Lecture 22 - Social and Emotional Development 5: Family, Peers and Emotion Flashcards
Who proposed and developed the Bioecological Model of Human Development?
Urie Brofenbrenner in the 1970s.
What are the five “systems” that influence a child’s development?
- Microsystem
- Mesosystem
- Exosystem
- Macrosystem
- Chronosystem
Explain what is included in the five “systems” of Brofenbrenner’s Bioecological Model of Human Development.
The microsystem is made up of the person or institutions make up itself, e.g a child’s age, health; a family’s number of siblings; a school’s rules.
The mesosystem reflection the interactions between the things in the microsystem, e.g the interaction between the family and the school; interactions/relationship of child and siblings.
The exosystem reflects the support structures (or lack thereof) available to child and family, such as extended family, financial stress or family struggles.
The macrosystem reflects the context within which the above exist, such as government, social-class, cultural norms and expectations.
The chronosystem refers to the historical context and/or timing of an event that influences development.
What are some of the deleterious effects of ABSENTEEISM in kinder/primary/secondary school?
- Poorer academic achievement
- Poorer social connections, decreased social experiences/interactions, both of which lead to decreased social support
- The above two factors can contribute to both poorer mental and physical health
- Increased absenteeism can lead to increased likelihood of dropping out of school
- The above effects all lead to poorer economic opportunity and security
- All of the above decrease life expectancy.
Brofenbrenner’s Bioecological Model of Human Development looks at the “systems” that, through within and between system interactions, support or constrain behaviours, phenomena, and experiences that influence a child’s development.
True or False.
True.
Prior to Brofenbrenner’s Bioecological Model, what was developmental psychology focused on?
The individual interactions a child has with its environment and how that influences a child’s development.
From a Bioecological Model of Human Development what systems are suitable for interventions that decrease risk and promote protective factors.
All levels or “Systems” of the Bioecological Model are suitable for interventions. It is unlikely one intervention will address all the influences on a particular behaviour or phenomenon, such as absenteeism, but due to the interconnectedness of the systems addressing influences at the level of one system is likely to trickle down or up to the other systems, in turn potentially creating positive change across systems.
What is Rubin’s Model of Peer Relations?
Focuses on relationships of increasing complexity.
Erikson and colleagues (2020) looked at the roles peers in sport played and how they influenced development for a child.
What were some of the findings?
- peers influenced a child’s sense of motivation
- peers supported skill development
- peers supported a sense of belonging
- peers gave an opportunity for practicing conflict resolution
- groups of peers in a sport setting increase motivation
In regards to a 7 year long study on adolescent crime statistics done in US, what was found to decrease the likelihood of adolescents re-offending and what was found to not have an impact on probability of re-offending?
It was found that increasing the certainty of arrest is what led to decreases in likelihood of adolescents re-offending.
Interesting, the severity and length of the punishment did not have an effect on the likelihood of adolescents re-offending.
This could be explained by the fact the increasing the likelihood of arrest makes the decision between risk and reward clearer for the adolescent.
What is one way that researchers study friendship maps/systems and peer statuses in children?
By asking children in a group environment, such as a kinder group, daycare, or a year level questions like, “Who do you like?” and “Who don’t you like?” a map or friendships and peer status can be made.
In regards to peer status what are some of the levels of status and what do they mean in regards to affect and impact?
Common levels of peer status used to understand relational dynamics in a group:
Popular (liked my most people - high positive affect and high impact)
Controversial (liked by a lot of people and disliked by a lot of people - has high impact, but with mixed feelings of like and dislike)
Average (liked by some, disliked by some - mixed affect, moderate impact)
Neglected (might be liked or disliked, but not by many people - low impact)
Rejected (no liked by most people - negative affect and high impact)
How is social/peer status correlated with emotional development and expression in regards to whether they externalise their emotions and are aggressive or whether they internalise their emotion and are withdrawn?
Whether a child expresses their emotions externally/aggressively and or whether they internalise their emotions and are withdrawn is correlated with their peer status.
Popular children tend to externalise.
Controversial children also tend to externalise.
Average children tend not to show a strong tendency for either.
Neglected children tend to internalise.
Rejected children tend to both externalise and internalise.
This is very intuitive and the relationship is likely bi-directional.
What is prejudice?
Preconceived ideas about a person or group.
Usually negative and non-rational.
Combination of emotional and social experiences.
Considered a major threat to social cohesion.
What are the impacts of prejudice?
Prejudice is one of the major threats to social cohesion. Prejudice has a huge impact on the “othered” group and individuals in that group - emotionally, physically, mentally, institutionally.
