PSYC 260 Final Practice
Chapter 14 - Context of Development
Bronfenbrenner ’s Bioecological Theory of Development (SEE CHAPTER 1)
Bioecological = Environment in which people develop
Bioecological Systems Theory
Uri Bronfenbrenner (1917-2005)
Connected research, theory, and policy
Founder of Head Start Program
Theory
Individual
Temperament, cognitive abilities, gender, and even physical characteristics rcan shape the way individuals interact with their environments.
Microsystem
Activities and relationship interaction patterns in the child’s immediate surroundings
Immediate family, childcare center/school, neighborhood play area
Mesosystem
Connections between microsystems
Between family, school, etc.
Exosystem
Social settings that do not contain children, but nevertheless affect their development
Extended family, community health services, friends/neighbors, parents’ workplace
Macrosystem
Cultural values, laws, or customs
AMERICA!!!!
Chronosystem
How the environments change over time
Bioecologial Systems Theory Strengths and weaknesses
Strengths
Complex
Dynamix
Contextual
Takes into account the context of development
Weaknesses
Biological Influences
Cognitive Influences
Complex
Both a strength and a weakness
Chapter 14: Parenting and the Family
Baumrind’s (1959) Parenting Styles
Parental Warmth/Responsiveness
Parental Demandingness/Control
High standards/expectations
Authoritative
Parents are child-centered
Tend to do well in school
Children:
Tend to socialize well with peers
Higher self esteem
Independent
Authoritarian
Don’t take into account the
child’s perspective
Obedience oriented
“My way or the highway”
Children:
Feel trapped or angry
Trouble with peers
Less independent
Permissive/Indulgent
High in parental warmth,
low in demandingness
More of a friend than a parent
Not a lot of rules
Indulgent → actively encourage misbehavior (alcohol, parties, etc.)
(usually) Don’t require children don’t act in a responsible manner
Children
More impulsive
Tend to do less well in school
Less confident and independent (compared to authoritative parents)
Neglecting/Rejecting
Rejecting → actively rejecting their kids (abusive, overly harsh, etc.)
Children:
Don’t get parental attention
Higher rate of delinquency
High alcohol & drug use
Tend not to do well in school
Strengths
Simple and elegant
Weaknesses
Parenting styles can differ between kids
Could be personality of child
Correlational
Parents can be strict if environment is not safe
Stress can influence parenting styles
Spanking/Punishment
In Texas, 93% of people said they got spanked as a kid
Common in 1900s
Corporal Punishment v. Abuse
Corporal Punishment: The use of physical force with the intention of causing the child pain but not injury for the purposes of correction or control of the child’s behavior
Physical abuse: characterized by infliciton of physical injury as a result of punching, beating, kicking, burning, shaking, or otherwise harming the child. The parent or caretaker may not have intended to hurt the child, rather the injury may have resulted from over discipline or physical punishment
Pros and Cons
Pros:
Immediate Compliance
Cons:
Less likely to have Moral Internalization
Aggression
Antisocial Behvaior
Decline in Quality of Relationship
Decline in Mental Health
Victim and instigator of abuse
Child Care
Pros
Kids get sick (building immune system)
Trained & educated caregivers
More patient
Parents can work
Cons
Kids get sick
Not all child care is quality child care
Expensive!!!!!!
NICHD Study of Early Child Care
Goal: To examine the effects of childcare arrangements on children’s physical, cognitive, social development
Secondary Goal: To examine the interaction between home and childcare variables
Results: Quality of Care Matters
High Quality care includes
Smaller groups of children
Trained caregivers
Higher levels of education
Low adult to child ratio
Care provided is warm, attentive, and intellectually stimulating
Kids who receive high quality care are:
More sensitive
More compliant
Less aggressive
Higher cognitive and language skills
Children with experience in child care centers are:
More cooperative (age 2)
More positive mother-child interactions (age 2)
Better cognitive and language development (age 3)
Better preacademic skills (age 4.5)
Fewer behavior problems at age 2; worse behavior problems at age 4.5; effect disappears in elementary
Chapter 15: Peers
Peer Relationships
What are peers?
People in the approximate age and approximate location
What do they provide?
Comparison point
“What are my peers doing?”
Opportunity for friendships
Opportunity for development of social skills
How are peer relationships studied?
The Peer Preference Technique
Peer Acceptance
Children who are accepted by their peers have better psychological adjustment and self-esteem than those that are not
Friendship
Intimate, reciprocated positive relationships between two people
Benefits of Friendship
Close friendships provide opportunities to explore the self and develop understanding of another
Close friendships provide a foundation for future intimate relationships
Close friendships provide support in dealing with the stresses of everyday life
Close friends can improve attitudes toward and involvement in school
Stage Theory (William Coie)
Level One: Friendship as a playmate (Ages 4-7)
Friends are people who share toys and activities
Do not take account personal traits and qualities
Friends may drift apart if interests do
Gender Segregation
Relational Aggression (threatening the relationship, i don’t want to be friends with you, if i can’t ____, then I’m not going to play)
Level Two: Mutual Trust (Ages 8-10)
Children like each other because of personal qualities
Friendships are based on mutual trust
Trust is broken, friendship may end
Level Three: Intimacy and Loyalty (Ages 11-15)
Friends are important in relieving psychological distress
Psychological closeness
Forgiveness can mend these relationships
Emotional intimacy
Not basing the friendship off of “niceness”, but “this person is a good listener”
Popularity and Bullying
Popularity
What makes boys popular?
Sports/Athleticism
Stature
Charisma
What makes girls popular?
Charisma
Looks
Athleticism/Sports
Style
Popular Children
Popular-Prosocial
Well-liked
Good social skills
Does well academically
Flexible/go with the flow
Generally nice
Popular-Antisocial
Popular because of bullying
Regina George
Showing off to friends
Friends because of fear
Picking on people
Rejected Children
Rejected-Aggressive
Kids who lash out
Struggle with emotional regulation
Misreading social cues
Rejected-Withdrawn
Shy kids
Don’t have many friends
Neglected Children
Nobody knows them
Average Children
“Yeah, they’re okay”
Nobody dislikes them, but not popular
Decent social skills
Has some friends
Controversial
Some positive / Some negative votes
Small group of friends
Chapter 17 - Death and Dying
Grief
Emotion that is felt after the death of a loved one
Suitcase approach
As a person experiencing grief, it feels like the world is “pulling a suitcase full of rocks”
Struggling to get through daily tasks
Grief is still with you but the suitcase gets lighter over time
Ball & Box
Bereavement
Mental state of being bereaved (experiencing losing a loved one)
Mourning
Time period which one experiences grief
Stages of Grief (Kübler-Ross)
Denial
Anger
Bargaining
Depression
Acceptance
Not every person goes through these stages in this exact order
Not actually stages, just simply emotions people feel when experiencing grief
Making decisions about your death
Afvanced Directive
Document that outlines one’s wishes in future medical situations in which one is unable to make decisions for oneself
Living WIll
Power of Attorney
Person you name that can make medical decisions for you if you can’t yourself
DNR (Do not resuscitate)
Hospice: Caring for the dying
Helping people die with dignity
In home, in hospital, in hospice center
Hospice team: doctors, nurses, CNAs, social workers, psychologists, Chaplin, volunteers