PSYC 1103 1nd Edition Lecture 8 Outline of Last Lecture I. Theories of Social Development cont’dA. Evaluating Erikson’s TheoryII. Kohlberg’s Theory of moral DevelopmentA.Evaluating Kohlberg’s TheoryIII. TemperamentIV. AttachmentOutline of Current Lecture V. Attachment and ParentingA. Parent contributionB. Child contributionVI. Parenting stylesVII. IdentityVIII. Identity DevelopmentCurrent LectureAttachment and Parenting- Attachment and parenting: what contributes to secure or insecure attachment?o Parents contribution: Secure: responsive caregiver Insecure-avoidant: rejecting caregiver- Cold and aloof. Not attending to infant Insecure-resistant: inattentive/unpredictable caregiver- Parent is unreliable source of comfort- Unpredictable behavior from parento Childs contribution: Temperament hypothesis (Kagan)- Easy kids- secure- Difficult kids- insecure-resistant- Slow to warm up kids- insecure avoidanto Both matterThese notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute. Goodness of fit model- Match between infant and caregiver- Secure- good match- Parentingo Styles, 2 dimensions Warmth- acceptance, responsiveness Structure- demandingness, behavioral control Authoritative (democratic style)- Clear expectations- Firm and consistent discipline- Use reasoning- Encourage discussion/child input- Encourage age-appropriate independence with limits- Take into account their teens perspective- “Can I have a longer curfew?”- let’s talk about it Authoritarian (totalitarian style)- Rigid no negotiation- Controlling and punitive- Not take into account child’s perspective- Less autonomy granting- “Why can’t I have a longer curfew?”- Because I said so Permissive- Lenient- few limits set or enforced- Lowing and warm- Early autonomy- No consequences for child’s bad behavior Neglectful- May actively reject of simply neglect- Generally uninvolved- Little supervision, limits- Cold, indifferent (or even hostile)- Let the child do their own thing, don’t care - Outcomeso Authoritative- positive outcomes Social competence Self reliance Academic successo Other styles- negative outcomes Aggression Depression Delinquency Poor social competenceThese notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute. Lack of initiative, poor communication skills (authoritarian) Lack of respect for others (permissive) Poor self-control (permissive and neglectful)- Issueso Not all parents fit into one category Multiple categories represented in single householdo Parents can alter their style according to: Situation Characteristics of the child- Age- Behavioro Mutual influence- Parenting adolescentso Conflict Storm and stress?o Autonomy: making decision independently Central developmental task of adolescenceo Balance of autonomy and relatedness Avoiding “too much too soon” or “not enough soon enough” Give them autonomy but not too much at once- equilibriumSelf and Identity development- Autonomy helps us develop our identity- Development of self understandingo Self understanding: cognitive representation of the self I am me, I am my own persono Implications for Autobiographical memory Self-conscious emotionso Video: children look in the mirror at certain ages to see whether they recognize themselves in the mirror. At what age? 24 months What about embarrassment?- when you are self aware you undergo embarrassmento Changes from childhood to adolescence Increasing self-consciousness Notions of the self become more abstract (damon & hart)- Shift from surface characteristics- boy with blond hair blue eyes- inearly childhood to belief systems- I play soccer, personal philosophy in adolescence- my political values Distinguish between real and possible selvesThese notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute. Self differentiation (harter)- Adolescents more likely to note contextual differences- Recognize multiple, role-related selves- how I am as a student, how I am as a girl.o Take into account that weakness in one area are compensated by strengths in another- Identityo Who are you? The band the who- song who are youo What is identity? Who am I who will I become what is my place in this worldo Composed of many aspects Personal attributes Skills Career identity Political identity- Identity developmento Marcia’s four identity statuses Exploration and commitment- identity conception based around these two components Identity diffusion: no questioning of who they are; not committed to an identity- I don’t need to worry about things yet, take life as it comes Identity foreclosure: prematurely commit without thinking through- My dad was a cop so I am going to be a cop Identity moratorium: actively questioning and exploring; “finding yourself”- High levels of exploration: maybe I want to be a doctor but I also like to write Identity achievement: have carefully considered and made firm commitments- Ultimate stage one strives to move towardsThese notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a