BAUMRIND S CHILD REARING STYLES Made by Diana Baumrind and expanded by Maccoby and Martin FEATURES o Acceptance and involvement o Control o Autonomy granting rule setting and behavioral expectations discipline how much freedom given independence parental warmth caring supportive TYPES ACCEPTANCE INVOLVEMENT Authoritative High warm and attentive Authoritarian Low cold and Permissive rejecting Moderate warm but overindulgent CONTROL Moderate reasonable demands High coercive demands Low no demands Uninvolved Neglecting Low emotionally detached Low no demands AUTONOMY GRANTING Moderate allows developmentally appropriate autonomy Low makes decisions for child High lets child make all the decisions Moderate indifferent OUTCOMES Usually positive outcomes Bad emotional regulation Bad task persistence Spoiled impulsive and disobedience Poor school achievement Impulsive Early sexual activity TRANSITION TO PARENTHOOD Parents are also still developing Stages of childhood happen quickly WHY PEOPLE DON T HAVE CHILDREN o Decreased satisfaction in relationship less intimacy o 24 7 care for children especially newborns o Exhaustion o Traditionalizes gender roles o Adds 35 hours of work each week o Financial concerns WHY PEOPLE DO HAVE CHILDREN o Maternal oxytocin release bonding hormone o Paternal hormones raises estrogen prolactin and oxytocin lowers androgens and testosterone PARENTAL DEPRESSION o 80 of mothers experience postpartum depression 2 weeks after having baby o 4 of fathers also report postpartum depression o Significant effect of parental depression fewer positive behaviors and more negative behaviors uninvolved parenting style o No longer autonomous no longer pregnant so become sad FOSTERING ADJUSTMENT TO PARENTHOOD o Parent Specific Factors after building self efficacy normal variation in behavior recognizing signals helping with physical and emotional burdens education in infant care discussion of expectations during and o Social support o COUPLE Communication and conflict management Mutual support Affection and intimacy spouse is closest ally when parenting role as both parents and partner effective way to show need HISTORICAL AND THEORETICAL FOUNDATIONS how behavior and mental processes change across lifetime Developmental psychology o Historically only studied childhood but now known to be throughout life o How different domains fit together o How to move on from stage to stage o What is adaptive and maladaptive Developmental psychopathology abnormal and normal are interrelated mutually informative o Bridges gap between clinical child psychology and developmental psychology o Dynamic system bidirectional effects occur through lifespan causal processes o Multifaceted many processes at once Equifinality Homotypic continuity many paths lead to one outcome vs Multifinality one path leads to many different outcomes periods vs Heterotypic continuity phenotype looks different across developmental periods phenotype looks very similar across developmental DOMAINS OF DEVELOPMENT biological puberty o Physical o Socio emotional o Cognitive set of interrelated ideas statements principles and laws Theory thought processes social structures emotions sexual relationships o GOAL describe phenomenon of interest s norms precursors and covariation predict the phenomenon and influence facilitate healthy development o Parsimonious most simple and logical o Generates testable hypothesis KEY ISSUES OF DEVELOPMENTAL THEORIES o Continuous emergent novelty qualitatively different from stage before builds upon itself vs Discontinuous Stage Like can put boundaries o Development is either driven by external or internal theories differ on relative importance of early developmental experience Not nature vs nurture but nature nurture TIMING OF EXPERIENCE Critical periods Sensitive periods some biological experience must happen in certain time or the child will never learn typically not in human a time when a particular experience can be best incorporated into the maturational process can learn later but it is significantly harder the ability to adapt effectively to negative characteristics of the environment o Resilience Meeting basic expectations functioning PREDICTORS Warm parenting and social support Tempermental characteristics qualities admired by people resilient Strong community high IQ sociability optimism having non family adult support more Psychodynamic theory development conflicts between biological drive and environment resolution o Stage like in nature no going back a few stages o Represent normal and universal development o Biological reason for development o Psychosexual theory Freud sexual and aggressive energies are shifting conflict Id unconscious psychological needs ego connection to real world and superego social based moral principles First to connect child s development to parents mostly mother All people go through the same five stages but these stages all happen in childhood Parents must provide appropriate gratification to advance to next stage o Psychosocial theory Erikson thought of the social context rather than sexual focus Ego gains skills at each stage Lifespan theory people are constantly developing Eight stages all must be resolved for best development but whether or not you resolve the stage or not o Importance of early childhood and parent help o Problems vague no testable hypotheses reflection of state of psychology as a development is a result of learned association theories and therapies philosophical idea Learning theories based fully on environment nurture o Tabula rasa people are malleable o Continuous development o Classical conditioning o Operant conditioning punishment Pavlov Watson pairing of one stimulus with another Skinner changing behavior through reinforcement and Results in an INCREASE in the behavior Positive reinforcement candy for good behavior Negative reinforcement reduced chores for A Results in a DECREASE in the behavior Positive punishment spanking Negative punishment time out no attention ADDING REMOVING o Problems overly simplistic suggests the organism is acted upon doesn t take the individual into account Piaget s Cognitive Developmental Theory and adaptation to the environment development is the result of active exploration of o Child was driving force of development o Developmental outcomes were very dependent on experience o Stage like development 4 stages o Development physical maturation experience with the environment social experience