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Lecture 12a: Parenting (Role of culture (Ideal parent (European american…

- - - - Permissive
        
        Low structure
        
        Low intrusiveness
        
        High warmth
      - Authoritarian
        
        High structure
        
        High intrusiveness
        
        Low warmth
      - Authoritative
        
        High structure
        
        Low intrusiveness
        
        High warmth
      - Neglecting
        
        Low structure
        
        High/low intrusiveness
        
        Low warmth
  - - - Internalising symptoms
        
        Permissive=authoritative
      - Social skills
        
        Permissive> authoritative cos higher in warmth
      - Externalising symptoms(eg. drug use)
        
        Authoritarian=authoritative cos parents set high expectations, set clear boundaries and is high in structure
    - - Intrusiveness
        
        Interferes with sense of competence and worth
        
        Conveys rejection
        
        Undermines sense of autonomy
      - Low structure-->externalising symptoms eg. aggression, drug use, delinquency.
        High intrusiveness-->internalising symptoms eg. Depression anxiety
      - Structure
        
        Limits exposure to risky situations
        
        Generates parental knowledge
        
        Conveys valued standards & behaviour
        
        Requires self-control
- - - - US oriented towards independence
      - other countries oriented towards interdependence
      - in interdependent countries, children more willing to take on parents' demands
    - - In countries where intrusiveness common, children don't attach -ve meaning to frequent use & it's exerted more deliberately & calmly
      - Physical discipline (Lansford et al.)
        
        If it is not normal to get spanked but you get spanked by parents, children face highest adjustment difficulties (reflected in Thailand) compared to Kenya where it is normal to get spanked and have same adjustmnet difficulties under low or high physical discipline
        
        Mothers reported how often they used physical discipline & children 6-17yr old reported their anxiety and aggression
        
        Psychological intrusiveness
        
        Love withdrawal, authority assertion
        
        More common in east asian countries (chinese notion of Guan)
        
        Guilt induction, shaming
      - Intrusiveness in US & China (Wang,Pomerantz & Chen)
        
        In both US and China, higher intrusiveness causes a fall in emotional well-being
        
        American & Chinese children starting middle school reported parents' psychological intrusiveness & their own emotional well-being
        
        effects of physical discipline not universal, but psychological intrusiveness' effects are universal and independent of the cultural normativity of the practice
- - - - Show involvement and interest
      - Build self-esteem
      - Foster the idea that learning is fun
    - - America
        
        only 7 % of stories focused on misbehaviour
        
        stories used as entertainment and affirmation of the child to boost their self-esteem
      - Taiwan
        
        35% of their stories focused on children's misbehaviour
        
        stories serve as means of teaching moral & social standards, developing the child's respect for parents and elders
    - - high parental investment/sacrifice
      - high expectations
      - Stress on consequences of not getting good education
  - - - Children described as "very shy" "usually sad" "feelings get hurt easily" less likely to be popular
    - - shy child=mature, well behaved, understanding, inhibited and cautious behaviour encouraged
  - - - self needs to attend to and fit in with others
      - the self needs to maintain harmonious relationships w/ others
      - the self is de-emphasised
    - - the self is differentiated from the others where "everyone is special"
      - the self is asserted in a variety of ways eg. daily behaviours, choices
      - self is constantly attended to and their self-esteems are boosted
    - - In japan, choice is not a burden and students rarely ask qns
      - in America, too many choices, students ask many qns