W8: FAMILY AND PEER RELATIONSHIPS Flashcards
What is Baumrind’s Classification of Parenting Based On?
Behavioural Control
Either HIGH or LOW
Control = demandingness, extent on managing a child in terms of rules and consequences, extent of monitoring parent does, expecting child to conform to parents desires.
Responsiveness
Either HIGH or LOW
How sensitive parents are to their child’s requests, their child’s needs and interests, how responsive are they to their child generally? How affectionate and warm are parents to their childs?
Authoritative Parenting & Outcomes
High on behavioral control and high on responsiveness
Sets limits and enforces rules
Explain reasoning behind it
E.g: “We need to make sure that we brush our teeth for good teeth hygiene because we don’t want to get cavities”
Listen respectively to children’s requests
Allow choices within parent’s standards
E.g: “Do you want your milk in the blue cup or red cup?” “Do you want broccoli or carrots for dinner? → allows for some flexibility
Combination of behaviour control and responsiveness
Often act as role models → shows behaviours they want seen in children
OUTCOMES:
Higher adaptive skills
Higher social and academic competence
Fosters independence
Less antisocial behaviour
Authoritarian Parenting & Outcomes
Control over children
Value absolute obedience → low tolerance with things doesn’t comply with their rules
“Bad” behaviour is punished
Very low use of praise or affection
Little praise or affection given
More likely to say “Because I said so!” → doesn’t care to explain the rules
Children have more difficulty in social realm
OUTCOMES:
Lower self-control, impulsive
Higher externalizing problem (aggression, school misconduct, drug/alcohol use)
Permissive Parenting & Outcomes
Lacks discipline
Rules are rarely enforced
No consequence for not following rules
Few demands placed on children
Few responsibilities are asked, not asked to frequently participate in chores
Focuses on letting children be
Not necessarily neglectful
Say things like “Kids will be kids!”
OUTCOMES:
Lower social and academic competence
Less happy and self-confident
Less effective coping strategies
Higher rates of delinquency, aggression
Rejecting-Neglecting Parenting & Outcomes
Parent is disengaged; little involvement
Little guidance is provided
Parents more focused on own needs
Says things like “I have my own problems to worry about”
Associated with the worst outcome for children
Low control and low warmth
OUTCOMES:
Worst outcomes overall
Difficulties in relationships
More antisocial behaviour, substance use, risky sexual behavior
Coercive Cycle (Bidirectional Effects Between Parent and Child)
Child’s perception of parenting matters. Most important predicitor = relationship quality.
Coercive Cycle:
Coercive Parental Discipline: “clean your room or else”
Coercive Give-and-Take Between Parent and Child:
Parent threatens, punsihes
Child whines, screams, refuses
Parent escalates coercion
Conflict Resolution:
Parent gives in
Parents giving in reinforced: stops childs unruly behaviour or it is reinforced
Long-Term Consequences
Parents more likely to use coercive tactics
Children less likely to comply with parental demands
Parent more likely to give in in the future
“Out of control” child
Quality and Function of Friendships
Friendships differ from family relationships: similarity in age and power
Friendships provide developmental opportunities for:
- Companionship, figuring out likes and dislikes
- Social scaffolding, learning from one another
- Positive emotional experiences, emotional support
- Self-exploration, trying new ideas
Factors Predicting Friendship
- Homophily
“Birds of a feather flock together”: tendency to form relationships with similar others
People have a tendency to form relationships to people who are similar (e.g. ethnicity, substance use, academic achievement, gender)
Especially true in adolescence, when autonomy over choice of peer relationships → you actually choose who you want to be friends with rather than when you were little
- Social-Emotional Skills (e.g., conflict resolution, emotional communication)
Helps build high quality friendships - Role of Adults (patterns, teachers, coaches, etc.)
Socialization: instilling values, norms, skills, and cultural practices to develop friendships
Direct Instruction: e.g, how to play games, how to solve conflicts, socio-emotional learning
Indirect-Modelling: e.g, behaviors in relationships, warmth
Calls back to Bandura social observation theory
Provide and Control Social Opportunities: e.g. setting up playdates, setting up boundaries for peer relationships, seating charts
Changes in Friendship with Development
TODDLERHOOD
Toddlers have preference for other children, rather than “true friendships”
Early peer interactions centered on having fun, playing together
Social Stages of Play (Parten) – with age, play becomes more social:
Before ~12mo, less play with others (unoccupied, solitary, onlooker)
Parallel play (as of ~12mo): children play next to each other, but not together
Associative play (as of ~15-18mo): children interact with and explore toys together
When one kid stops playing with the toy, the other kid follows
Cooperative play (as of ~24mo: children develop rules or goals for their play
Play becomes more complex; rules, conflict, turn-taking, negotiation
Shared goal: “we can make this longer”
Way in which kids will start negotiating → play gets more and more actively social
Benefits of Play:
Language skills
Social skills (effective communication, conflict resolution, cooperation)
Identity formation (learn their likes and dislikes, strengths, interests)
EARYLY CHILDHOOD (3-7YO)
Concerned with entertainment and play
Communication serves to coordinate play and resolve conflicts
Emotional development in learning to manage emotional arousal
MIDDLE CHILDHOOD (8-12YO)
Still focused on shared activities
Concerned with inclusion, presentation of self to others
Concerned about finding your friend group
More of a self-conscious phase
Communication serves to coordinate activities, share enjoyment, gossip
Friend group is part of a larger social group
Emotional development in acquiring rules for displaying emotions, managing rejection
Not acceptable for you to get your way by screaming, what is appropriate now?
ADOLESENCE (13-18YO)
Friendship are more complex
Concerned with self-exploration, identity development, sexual development
Communication serves to value interests, self-disclosure, problem-solving
Friends are now a type of support
You’re able to do more complex things as you can understand people better
Benefits & Risks in Friendships
Benefits of Friendships:
Training ground for other relationships (e,g, romantic relationships)
Less loneliness
Buffer against for mental and physical health problems
Dark-side of Friendship?
Co-rumination → (talking about something over and over again) among friends: risk for depression/anxiety
When somebody overanalyzes a problem and and focuses on their thoughts and their feelings about it and their friends does the same
Deviancy Training: reinforcement of deviant behaviours in friend groups
Behaviours that are bad might be valued or encouraged in friend groups
Influence of Peers on Risk-Taking Behaviours in Adolescence
Risk taking increases during adolescence
E.g. driving while drunk, doing too much substances
Dual Systems Model: all this “risk taking” is due to mismatch in maturity of “emotional” → associated with rewards vs. “control” → not yet mature, continues to mature in your 20’s
It’s the mismatch, that you’re not able to control your rewards and emotions as your prefrontal cortex is not developed enough to regulate those impulses
Used to explain risk-taking behaviour which is enhanced in the presence of peers
Teenagers take more risks but only in the presence of friends
Bullying
What is Bullying?
Physical or Relational Aggression:
Physical = physically shoving, etc.
Relational = specifically trying to seclude people from relationships, excluding people, trying to harm someone else’s relationships, spreading rumors
Difference between PROVOCATION and bullying:
Peer provocation = one time thing, people get into fights
Bullying = repeated pattern of behavior with power dynamic, bully vs. victim, continuing to try and make victim feel bad
Who is at Risk of Being Victimized?
Girls are more likely to be bullied than boys.
Slight decrease in bullying across age.
Victims are more likely to be youth who are rejected by peers, feel depressed, or are aggressive.
Who are the Bullies?
13% of youth admit to being bullies in the past year
For power and status
May be influenced by harsh parenting, susceptibility to peer pressure, aggressive tendencies → their way of dealing with their own problems, low self-regulation → not knowing how to deal with their own emotions
