attend. 

• The structural elements of a neighbourhood, which are reflective of its SES status, play a significant role in the types of _, _, & _ supports that are available to a child and their family.

• neighbourhoods

• schools

• ervices, policies, and community

• Children and adolescents from low SES homes are at risk for low _ and _ problems. 

  • Nevertheless, a sizable number are competent and perform well in school, often benefiting from parents, grandparents, and other adults who make special sacrifices that contribute to school success. 

• achievement

• emotional

• Adolescents from _ families also face challenges, such as substance abuse and adjustment difficulties.

• affluent

• Poverty is massive _

• Living in poverty is a significant risk factor for _ _ _

• Poverty is linked to: 

• stressor

• healthy child development. 

• linked to

  • poor health outcomes 

  • lower level of access to healthcare and social support services 

  • food insecurity 

  • family stress which, if excessive, can influence early brain development in children

• Child poverty in canada at a glance

• In Canada, _ million children live in conditions of poverty (that’s 1 in 5). 

• _ in _ status First Nation children lives in poverty. 

  • High rates and misrepresentation

• _% of Indigenous children in Canada live in poverty, and _% of Indigenous children on reserves live in poverty. 

• More than _-_ of food bank users across Canada were children in 2016. 

• About 1 in _ of those using shelters in Canada are children

• _ mothers overrepresentation

  • Lower levels of support

  • Less involved with children 

• 1.3

• 1 in 2

• 40

• 60

• one-third

• 7

• single

• Children who are poor experience widespread environmental inequities that include: psychological ramifications 

• Exposure to family turmoil, violence, separation, instability, and chaos; 

• Less social support, and parents who are less responsive and more authoritarian; 

• Being read to infrequently, watching more TV, and having less access to books and computers; 

• Inferior schools and child-care facilities with less parental involvement; 

• More pollution, and more dangerous and physically deteriorating neighbourhoods with fewer services.

Digital technology is affecting children and adolescents in both positive and negative ways. examples?

• On the positive side, it can provide extensive knowledge and can be used to enhance children’s and adolescents’ education. 

• One downside is that many youth are losing the ability to deeply process the information. 

adolescents spend less time in front of a screen than their parents. (true/false)

false

• There is no consistent research evidence that this immersion impairs _ skills. 

• There is, however, evidence suggesting that screen time on social media in particular may be _ affecting mental and behavioural health. 

• thinking

• negatively

• Because screen time is largely _, there are concerns about physical health, including increased risk of _ and disrupted _.

• sedentary

• obesity

• sleep

• When the amount of time spent multitasking is included in total media use, 11- to 14-year-olds spend nearly _ hours a day exposed to media. 

• 12

• One longitudinal study found (lower/higher) multitasking predicted attention problems. 

• In another, the presence of phones during face-to-face interaction interfered with social _.

  • Can impact attention children feel they are getting from caregivers

higher

• engagement

what are some positive and negative influences of TV?

• Positive influences of TV: 

  • Motivating educational programs; 

  • Information from outside of the immediate environment; and 

  • Models of prosocial behaviour. 

• Negative influences of TV: 

  • Passive learning and homework distraction; 

    • Not engaged 

  • Stereotypes, violent models of aggression, and unrealistic views of the world; and 

  • Impacts on weight, eating habits, and sleep and wake -time habits.

    • More sedentary behaviour 

• Violent video games—especially, those that are highly realistic—raise concerns about the effects on children and adolescents. 

  • Children and adolescents who extensively play violent video games are (less/more) aggressive.

• more

• Playing video games is associated with some positive outcomes. examples?

• Prosocial behaviours and improved visuospatial skills. 

• Weight loss with video games requiring exercise.

• Effects of media/screen time depend on the child’s _ and the _ of media involved. 

  • Learning from media is difficult for _ and _, who learn more easily from direct experience. 

• _ children can learn from media with educational material, if: 

• age

• type

• infants and toddlers

• Preschool

• if:

  • Effective strategies are used; 

  • Images and sounds attract young children’s attention; and 

  • Children’s voices are used rather than adult voices.

  • Age appropriate voices

  • Early learning!

Higher grade point average in highschool if watched _ _ when younger

sesame street

Canadians paediatric society recommendations for screen time

• _ screen time

• _ (_) the risks associated with screen time

• adults should _ healthy screen time

• minimize

• mitigate (reduce)

• model

• Screen time for children younger than _ years is not recommended. 

• For children _ to _ years, limit routine or regular screen time to less than 1 hour per day. 

• Ensure that sedentary screen time is not a routine part of childcare for children younger than _ years.

• 2

• 2 - 5

• 5

• The (less/more) time children spend watching screens, the lower their school achievement. 

more

TV and electronic media lower school achievement in 3 ways

• _: Having a TV on can interfere with cognitive tasks. 

• _: TV can take time and attention from achievement-related tasks. 

• _: TV captures children’s interest more than school achievement; heavy screen watchers tend to view books as dull and boring.

• Interference

• Displacement

• Self-defeating tastes/preferences

• For youth to be adequately prepared for tomorrow’s jobs, _ does need to become an integral part of their lives. 

• technology

• Special concerns have emerged about children’s and adolescents’ access to information on the Internet. examples?

• They can access sexual material, instructions for making weapons, and other inappropriate information. 

• Peer bullying and harassment (cyberbullying) is an issue for many. 

• Child pornography etc 

• Clearly, adolescents’ use of the Internet requires parental _ and _

• monitoring and regulation.