final 4-7 Flashcards

Question

Social Information Processing (Crick & Dodge, 1994)

Answer 1

Step One: Encoding What do I see? Aggressive children 🡪 lack of full awareness of cues Selective attention Not entirely conscious Step Two: Interpretation What do I think is the reason behind what I see? Accidental and harmless Intentional and threatening Hostile attribution bias (expectancy confirmation) -‘Searching’ for evidence of hostile intent in others. Self-fulfilling prophecy risk What predicts hostile attribution bias? Early harsh parenting Physical abuse The role of the other person: Past history Friend vs. foe Step Three: Review of Behavioural Response How can I possibly react? Aggressive children Generate fewer responses Tend to be lower quality responses Step Four: Selection of Behavioural Response Which behavioural response do I choose? -Consequences -Moral responsibility -Potential of acceptance rejection Aggressive children: -Less likely to consider consequences -Tends to weigh towards aggressive action Step Five: Behavioural Enactment -Put selected action into action -Aggressive children --Tend to be less competent at enacting and role-playing non-aggressive responses

Answer 2

aggression II, slide 20-21

Answer 3

Use direct and indirect methods of aggression Girls 🡪 relational Boys 🡪 physical

Answer 4

Victims chosen for: -Lack of support and defense from others -More internalizing symptoms -Provocative aggression

Answer 5

Some strategies: -Sensory experience (e.g., sound, taste, touch, movement) -Grounding activity (e.g., deep breathing, slow counting, visual imagery) -Positive self-talk (e.g., affirmations) -Social support (e.g., ask for help, connect with a friend/ parent)

Answer 6

Improve the parents’ behaviour Improves: -Child behaviour -Quality of life and relationship Intervention programs tend to be effective: -Most in children younger than 10 -Moderately in children between 10 and 17

Answer 7

role of schools: Concentration on problem-solving and reduction of aggression Canada 🡪 “Use your WITS”Kindergarten to Grade 3 W – Walking away I – Ignoring T – Talk it Out S – Seek Help

Answer 8

Kindergarten to Grade 3: Literacy based Educator tools to help children identify and prevent: Bullying Discrimination Lateral violence Grades 4 to 6 -Encouragement towards leadership in community -Encouragement of recognition and respect of different perspectives -Can become mentors in school community for younger children Five key-problem solving strategies: Look and Listen Explore Points of View Act Did it Work? Seek Help

Answer 9

-Technique used to prevent escalation (worsening of conflict) -Used in conflict resolution Don't rush the process. Give space. Validate feelings and experiences. Don't take it personally. Remember the end goal.

Answer 10

slide 49 agression II

Answer 11

In general 🡪 teaching of educational topics Math, language, science etc. However, also 🡪 teaching of social norms and integration

Answer 12

Collective efficacy 🡪 Community social capital Sharing and trust between community members Low collective efficacy 🡪 social problems efficacy: how well does thing are working? everyone got to pitch in. Attitude. No community mindset/trust = low collective efficacy. you can tell when the staff doesn’t want ot be there as well.

Answer 13

slide 5 mentor, school and media

Answer 14

Student rights: Entitled to education from preschool to secondary Entitled to education services, student services, and special education services Teachers’ obligations: Must educate all students – with exceptionalities or not “Contribute to the intellectual and overall personal development of each student entrusted to his care” student rights: if you need extra help, you should receive it. teacher: can get sued if they do not follow the Act. We need to help their education and social skills to help the student becoming an adult. what if the teacher doesn’t have the resources? it is often due to money issue.

Answer 15

School’s responsibility: Ensure education standards are met Provide services to students with special needs 🡪 creating an individualized education plan Ensure fair use of funding School board’s responsibility: Ensure educational services are given to all students Adapt educational services for students with exceptionalities Ensure integration for students with exceptionalities special needs: mental health, language… How can these guidelines impact social development? – miss students needs, – it is a blanket statement: here what it is. but not tools to achieve it. or say how it would look like for each kid. – help social skills, meet other kids, learn cues

Answer 16

support services:Designed to provide students with conditions that are conducive to learning. Includes: the quality of the teacher-student relationship teamwork and the willingness to work in partnership with school and outside resources the quality of relationships between the parents and the school and so on assistance services. Designed to help students throughout their studies, with their academic and career choices Student life services: Designed to contribute to students’: Development of autonomy and sense of responsibility Moral and spiritual dimensions Interpersonal relationships Feeling of belonging to the school and to the community promotion and prevention services: Designed to provide students with an environment conducive to the development of a healthy lifestyle and of skills that are beneficial to health and well-being ex. Services designed to promote student participation in school life Services designed to educate students about their rights and responsibilities Sports, cultural and social activities

Answer 17

Justice: requires that the evaluation of learning take place in keeping with the statutes and regulations and that students have the right to retake examinations and lodge appeals. Equality: requires that all students have an equal opportunity to demonstrate what they have learned. Equity: requires that the individual characteristics of certain students or the common traits of certain groups be taken into account in order to avoid increasing existing differences. Coherence: means that evaluation must be directly tied to learning Rigour: is reflected in evaluation that is concerned with accuracy and precision so that decisions may be taken that will help the student progress and will officially recognize learning. Openness: requires that evaluation standards and conditions be known and understood by the student and his or her parents

Answer 18

1. School structure a. School size: bigger school= more opportunities? b. Role of extracurriculars.à i. benefits: -Better performance in school -Increases odds of postsecondary attendance -Less likelihood of dropping out -Promotes positive mental health -Promotes community involvement ii. Negative: Sports 🡪 sometimes, greater alcohol and delinquency More likely to be enrolled in extracurriculars if: More affluent family background Better academic status Reasons for enrollment: Middle class 🡪 self-improvement, networking (from a young age) Working class 🡪 protection from harm (ex. they are at a science thing and not all alone at home) c. class size: Smaller classes tend to show greater benefits -- more attention for each student --less stress on teachers Balance of economics and satisfaction? d. age transition “Big fish small pond” Changing social groups More choice as you age, you have more choice (what classes you wanna do?) it can be stress-free or bring anxiety. Who are you suppose to be? e. Envrionment: -diversity, safety, community the more you encourage them to accept each other the more you can promote diversity. is the environment welcoming?

Answer 19

1. Classroom management: -Needs to reflect values of classroom -Needs to be clearly understood by teacher and students -Needs to balance intrinsic and extrinsic motivation -Needs to be achievable by all students what are some ideas for classroom management? → regulation tools, regulation exercise, respectful environment, changing the layout of the classroom. Displaying students works on the wall → celebrating their work. recognizes the uniqueness of each student. Student engagement -Intrinsic vs. extrinsic motivation -Student-integrated learning -Different learning styles and methods of assessment 2. Teacher expectation Teacher expectation can influence student success: High expectations Low expectations 3. Mentorship and connection -Pygmalion Effect:Pre-impressions can affect the treatment of students teacher can get trick there. ex. someone tell the prof: this person is problematic. Well it can influence the teacher interaction and view of that student. it is important to be openness and expectancy competency. a. Self-Esteem and Identity -When our self-esteem is very tied to our identity… -Expected to succeed and misstep = incredibly damaging, why try? externalize… -Expected to fail = incredibly damaging (self-fulfilling prophecy) Mentorship and Connection Connection between teacher and student is key determinant in child adjustment --Conflicted relationship --Dependent relationship --Supportive relationship if their peer life is problematic or their family life is problematic. but if the teacher and kid have trouble together, it will be hard for the student to develop. also, if the student is dependent of the prof.. not good either. so push student but maintain boundary.

Answer 20

raised in poverty -Failure in school -Unemployment -Teen pregnancy raised in affluence -Delinquency -Substance abuse -Mental health

Answer 21

Issues can arise when there is a conflict of values between home and school -General values -Academic-specific values ex.. sending you to science camp but you hate it ex. parents hates school and discourage you to that.. the kid will echo. need to have a partnership between teacher and students.

Answer 22

When parents are involved, children tend to do better socially and academically Allows for sharing of communication

Answer 23

Less involvement -Busy -Stressed -Marginalized Stress on integration and awareness of culture ex. monoparental parent, are parents with no academic background.

Answer 24

-School can act as a buffer for students who have poor familial connections -Teachers can provide structure and motivation → first responder for the kids life. -Argument against suspension and expulsion?

Answer 25

Experienced and trusted advisor Someone who advises or trains Motivation, advice, success, direction,coaching, support, goal, training,

Answer 26

Collective efficacy 🡪 Community social capital --Sharing and trust between community members Low collective efficacy 🡪 social problems

Answer 27

Collective efficacy 🡪 Community social capital --Sharing and trust between community members Low collective efficacy 🡪 social problems

Answer 28

Development through interaction between individual and the environment – social and cultural influences Children look to others for learning Children know where to look for. ‘status’ ‘experience’ → sometimes that comes naturally.

Answer 29

Identify individual’s areas (‘zones’) that holds knowledge, skills, and concepts that are almost (proximal) understood but not completely Zones identified by mentors

Answer 30

Temporary support to assist in learning of new skill before moving on to next Depends on maturity of child – has to be developmentally appropriate!

Answer 31

Doing exactly what adults show We adapt what the mentor has told use after. At first we do exactly what they told us tho

Answer 32

Private speech: Talking to ourselves to problem solve Social interactions: Talking with others leads to more exposure we learn our skills from others

Answer 33

Demonstration of positive values: motivation, kindness… Similar backgrounds: tend to lean to people who share background with us. Consistency Similar interests Build sort of a respect/bond overtime. Level of trust.

Answer 34

-Tend to develop due to proximity and knowledge -Tend to occur more often than formal mentorships -Can be short-term or long-term teacher, siblings

Answer 35

Extended family members Family friends Coaches Neighbours Group leaders

Answer 36

Resources: do they have time, energy? Identity: Ex. you live in a small town and feel like nobody is like you. Then you move to a bigger town and you find that there are a lot of people like you. Skills and values of mentor: we tend to hang out with people who echo your values and skills.

Answer 37

Beneficial for improving: Social Emotional Behavioural Academic

Answer 38

Sense of support Can buffer negative effects in other areas Internalization of values Role models 🡪 representation Guidance Advocacy Perseverance Better socio-emotional well-being We tend to do better if someone believe in us. Buffer negative: get pick out bc your hair is pink. But your mentor has pink hair too and you see how far she came from. Mentors: Communication skills Problem-solving Integration into community Sense of pride Identification of own skills

Answer 39

Children can act as mentors or role models for younger children Benefits of: Sense of leadership Sense of responsibility Communication skills Problem-solving

Answer 40

Siblings Babysitters Reading buddies Peer tutors Sports captains

Answer 41

Learning of simple concepts (think Sesame Street)è -‘Thank you’ ‘please’... -Taught subject in a simpler way to the kids ---Grief, jail, separation, etc. Interactive and engaging learning

Answer 42

-More knowledge of the rest of the world -Sense of identity -Empathy and awareness Exposes us to situation we might never experience Sense of identity: If you are the only kid who is trans, handicap… maybe they grow up with no community but go online and find ones.

Answer 43

Imagination Problem-solving 🡪 Abstract thinking Sense of community Interest in maths and sciences ‘Bonuses’ Get your kid to talk about their video games. Sense of community: feeling alone then you find one person who is into the same video game as you. negative: --Exposure to Gender Stereotypes Women and girls tend to be under-represented overall in media Only 31% of speaking characters were female Only 23% of speaking characters in action films are female

Answer 44

When women are represented, tend to be: Overly sexualized Shown in submissive roles Men are more likely to be portrayed as: Attorneys/lawyers/judges (13 to 1) Professors (16 to 1) Doctors (5 to 1) Women and girls were >2 more likely to be shown in sexualized attire

Answer 45

Both girls and boys are exposed to ‘idealized’ body images via media

Answer 46

Major concern for parents Exposure and involvement Best control is through parenting Can expect what they see to be the reality in their relationship. The bigger issue: we don’t talk about it. Learn consent, respect. Know the distinction between fantasy and reality. If you say: watch thousand you’ll die. Then they try and don’t die. = the parent is no longer a reliable source.

Answer 47

Very young children believe that what they see on TV is real Changes across development with integration of cognition and problem-solving Making window thinking is a term: what you see on the TV is real. Until a certain age you think it is real too. As we start to be older, cognitive skills, you learn to distinguish the tv vs reality. Desensitivation of aggression. Stabbing peole on Tv vs outside world…

Answer 48

1. Caregivers watch and engage with media with children 2. Caregivers act as mediators and interpreters of media 3. Expression of disapproval to negative media portrayals 4. Encourage empathy with victims or interest in non-leads 5. Limiting of screen exposure (maybe)

final 4-7 Flashcards

(72 cards)