Not as simple as nature vs. nurture
Japans migration to the us are now taller than their immigrant ancestors
Genetics
Environment
Dimensions of parenthood
Not a vise verse set up, but a more or less relationship
Included: quantitative and qualitative data collections
Good ex:
warmth: more (up), less (down)
Cold: more (up), less (down)
Poor ex:
Warm vs. cold
Phrase question properly
I hug my child…
often? 1
Sometimes? 2
Rarely? 3
Never? 4
Improper phase of question
I am…
Very warm with my child 1
Warm with my child 2
Somewhat warm with my child 3
Not warm with my child 4
Graphing properly
I hug my child (Indicator 1) Indicator 2 indicator 3 indicator 4
I I I I
I I I I
I Parental Warmth (unobserved variable) I
Result is then compared to dependent variable/outcome variable child external behavior
Behavior
Externalizing: examples include disruptive talking out loud
Internalizing: examples include excessive shyness, depression, and anxiety
Studies
Can find correlations and not pinpoint causation
Best studies (most expensive) cognitional study: long study
Typically traces (few normal examples)
Child out come: standard
Parents actions affect on child
Parent out come
Childs actions affect on parent
Sibling out come
Childs actions affect on siblings
Abusive parents:
Physical
Sexual
Verbal
Neglect:
Spiritual
Physical
Verbal
Typologies: results
Braumrinds styles:
Authorative: considered best
High connection with high understanding
Regulations: rules
Autonomy granting: use own mind to make personal choices
Ex: parent says watch good movies and avoid PG-13 movies but child makes choice that this particular PG-13 movie is not bad and child feels
Tarian
Permissive
Dimensions: Purpose
What goes into the parenting style
How we are going to design the style
Practices: the action
How to execute punishment/reward
The nature of children
Innately good
Completely take hands off child or you will curropt them
Innately evil (Calvin)
Harsh punishmetns
Blank slate (John lock)
About conditioning
Hands off child because you might love them to much
Parent’s influence
Absolutely no influence: Harris
Parenting and a good day care program have similar results: Scars
At the time Scars was CEO of kindercare
Bandura’s Cognitive social learning
Learning may be informed by anticipated reinforcement/obeservation learning
Learning is informed by anticipated costs and rewards
Observational learning
Deferred imitation
Parent-child interaction is reciprocal
Ethnology- modern evolutionary perspective
Behavioral genetics:
Types of family (Kinship) studies
Twin studies
Adoption studies
Humanist perspective
Children born innately good
Family systems theory
Complex system as a whole
Boundaries established in relationships
Adaptability
Family systems are capable of change/reorganization
Some more capable to change than others
Often times requires crisis
intertwined systems must change to influence one part
Cognitive development (Piaget)
Sociocultural (Vygotsky)
Zone of proximal development
Scaffolding
Private speech
Authoritative:
Connection; warmth
Regulation;
Autonomy
Goal of parenting is to teach the child to regulate themselves
Never be more invested in a goal than your child is
Never cut out play
Parenting Pyramid
levels
1 Correction
2 Teaching
3 Parent/child relationship
4 Husband/wife relationship
5 Personal well being
If you want to fix one of the levels of the pyramid then you must adjust the level below it
Dimensions of Parenting
Authoritative: responsiveness; give and take (warmth)
Child learn certain things that they do will create a response from parents
Parents reaction to certain things that the child does
Turn taking
Recognize child’s feelings
Demandingness; regulation
Parents rules: clear, communicated, consequences (logical), age appropriate, consistent
Autonomy granting: choices
The more mistakes a child can learn from while the stakes are low
Authoritarian
Permissive
Coercive parent: one size fits all
Boys with coercive mother and lace of connection with father are very aggressive
Non-abusive spanking: 1-2 slaps in limited situations
Hostile attribution biased; act aggressively
Proactive aggressing child
Reactive aggressing child: extreme abusive family back grounds
Parental control: invalidates child, makes fun of child
Four Horsemen of the Apocalypse
Criticism: gentle with one another, raised issues as if they were both sharing the problem
Defensiveness; master tell me more so I can fix; whine, present self as victim
Contempt: statement to partner from a higher point (correct grammar)
Stone walling: stops listening outwardly and is just going to wait out the argument
Repair interaction: every relation experiences conflict and alienation, but good relationships make a repair
Takes to make a repair
Receive
Give
Magic ratio
5 good things for 1 bad comment
Levels:
Complain: sentence could be sustained for something as simple as the weather
Criticism: you did statements; pushes blame to partner
Contempt: you are…
The importance of Parents
Responsibility: (best effort)
Gospel principles
Home basis of righteous life
Not be replaced
Family Proclamation
Reaffirm central of parents and children
Parenthood: first commandment to Adam and Eve
Sacred duty; held accountable
Nature perspective
Scarr
Controversy
Fathers and mothers
Teach different morals/values
Provide opportunities for development
System between parent and child is very complex (too complex to write all about)
Parenting is reflected in behavior out of home
Genetics/peers/parents matter?
Bias in Research
Theories
Freud- Psychosexual
Children’s personalities are shaped by the way their basic drives are managed
Erikson- Psychosocial
Overcoming crises during developmental stages
Basic trust vs. mistrust (birth-1)
Autonomy vs. Shame and Doubt (1-3)
Identity vs. Identity confusion (adolescence)
Watson- Behaviorism
Children entirely shaped by environment
Tabula Rasa (Blank Slate)
Parents are entirely responsible for outcome of child
The Father in Mary Popins has this attitude
Bandura- Cognitive Social Learning
Anticipated reinforcement/punishment
Observational learning
Imitation
Parent-Child interaction is reciprocal
Ethology: Modern Evolutionary Perspective
Adaptive to survive
Natural Selection
Behavioral Genetics
Kinship studies
Genetically similar
Family System
Family is a complex system that no member can be considered independently
Systemic problems
Mutual Influence: parent and child’s behavior is stimulus and reaction
Boundaries: too permeable dysfunction results, too ridged growth decreases
Piaget- cognitive development
Children are inherently curious/adapateable to environment
Cognitive Scheme: pattern of thought/action developed by interaction
Assimilation: new experiences fit into old schema
Accommodation: new schema for new experience
Disequilibrium: experiences don’t fit schema
Vygotsky- Sociocultural
Acquire ways of thinking from culture
Zone of proximal development: take child’s level of understanding to another area of study;
Scaffolding: helping child construct
Private speech: superior teaches while conversation
Perspectives
Humanist Perspective
Central humanistic trait is free choice
Optimal development is normal
Power within individual
Basic Human Nature: children of God are born innocent-neither innately good nor evil, but potential to chose either. By cultivating spiritual identity and gifts from premortal realm discover our created potential.
Nature/Nurture: development is an interaction between the two
Activity: ability to entirely mold self despite genetics/influences of the environment
Passivity: biological and environmental influences create the result
Continuity: the premortal realm and forever the same
Discontinuity: conversion moments or stages of active development
Universal: all people inherent development
Particularistic: culture, family, and individual create development
Parenting Styles
Parenting Styles
The socialization challenge: encourage social responsibility without discouraging independence/individuality
Parenting Styles: behaviors that describe parent-child interactions over a wide range of situations and that are presumed to create an interaction
Parenting Practices: strategies undertaken by parents to complete goals for child in a specific context/situation
Parenting Dimentions:
Warmth/Responsiveness: being attuned/supportive/acquienscent to special needs/demands
Demandingness/Control: disciplinary efforst/wililngess to confront child who disobeys
Four Parenting Styles
Control
High Low
W High Authoritative Permissive
A
M Low Authoritarian Uninvovled
T
H
Authoritative: children do well in all aspects of life
Induction: issue-oriented manner
Verbal give and take
Solicit child’s objections
Reflections
Exerts firm control for disobedience
Few restrictions
Love and Limits
Authoritarian: (Coercive) very demanding/directive not responsive children perform moderately well and avoid behavioral problems
Forceful measures (coercion) to curb self will
Keeps the child in subordinate role
Restricts child autonomy
Does not encourage verbal give-and-take
Permissive: (Indulgent) children more likely to have behavioral problems (impulsive) perform less well in school (lack of self-discipline) with less social skills/self-esteem
Responsive instead of demanding
Does not require mature behavior
Child has free restraint
Avoids confrontation for misbehavior
Uninvolved Parenting: child performs poorly in all domains
Positive Parenting
Rearing children in Love: sacred stewardship
Rearing children in Righteousness: invites rather than makes children adopt parent’s perspective
Control/compulsion inconsistent w/ God’s plan
Individualistic every child is unique at specific levels
Consistent
Find ways to teach child to regulate themselves: physically, mentally, emotionally
Discipline
Explaining rules/consequences in advance
Explaining sanctions to prevent reoccurrence (opportunity to teach)
Follow through consequences in calm manner
Consulting role to make decisions
Applies gospel
Alternatives to physical punishment
Reproving
Withdrawing privileges
Requiring restitution
Following through on logically promised consequences
Children need 8 to 10 positives for 1 negative
Friendly as well as focused on teaching
Follow punishment with outpouring of love
Appropriate humor
Changing activity
Express confidence in child
Surprise child with extra privileges
Communication
Organize family communitcation to make important decisions
Family councils
Share stories that motivate
Create understanding of “why”
Primary way to resolve sibling/parent differences
Reasons for misbehavior
1- Stage of growth issues: not aware of new expectations
2- Present environment is awry
3- Unfulfilled needs
4- Doesn’t know better
Parenting in context: parenting skills/social communication competence in childhood
Coercive Discipline: restraint and physical/verbal punishment
Physical (spanking)
Spare the rod, spoil the child
Shepherd’s rod
Rod= word of God
Non-abusive spanking: last resort, limited situations, may seem necessary; infrequently
Verbal
1- Children tune out noxious stimuli: acquired deafness
2- Teach child to handle conflict is to scream
Inappropriate Behavioral Control
1- Excessive (overly restrictive/authoritarian)
2- Inadequate (permissive)
Psychological control: control the potentially inhibits upon psychological development through manipulation/exploitation of parent-child bond (express disappointement/shame)
Constraining verbal expressions: interrupting, speaking for other, lecturing, ignoring comments
Invalidating Feelings: discounting, mind reading, sarcasm about emotions
Personal attack: using mistakes, blaming, patronizing
Guilt Induction: questioning one’s loyalty, playing the role of the martyr
Love with drawl: threatening to take away attention/love as consequence of action
Erratic Emotional Behavior: vacillating between caring and attacking expressions (hot and cold)
Psychological control predicts:
1- Internalizing problems: anxiety, depression, low self-esteem
2- Externalizing difficulties: impulsivity, aggressiveness, acting out
Parenting in Context: individual parent/child
10% of women experience chronic depression (mild to severe)
Children w/ depressed parents are 2-5 x more likely to develop behavior
Temperamental Profiles
Easy (40% of children)
Difficult (10% of children)
Slow-to-warm-up (15%of children)
The other (35%)
Stability and Goodness of Fit
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