CDFR 3002 1st Edition Lecture 3 Outline of Last Lecture I. Cultural Influences on Parenting Outline of Current Lecture II. What Do We Learn From Science? III. Parenting and the Brain IV. Addiction as an Attachment Disorder V. Temperament VI. Parenting Theories VII. How Much Stress is TOO Much? VIII. Parenting Styles IX. Where Do We Learn To Become Parents? Current Lecture- What Do We Learn From Science? o Nature Insensitive Parenting- More aggressive, non-compliant behavior- Poor state regulation- Attention problems- Higher levels of ADHD o Bur only with those who have the DRD4 7-repeat allele gene  Family Adversity - Dampens NR3C1 gene o Harder to manage stresso More vulnerable to stresso More likely to engage in destructive behavior o Nurture  Sensitive Parenting - Increased ability to regulate stress- Decrease in aggressive and non-compliant behaviors- Greatest for those whose mothers had largest increase in sensitivity  Positive Caregiver Behavior- Can offset negative effects of abuse and trauma - Parenting and the Brain o Mirror Neurons  We feel what we experience in others Lack of mirror neurons one factor in developmental disorders (autism) These 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.o Brains need time to rest Proper balance of early exposure AND time off important for optimal cortical development o High levels of stress Decreased immune system, memory problems, poor academic worko To engage in close relationships we need Well regulated physiological system that can dampen stress- Role of Oxytocin o Increased executive functioning Mothers who played games increased infant functioning  More sleep at night promotes increased functioning - Addiction as an Attachment Disorder o The kind of emotional attunement provided by secure attachment actually increased blood flow to the prefrontal areas of the child’s brain, resulting in growth of neural tissue in the emotional and attention centers of the braino Without the emotional resonance provided by attunement from an attachment figure, the child’s excitement and prefrontal arousal areas of the brain are dampened, and growth in regions of the brain that encourage inhibition are accelerated  Phillip J. Flores, Ph.D.- Temperament o Biologically-based differences in reactivity and self-regulation  Negative emotional reactivity - How do you react to a new experience? - React to experiences with fear, sadness, frustration, anger Activity - How introverted/extroverted are you?- Smiling, spontaneity, high level of activity  Self-regulation- How much control do you have?- Inhibit behavior, focus attention, low intensity behavior o Does not change dramatically over time Poorly controlled 3 year olds had most difficulties as young adultso Parenting behaviors change based on temperament  High reactive kids typically need firm boundaries not more nurturing - Parenting Theories – External o Attachment Theory (John Bowlby)  When parents are available and responsive children thrive When they are not unavailable and unpredictable, children become- Anxious- Avoidance- Disorganizedo Learning Theories (Albert Bandura)  Behavior changes based on positive or negative consequences from external forces Parents learn - Importance of modeling behavior- Children copy behavior- Children will seek out attention, whether positive or negative o Sociocultural Theory (Leo Vygotsky)  Children learn through social interactions that they then internalize Child’s range of abilities increases when guided by a partner - Zone of proximal development - Parenting Theories – Internal o Evolutionary Developmental (Charles Darwin) Natural Selection: abilities adapt to ensure survival  Parents understand - We have selected tendencies based on history - Ties to family are based on survival needso Constructivist (Jean Piaget) Child takes in information and develops schemes- New information is either assimilated or accommodated - Mama and daddy expands to include several adults o Psychosexual (Sigmund Freud)  Children have impulses that over time should be controlled- 5 psychosexual stages o Oral o Anal o Phallico Latencyo Genital - Parenting Theories – External and Internal o Lifespan Theory of Development (Erik Erickson)  Expanded Freud’s stages into 8 stages of life Each stage represents a crisis and is affiliated with a virtue- Environment supports or hinders the person’s growth o Bioecological (Urie Brofenbrenner)  Process-person-context-time framework for development - Microsystem: daily activities - Mesosystem: daily interactions- Exosystem: systems that influence but not through direct contact- Macrosystem: culturally shared beliefs of system o Family Systems Theory  Interdependent members who interact and mutually influence All aspects of our lives and relationships influence our behavior - How Much Stress is TOO Much? o Not enough No motivationo Goldilocks Principle Just enough stresso Too much  Lowers immune system  Can result in health problems - Parenting Styles o Permissive Parents as friends Very few limits o Authoritative  Equal balance between love and limits o Authoritarian  Very rigid boundaries Very little support - Where Do We Learn to Become Parents?o The strongest influence on how we raise our children is How we were raised by our parents- Strongly affectso How parents disciplineo The emotional tone of positivity vs. negativity o What values are reinforced o Where else do we learn?  Faith/Religion Professionals (Pediatricians/day care)  Extended Family, Friends, Parenting Communities  Parenting books, magazines, TV,