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Ecology of Families & Parenting Feb. 14, 2022, FCC - Coggle Diagram
Ecology of Families & Parenting
Feb. 14, 2022, FCC
Ch. 3 Ecology of Family
3-5 Macrosystem Influences on Families and Children: Socioeconomic Status
Brain briefs The Scientific Basis for Love
3-5 a Social Class Differences
Upper Class
Middle Class
Lower Class
Underclass Children
3-5b Social Class Socialization Theories
Social Selection Theoretical Model of Socioeconomics
Social Causation Theoretical Model of Socioeconmics
Ascribed status
Social class, rank, or position, determined by family lineage, gender, birth order, or skin color
Achieved status
Social class, rank, or position determine by education, occupation, income, and/or place of residence
Rank or position within a society, based on social and economic factors
Effects
children's socialization experiences vary by socioeconomic class
Different socialization experiences result in different out comes
3-4 Families of Diverse Parents
3-4a Families of Unmarried Parents
3-4b Interethnic (Racial) and Interfaith (Religious) Families
4-3c Families of Same-Sex Parents
Dimensions of Diversity Family
3-3 Family Transitions: Structural/Functional Changes
3-3a Divorce
Divorce and the Law
" fault divorce"
determination of who was guilty and who was innocent. Child custody arrangements and financial settlements were intended to reward the innocent party and punish the guilty one.
"no-fault"
granted on the basis of "irreconcilable differences" or "marital breakdown." The financial consequence, in most states, is that the family's assets are divided equally between the spouses, often necessitating that the family home being sold
Divorce and the Family
The single parent is responsible for financial support, child care, and home maintenance.
Parenting is likely to diminish
The children may have to take increased responsibility for themselves
less time available to spend with the parent to receive love and security.
Divorce and Family Dynamics
Socioeconomics
Child rearing must continue; behavior must be monitored, values and morals imparted.
Authority Distribution
Power for decision making within the family must be allocated and responsibilities for tasks assigned.
Domestic Responsibility
must obtain enough money to provide for the support of its members.
physical well-being of the children must be provided for
residence must be maintained in a safe and healthy manner.
Emotional Support
Caring and involvement toward one another are necessary to provide for the emotional well-being of family members.
Effects of Divorce on Children
Effect on children depends on
Custody arrangements
Child's Marriage Role Models and Divorce Effects
Ideals are wishes for perfection; they are untempered by reality.
Age and gender
Preschool-age: views of the dependability and predictability of relationships were disrupted. some blamed themselves. heightened anxiety and aggression.
parents were less consistent in their discipline and less nurturant.
school-age: responded with sadness, fear, feelings of deprivation, and some anger difficulty focusing their attention on school-related tasks.
young children: were to be more dependent, aggressive, whiny, demanding, unaffectionate, and disobedient than children from married families. They feared abandonment, loss of love, and bodily harm.
boys; harder hit, trouble concentrating, do poorly on intelligence tests, and have difficulty with math. Also, they interact aggressively with their mothers, their teachers, and boys their own age engaged in more antisocial behavior
Girls tend to cry and whine to vent their sadness--and this gets them support
feminine gender-role development emerging at adolescence. difficult heterosexual relationships, precocious sexual activity, and confrontational exchanges with the mother
Emotional support
Relatives, teachers, friends, and community services are resources for support and can mediate the effects of the divorce on the child
3-3b Child Custody Arrangements
Single-Parent Custody
Single parents can experience economic, emotional, physical strain
Joint Custody
Kin Custody
Children raised by relatives other than parents, the most common being grandparents raising grandchildren
3-3c Stepfamilies
3-3d Families of Adopted Children
3-3e Dual-Earner Families
Maternal Employment and Child Well-Being
3-2 Family Systems: Basic Functions
3-2a Functional Family Changes
Assignment of Social Roles
children
Past
helping adults on the farm, in the business, and in the home.
contibuting through chores of wages
Present
with children under 18 are employed outside the home, occupying work roles similar to men.
children rarely work at all
an economic liability until 18
sheltered
clothed
fed
educated as well
most cannot be counted on to provide economic support when their parents reach old age.
Father
Past
authority in the family
making contacts for sales
transporting the goods
economically supporting his wife and children
working in industry
away from home much of the time.
Present
men are assuming more household and child-care responsibilities
active participants in the socialization of their children.
Mothers
Past
preparing food
making clothes
caring for children
managing the house
caring for animals
cultivating the garden
In the 19th and early 20th centuries in the United States, women were usually employed only as seamstresses, laundresses, maids, cooks, housekeepers, governesses, teachers, and nurses.
Present
than half of all mothers are employed outside the home, occupying work roles similar to men.
Authority Patterns
present
Egalitarian pattern authority
father and mother responsible for some tasks
past
Patriarchal and extended authority
father reasonable for economic survival of the family and socialization
20th century mothers gained status as family providers
fully recognized after the Civil Rights Act of 1964
Socialization/Education
use to be the responsibility of the family
the Industrial Revolution created the need for children to be educated and training
The public, or "common," school emerged in the middle of the 19th century under the leadership of Horace Mann.
Schools were expected to teach good work habits and basic reading, writing, and arithmetic skills, as well as form good character.
Today many states require that, in addition to these basics, schools teach such topics as sex education, substance abuse prevention, and anger management
Economic Support
past
families were once self-sufficient
almebers played a role
boys helped with crops
girls helped with house worik and child care
19th century families became less self-sufficient
industrial growth cause families to move to where the work was making them smaller
Nuclear family became more common
Present
most families require both parents contributing to the needs of the family
Reproduction
economics
waiting for financial stability
family size has decreased
technological changes
birth control
reproductive assistance
Nurturance/Emotional Support
has mostly remained the same except for changes in medical advancement
insurance plans
trained doctors
residential & hospice care
3-1 Family Systems: Basic Structures
Nuclear family
A family consisting of a husband, a wife, and their children
Extended family
Relatives of the nuclear family who are economically and emotionally dependent on each other
Family of orientation
The family into which one is born
Family of procreation
The family that develops when one marries and has children
Matriarchal family
A family in which the mother has formal authority and dominance
Patriarchal family
A family in which the father has formal authority and dominance
Egalitarian family
A family in which both sides of the extended family are regarded as equal
Ch. 4
DIMENSIONS OF DIVERSTIY: Religion
4-5 Chronosystem Influences on Parenting
4-5a Historical Trends
18th Centure
Tabula rasa
The idea that the mind is a blank slate before impressions are recorded on it by experience
20th Centure
Behaviorism
The theory that observed behavior provides the only valid data
4-6 Family Dynamics and Changes over Time
4-6a Children’s Characteristics
temperament
easy
difficult
slow-to-warm-up
Gender
Age and cognitive development
Presence of a disability
Family Characteristics
4-6b Family Characterisitics
Size
Configuration
Parents' life stage
Marital quality
Ability to cope with stress
Brain-Based Parenting
The goal of brain-based parenting is to teach parents how to keep the brain systems that are involved in "healthy parenting" active
Parents learn to interact with their child by being playful, accepting curious, and empathetic
4-8 Microsystem Influences on Parenting Style: Interactions Between Parent and Child
Attachment
When a parent responds appropriately, being sensitive and responsive to the baby's signals, the baby forms a secure attachment;
When the baby is alert and active, they stimulate. When the baby is fussy, they soothe. When the baby is tired, they put him to sleep
when a parent responds inappropriately, inconsistently, or not at all, the baby tends to form an insecure attachment
they may respond ineffectively or inappropriately
Strange Situation Expiment
Resistant attachment (insecure). The infant stays close to the mother, doesn't explore, becomes upset when the mother leaves, is wary of strangers, and resists physical contact with the mother when she returns.
Avoidant attachment (insecure). The infant shows little distress when the mother leaves, may ignore or avoid the stranger, and ignores the mother when she returns.
Secure attachment (secure). The infant actively explores the environment in the mother's presence, is upset when she leaves, and seeks contact when she returns. (The infant may accept the stranger's attention when the mother is present.)
Disorganized/disoriented attachment (insecure). The infant is very upset by the strange situation and appears confused about whether to approach or avoid the stranger; when the mother returns, the infant may seek contact and then withdraw (Main & Solomon, 1990).
Self-Regulation
Authoritative (democratic)
"Do it because..."
Characteristics
Controlling but flexible
Demanding but rational
Warm
Receptive to child's communication
Values discipline, self-reliance, and uniqueness
Children's Behavior
Self-reliant
Self-controlled, explorative
Content
Cooperative
Authoritarian (adult-centered) "Do it!"
Characteristics
Strict control (self-will curbed by punitive measures)
Evaluation of child's behavior and attitudes with absolute standard
Values obedience, respect for authority, and tradition
Children's Behavior
Distrustful
Discontent
Withdrawn
Fearful
Permissive
(child-centered) "Do you want to do it?"
Characteristics
Noncontrolling
Nondemanding
Acceptance of child's impulses
Consults with child on policies
Children's Behavior
Poor self-control
Poor self-reliance
Impulsive
Aggressive
Hardly explorative
Uninvolved (insensitive and indifferent) "Do what you want."
Characteristics
Noncontrolling
Nondemanding
Indifferent to child's point of view and activities
Children's Behavior
Deficits in attachment, cognition, emotional and social skills, and behavior
Poor self-control
Low self-esteem
Prosocial Behavior
Behavior that benefits other people, such as altruism, sharing, and cooperation
Development of competence
Behavior that is socially responsible, independent, friendly, cooperative, dominant, achievement-oriented, and purposeful
Competent Children
Get attention in socially acceptable ways
Need a lot of direction to
Get along well with others
Plan and carry out complicated tasks
Use and understand complex sentences
ncompetent Children
Remain unnoticed or are disruptive
Use adults as resources complete a task
Have difficulty getting along with others
Lack ability to anticipate consequences
Have a simplistic vocabulary
Achievement motivation
Parenting Styles
4-7 Parenting Styles
Permissive
Low Demanding/Control
High Acceptance/Responsiveness
Uninvolved
low Demandingness/Controle
low Acceptance/Responsiveness
Authoritative
High Demandingness/Control
High Acceptance/Responsiveness
Authoritarian
high Demandingness/Control
Low Acceptance/Responsiveness