Final Class 1-3 Flashcards

Question

discuss biological predispositions and making friends.

Answer 1

Temperament: Aggressive Hyperactive Withdrawn Remember: diathesis stress model

Answer 2

role of peers. slide 45

Answer 3

Social knowledge Pragmatic language Social skills Theory of mind Unwritten rules. Knowing how loud, when to skeaping, how fast… Theory of mind - best tool to have in mind.

Answer 4

Searching’ for evidence of hostile intent in others Self-fulfilling prophecy risk What predicts hostile attribution bias? -Early harsh parenting -Physical abuse Poor emotional regulation or taught the world is like that - taught by parents. Carry that expectation upon their peers.

Answer 5

Self-fulfilling prophecy “Be what you want to see in the world” If you believe the world is mean and harsh, you will react more likely like it is.

Answer 6

Communal goals 🡪 prosocial behaviour. This could be promoting other’s interests. For instance, contributing to your community by volunteering. Domineering goals 🡪 coercive behaviour. This implies using control and abusing behaviors to force someone to behave a certain way. It can be related to physical violence, manipulation, etc. For instance, someone preventing you to see your closed one, or depriving someone of basic needs. Low-cost goals 🡪 avoidant behaviour. ften underlines avoidant behavior. Avoidant behavior can look like self-isolation, burying emotion, substance abuse, avoiding others.

Answer 7

Attractiveness = more acceptance

Answer 8

Atypical behaviour Atypical appearance Often ingroup-outgroup attitudes

Answer 9

Systematic, repeated attacks intended to harm others Four key types: Physical Verbal Relational Cyberbullying

Answer 10

Bullies Social dominance and authority Bully-victims Have experienced rejection and try to resolve power imbalance Often ineffective Try to establish threat. Bullies, not necessarily been bullied before.

Answer 11

Important factors to consider Clarity Identity of rejector Rejected child’s personality/self-concept Rejected child’s response Social support Consistency

Answer 12

Impaired social understanding Lower academic achievement Relationship difficulties Psychopathology --Bullies: Increase cruelty --Bullied: Depression and anxiety

Answer 13

Does not work: only increasing awareness of bullying What does work: Friendships Parental communication and awareness Teacher awareness Awareness of differences in individuals

Answer 14

1. Neural responses 2. Physiological responses 3. Subjective feelings 4. Emotional expressions 5. Desire to take action

Answer 15

Charles Darwin Emotions are innate – ‘born with’ . born with emotional understanding. Discrete emotions expressed even before understanding

Answer 16

Related to caregiver behaviour Conditioning

Answer 17

Functional use of emotions Goal directed Environmental influences

Answer 18

Happiness Fear Anger Sadness Disgust Surprise Paul Ekman – the expressions of emotion are universal and are therefore not influenced by culture. We can identify these emotions in others around the world, even if we have different names for these emotions. Ekman also put forward the idea of micro-expressions, in that we can use TINY cues to figure out emotion. emotion are control by our nervous system, involuntary reaction. micro facial expression (happens within the first 20 seconds of the emotion) hard to recongize them unless you are trained for it.

Answer 19

slide 14-19 emotional development 1

Answer 20

Self-Conscious Emotions - 2 years. Societal influences. Guilt, shame: self-focused. taught by caregiver, culture… notion of shame. children to not necessarily understand. early theory of mind. Focused on self 🡪 personal failure. Shame is not universal jealousy, empathy, pride=Display of pleasure with accomplishment. Understanding of difficulty. Can display status to others embarrassment

Answer 21

Display of pleasure with accomplishment Understanding of difficulty Can display status to others

Answer 22

Focused on self 🡪 personal failure Shame is not universal self-focused. taught by caregiver, culture… notion of shame. children to not necessarily understand. early theory of mind.

Answer 23

Can begin as early as 1 year Begins with sharing of attention Younger children 🡪 distress Older children 🡪 anger and sadness sharing of attention. they don’t understand why they are not the ‘one’ chosen, fear and sadness. scare ‘ will I ever go first?’ ‘if i didn’t go first, maybe nobody likes me and that makes me sad

Answer 24

Empathy-based 🡪 regret and remorse 2-3 years after shame, you can develop it. a bit like embarrassment. ‘you did something and this had an impact on somebody else’ ex like yell at your sister and that she now feel sad. based on empathy. you see the consequences of your action.

Answer 25

Emotional response to another’s emotion Usually experience of stress understanding the frame work of emotion and that others have emotion, and they they might feel it differently than you. Ex. Caleb sharing his favorite ‘toutou’ to Aurelie went she went to the hospital.

Answer 26

Individual differences in emotion, activity level, and attention -Present since birth -Biologically based Some kid are born with a more active system in the sense they feel more scary or anxious…preprogramming. Innate. Characteristics that make us different from one another Last over time and situations

Answer 27

Recognition Understanding Understanding of: Emotional states Theory of Mind: i can be happy, they are not Pragmatic Language: unwritten social rules. Understand that certain social display are appropriate or not depending on context. little kids do not do that… mimic other emotions at first.

Answer 28

emotional dvp, 39

Answer 29

What children expect will happen based on emotional displays Built from previous exposure and experience need to adapt your emotional scripts early empathy help

Answer 30

Understanding that people can have different feelings Understanding that people can have conflicting feelings

Answer 31

3: failure to hide emotions 5: understand fake emotions, growth in imagination, growth in vocabulary 4-6: understand deception by others Display rules: when is it appropriate to show certain emotions? I understand you feel that way, but you can or cannot behave a certain way

Answer 32

-Exert control over one’s emotional state -And behaviour by extension Behavioural strategies 🡪 Cognitive strategies Less parent involvement through childhood Social expectations

Answer 33

-Infancy -Parent-guided up to a certain age we cannot do it by ourselves. it is related to attachment. not cognitively ready. when they cry we take them in our arms, (sensory feedback), baby talk…

Answer 34

Infancy (can persist) Self-comforting behaviours: thumb sucking, hair twirling Self-distraction: avoid upsetting stimulus, especially when the child has more motor mobility. ex. turning away from loud noise, food they don’t like… if i can’t see it, it doesn’t exist. when over stimulate: baby can rub their hands on their face…self-comforting.

Answer 35

Expression of appropriate emotions Emotional expression Closed vs. open close: hold emotion inside. influence by out/inwards. children mimic what they learn…

Answer 36

there is a difference between telling your kids never to feel or feel too much… ground in the middle. it’s ok to be mad, angry. having parent’s feedback on the child’s emotion actually help them. slide 11-13, Emotional dvp II

Answer 37

all normal. after a while you just can’t see them… younger is fine but you need to outgrow them. 1. Crying: Communicates needs, wants, fears Often tied to lack of: Understanding Language 2. Separation Anxiety: Caregivers are entire world to young children Separation fear is adaptive. thing about Strange Task. think of attachment styles. 3. temper Tantrums: -Often tied to a sense of frustration and lack of control -Language skills also important. it is normal to have those… what is not normal is that your child doesn’t have it.

Answer 38

Practice separation: Before the big day! Explain in child-friendly terms Be consistent Keep promises Attention Goodbye rituals

Answer 39

-Feelings of pressure and being overwhelmed -Can result in internalizing or externalizing emotional effects ex. nobody wants to sit with me. it is hard for the parents bc they can’t do something about it.

Answer 40

Flight: run away from stressors Fight: confront stressors What happens when we can’t run away or fight? = Stress school. getting bullied you want to flight but you have no choice but to go…

Answer 41

-Periodic – happens every now and then Stressful test Bad day at school -Continuous – prolonged, does not let up, cumulative Bullying at school Unstable home environment Medical issues

Answer 42

Can be due to one significant event --Car accident --School shooting Trauma can also be continuous --Prolonged exposure to trauma

Answer 43

Positive adaptation in the face of adversity Three key points: -Dynamic – not always resilient all the time, depends on the situation -Positive adaptation -Adversity must be significant

Answer 44

What is a strength? Values by culture and national values. Genes and cultural factors can be both strengths and risks. Differential susceptibility in stress reactions. Communities need to help support children. Not every child needs help but should encourage overall support for children. Resilience is not just something for the child. The community is often the real predictor of resilience.

Answer 45

Equifinality: Various causes to same outcome Multifinality: Certain risk factors don’t always lead to same outcomes

Answer 46

1. A pattern of disruptive behaviors and emotions 2.Intense and often prolonged emotions and behaviors 3. Inhibited healthy functioning at home, in school, in social situations, and in other settings 4.Long duration; the behaviors and emotional disturbances must last six months or longer if the child acts out only in when place, well they react to the environment. kids go through phases… this is why we don’t diagnoses them when they are minor.

Answer 47

1. Externalizing behaviors: turned outwards Difference between acting out and emotional behavioural disorders (EBD) Aggression Impulsivity Defiance 2. Internalizing behaviors: turned inwards (quiet, sadness, anxiety, depression). Often missed! Immaturity: do not how to interact with other people Withdrawal Depression

Answer 48

Sad or irritable mood Experience mood changes for 2 weeks+ AND physical/cognitive changes Nature and nurture depression is highly heritability if you parents had it and never seek help: nature and nurture Based around negative perception of the world: Feelings of sadness and defeat Lack of motivation/interest Difficulties sleeping Feelings of guilt

Answer 49

Inability to regulate emotions of fear and worry 🡪 excessive fear of real or perceived threats Nature and nurture depression and anxiety comes hand in hand. actual fear: fear of letting people down. this is why you teach kids about their emotion if not they won’t be able to handled them correctly.. Focuses around fear and stress -Tension -Worry -Recurring intrusive thoughts -Avoidance of stressful situations -Withdrawal Different forms of anxiety -Generalized anxiety disorder -Social anxiety disorder -Specific phobias -Separation anxiety disorders

Answer 50

emotional dvp II, slide 40

Answer 51

Attempt to control fears and stressors of life Obsessions: recurring, unwanted thoughts/ideas/feelings -Contamination -Social stressors -Loss -Order and symmetry Compulsions: repetitive actions to combat obsessions -Cleaning actions -Ordering and organization -Seeking approval or reassurance viscious circle: Temporary relief --> obessions --> anxiety -- compulsions --> temporary relief

Answer 52

Persistent pattern of: Anger, irritability Defiance Vindictiveness towards authority figures Persistent pattern of: Anger, irritability Defiance Vindictiveness towards authority figures

Answer 53

not much distinction between CD and ODD. Antisocial behaviours: Difficulty following rules Respecting others No showing empathy Following social norms Aggression

Answer 54

ODD: Resistance of control by authority and society CD: -Resistance of control -React with attempts to reverse control 🡪 via aggression etc. --> you are not the boss of me and I will do my best to be in charge.

Answer 55

-Principles concerning the distinction between right and wrong or good and bad behavior -A particular system of values and principles of conduct, especially one held by a specified person or society -The extent to which an action is right or wrong

Answer 56

Moral reasoning: How we think we would behave in a hypothetical, moral scenario Moral behaviour: How we actually behave in a moral scenario

Answer 57

Jean Piaget Changed psychological perspective on human cognition 0-2 years: sensorimotor 2-6 years: preoperational 6-11 years: concrete operational 12 onwards: formal operational

Answer 58

1. Sensorimotor: 0-2 years Rely on senses and motor (body) skills to investigate the world Learning is active, without reflection Preoperational 2-6 years Thinking symbolically due to growth in language Imagination begins Ego centric: can’t take another person’s perspective

Answer 59

1. concrete operaitonal 6-11 years Begin to use logic to understand the world, using scientific framework Dependent on what we’ve seen before 2. formal operational (analytical thinking) 12 years onward Abstract and hypothetical thinking Can use analytical thinking and balance emotions

Answer 60

Little concern or awareness for rules

Answer 61

About age 5 (preoperational stage) Authority rules Consequences Social and cognitive influences

Answer 62

Autonomous Morality or Moral Reciprocity 11 to 12 years No longer blindly following authority ‘Punishment fits the crime’ Social influences

Answer 63

Positives: Age effects Parental influences Cognitive development Negative: Underestimation of intentionality

Answer 64

Influenced by Piaget Development over time Specific stages 🡪 discontinuous & hierarchal Three levels – each with two stages within

Answer 65

Preconventional level: 1.Punishment and Obedience Orientation 2.Instrumental and Exchange Orientation Conventional level 3. Mutual Interpersonal Expectations, Relationships, and Interpersonal Conformity Orientation 4. Social System and Conscience Orientation Postconvential or Principled level 5. Social Contract or Individual Rights Orientation 6. Universal Ethical Principles

Answer 66

Self-centered Stage one: Punishment and Obedience Orientation -Avoid punishment Deferral to authority -Focus on physical consequences Stage two: Instrumental and naïve hedonistic -Conformity via reward motivation -Reciprocity 🡪 for a gain

Answer 67

Social Relationships Stage three: Mutual Interpersonal Expectations, Relationships, and Interpersonal Conformity Orientation Orientation -Good boy/good girl morality -Maintain approval and good relationships -Concerned with others’ approval Stage four: Social System and Conscience Orientation Authority and morality that maintain social order Blindly accept social conventions and rules Rules should be maintained to avoid issues Law and order perspective

Answer 68

ideal centered Stage five: Social Contract or Individual Rights Orientation -Moral beliefs have flexibility -Conforming to norms that seem necessary -Norms can be modified Stage six: Universal Ethical Principles -Confirm to social standards and internalized ideals -Aim for self-awareness rather than acceptance -Principles of justice, compassion, morality

Answer 69

slide 29-30, Morality I

Answer 70

Positives -Moral reasoning changes systematically -Levels of moral reasoning related to moral behaviour Negatives -Moral issues ≠ social convention -Cultural influences? -Discontinuous -Gender differences?

Answer 71

1. Gender differences: Up for debate -Carol Gilligan -Girls focused on interpersonal Boys focused on logic and balance of rights 2. Context sensitivity: -Shifting between order of moral reasoning -Not stages 3. Civil rights and liberties -Children are aware of civil rights and liberties from a young age -Children can shift opinion of governing structures with age

Answer 72

-Gradual growth versus stages -Environmental 🡪 explicit and implicit -Three different domains of social knowledge

Answer 73

moral: -Universal concepts of right and wrong, fairness, justice, and individual rights > rules and authority -Perspective taking societal: -Societies’ rules and conventions to maintain order -Negotiate interactions personal: -AKA psychological domain -Individual preferences -Sense of autonomy

Answer 74

Moral > Social and Personal What do we think about exclusion?

Answer 75

Based upon caregiver influence. Right and Wrong 16 months: awareness of right vs. wrong 2-3 years: Increased awareness of rules of right vs. wrong 3 years: Justification of actions in disputes School-aged: Consideration and reasoning

Answer 76

-Domain specificity -Tailoring to developmental stage

Answer 77

Autonomy: -Right or condition of self-government -Ability to make an informed, uncoerced decision -Ability to make independent decisions -Operating without external expectations -Respect for an individual’s person

Answer 78

Similarities: Moral, societal, and personal across cultures -Fairness & welfare of others Differences: -Parents vs. peers -Religious beliefs -Lower vs. higher SES

Answer 79

Age 2 🡪 recognize moral -standards, rules, exhibit signs of guilt -Parents moral values -Temperament -Development of conscience 🡪 acceptance of society morals video Morality I slide 53

Answer 80

-Long-term thinking -Wait longer to get a better reward vs. not waiting and smaller reward

Answer 81

Internal value system Developed through the internalization of lessons How does it reflect what you are as a person?

Answer 82

Development of right vs. wrong Encouraged by learning from outside factors Stability: children tend to be fairly consistent in behaviors across time and context

Answer 83

Guilt can promote lack of rule-breaking However, excessive guilt 🡪 depression, anxiety, self-blaming Ex. a child breaking a vase. The parent response: it made me sad, because it was my favorite. Vs it was expensive. Guilting children for something outside of their control = can lead to internalize problem. = long term consequence → depression, anxiety, self-blaming.

Answer 84

Voluntary behaviour intended to benefit others Sharing Caring and Sympathizing Comforting Cooperating Helping

Answer 85

Prosocial behaviour with additional: Lack of thought for own immediate welfare Lack of need for reciprocity or acknowledgement Sacrifice of own needs

Answer 86

With development, teens can: Evaluate self-serving vs. genuine acts More prosocial reasoning: Sympathy and empathy More prosocial behaviour Less likely to respond with violence Who shows more prosocial reasoning? Girls - we expect them to be more prosocial Youth with open communication with adults Youth with ability to depend on and trust a mentor/ caregiver If an adult is prosocial = youth are more likely to do the same bc you respect them Gender role… boy don’t need to help. So girl are reporting more prosocial behavior.

Answer 87

0-6 months: reciprocal crying. Prefers helpful people 6-12 months: sharing behavior. Affective. Prefers cooperation, group mentality: show emotion to connect with people. Smiles to us so we smile back. Potential of prosocialibility. 1-2 years: Cooperative play. Comforting behaviour. Helpful behaviour 2-3 years: Sharing .Planned caregiving and helping. Verbal help and advice. Protection of others. taking care of their toy… like ‘my teddy is hungry to’. Mimicking what they hear from other ‘ you get it’. They recognize there is benefits to encouraging other. They will protect other too (like there teddy) showing impact by recognizing it 3-10 years: External motivation to help. Recognition of needs Good and bad awareness. Like reward (in classroom) 10-17 years: Internalized reasoning. Social obligations to help Self-respect. do we follow them or not? More social obligation: chores.

Answer 88

1. Hedonistic reasoning: Approx. age 4. People should behave prosocially because they will receive material rewards 2. Needs-oriented reasoning: Approx. middle childhood(7-10 ish). Balancing of the needs of others, even if they were in conflict with their own needs 3. Empathetic reasoning: Approx. adolescence or later Thinking about others through lens of sympathy 4. Internalized reasoning: Approx. adolescence or later Justification of prosocial reasoning based on: --Individual value systems --Social obligations Reflect value system. Social obligation: we should be kind to one and another. And other may not like us. More abstract.

Answer 89

1. Biology: 2. Environment: 3. Culture: 4. Cognition:

Answer 90

1. Biology: Evolutionary Perspectives :Kin selection Kin selection: we developed prosocial based on survival. Like family or close friend. Expectation of support. There are retrospective and backwards… this is why the behavior had survival. But it is a non-testable theory. 2.Biology: Genetics -Contribution of genetic factors are evident in childhood -Increases across adolescence No gene for prosocialibilty. Hard to know the exact genetic root. 3. Biology: Temperament -More inhibited children tend to be more upset in face of others’ distress -More reactive children tend to be less prosocial Early sign of personality. Anxious kids. Understand other emotion. Very watchful and attune. Hyper-vigilence. Tends to have better theory of mind because they are more empathetic. More reactive = less prosocial. Less emotional regulation = less prosocial. Difficult being prosocial on the long run

Answer 91

1. Family a. Caregivers'role: i.Modelling. (+) relationship, open communication. More likely to listen to your parents. ii. Opportunity: household tasks. Voluntary community service. School-based volunteer service. Give your child chances to develop prosocial behavior. Get kids involved. They are already mimicking the parents… so they could try to clean the floor. Like CIVIC ENGAGEMENT (being involved in political and ocmmunity ffaires) -Demonstrating more knowledge about current affairs - Engaging in political activities - Community service VOLUNTEERING. Who is more likely to volunteer? Involvement in religion. Having parents involved in volunteering Teens who volunteer tend to be: Female, More socially mature, More extraverted, More altruistic iii. Discipline and reinforcement. --> involved and close parenting. Authoritative. Open communication. 2. Peers influence: Learn and practice: Fairness Justice Reciprocity Conflict resolution Lack of harm a. Culture: Some cultures stress the needs of being prosocial Western cultures 🡪 onus on personal choice Non-Western cultures 🡪 interpersonal responsibilities to the wider community Cognition 2 main areas to consider: empathy and perspective taking (theory of mind, need to consider the role of motivation.

Answer 92

Unhelpful: balming, persecuting, forcing. Helpful: obersving, moderating, holding space, empowering.

Answer 93

prosocial behavior: voluntary behavior intended to benefit other Empathy: emotional response to another's emotional state or condition Sympathy: feeling of concern for another in response to other's emotional state or condition.

Final Class 1-3 Flashcards

(118 cards)