ch10 Flashcards
What self-esteem factor correlates most strongly with overall self-esteem in childhood and adolescence?
physical appearance
Describe how each of the following child-rearing practices affects self-esteem, development and adjustment (including risk factors) of child: authoritative, controlling, disapproving and insulting, indulgent.
- authoritative: children feel good about themselves, let children know they’re accepted as competent and worthwhile
- controlling: communicated a sense of inadequacy to children
- disapproving and insulting: children have low esteem and need constant reassurance and heavy rely on peers to affirm their self worth
- indulgent: children have unrealistic high self-esteem. they lash out at challenges to overblown self-images, hostile, aggressive
What are attributions? Children high in self-esteem make mastery-oriented attributions. How do they explain their successes and failures? How does this differ from children who develop learned helplessness?
- attributions: everyday explanations for the causes of behavior
- children who make mastery-oriented attributions take an industrious, persistent approach to learning
- children who develop learned helplessness experience anxious loss of controlled inferiority
What plays a key role in achievement-related attributions? Describe the communication of parents of learned-helpless children when the child succeeds and when he/she fails.
In achievement-related attributions, adult communication plays a key role. Parents of children with a learned helplessness style often believe their child is not capable and must work harder to succeed (e.g., When child fails, parents says, “You can’t do it. Its OK to quit”). Person-praise (“You’re so smart!”), which emphasizes a child’s traits, teaches children with learned helplessness styles that abilities are fixed, which leads them to doubt their competence and back away from opportunities that may be challenging.
What are ways to reduce prejudice? What is limitation of these approaches?
To reduce prejudice, intergroup contact with racially and ethnically diverse children where individuals have equal status, work together toward common goals, and become personally acquainted is most effective. Cooperative learning groups, long-term contact and collaboration among neighborhood, school, and community groups expose children to broadened diversity, directly address the damage of prejudice, emphasize moral values of social justice, reduce negative biases, and increase empathy.
.How is peer acceptance assessed? Peer acceptance is a powerful predictor of what? What category of peer acceptance shows the poorest psychological adjustment? What types of adjustment are affected? What type of parenting is associated with this category? What social behaviors are associated with this category? What is the difference between rejected-aggressive and rejected-withdrawn children?
- self reports that measure social referencing; “who do you like very much/little” and social prominence; children’s judgement of of the peers most of their classmates admire
- psychological adjustment.
- poorest psych adjustment: rejected children
- affected adjustments: wide range of social and emotional problems. anxious, unhappy, disruptive
- parenting: family stress due to low income, insensitive child rearing
- social behavior: antisocial behavior
- rejected-aggressive children: show high rates of conflict, physical and relational aggression, hyperactive, inattentive, impulsive
- rejected- withdrawn children: passive and socially awkward
What type of interventions have been used to help rejected children … social skills training, academic training….. perspective taking and social problem solving training… changing attributions…..changing parent-child interactions?
coaching, modeling and reinforcing positive social skills such as how to initiate interaction with a peer, cooperate in play, response to another child with friendly emotion and approval. intensive academic tutoring
What is coregulation? What kind of relationship is necessary? What must parents do? What must child do?
- coregulation: form of supervision where parent exercise general oversight while letting children take charge of moment-by-moment decision making
- warm, cooperative relationship
- parents must guide and monitor from a distance and effectively communicate expectations when they’re with their children
- children must inform parents of their whereabouts, activities and problems so that parents can intervene when necessary
What is the overriding factor in child’s positive adjustment following divorce? What else is important? What is the effect of fathers on girls and boys? Which is worse–remaining in a high-conflict, intact family or a low-conflict, single-parent household?
- effective parenting: shielding child from family conflict and using authoritative child rearing
- custodial mother father contact is important; coparenting
- a)father on boy: affects overall psychological well-being, best with custodial father
b) father one girl: protects against early sexual activity and unhappy romantic involvement - intact but high-conflict family is worse for children
What are characteristics of children of employed mothers? What style of parenting do employed mothers (who value their parenting role) use? What father behaviors are associated with maternal employment? What type of employment is associated with ineffective parenting……….good childhood adjustment?
- higher self esteem, positive family and peer relations, less gender stereotype beliefs, better grades in school. Girls profit from image of female competence.
- mother: authoritative child-rearing and coregulation
- father: take on greater child-care responsibilities
- employment of ineffective parenting: employment places heavy demands on parents or is stressful for any reason
- employment of good child adjustment: part-time employment and flexible work schedules associated with sensitive involved parenting
What is the cause of most cases of school phobia that appear around age 11 to 13? What are respective treatments?
find a particular aspect of school frightening- overcritical teacher, school bully, too much parental pressure to succeed
- change in school environment, insistence that child needs to return to school, training how to cope with difficult situations
