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Behaviour, Parenting Styles, Capability - Coggle Diagram
Behaviour
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Behaviour Change
The Science of Behaviour Change (SOBC) program uses a systematic approach to discovering the underlying mechanisms, i.e. “the how and the why,” behind successful behaviour change.
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Behavioural Pattern
Reflective (values and conscious reasoning) and Automatic processes (low conscious, habitual)
Reflective: Behaviour change when individuals are well informed, highly motivated, and have skills to perform. Success requires motivation accompanied by knowledge.
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Automatic: Habitual, less conscious. Intention will easily fail, thus bringing up the need to recognise situations and triggers.
The Behaviour Change Wheel: A new method for characterising and designing behaviour change inventions
Improving the design and implementation of evidence-based practice depends on successful behaviour change interventions. This requires an appropriate method for characterising interventions and linking them to an analysis of the targeted behaviour
"Capability, opportunity, and motivation interact to generate behaviour
- Comprehensive Coverage - the framework should apply to every intervention that has been or could be developed: failure to do this limits the scope of the system to offer options for intervention designers that may be effective
- Coherence - categories are all exemplars of the same type of specificity of entity
- Links to overarching model of behaviour
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Parental Influence
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Abuse of power
Child Abuse Billboard Contains 'Secret Message' Not Visible to Adults
Parental Behaviour Influences their children's development
“parents are the single greatest influence on children.” How and why is the role of parents paramount to child development?
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Emotional Influence
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General loss of control due to strong emotions?: Happy, sad, angry, grief, excitement.
Prior Experience
People who have behaved in a certain way at one point in time are likely to do so again. For example, a behavior is unlikely to be repeated if the consequences of performing it the first time were disastrous. Moreover, situational factors that did not exist when the behavior was first performed may prevent its recurrence. Still, all things being equal, people’s past actions are often a good predictor of their future behavior. WHY?
Past behavior and situational and motivational factors might independently influence both this decision and future ones.
Peer Influence
Peer Pressure. Can be positive and negative depending on the situation. I could help a child branch out and try something new that will be beneficial to them in the future. On the other hand, it can also have a negative impact on the kids involved. Being pressured into something you're not comfortable with by peers can be damaging on the relationship, the person being pressured and the long term effects of feeling like they have to complete an action or risk whatever results are threatened during the peer pressuring.
Parenting Styles
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Кармакар, Р. (2017). "The impact of perception of consistency and inconsistency in parenting style on pro-social motives of adolescents". Социальная психология и общество (2221-1527), 8 (2), p. 101.
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Yaffe, Yosi (23.08.2020). "Systematic review of the differences between mothers and fathers in parenting styles and practices". Current psychology (New Brunswick, N.J.) (1046-1310)
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The news correspondents obtained a quote from the research from Harvard University, "Parents were videotaped while teaching their children a name for a novel object. Parental utterances were transcribed verbatim and coded for cognitive and autonomy support. Children's utterances were coded for elicited and spontaneous contributions. Children's ability to recognize and process the novel word was assessed using the Looking-While-Listening task. Two parental cognitive support styles were identified via cluster analysis: 'Cognitive Scaffolders,' who combined a diversity of teaching moves, and 'Labelers,' who focused on labeling the novel object for the children. Similarly, two parental autonomy support styles were identified: 'Followers,' who focused on following the children's lead and providing positive feedback, and 'Non-followers,' who used diverse communicative ways to engage the children. Compared with parents who were Labelers, parents who were Cognitive Scaffolders were not more or less likely to be Followers. Children of Cognitive Scaffolders were better at recognizing the novel word, and children of Followers were more engaged (provided more elicited and spontaneous contributions) in the word-teaching task. Children's ability to recognize the novel word was not related to their engagement."
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