CHD 4537 Parenting Exam 1 PDF

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Exam 1 Study Guide Announcement from canvas: To prepare for the exam, the first priority is to go over slides/audio/notes, as over 90% of the questions are from these. Also, go over material in the required reading (i.e., the article) focusing on the points I raised in the lecture notes/audio. Hope this will help your preparation for the exam. Go over: Lectures 2-6, Textbook chapters 1, 2, 4 & 6, & required reading Lecture 2: Introduction to Parenting (Ch. 1) The need for parenting education ● Problems in individual development might be connected → parenting ○ Influence kids: family (PARENTS), school, peers, community ● Parenting education is undervalued ○ No state/federal statute requires training to become parents ● Less effective ways to learn parenting ○ From TV or newspaper = mostly unrealistic/atypical ● More effective ways to learn parenting ○ Theory & research Characteristics of Parenthood ● Social construct ○ Parenthood: complex combo of diff & related behaviors. ○ Parenting occurs in diff social contexts = influence family functions/parenting behaviors & interactions w/ kids ● Parent-child relationship is a subsystem (part of larger family system) ○ Parent-child interaction influenced by other subsystems in family ■ Ex: parent-parent subsystem (marital hostility = parents act hostile → kids) ● Is a developmental role ○ Parenting infant v adolescent are very diff ○ (Galinsky & Erikson): young children = nurture & authority from parents is important; older kids = encourage independence & autonomy become more important. To be effective, behaviors of this role must adapt/evolve to meet changing needs of children. ● Parent-child influence is bidirectional ○ Parents influence children & vice versa. ○ 1990s Ambert among 1st to raise topic of “child  effect” (child influences → parent), but her study was qualitative (interviews) = not widely received

○ 2003 Kerr & Stattin claimed child effect as more important (parenting as reaction and not an action) = many researchers disagreed ○ 2007 Maccoby suggests bidirectional effects ○ 2007 Cui, Donnellan, Conger empirically demonstrate bidirectional influence between parents & adolescents History of Parenting: principal force driving redefinition of parenting: what kids need from adults to prepare them for their future ● Ancient Greece & Rome ○ 2 stages of life recognized: childhood & adulthood (distinct boundary: childhood ends 5-7 yrs old); adulthood considered higher value ○ Parenting purpose:prepare child for adulthood; learn skills more important than well-being ○ Plato: children should be separated from parent & have state assume responsibility for childrearing ○ Widespread infanticide, child sacrifices, slavery ● Middle Ages - Renaissance (400-1400) ○ 5-7 yrs old: assimilation → adulthood ○ Formal education minimal; education came from observing parents ○ Parents didn’t maintain close emotional ties to children because many died in infancy & childhood ○ Parenting not highest priority; more focus on producing food/clothing/shelter for survival ■ Ex: Italien parents sent kids → “wet nurses” for 2 yrs (women who already had their own kids) ○ Art = new sentimentality about children emerges ● Europe & Colonial America (1600-1800) ○ Kids = good source of cheap labor; obey authority (father) ○ Common parent belief: kids inherently evil = parents responsible for providing rigorous moral/religious training ○ Jean Jacques Rousseau (1712-1778): children inherently good, but corrupted by adults. Should allow them to be raised outside of adult influence, learning at their own pace (maturationism) ● Industrial Revolution (1800-1860) ○ Fathers w/ non-farm jobs being away from family more = mothers assume more responsibilities for child development = calvinism → environmentalism approach ○ Calvinism: advocate stern harsh physical punishment ○ Environmentalism: (John Locke 1632-1704): ■ Tabula rasa: children’s minds bank slate at birth

■ Personality, skills, intelligence all resulted from learning experiences/interactions w/ environment ○ Early developmentalism: advocate early education (nursery school/kindergarten); ■ Obedience valued but obtained in more humane ways ■ reward preferred over physical punishment = 1st  developmental attitude toward rearing children because  it recognizes child’s needs, parents’ roles in influencing their children, & ill effect of neglect/harsh punishment ● 20th Century Era ○ Parenting perspectives evolved from restrictive/authoritarian & stern (Watson) --> permissiveness (Freud & Spock) ○ More mothers work = fathers become more involved in parenting ○ ○ ○ ○

Increase divorce, single-parent families, remarriage, stepfamilies Decrease in nuclear family Diversity recognized: racial/ethnic/family structure differences Empirical studies emerge = scientific view of parenting

Configuring Parenthood Role ● An individual combines variety of factors → workable blueprint that will guide parenting behavior ● Parental Role Behaviors 1. Primary Parenting functions a. Structure: provide/teach/help kids develop b. Nurture: meet kids’ needs for love/warmth/support 2. Disciplinary approach application: how parenting function is practiced 3. Attitudes about Parenting: attitude influences behavior 4. Developmental time: parent-child synchrony 5. Influences of Family of origin (for parent): intergenerational transmission of behavior/behavioral continuity 6. Influences of Child(ren): bidirectional influences 7. Family ecological factors: ex: family structure 8. Cultural influences: ex: SES group No Silver Bullet (no one size fits all for families) ● All parents/children are different

Lecture 3: Theoretical Perspectives (incomplete) Family Systems Theory

● Wholeness - a family is greater than the sum of its units. ● Interdependence - what affects one person in the family affects the family as a whole. ● Patterns - behavioral interaction patterns that serve to regulate the behaviors of ● ● ● ● ●

members and allow members to anticipate each others’ behavior. Reciprocal Interaction - where one person's behavior elicits another person's behavior. Boundaries - establishes limits that distinguish family systems from all others and differentiate who is and is not a member of that system (open,closed). Entropy - chaos in system functioning that results from lack of input or info from outside the system Adaptation - changing, and that may require restructuring patterns to accommodate the changes. Homeostasis - stability in family process throughout time ● Morphogenesis - the tendency for a family system to respond to variables that caused change by experiencing growth,  change, innovation and  creativity and adapting its structure and patterns accordingly ● Morphostasis - a family system remaining stable across  time by attempting to retain its organization, structure, and patterns.

Systemic Family Development Theory ● Families experience change just as the individuals who compose them. ● Common developmental processes - All families experience stress at times - These stressors force families to adapt into a transition - Some transitions are difficult and families hit a snag point or general inflexibility in the need to make a change. When a snag point occurs = family crisis. ● Families are complex and multigenerational

Social Learning Theory ● Behaviorism - All behavior is learned, thus desirable outcomes in children can be obtained through consistent punishment and reinforcement. (John Watson & Skinner)) ● Social Learning theory - modeling/observing others is highly important. (Albert Bandura) ● The processes underlying observational  learning include: - Attention: the person must first pay  attention to the model - Retention: the observer must be able to remember  the  behavior that was observed - Motor Reproduction: ability to replicate behavior - Motivation: the learner must want to do the task

Family Ecology Theory (Brofenbrenner) ● Five distinct but related environments explain how families are influenced in their development, functioning, and interactions. ● A person or family system is at the center of a set of environments that nest together much like russian dolls. ● The environments: - Microsystem: family, peers, school, or neighborhood. - Mesosystem: encompass microsystem & involves relations w all systems.. - Ex: parents & teachers from micro interact in meso - Exosystem: encompasses mesosystem & larger community programs, employment setting for parents, etc - Child influenced by parents’ job & gov’t - Macrosystem: the culture in which the person lives - Chronosystem: encompasses all others and the historical time in which the person lives and all that takes place during this time period.

Psychosocial Development Theory Erikson ● Describes developmental and social tasks that are accomplished between birth and death in a series of related series. ● Each stage addresses a major psychosocial crisis ● An individual is assisted/hindered in mastering a crisis by an increasingly wider radius of significant others. Developmental Stage Theory

Attachment Theory ● By Ainsworth and Bolby ● Secure: 70%, less disruptive/aggressice ● Ambivalent: uncommon, 7-15%; independent ● Avoidant:...