Insecure/Resistant: clingy then resists comfort; very upset when mom leaves, then when she comes back and tries to comfort them they kind of squirm and resist it (10%)

Insecure/Avoidant: spends most time ignoring mom; tend to not get as upset when mom leaves the room and when she returns they often ignore her (15%)

Disorganized (newer classification): confused, fearful approach, freezing behaviour; sometimes the kids will look very confused, they may freeze when approaching their mom, they may seem fearful of her; sometimes they are more comforted by strangers and sometimes not; no clear pattern; tend to have the worse prognosis (15%)

• sensitivity most important (maternal)
• sensitivity = prompt attention to infants needs, consistent, appropriate and tender
• definitely seems to be more mom than child (most of the studies were done with the moms)
• difficult temperament makes it difficult but can be done
• intervention studies for difficult children or depressed moms
• genes may have interactive effect
  

Parental Attachment:

• measured with Adult Attachment Interview
• measures adult's perceptions of their own childhood
• asks questions about degree of comfort felt, if ever separated, if ever felt rejected
• divides individuals into autonomous, dismissing, preoccupied and unresolved
• weakness with these studies have been attrition so the degree of correlation may be wrong

• Autonomous: consistent; parents who are classified as having an autonomous early attachment relationship tend to be more consistent with answering questions; talk about good and bad things about their parents; realistic
  
  • matches on to having a secure attachment relationship as a child
• Dismissing: don't recall or dismiss as unimportant; don't want to talk about their relationships with their parents, they say they don’t recall certain events or dismiss them as unimportant; really in kind of denial about any effects that their parents caused them
  
  • seem to have an insecure-avoidant attachment as a child
• Preoccupied: still caught up in childhood experiences; still very upset from some experiences, dwell on them, still react to certain events
  
  • matched with insecure-resistant
• Unresolved: answers don't make sense; extreme bad and good; there are lot of answer that sound bad but then they try to put a spin on it to make it good
  
  • matched with disorganized

• very first step is differentiating self from others and the environment
• there is not an exact time (depends on the type of study)
• Rouge test --> put some makeup on face and put kid in front of mirror and by about 18 months instead of pointing to the child or looking at the child in the mirror they will wipe their own nose
• 20 months - know photos of themselves (but hard to pick from a picture of a bunch of kids); by 30 months they are good at this
• terrible 2's is really important in development as the child is picking their believes and desires from another child
• a narrative helps (child who discusses things that happen to them and parents who ask them questions)

• Preschool years --> physical attributes, abilities, social relationships
  
  • we can ask a child to tell us about themselves
  • they usually just stick to concrete things (features, what they like to eat, what they like to do)
  • they don't compare themselves to other kids and they tend to over estimate their abilities with other kids
• Elementary --> begin social comparison
  
  • begin to compare against other kids (ex. they are able to see what they are good at and what they are not good at)
  • top focusing on physical tangible things; focus on higher concepts (sports, if they are smart)

Adolescence:

• Early adolescence: may feel conflict at opposing attributes; they start to see that they act differently depending on the surroundings and time; start to think differently
• Grade 7: kids don't really think about having that many opposite attributes; things like being nice to friends and not to parents; low % of opposites that were in conflict; found relatively few reported being in conflict and found reporting of feeling mixed up or confused by conflicts --> all increased in grade 9 and then levelled off in grade 11
• Kids feel max conflict at these opposing attributes or opposing personality traits in grade 9 and as you get older they realize that everyone is different in different situations
• Piaget talked about adolescence egocentrism and the personal fable --> 2 attributes are particularly true in early adolescence (think everyone is thinking about them); but in some studies adolescence take a dip in their theory of mind abilities
• Adolescent Egocentrism: personal fable (idea that teens feel like no one has gone through what they have gone through; very dramatic)

• difficult to form ethnic identity with prejudice but also may protect against effects of prejudice
• having ethnic identity is very important for many groups of different ethnicities
• Ethnicity vs. race is a cultural vs. biological approach
• Ethnicity --> more of a cultural thing
• Race --> not a lot of biological differences between races
• may not want to form ethnicity if they don't like the prejudice against them
• having strong ethnic identity is important (knowing pros and cons is important but good to identify strongly)
• forming sense of ethnicity and belonging to a larger group is important
• little kids don't really know about the ethnic practices meaning but may take part in them; they just do what their family does and do not question it
• when get into school the kid learns more about culture and has a better understanding