Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Child And Adolescent Psych > The Family > Flashcards

The Family Flashcards

1
Q

What is the main aim of family

A

To socialise the young

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

What does socialisation refer to?

A

The process by which children acquire the beliefs, motives, values and behaviours deemed significant and appropriate by older members of their society

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Is family type or quality of relationship more important with example of research

A

Research indicates the quality of relationships within family is more important for child outcomes. E.g. very few differences in a child’s adjustment between same sex and opposite sex parents

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Outline the relationship between parents sexual orientation and a child’s gender nonconformity

A

No difference between homo and hetero sexual parents.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

What nonconformity was the strongest predictor of gender nonconformity

A

Toy play was most strongly predicted of gender nonconformity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Outline direct, reciprocal and indirect influences of the family

A

Historically thought parents directly influence a child’s behaviour. More recently thought parent and child’s relationship is reciprocal. Indirect affects include the quality of a parents other interactions influencing the child.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Outline the nurture assumption, what, who, when

A

The notion that parents are the most important part of the child’s environment and can determine how the child turns out. Harris. Late 90’s

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

What are the three theories around child-rearing practices

A

Attachment theory, attribution theory and social cognitive theory.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Outline the development of attachment theory

A

Bowlby researched infants and found when separated the child consistently displayed signs of distress, going against behavioural theory while showing attachment isn’t always reciprocal.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Outline the strange situation attachment.

A

Ainsworth studied attachment security and developed a way of assessing attachment theory. The assessment involved 8 scenarios and observation of the child’s response. Responses were grouped into 4 interaction behaviours including closeness and contact seeking, maintaining contact, avoidance of closeness and contact and resistance to contact and proximity.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Outline Ainsworth’s identified attachment styles

A

Secure: used attachment figures as a base
insecure-avoidant: don’t reach out to attachment figures in times of distress, caregiver is likely insensitive
insecure-ambivalent/resistant: child not comforted by caregiver but is clingy and rejecting.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Outline Ainsworth’s maternal sensitivity hypothesis

A

Suggests that the sensitivity the caregiver demonstrates towards a child determines the style of attachment that is developed

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

What is the contemporary views on attachment styles

A

Secure, anxious-ambivalent, disorganised, avoidant.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Outline the role of father’s in attachment theory

A

Original theory gave fathers a minor role, recent advances offer larger role to father, Bowlby revised views giving mothers and fathers equal influence

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Outline attribution theory

A

How individuals interpret events and how this relates to their thinking and behaviours. External motivations: incentives, internal motivations: person attributions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Outline Weiner’s attribution theory on achievement

A

Identified ability, effort, task difficulty and luck as the important factors affecting attributions for achievement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Outline social cognitive theory

A

Bandura. Focuses on the development of self-regulatory control in the exercise of human agency where it is initially external control which later becomes self - regulatory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

What are the motivational factors of sociocognitive regulators

A

Social sanctions, self sanctions, self - efficacy beliefs

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

What is the self regulatory process

A

Self- observation -> judgment processes -> self-reaction

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Which of the theories contain internalisation process

A

Social cognitive theory and attribution theory. But SCT focuses mostly on self-regulatory internalised processes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Name socialisation techniques to eliminate behaviour

A

Verbal punishment, physical punishment, extinction, time-out, withdrawal of love, reasoning & reinforcement of alternate desirable behaviour.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Name socialisation techniques for strengthening behaviour

A

Material rewards, social rewards, verbal attributions, direct instructions and maturity demands

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Outline some negative side effects of physical punishment

A

Imitation of aggression hypothesis, avoidance of parents, anxiety inhibiting recall, highlighting external control

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Outline the positive and negative effects of spanking

A

Positive: immediate compliance

Negative: decreased internalisation of moral standards, poor parent-child relations, poorer mental health, increased delinquency and antisocial conduct, increase risk of being a victim or perpetrator of abuse.

25
Q

Outline Gershoff’s research on spanking

A

Spanking associated with negative outcomes including aggression, antisocial behaviour, externalising problems, internalising problems, mental health problems, lower moral internalisation, lower cognitive ability, lower self-esteem and negative relationship with parents

26
Q

Criticisms of punishment research and Gershoff

A

varied definitions, retrospective reports, spanking preceded negative behaviour, co-effects

27
Q

Demographics of those who use corporal punishment.

A

Mothers more so than fathers on boys rather than girls

28
Q

Outline differences in physical punishment & culture

A

Spanking had increased effect on causing externalising problems in euro Americans but no or a reducing effect on externalising problems in African Americans

29
Q

Outline the research of Lansford et al.,

A

Countries with the lowest normative use of physical discipline show the strongest positive association between individual mothers’ use of physical discipline and their children’s behaviour problems. In all countries, high physical discipline was associated with more negative outcomes

30
Q

Outline the affect attitudes towards punishment has on usage

A

More positive attitudes toward physical punishment were associated with higher use of physical punishment. A brief intervention reduced positive attitudes to physical punishment and reduced the intention to use physical punishment

31
Q

What age of mothers is at greater risk of using harsh punishment

A

adolescent parents more likely than older mothers according to Lee and Guterman

32
Q

outline the research of Macguire-Jack, Gromoske, Berger on spanking and age

A

spanking at age 1 was associated with higher externalising problems and more spanking at age 3

spanking at age 3 was associated with higher externalising and internalising problems.

33
Q

Outline Baumrind’s typology

A

Authoritarian, authoritative, neglectful, permissive/indulgent

34
Q

Does authoritarian parenting lead to the same outcomes for all cultures

A

Authoritarian parenting practices do not lead to the same outcomes in African-American or Chinese-American families (i.e., leads to externalizing problems in European children only), Similar interactions convey quite different meaning

35
Q

Outline the findings of Chao’s research on Authoritarian parenting and culture

A
  • a greater proportion of first- and second-generation Chinese adolescents rated their parents as authoritarian compared with European-American adolescent
  • no significant difference across the three groups for relationship closeness
  • authoritative parenting was positively related to closeness for all three groups whereas authoritarian parenting was negatively related to closeness only among the European American
36
Q

Outline the findings of Chao’s research on Authoritarian parenting and school grades

A

European Americans from authoritative famils had higher school grades than those from authoritarian families. However, in Chinese adolescents, parenting style was unrelated to school grades

37
Q

Is there a difference in the length parents exert their influence

A

Asian American parents tend to exert their authority longer than European American parents.

38
Q

Outline Soenens et al’s research on the linkages among parenting, self-disclosure, and externalizing

A
  • Step 1: parenting relates to adolescent self-disclosure
  • Step 2: self-disclosure is positively related to parental knowledge
  • Step 3: parental knowledge negatively predicts substance use and delinquent behavior
39
Q

Outline the social domain theory categories

A
  • Prudential issues: adolescents’ health, safety, comfort, or harm to the self (e.g., smoking, drugs, and alcohol)
  • Moral and conventional issues: others’ welfare, fairness, or rights and arbitrary, contextually relative behavioural norms.
  • Personal Issues: control over one’s body, privacy, preferences and choices about appearance, activities, and friendship choices.
  • Multifaceted Issues: overlap the personal and either the conventional or prudential issues e.g., watching R-rated movies).
40
Q

Outline Smetana et al’s research associated with disclosure and nondisclosure to parents depending on the type of issue involved

A
  • Adolescents disclosed more about prudential and personal than multifaceted behaviours.
    • Nondisclosure reasons varied by domain:
      ○ Prudential behaviour: parental disapproval
      ○ Personal behaviour: behaviors were personal and not harmful
      ○ Multifaceted behaviour: a mixture of reasons
    • Anticipated parental disapproval was associated with partial disclosure and lying
    • Personal nondisclosure was associated with avoidance of discussing the behaviour.
    • Full disclosure was associated with better relationships with parents and less depression.
    • Lying was associated with more parental behavioural control over personal issues and poorer relationships with fathers.
41
Q

Outline Rote and Smetana’s research into RTK

A
  • RTK was greatest about risky prudential activities, least for personal activities for parents and romantic activities for teens, and higher for mothers’ ratings of girls’ than boys’ romantic behaviour.
  • Adolescents’ stronger RTK beliefs predicted lower concealment 6 months later and less increase in concealment over time.
  • Mothers’ stronger RTK beliefs predicted more concealment over time.
42
Q

How does culture affect disclosure

A
  • Chinese American adolescents disclosed less to mothers about personal and multifaceted activities than European Americans adolescents and less about personal feelings than other youth.
  • Disclosure regarding prudential behaviour was lower among Mexican American than among European American adolescents, primarily due to concerns with parental disapproval
43
Q

Outline Fatt, Mond, Bussye, Griffiths et al’s research on disclosure and mental health

A
  • Lack of disclosure has serious mental health implications
  • Reduces help seeking – mental health and eating disorders and body image problems
44
Q

Outline Kearney and Bussey’s research on pressured information management

A
  • Pressured secrecy was especially aversive for girls and was associated with depression and anxiety. It was only related to stress for boys.
  • Prevents adolescents from seeking help
  • Pressured disclosure was less detrimental and had a positive effect on girls’ anxiety over time.
  • Female adolescents who feel more pressure to disclose information to their mothers may reveal more about their activities and therefore receive more guidance OR this disclosure may build closeness with their mothers.
45
Q

Outline Kearney and Bussey’s research on spontaneous disclosure

A
  • High openness in communication and stronger disclosure self-efficacy beliefs were associated with more disclosure at follow up
  • Parental warmth was associated with greater disclosure but was not significant when the effects of openness in communication and disclosure self-efficacy were considered.
46
Q

Outline Smetana, Robinson, Bourne and Wainryb’s research on Adolescents’ narratives regarding disclosure, concealment, and lying

A
  • Greater psychological elaboration in narratives when teens disclosed than concealed or lied.
  • There was less factual elaboration when youth narrated about concealment than disclosure or lying, particularly among early adolescent males
  • Narrative coherence increased with age and was greater in females’ than males’ lying narratives.
47
Q

Outline Rote et al’s research on disclosure, concealment, positive relationships, and negative interactions with mothers

A
  • between families adolescent disclosure was transactionally associated with more positive and less negative relationships with mothers
  • however, within families - changes in relationship quality within a family were not linked with changes in disclosure
  • negative interactions and greater concealment were reciprocally related over time
48
Q

Outline Smetana, Robinson, Bourne and Wainryb’s research on helicopter parents and the four profiles

A
  • Autonomous (low HP, low felt overcontrol—71%)
  • Mother Overcontrol (high mother HP and felt overcontrol—11%),
  • Father Overcontrol (high father HP and felt overcontrol—6%),
  • HP Acceptors (high HP, low felt overcontrol—12%).

Internalizing problems and relationships with parents were worst among students in the overcontrolled profiles.

49
Q

Outline Rote et al’s research on helicopter parents and students

A
  • HP Acceptors were highest in parental warmth and intimate disclosure with parents but no better than overcontrolled students on internalizing symptoms.
  • Academic performance did not differ among profiles, but academic motivation was highest among the Mother Overcontrol group.
  • Emerging adults’ interpretations of HP as overcontrol have important implications for their relationships with parents but less so for their psychological adjustment.
50
Q

What are self-efficacy beliefs

A

domain-linked knowledge structures that vary across spheres of functioning rather than a global trait.

51
Q

outline the relationship between parental reactions on weight and gender

A
  • daughters report more maternal comments on weight/shape and more negative eating comments from mothers than sons
  • sons reported significantly more negative weight/shape comments from fathers than did daughters.
52
Q

Outline Dahill et al’s research on the influence of parental reactions on youths mental health

A
  • Sons reported significantly more negative weight/shape comments from fathers than did daughters.
  • Some negative comments increased significantly with age. These findings support a notable prevalence of reported parental weight/shape and eating comments directed at their offspring, particularly from mothers.
53
Q

Outline Kao and Caldwell’s research on family efficacy and culture

A
  • families engaged elements of one or more domains of family efficacy: relational, pragmatic, and value-laden
  • The main similarity among the three ethnic groups was parents’ efforts to utilize the aspects of family efficacy with which they were most familiar and comfortable
  • The differences, however, were rooted in both cultural, religious, and familial beliefs and parents’ prior experiences as children and as parents.
54
Q

What are the three propositions central to Harris’ thesis

A
  • parental behaviours have no effect on the psychological characteristisc that children will have as adults
  • peer groups are the primary environmental influence of psychological functioning
  • dyadic relationships are situation specific, producing only temporary changes in behaviour.
55
Q

What is the perceived collective efficacy

A

the sense of mission and purpose of a system, the strength of common to what it seeks to achieve, how well it’s members work together to produce results, and the group’s resiliency in the face of difficulties.

56
Q

outline the results of the efficacy scales and adolescents

A

the more confident adolescents are in their filial and collective family efficacy, the more likely they are to be satisfied with their family life, report open communication, comply with monitoring and avoid disagreements

57
Q

outline the results of the efficacy scales and parents

A

the more confident parents are in their parental and marital efficacy as well as their collective family efficacy, the more likely they are to be satisfied with their family life, report engaging in open communication with children, and effectively monitoring their activities, avoid disagreements

58
Q

How to enhance family self-efficacy

A

through enactment and role-play sessions, modelling desired behaviour, verbal persuasion and reduced physiological arousal

Child And Adolescent Psych (10 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions