EPPP: temperament, personality, and identity

disposition

strong genetic link; important contributor to personality

9 basic core dimensions of temperament (easy; difficult; slow-to-warm); goodness of fit model

happy/content

easy to anger, reactive, easily distracted

shy, trouble interacting and responding

maladjustment in child is related to poor fit between temperament and parents behaviour; difficult children more prone to maladjustment; match parenting to child temperament

sexual impulses shift focus from oral to anal and genital areas; parent must provide children exactly what they need- not too much or too little or it will negatively impact personality development

focused on social influences; identity crisis; unsuccessful outcome of identity/role confusion = identity repudiation; successful of integrity vs. dispair = wisdom

oral; trust vs mistrust

anal; autonomy vs shame

phallic; initiative vs guilt

latency; industry vs inferiority

genital; identity vs identity confusion

intimacy vs isolation

generativity vs stagnation

ego integrity vs despair

parenting styles

4; based on responsivity and demandingness

acceptance and warmth

control

high in responsivity and demanding; clear rules with reasoning, praise and expectations

assertive, socially responsible, high self-esteem

low responsibility, high demanding; absolute standards, obedience, physical punishment, threats, deprivation, power assertive techniques

most detrimental for white middle class boys; irritable, aggressive, mistrusting, dependant, limited sense of responsibility, low self-esteem

non-directive; high in responsivity and low in demanding; warm, caring, but few demands and non punitive

immature, impulsive, easily frustrated, self-centered, low achievement and independance

low in responsivity and demanding; neglect kids or overly reject them; ; lack of supervision and inconsistent discipline

low self-esteem, poor self-control, impulsive, moody, aggressive, prone to drug use, antisocial behaviours (juvenile delinquency)

gender identity development

2-3 years, acquired boy/girl gender identity

after realize gender is stable over time

6-7 years, gender is consistant across situations

gender schema theory

gender role identity = social learning and cognitive development

sociocultural experiences

Adolescent identity development

diffusion; foreclosure; crisis and active exploration; achievement

Has not experienced an identity crisis nor committed to an identity

Committed to an identity; have adopted identity suggestions of a parent; peer influential person

Exploring alternate values, beliefs; identity moratorium

Crisis resolved and identity achieved

The primary relationship we develop with our caregiver serves as an internal working model for the rest of our relationships; infants and parents have built in behaviours that foster attachment and ensure the infants survival; 4 stages of attachment in first 2 years

Child cries when mom leaves and happy to see her on return; uses mom as base, explores but looks back/ turns to mom for reassurance; moms are responsive and emotionally sensitive

Albert Bandura; learn and imitate aggressive behaviours

Monkeys with wire or soft: importance of contact

Contact comfort is more important for development of attachment

Adults have high self-esteem, more curious, less dependant, positive social interactions

Strange situation study

Child does not cry when mom leaves and avoids her when she returns; when distressed just as easily comforted by strangers; moms are unresponsive or impatient or overstimulating

Child is anxious before mom even leaves and very upset when she does; child is ambivalent or may hit/ push her away when she returns; seeks then resists contact and difficult to comfort; not easily comforted by strangers or mom; moms are often moody, inconsistent in responses, sometimes indifferent

Child exhibits inconsistent behaviours when mom leaves and confused/afraid when she returns; children have been abused or severely neglected; increased risk of aggressiveness

If parenting improves or strong bonds are formed with individuals outside of family

The power of 6!

6 months; long term separation from primary caregiver prior to 6 months does not seem to have as many consequences as later

6 months; look to caregiver for cues to react, especially in ambiguous situations

6-8 months; responds with distress when separated from mom or other primary caregiver; peaks between 14-18 months and gradually declines in next 2-3 years

8-10 months; strong negative reactions to strangers and peaks at 18 months and declines over the next year

Coercive family interactions

Rejection and lack of warmth; permissiveness or indifference; reliance on power and assertive discipline

Kids imitate the behaviour and are reinforced for doing so = aggression escalating over time

Reinforce desirable behaviours; enforce rules consistently; use time out instead of physical punishment

Social-cognitive theory

Aggressive kids are more likely to believe it's easier to be aggressive than not; expect aggression with positive outcomes; reduce aversive treatment by others; follow with peer approval; misinterpret the behaviours of others (positive or ambiguous) as intentionally hostile

Teach children that aggression hurts victims and causes unhappiness (empathy); aggression is not the best way to solve problems

Premoral; heteronomous morality; autonomous morality

7 and under; little if any awareness or concern for rules

7-10; rules are absolute and unchangeable and violation of rules = punishment; when judging an act, judging by consequences

11+; recognize rules can be changed by mutual agreement/ consensus; when judging an act, judging on intention

Focuses on moral reasoning and based on assumption that: stages of moral development are universal; moral development is closely tied to cognitive development; no strict age ranges, however level 2 = mid childhood, level 3 = adolescence and early adulthood

Pre conventional; below 10 years

Punishment and obedience orientation

Instrumental hedonism orientation

Conventional morality (10-12)

Good girl/boy orientation

Authority/social order orientation

Post conventional (teen/young adult) if develops

Social contract/individual rights orientation

Universal ethical principles orientation

Provide reasoning in a situation where a man must choose to steal or not a medicine to save his wife's like

Critic of Kohler; argues that it is based on men only and that woman are more caring, compassionate, and responsible; ethics of care model

Attributes gender differences in moral reasoning to girls attached and identify with mom (connectedness and interdependence) and boys detach from mom and identify with dad (separateness and independence)

Effects of divorce are mediated by extent that kids are exposed to open conflict, more conflict = worse outcomes, age, and gender

Negative outcomes in intact families

preschool age reverting to immature behaviours and separation anxiety

elementary-aged kids; 10 years after divorce kids likely to have painful memories and worried about their own chance at a successful marriage

behavioural and academic problems

less obvious: depression, low self-esteem

girls in preschool/elementary school may not show negative consequences till adolescence = non-compliance and low self-esteem, early adulthood = anxiety of abandonment/betrayal

visit by itself does not predict outcomes, but if he has a predictive and authoritative parenting style and more visits = better academics and fewer behavioural problems among boys

step-parent kids have worse outcomes in terms of academic performance, social relationships and mental and physical health, however differences are small between step and bio parent homes

differences between ages and remarriage

when kids were 9 or older at time of remarriage

early adolescence; may exacerbate normal adjustment problems; girls more problems than boys

less engaged and more distant

highest for women who marry at a young age with a lower education and reside in low-income homes, with child before marriage and cohabitated before marriage

no difference in terms of gender ID, orientation, behaviour or psychological problems

self-fulfilling prophecy

ID bloomers- kids who showed unusual gains in IQ because of teachers subtle responses

boy poor performance = low effort; girl poor performance = low aptitude. boys ger more praise and criticism for neatness and inatention; girls for inadequate performance

higher self-esteem and attitude towards school, more likely to graduate and own homes/steady income