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Parent-Child Interactions (bioanthropological perspective (naturalistic…
Parent-Child Interactions
typical interactions: reciprocity and emotional nurturance
joint attention/learning
joint attn is critical for social engagement and learning
social referencing
share and learn from parent
watch and learn from emotional cues
pointing
imperative point: need something, want for self
declarative point: interest in something, share interest with other
kids with ASD engage in less pointing
bootstraps development
language
ToM
social-emotional interpretations/responses
0-9 months: dyadic interactions between parent/child or object/child
9-12 months: triadic interactions: coordinated parent-child-object and more exploring environment
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attachment
foundation for all other relationships
infants tuned to caregiver from early age: e.g. still face paradigm
particular attachment styles to parent: e.g. stranger situation
basis for immediate survival of infant
abuse or neglect doesn't reward/teach babies to be responsive
etiology specific effects on parenting
historically believed it was a unidirectional relationship of parent-->kid
currently believe that child plays a role in eliciting reactions
interactions with DD
barnard model of interaction
caregiver characteristics: takes initiative
parents of DD may misinterpret--over or under--and compensate
family/sommunity resources/supports can affect quality of interaction: parent must decipher medical info, find specialized services, may have negative experiences/interactions
child characteristics: actively responds
infants with DD don't interact as actively, and do not signal as clearly
can affect quality of interaction: emotional responsiveness, m. tone, readibility of cues
teach behavioural synchrony, reciprocity, and turn taking to learn a healthy attachment
DD: increased structure and guidance can improve interaction but need to be careful not to remove joy from play
studying atypical interactions
studying relationships can teach us about alternative pathways to development
life looks different but is still good--not ONE correct way
studying relationships can show us which behaviours are necessary/sufficient in both kids and parents
which resources/supports are actually helpful?
mothers provide more directives and structure
less distress/consoling, and lower joint attn
different disorders present different challenges
visible differences seem to make it easier to accept
external behaviours are less socially acceptable
bioanthropological perspective
parental investment in offspring
more invested if child will further genetic lineage
less invested if not enough resources, or DD inhibits reproductive fitness
parental preparedness
prototype for healthy child and respond differently if child is not what we expect
cues that influence parental behaviour
baby cry is cmns signal
morphological features may be alienating
parental insightfulness
positive: consider child's motives for bhvr, emotionally complex view of the child, show openness to new info about child
lack of insight
one sided
disengaged
mixed
naturalistic fallacy
DD increases risk of abuse
just bc it happens doesn't mean its right or moral.
is an unconscious process, parent may still feel love for child
informs decisions about intervention/support
parent coaching intervention