Ch. 7 Flashcards
(83 cards)
1
Q
Two parent families:
A
- traditional
- blended
- adoptive, gay, foster, and grandparent-headed families
2
Q
One parent families:
A
- traditional, gay, bisexual, grandparent
3
Q
Unmarried couples
A
- typically mother-headed
4
Q
what is the traditional nuclear family?
A
- as of 2012 it is a heterosexual married couple with biological children
5
Q
what are blended families?
A
- spouses divorced and remarried (step parents, step children)
6
Q
ratio of single parents
A
1 in 4 US children are being raised by single parents
7
Q
ratio of mother-headed families
A
- 2 out of 5 of these children live under the poverty line
8
Q
Parenting Styles: Diana Baumrind (1927)
A
- the essence of the 3 parenting styles defined in relation to two elements:
1. parental responsiveness vs. parental unresponsiveness
2. parental demandingness vs parental undemandingness
9
Q
Parenting Styles: started as original 3 AAP and later added a 4th - N
A
- the authoritative parenting style
- the authoritarian parenting style
- the permissive parenting style
- the neglectful parenting style (Elinor maccoby and Jacob Martin, 1983)
10
Q
parental responsiveness vs. parental unresponsiveness
A
responsiveness describes “the extent to which parents intentionally foster individuality, self regulation, and self assertion by being attuned, supportive, and acquiescent to children’s special needs and demands” (baumrind, 1991)
- about how much or how little parents meet and respond to their children’s needs
11
Q
parental demandingness vs. parental undemandingness
A
“the claims parents make on children to become integrated into the family whole, by their maturity demands, supervision, disciplinary efforts and willingness to confront the child who disobeys” (baumrind, 1991)
- demandingness = control
- the demandingness continuum (high vs. low) describes the level of behavior control parents exercise on their kids based on their expectations of ‘mature’ behavior
12
Q
authoritative parenting style:
A
- best possible child rearing style
- parents rank high on both nurturance and discipline, providing both love and clear family rules
13
Q
authoritarian parenting style:
A
- parents provide plenty of rules but rank low on child-centeredness, stressing unquestioning obedience
14
Q
permissive parenting style:
A
- parents provide few rules but rank high on child-centeredness, being extremely loving but providing little discipline
15
Q
rejecting-neglecting parenting style:
A
- worst child-rearing approach
- parents provide little discipline and little nurturing or love
16
Q
resilient children
A
rebound from serious early life traumas (parental alcoholism, addictions, abuse and divorce etc) to construct successful adult lives.
- graduating from college now a key factor
17
Q
resilient children qualities:
A
- superior emotional regulation skills
- outgoing personality
- special talent
- high self efficacy and optimistic world view and realistic
- strong faith or sense of meaning in life
- at least one warm, loving relationship perhaps a mentor
- good “genes”: easy temperament, superior intellectual, and social skills
- can put regrets in the past
- learns “some how” to trust later in life and leaves the past in the past and builds an independent successful and prosocial life.
- tends to be good in a relationship and or marriage
18
Q
How much do parents matter? Harris
A
Judith Harris: rather than parents, our peers socialize us to become adults
- learning is context specific
- acculturation: immigrants assimilate to new culture
19
Q
How much do parents matter? Scarr
A
Sandra Scarr (1997): given reasonable adequate parenting, children grow up to express their genetic fate
20
Q
How much do parents matter? Erikson
A
Erik Erikson (1982): some children rebound in spite of uncaring or negative parenting models and find a “self selected like parent” that is a good guide to mentor them to success rebuilding trust and hence, all other positive polars.
21
Q
How much do parents mater? Scott
A
Scott - in my experiences, I have witnessed just as many bad as good parents and somehow most of their kids survive and do “well” in all economic levels. perhaps it is in spite of their parenting that the kids chose to be good parents or just good people.
22
Q
Corporal punishment:
A
the use of physical force to discipline a child
23
Q
how many nations have banned corporal punishment?
A
- 24 nations
24
Q
spanking in the US
A
- most believe spanking is acceptable in the us
- illegal at day care, elementary and preschools and sports
- 1 in 10 parents admit to often spanking
- more common is “time out” and removal of privileges
25
Problems with punishment: B.F. Skinner
- Science and Human Behavior (1953) w/ other researchers cite that spanking and physical or emotional abuse
1. doesn't teach or promote alternative, acceptable behavior
2. may produce undesirable results such as hostility, passivity, and fear or hatred of punisher
3. likely to be temporary
4. will model aggression (92.5% spousal abusers were abused)
5. does not change behavior
6. time out is the only punishment that works with the possibility of positive reinforcement and is used by sports, schools, and even dog training
7. behavioral research shows that if punisher waits for 10 seconds, they will not spank, hit because the behavior is out of frustration and lack of self control, skinner (1953)
26
What do psychologists suggest about punishment?
- use other techniques like "time out" or remove the child from the scene or yourself
- control the frustration
- teach to meditate
- by laws, school and sport rules, he can't and shouldn't hit any others
- apa research in 2016 - 95.2% of college grads surveyed reported that even though they consistently or even once were hit (physically punished) in their child and adolescent hood said that they will never hit their children or animal
- we learn by mistakes and should be shown the right way to handle problems
27
Stop child Abuse
- parents/people: stop slaps, swats, hits, beating of kids. get in control of your self
28
stopping child abuse: prove research methods
- pain alters behavioral response: snap a rubber band on your wrist/pinch yourself, if you want to or feel as if you will his a child. behavioral response.
- close your eyes, imagine someone is telling you what your child is about to hear, nobody like rejection or being hurt
- put yourself in a time out response chair or situation
- splash cold water on your face
- remember that any source of hitting does not change behavior. it's an outcry of adult frustration and 90% of the time, the child wasn't the source. abusing is a deadly habit.
- take a deep breath, count to ten, remember you are the adult (ten seconds will deter 91% of abuse situations)
29
child maltreatment:
any act that seriously endangers a child's physical or emotional well being
30
what is physical abuse?
bodily injury that leaves bruises
31
what is neglect?
caregivers' failure to provide adequate supervision and care
32
what is emotional abuse?
continual shaming or terrorizing or exploring a child
33
what is sexual abuse?
the spectrum from rape and incest to fondling and exhibitionistic acts
34
which abuse is most common?
emotional
35
what is the statistic for physical maltreatment?
roughly 3 of 1000 children worldwide were physically maltreated
36
risk factors of maltreatment
- parents' personality problems
- life stress accompanied by social isolation
- children's vulnerabilities: "difficult child", medical problems, premature infant
37
consequences of child maltreatment:
- insecure attachments
- internalizing and externalizing problems
- peer rejection
38
consequences of child maltreatment 2: epigenetic priming to biological break down
- compromise of developing frontal lobe
- adult executive function deficits
- depression and substance abuse
- higher rates of midlife heart disease
- primed to get embroiled in abusive, adult relationships
- have more trouble lovingly bonding with their babies
- higher risk of maltreating their own children when they become parents
39
interventions against child abuse: teachers, social workers, and health care professionals
- required by law to report abuse to child protective services
40
interventions against child abuse: options
- remove child from home, place in foster care, limit or terminate parental rights
- if possible, leave the child in home while providing intensive support and counseling to caregivers
41
10 most divorced countries in the world
Belgium, Portugal, Hungary, czech republic, Spain, Luxembourg, Estonia, Cuba, France, USA
42
divorce: global studies
children of divorce are more at risk for academic, social, and mental difficulties
43
divorce: contributing factors
- economic stresses of single parent household
- difficulties and transitions experienced both before and during divorce
- children cope well especially if family is drama free
44
parental alienation
the practice among divorced parents of badmouthing a former spouse, with the goal of turning a child against that person
- higher in acrimonious divorce
- may include relational aggression
45
statistics of divorce
- in america, there is one divorce approx. every 36 second. nearly 2,400 divorces per day, 16,800 divorces per week, and 876,000 divorces a year
- avg length of a marriage that ends in divorce is 8 years
- people wait an avg of 3 years after a divorce to remarry
- avg age for couples going through their first divorce is 30 yrs old
- 79.6% of custodial mothers receive a support award, while only 29.6% of custodial fathers receive a support award
46
why is school unequal at the starting gate?
- economic status has a strong influence on children's readiness and chances for academic success at start of school careers
- children from low income families, on avg, do markedly worse than their upper middle class counterparts not tests of reading readiness and math
47
intelligence:
the "global capacity to think rationally, act purposefully, and deal effectively with the environment"
48
intelligence tests:
measure global capacity
49
aptitude tests:
assesses a persons capacity to benefit from education or training
50
psychometrics:
measuring of intelligence, aptitude and personality
51
who is the person that is certified to perform psychometrics?
psychometrician
52
achievement tests:
measures that evaluate a child's knowledge in specific school related areas
53
WISC (Wechsler Intelligence Scale for Children):
the standard intelligence test used in childhood, consisting of different scales composing a variety of subtests
54
Measuring intelligence: Alfred Binet and Theodore Simon
- Alfred binet (1905): first Binet-simon scale, test of general mental ability
- assessed mental age
- IQ: comparison of people in similar age groups
55
Alfred Binet (1857-1911)
- intelligence : collection of higher order mental abilities loosely related to one another
- did not rank "normal" students according too the scores
- intelligence is nurtured
- child's mental age (MA) indicated that child displayed the mental ability of a child of that chronological age (CA)
56
modern intelligence tests: the 1916 Stanford Binet scales
- created and standardized by lewis terman at Stanford university (Simon-binet became Stanford-binet)
57
William stern:
- did the factor analysis concept of IQ
- modification of the original binet-simon, after original cam to US in 1916 and needed an army test
- intelligence quotient: child's mental age achieved was 6/ divided by his chronological age (6yrs)
MA X 100 = IQ
CA
6 X 100 = 100 IQ
6
58
Bell curve:
- 100 is 50th percentile: mean, median and mode of bell curve
- 100 to 85 (-1 SD) to 100 to 115 (+1 SD) IQ is a standard deviation from the mean (100 IQ) is from 100 IQ to 115 IQ and 34% of the population
59
what is a normal IQ?
85-115 , the avg score of 100, plus or minus 15 points
60
intellectual disability
the label for significantly impaired cognitive functioning, measured by deficits in behavior accompanied by having an IQ of 70 or below
61
specific learning disorder:
the label for any impairment in language or any deficit related to listening, thinking, speaking, reading, writing, spelling, or understanding mathematics
62
dyslexia:
a learning disorder that is characterized by reading difficulties, lack of fluent, and poor word recognition that is often genetic in origin
63
gifted:
the label for superior intellectual functioning characterized by an IQ score of 130 or above, showing that a child ranks in the top 2% of his age group
64
modern intelligence tests: ruth griffiths
Griffiths mental developmental scale
| - first infant IQ test
65
modern intelligence tests: Nancy bayley
Bailey scales of mental development
| - most used for preschool age. provides mental and motor and composite IQ scores
66
modern intelligence tests: David wechsler
```
the wechsler tests
- most widely used series (in US) and more widely used as compared to the stanford-binet
- modeled after binet's
> WISC III for children
> WISC III for adults
> WPPSI for preschoolers
```
67
what are the 3 qualities of good tests?
1. standardized - administered to large groups of people under uniform conditions to establish norms
2. reliable - ability to produce consistent results when administered on repeated occasions under similar conditions
3. valid - ability to measure what the test is intended to measure
68
reliability:
a basic criterion of a tests accuracy that scores must be fairly similar when a person takes the test more than once
69
validity:
a basic criterion for a tests accuracy involving whether that measure reflects the real world quality it is supposed to measure
70
flynn effect:
remarkable and steady rise in overall performance on IQ tests that has been occurring around the world over the past century
71
"g" :
Charles spearman's term for a general intelligence factor that he claimed underlies all cognitive activities
72
Charles spearman:
general abilities > "G" factor or general intelligence
| - it is responsible for performance on IQ tests
73
Louis thurstone:
intelligence is cluster of abilities
| - 7 primary ability theory
74
howard gardner:
multiple intelligence theory
| - 8 separate intelligences
75
Robert Sternberg:
triarchic theory
| - 3 facets of intelligence: analytic, practical and creative intelligence
76
Howard gardner's multiple intelligences
1. linguistic intelligence: adept use of language: poet, writer, public speaker, native storyteller
2. logical mathematical intelligence: logical, mathematical, and scientific ability: scientist, mathematician, navigator, surveyor
3. musical intelligence: ability to create, synthesize, or perform music: musician, composer, singer
4. spatial intelligence: ability to mentally visualize the relationships of objects or movements: sculptor, painter, expert chess player, architect
5. bodily kinesthetic intelligence: control of bodily motions and capacity to handle objects skillfully: athlete, dancer, craftsperson
6. interpersonal intelligence: understanding of other people's emotions, motives, intentions: politician, salesperson, clinical psychologist
7. intrapersonal intelligence: understanding of one's own emotions, motives, and intentions: essayist, philosopher
8. naturalist intelligence: ability to discern patterns in nature: ecologist, zoologist, botanist
77
creativity: divergent creative thinking:
- creativity is a goal
- reinforce creative behavior
- engage in problem finding - critical thinking skills
- acquire relevant knowledge
- try different approaches
- exert effort and expect setbacks
- think heuristics
- most used test of creativity is the Torrance Tests of Creative Thinking. 1st edition was in 1962 now 1990 being used and new edition is up coming (Paul Torrance, psychometrician)
78
classroom learning: successful schools - teachers should do what?
- set high standards for every student
- believe that each student can succeed
- offer excess of nurture to both students and teachers
- utilize an authoritative approach
79
intrinsic motivation:
the drive to act based on the pleasure of taking that action in itself, not for an external reinforcer or reward
80
what is the problem with schools?
- school erodes intrinsic motivation by provisioned external reinforcers (praise, good grades, gold stars, prizes)
- school lessons do not tap into a child's creativity (lessons often rote and boring)
- students do not set their own learning goals. instead, performance is measured by a fixed standard (grades)
- schools are not teaching or reinforcing responsibility or promoting adequate study skills for college bound students
- schools are experimenting "entitled student attitude"
- schools are not assisting athletes in meaning of academics
81
the common core standards:
- contain transformative US public school changes
- spell out universal leaning benchmarks
- emphasize teaching through scaffolding, problem solving, and communication skills
- embody equity inclusiveness
- adopted by 45 states and the District of Columbia
82
extrinsic motivation:
the drive to take an action because that activity offers external reinforcers such as praise, money, or a good grade
83
solution for schools:
- encourage extrinsic learning to be more intrinsic
- foster relevance and application; make extrinsic learning relate to internal goals and desires
- provide autonomy (offer choices of how to do work)
- foster relatedness between teacher and student
- provide creative projects
- avoid student comparisons
- assume every child is intelligent and can succeed
