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FMST 312
Parent Child Relationships
| Question | Answer |
|---|---|
| What is a relationship? | A series of interactions over time between 2 people who are known to each other |
| Principals for understanding P-C relationships | 1) Interactions are the building blocks for relationship formation. Interactions are not the actual relationship. (2) parents and children BOTH contribute to the Interaction (3)Past Interactions contribute to expectancies of present interactions |
| What Makes P-C Relationships Unique? | 1) Open field Relationships: Voluntary relationships(you can opt in or out) |
| 2)Closed-field relationships: Involuntary relationships which are constrained by: a)kinship, b) legal definition, c) environmental/societal pressures | |
| History of Research on Parenting: Why look at history? | Provides background info new devlopments -we can understand how old concepts manifest in current research |
| Philosophical Orientations in European Thought | -Questions about the "nature" of children |
| Inherently Depraved | child is inherently "bad"; stems from judeo-christian theology -carried in Freud's work (the id=depraved) -focused on instilling prosocial values thru discipline |
| Inherently Virtuous | Rousseau, child innately good. Bad behavior result of societal intervention -this view is obs. in attachment theory |
| Blank Slate - Tabula Rasa | Locke-1643. behaviorist/enviromentalist approach -> childs mind a blank slate, experience leaves a mark |
| History on research of P-C relationships | Research of children followed after animal research. work in 1700s disappeared then back in early 1800s |
| History on research of P-C relationships | Hall - tried to start research on child development. Woodworth started society on research of child development. Freud = theory of personality development |
| Behaviourism | Watson - "little albert study" freud and him concerned with parents control of children and teaching children -cautioned against too much love |
| Modern Era -began in 1930s | -obs work,UNIDIRECTIONAL work. post WW2 (60s) rise of social learning and attachment. Interest in power assertion, spanking. |
| Bell (1970) | Bidirectional work --> demonstrates childrens influence on parents and vice versa. SYNCHRONY = secure attachment. research over time. Ecological models emerge. |
| 1990's -> Present | -Challenges to unidirectional models. Culture and diversity become more salient -->more of the ecological model |
| Moving from unidirectional to bidirectional | -Parent-effect model predominant. Not much focus put on child. Assumes parent is consistent with actions and causes childs behavior |
| Unidirectional Models | Parent = Influence. Child = Product. |
| Bidirectional Models | also interested in "product" but incorportate processes. Looks at both parent and child. Both parent and child are active; have goals and strategies. |
| bad Mistakes in Parenting Research; -Parenting Styles | Parenting Styles: Baumrind 1967. Widely accepting/assessed accross cultures. Child outcomes are though to be predicted by parenting styles. Forgot to check the kids. Used correlation as causation |
| bad Mistakes in Parenting Research; Attachment | Attachement--> strange situation test. parental caregiving assumed. did not take child temprament into account. does not take into account how parent leaves the room |
| bad Mistakes in Parenting Research; Parental Monitoring | How is knowing what your kids are doing CONTROLLING behavior? Some kids withhold info, some disclose. |
Created by:
zeenat
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