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Ch 4 ECOLOGY OF PARENTING - Coggle Diagram

- - - - Types of Physical Abuse: kicking, shaking, choking, burning with cigarettes or hot water, freezing, or throwing child around
    - - Types of Sexual Abuse
        
        a person forces, tricks, or threatens a child to have sexual contact
        
        exposing child to sexual/reproductive parts of body
        
        asking child to look at pornography
        
        fondling of child's genitals
        
        intercourse
        
        rape
        
        incest
      - Phases of sexually abused children
        1.secrecy
        
        helplessness
        
        entrapment & accommodation
        
        delayed, conflicted & unconvincing disclosure
        
        retraction
    - - Types of Psychological/Emotional Abuse: rejection, isolation, terrorizing, ignoring, or corrupting
      - Occurs when Parents...are inconsistent in their talk, rules, or actions, have unrealistic expectation, belittle or blame child, don't take an interest in child's activities, or don't praise the child
  - - - self perpetuating and generational because parents may not know how to show love, care, support, guidance, and compassion because they were not given them
      - prone to character & behavior disorders, self-doubt, internal anger, difficulty regulating emotions, difficulty forming attachments, avoid intimacy, display more aggressive behaviors, & cognitive development is often impaired
    - - child behaviors linked to abuse: crying, hyperactivity, inability to give acceptable response, intellectual & developmental disabilities & if the child reminds the parent of themselves, their parents or their own failings
    - - isolations from community, lack of support, no friends or ability to get away
      - corporal punishment can lead to future undesirable consequences...teaching aggressive behavior as a resolution tactic for problem solving,
- - - - middle-class: emphasize self-direction
      - lower-class: emphasize conformity
- - - - use preventive socialization methods (instructions, setting standards)
        
        use corrective socialization methods (feedback or punishment)
        
        collaborate with child (via an apprenticeship relationship)
        
        let children figure out things on their own (learning by doing)
- - - - 2 - Relationships
        a) harmony is valued
        b) family needs are above individual needs
        c) children show obedience & loyalty to parents & care for elderly parents
        d) a cooperative social network extends from parents to extended family and then the community
      - 3 - Communication
        a) indirect communication
        b) nonverbal (body language, gestures, touch, facial expression, eye contact
      - 4 - displays of emotion
        a) display of emotions can either be inward &/or outwardly expressed
        b) inward emotions are feelings rarely shown publicly through change in personal distance, shunning, or deviations in performing routines
        c) outward emotions are expressed through facial expressions, should, body movement
      - 5 - discipline / guidance
        a) age is equated with knowledge
        b) children obey and imitate
        c) a sense of obligation to parents is fostered by dependency and physical closeness
        d) shame and guilt are used to appeal to the child's sense of duty
        e) child learns related socialized behaviors to avoid shame & save face
      - 6 - skills emphasis
        a) skills learned to get along in a group & become contributing adults (brotherhood, sharing, spirituality, & personal integrity)
        b) modesty & modesty are stressed
        c) children are expected to improve on their past performance
      - 1 - Authority Role
        a) hierarchy (age & status) defines social roles
        b) patriarchal family structures
        c) particularism is valued (rank gender, &/or situation)
    - - 2 - relationships
        a) relationships are compartmentalized
        b) believes that behaviors are governed by "Do unto others as you would have others do unto you"
      - 3 - communication
        a) can be direct & independent of context, or indirect and dependent on context
      - 4 - displays of emotion
        a) some groups of individuals (individualistic & collectivistic) openly express feelings to others; some close their feelings to others; & some are open with those people with whom they are intimate & closed with all others
        b) displays of emotion, open or closed, is likely adapted in order to best get along with others
      - 5 - discipline / guidance
        a) individuals believe in a rational order in the world where they are agents of action
        b) it is assumed that problems & solutions are the nature of reality
        c) discipline/guidance aims for prevention
      - 6 - skills emphasis
        a) at a very young age children are encouraged to make their own decisions
        b) it is believed that the self is only within the the individual & is definitely separate from others
        c) emphasis on individual achievement, self-expression, & personal choice
        d) competition between groups is believed to promote performance and "team spirit"; competition within the group is believed to promote creativity & productivity
      - 1 - authority role
        a) achievement is respected & admired
        b)universalism (rules are the same for all) is valued
- - - - parents give affection, provide encouragement & are sensitive to child's needs
    - - parents set rules for child & monitor their compliance
    - - parents make few demands on children & allow them much autonomy
    - - parents are neither responsive nor demanding
- - - - belief in a hierarchoal order of status or obedience to authority
    - - Parents and teachers are expected to agree w/ the country's leaders about what values & attitudes to instill in children (China)
    - - When interdependence is valued (high-context macro cultures) children are born & raised to serve the purposes of the family
    - - When independence is valued ( low-context macro culture) children are bought up to believe that their principal destiny is to serve themselves above family, God, & country.
- - - - Recommended: parents adjust their parenting style to their child's temperament with using rewards and discipline
- - - - competent
        
        get attention in socially acceptable ways
        
        use adults as resources
        
        get along well with others
        
        plan & carry out complicated tasks
        
        use & understand complex sentences
      - incompetent
        
        remain unnoticed or are disruptive
        
        need a lot of direction to complete a task
        
        have difficulty getting along with others
        
        lack ability to anticipate consequences
        
        have a simplistic vocabulary
    - - actions of Competent children
        
        safe environment at home
        
        provide interesting things to manipulate
        
        spend < 10% of time deliberately interacting with child but always "on call"
        
        available to share in discoveries, answer questions, or help child for a few minutes
        
        enjoy their children & tolerant of messes, accidents, and natural curiosity
        
        set limits on behavior while being firm & consistent in discipline
        
        disciplined according to age
      - actions of Incompetent children
        
        some spend little time with children; overwhelmed with daily struggles & homes are disorganized
        
        some spend a lot of time with their children; overprotective & pushed their children to learn
        
        some provided material needs (toys) but restricted children's instincts to explore with strict boundaries