week 8 Flashcards
(53 cards)
1
Q
attachment
A
- emotional bond with a special person that endures across space and time
- usually in regards to infant/caregiver relations
- can also occur in adulthood
2
Q
caregiver-child attachment relationship
behaviourism
A
- infant/mother bond is a classically conditioned response as the mother provides nourishment to the child
- unconditioned and conditioned stimuli
3
Q
harry harlow
A
- rhesus monkeys raised without mothers displayed later problems even though their physical needs were met
- proposed attachment with caregiver develops due to sense of security
- security = base of operations
4
Q
harlow
wire and cloth mom experiment
A
- rhesus monkey value food or comfort more?
- two surrogate mothers: wire/wood uncovered, wire/wood covered in cloth
- varied which of the 2 “mothers” provided milk to infant
- measured time baby monkey spent with each surrogate
- behaviourism = mother with the food spending time, not true
- preference for cloth mother regardless of food
5
Q
harlow
open field tests
A
- when the mother wasn’t present the baby monkeys would not explore
- when the mother was present they would explore
6
Q
attachment theory (bowlby)
A
- children are biologically predisposed to develop attachments to caregivers to increase their chances of survival
- presence of trusted caregiver provides infant a sense of security that makes it possible for the child to explore the environment
- co-regulation, imprinting
- attachment figures either accessible and responsive or unavailable and unresponsive, expectation/self beliefs
7
Q
internal working model of attachment
A
- if you have your needs met you expect people will meet your needs and vice versa
- child’s mental representation, self, attachment figure/s, relationships in general
8
Q
mary ainsworth
attachment measurement
A
- observing children’s behaviour with caregivers
- interviewing caregivers about behaviour/quality of relationship
- strange situation/open field test, how much do they use caregivers, how do they react when caregiver leaves and comes back
9
Q
mary ainsworth
3 attachment categories
A
- secure
- insecure/avoidant
- insecure/resistant
- disorganized/disoriented, associated with maltreatment
10
Q
attachment style
secure
A
- parents used as a safe base
- upset at seperation
- seeking of parent at reunion/soothing
- shows parent is responsive to infant needs, frequent close contact with child
11
Q
attachment style
insecure avoidant
A
- readily separates from parents/avoids/ignores
- does not prefer the parent to the stranger
- parent insensitive to child’s signals, angry, irritable, impatient
12
Q
attachment style
insecure resistant
A
- does not separate to explore
- wary of the stranger
- very upset at separation
- not soothed by parents and resists parents attempts to soothe
- parent inconsistent/awkward treatment to infant distress, overwhelmed by caregiving
13
Q
attachment style
disorganized/disorientated
A
- goes to parent reluctantly
- may express fear around parent
- parent emotionally unavailable, confuses/frightens the child, harsh or abusive
14
Q
evaluating strange situation
A
- similarity in behaviour in the lab setting and at home
- standard measure of attachment
- requires substantial resources and lab setting
- societal change in out of home care, strange situation may not be strange
- other dimensions could be used in place of attachment security
15
Q
cultural variations in attachment style
A
- similar patterns to strange situation
- slight differences/more/less likely in some countries
16
Q
What makes up your sense of self?
A
the self involves a description of ones
- physical characteristics
- personality traits
- personal preferences
- social and familial relationships
- details of ethnicity, culture, national origin
3 main aspects of self
- self concept
- self esteem
- self identity
17
Q
self concept in infancy
A
8 months: self-concept becomes distinct, linked to attachment
12 months: joint attention to objects, parents point and infant looks
15 months: distinguish self and others by gender and age
18-20 months: self-recognition appears, rouge test
24 months: self recognition in photographs, exhibit embarrassment and shame
3 years: language used for memory storage and narrative construction of life story
18
Q
self concept measurement
rouge test
A
- red dot on infants face
- if they have an understanding of self they will touch their own face to remove the dot instead of interacting with the mirror
- by 18 months most infants pass
- not the same across cultures
- collectivist culture considered inappropriate to remove dot
19
Q
self concept measurement
body as an obstacle
A
- children standing on a mat connected to a cart
- asked to push the cart
- cannot push unless they understand their body weight is stopping the cart and move off the mat
20
Q
self concept in childhood
A
- becomes increasingly complex as they develop
self concept
- based on direct/indirect evaluations of others
- involves development of conscious emotions
social comparison
- process of comparing aspects of their own psychological, behavioural or physical functioning to evaluate oneself
- evident in elementary school children
21
Q
self concept in middle childhood
A
- refining by comparing
22
Q
self concept in adolescence
A
- egocentric tendencies
- personal fables
- preoccupation with imaginary audiences
- feeling conflicted about inconsistencies with feelings and actions
23
Q
self esteem
A
- feeling good about yourself, hope
- worthless, hopelessness, aggression, substance use, depression, social withdrawal
24
Q
sources of self esteem
physical attributes
A
- attractiveness, positive perceptions, better treatment by others
25
sources of self esteem
influence of approval and support
- parental support crucial
- peer acceptance increasingly affects self esteem over childhood
26
sources of self esteem
school and neighbourhood environments
- transitions linked to self esteem decline
- low income/violent environments
27
sources of self esteem
culture
- western: individual accomplishments and self promotion
- asian: contributing to the welfare of the larger group
28
sources of self esteem
age
- varies by developmental stage
29
sources of self esteem
gender
- boys higher across lifespan, specific domain differences (ethics, appearance, sports)
30
sources of self esteem
transgender/non-binary children
- self esteem impacted by amount of parental support, access to gender affirming care
31
too much praise?
- praise based on success, harmful
- decreases challenge seeking behaviour
- praise children for hard work, persistence and effort to improve
- acceptance even when they fail
32
identity
- description of the self, multiples
- externally imposed through membership in a group
- develops during adolescense
33
identity
erikson
- all adolescents experience identity crisis and means of separating from parents
- identity achievement, successful resolution
34
identity
marcia
- identity development related to where an adolescent falls based on identity exploration and commitment, most secure identity
35
marcia
identity achievement
commit/explore
- explored potential identities and committed to one
36
marcia
identity foreclosure
commit/ no explore
- individual has not explored potential identities
- chosen an identity based on the choices/values of others
37
marcia
identity diffusion
no commit/ no explore
- making progress toward exploring/committing to an identity
38
marcia
moratorium
no commit/ explore
- exploring various identities, no clear commitment to any
39
ethnic and racial identity
- ethnicity, race
- beliefs and attitudes about the groups they belong
40
development of racial and ethnic identities
preschool: no clear understanding that ethnicity and race are lasting features of the self
early school: knowledge of common characteristics, group related preference development, self identification
adolescence: more central, acculturation, bicultural identity, acceptance, discrimination
41
sexual identity and orientation
sexual identity: one's sense of self as a sexual being
sexual orientation: individuals romantic or erotic attractions to others, identification early on sense of being different
42
teen parents
- negative consequences for parents
- higher risk for negative outcomes, less education, less money
- cycle
43
socialization
- how children gain values, standards, skills, knowledge and behaviours that are considered appropriate for their current/future role in life
44
discipline
- strategies and behaviours parents use to teach children how to behave appropriately
45
internalization
- effective discipline that leads to a permanent change in a child's behaviour
- child learns and accepts desired behaviour, internalized
46
punishment
- negative stimulus that follows a behaviour, reduces likelihood that the behaviour will occur again
- spanking does not improve children's behaviour, hide instead of actual learning
47
dimensions of parenting style
- warmth and responsiveness
- parenting control and demandingness
48
children's influence on parenting
- bidirectionally
- individual behavioural differences
- differential susceptibility to quality of parenting
- child non compliance/ externalizing problems
49
sibling relationships
- sharing, reciprocity, rivalry, teaching social skills
50
childhood maltreatment
- action/inaction that results/ puts the child at risk of physical or emotional charm
- perpetrator most often parents
- neglect, physical abuse, sexual abuse, emotional abuse, polyvictimization
51
childhood maltreatment
risks
- parental lack of knowledge/resources
- parental drug and alcohol dependence
- social isolation
52
childhood maltreatment
consequences
- immediate pain
- attachment issues
53
childhood maltreatment
positive outcomes
more likely if
- resilience
- physical needs are met
- parents in a stable relationship
- access to medical care/social services
