Notes until Exam 1

StudyBlue printing of Notes until Exam 1 html, body, div, span, applet, object, iframe, h1, h2, h3, h4, h5, h6, p, blockquote, pre, a, abbr, acronym, address, big, cite, code, del, dfn, em, font, img, ins, kbd, q, s, samp, small, strike, strong, sub, sup, tt, var, b, u, i, center, fieldset, form, label, legend, table, caption, tbody, tfoot, thead, tr, th, td { margin: 0; padding: 0; border: 0; outline: 0; font-size: 100%; background: transparent; } body { line-height: 1; } blockquote, q { quotes: none; } blockquote:before, blockquote:after, q:before, q:after { content: ''; content: none; } /* remember to define focus styles! */ :focus { outline: 0; } /* remember to highlight inserts somehow! */ ins { text-decoration: none; } del { text-decoration: line-through; } /* tables still need 'cellspacing="0"' in the markup */ table { border-collapse: collapse; border-spacing: 0; } /* end RESET */ .header { min-width:800px; } .logo { padding:6px 20px 2px 20px; margin:0; font-size:25px; font-weight:bold; color:#808285; position:relative; border-bottom: 1px solid #c5c5c5; } .logo-blue { color:#70adc4; } .logo-desc { font-weight:normal; font-size:19px; color:#cccccc; margin-top:50px; position:absolute; display: none; } .back-button { position:absolute; top:20px; right:20px; font-size:13px; line-height:25px; color:rgb(0,175,225); font-weight:normal; } .back-button a { color:rgb(0,175,225); } .instructions { padding:0; margin:0; width:100%; position:relative; color:rgb(100,100,100); } .step-holder { border-left:1px solid #ededed; margin-left:20px; } .steps { padding:15px 0; float:left; width:24%; border-right:1px solid #ededed; text-align:center; } .steps-01 { } .steps-02 { } .steps-03 { } .steps-04 { } .label { padding:5px 10px; } .print-button { } .print-button a { background-color:rgb(0,175,225); color:white; line-height: 19px; padding:9px 8px 5px 30px; font-size:14px; text-decoration:none; background-image: url(images/printer.png); background-repeat: no-repeat; background-position: 7px 50%; -moz-border-radius: 5px; -webkit-border-radius: 5px; } .print-button a:hover { background-color:black; } .theNote .content { width: 8.0in !important; margin: 5px auto; padding:20px; background-color:white; } .theNote .header { border-bottom: 1px dashed #C8C8C8; font-size: 17px; padding: 0 0 10px; line-height: 19px; color: #00ADE1; min-width:500px; } .theNote .body { font-size: 14px; line-height: 19px; padding: 10px 0; } .theNote{ padding:6px 0; clear:both; background-color: rgb(200,200,200); } .theNote h3{ color: rgb(100,100,100); } .theNote h1, .theNote h3{ background-color:white; padding:2px 20px; width:8.0in !important; margin: 0 auto; font-size: 15px; } .theNote h1{ padding-top: 10px; font-size: 15px; } .theNote h1:first-child{ font-size: 20px; } .theNote h3 { font-size: 14px; font-weight: normal; } #options { border: 3px double #ccc; padding: 5px 12px; margin: 10px 50px 10px 20px; float: left; } #info { border-top: 1px solid #ccc; padding-top: 5px; font-style: italic; } li { margin: 5px 10px 5px 25px; } ul li { list-style: disc; } ol li { list-style: decimal; } img { border: 0; } table { clear: both; width: 100%; border: 1px solid #c5c5c5; border-width: 1px 0; margin: 0; page-break-after: always; } table#page { page-break-after: auto; } td { text-align: center; font-size: 12px; border-bottom: 1px dashed #c5c5c5; height: 1.75in; width: 50%; padding-left: 15px; } .leftside { border-right: 1px solid #cccccc; padding: 0 15px 0 0; } .bottom td { border-bottom: none; } .clearfix { clear:both; line-height:1px; height:1px; } img { max-width:80%; max-height:150px; margin:20px; } @media print {.header { display: none; } .content .header{ display:inherit; } table { border: 1px dashed #bbb; border-width: 1px 0; } .theNote{ background-color:white; } } null 9/1/2010 Developmental/Contextualism Bio-Ecological Perspectives · What is a theory- why are theories important? - Theory: explanation for something we observe ex. Children understand objects have permanence · Life-Span Developmental Theory - Account for unique trajectory for a person’s life - Analyzes individual - How lives evolve the way they do · How to understand the trajectory of individual Development Over Time - Understand how to intervene - How and why people develop Ex. People need therapy à we need working understanding -Provide insights: how to prevent problems, promote development and intervene when there is a problem · Traditional debate revolves around contributions of nature vs. nurture-- “essentially meaningless and functionally useless” - Mutual influence: genetics and environment influence one another ex. Parents in birthing room à document how parents 1 st hour after baby’s birth (interactions) - Baby girl trajectory à pink!, “sweet”, “pretty girl” à objectification of women begins (evaluate women based on how they look à turn women into objects) - Baby boy trajectory: strong, grip - These are all central tendencies and there are exceptions -Environment can change how the child develops - Puberty: genetically determined - Debate à genetics AND environment mutually influence development!! · Developmental/ Contextual perspective on life-span development · Assumptions of D/C perspective 1. Potential for growth exists at all stages of life, ex. Growing out of being shy as you get older 2. Continuity (norm) and change- epigenetic principle - pre-determined vs. probalistic -developments at earlier stages may change as development -other factors might shift the trajectory - change can occur 3. Importance of context (environment) - embracing the view: politicalàculturesàschoolsàfamiliesà friends -complex environments 4. Context is grounded in time (history) - interacts with how old we are - Basic Model Overview 1. Individual Contributions 2. Environmental Contributions 3. Time - Individual Contributions - Genetics and the trajectory of development, shaping course of development: traits (genetics), characteristics, physical appearance - “Constructions of Reality” - meta-cognition - influenced how we think about our lives can change over time - our lives change for better or worse - ex. If a child is sexually abused, they are removed from situation and are evaluated psychologically, once they are 13 or 14 it will truly impact their lives, anxiety disorders, think negatively about themselves 9/3/2010 Environmental Contributions to the trajectory of Development - Bronfrenbrenner Ecological systems 1. Macro systems- cultural value orientations - Different cultures influence how we develop - Individualism vs. collectivism: difference - Responsibility for the individual is on the individual themselves or their family - The united states tolerates things like poverty 2. The Exo system refers to the predominant policies, practices within the major institutions of society (political, health care, educational, etc.) 3. The Micro system- relationship with significant others, radius (center is family) expands as you get older. 4. The Meso system- relationships among, in between various systems of influence. History · Analyze historical events by different areas of time (cohort) group of people born in the same or similar times. Growing up when something unique is going on. · Normality history graded à major event, world war, depression, 9/11, Obama · Socio- political event (things that occur in history-shifts in laws or policies) The Family as a Context Defining features of a family · A shared sense of history · Some degree of emotional bonding · Strategies for meeting the needs of family members What are examples of these needs? · Physical · Cognitive · Social · Right and wrong The structure of the family Composition=origin à multiple generations over time - Rules governing how tasks are - Managed=patterns and dynamics found - Task performing group- all activities are task driven What’s unique about today’s families? - More diverse than ever!!! - Limited understanding of how unique families are - Rituals that influence your identity - How members interact with one another is more important than who’s within the family What accounts for this diversity? - Divorce and remarriage rates - Out of wedlock birthrates (40%) - Co habilitation rates - Cultural acknowledgements of gay and lesbian relationships FAMILY SYSTEMS THEORY- patterns of interaction Why the system’s metaphor? Structural Properties of families 1. Wholeness 2. Organizational Complexity 3. Interdependence= what happens to one family member reverberates back to the other family members 4. Strategies, rules, customs=how the family devises strategies, customs and rules 5. Tasks *Defined by the relationships among all the members 2 Types of family system tasks àFirst ordered tasks à Second-order tasks First order tasks à Identity tasks - Sub-systems are unique (ex. Parents and siblings) and relate to other subsystems in unique ways Identity Tasks àBoundary Tasks àMaintenance Tasks à Managing the emotional climate The Constellation of Identity Tasks · Family Themes- being catholic, competitive, ‘perfect’, how resources are used · Resources and Themes 1. Time 2. Energy 3. Money Critical Personal Images · Comment of Family Myths (sometimes assign identities that aren’t true) · Ex. “You’re the smart one!” , “You’re the baby!”, “You’re the funny one” · Everyone agrees on these personal images · If your family puts an image on you that’s not yourself, you either rebel against it or them or go along with it · Most of those “cut offs” are a result of family myths. Bio-Social Tasks · Gender · Sexuality · Pay attention to what goes on inside the family · Themes · Critical family images · Boundaries are about regulating connections · External boundaries à family business is PRIVATE · Who can shape and influence you · Free flow of information, continuum · External boundaries are closed, don’t trust outsiders, don’t encourage family members to reach out · Could be boundaries that are too open · Tolerance level for autonomy · Concern is different that enmeshment Disengaged Boundaries · Not connected , not involved · “Im hungry”, “I don’t care” · you don’t matter! · Kids need to grow up knowing they matter otherwise it will rule their life Maintenance Tasks · Housekeeping - flexibility -under-organized -over-organized · Symbolic significance of money, housekeeping · Finances- bill paying · All families have maintenance tasks to get things done · Charts, checklists vs. disorganized · Content messages or meta messages (conveyed through how) Managing the emotional climate àNurturance · All behavior is communication · Messages and meta-messages · Framing · Connection · Control à attempt to nurture are misinterpreted by attempting to control someone à much conflict is stemmed from one message being interpreted as something else Conflict · Contained vs. uncontained · Triangulation · Cross-generational coalitions · Conflict reduces anxiety sometimes · Contained reduces conflict stay between the two people involved · Cross generational coalition- parents bringing children in someone else · Triangulation is bringing into the conflict, creates a split · Splits in a family are not a good thing · Tension generates Family Functioning Class Broad issues and concerns that must be addressed by all models/views on family functioning -People are nested within many systems à must address what we will take as evidence that the family has problems à must address why some individuals are impacted more than others OTHERS (functional for whom?) · must address how patterns of functioning are transmitted over time · must account in some way for different types and degrees of development impairment The Functioning Continuum · OPTIMAL…mid-range (most families fall in this category)…impaired · Bowen and intergenerational perspectives on family functioning- shaped the field, psychodynamic thinking. How the families processes either support anxiety levels or build up · Emotional legacy · Family system differentiation · Well differentiated · Sources of anxiety- mattering, trust and competence · Ineffective family produces the opposite · Differentiation à all families have a level of differentiated but it occurs on a continuum · Fuzzy headed term à tolerance for difference · Other families are more anxious about difference when they don’t tolerate differences it causes problems · Patterns and processes related to the tolerance · Poorly differentiated à differentiation continuum; reflected in how boundary, nurturance, conflict management and identity development processes are managed within the family · Present but not intrusive BOUNDARIES are structured where individuals are present with others but allow you to have your own thoughts and values, even if they don’t agree with you, they support you. -Boundary processes within well versus poorly differentiated -Well- differentiated= present but not intrusive - Poorly differentiated= extremes of enmeshment/fusion or disengagement à parents tend to be over-controlling which raises anxiety about your competence Challenge for parents à need to fight the temptation to solve problems for their children, need to be supportive and caring but not intrusive Nurturance customs within well versus poorly differentiated systems · Respond emphatically · Nurturance and empathic responsiveness à what are the keys to being empathically responsive? · We all react non-emphatically when we’re stressed CONFLICT MANAGEMENT PRECESSES IN WELL VERSUS POORLY DIFFERENTIATED · Desire and empathy is important · Parents with high stress levels have less ability to be empathetic · Parents sometimes get wrapped up in their world of anxiety · De-centering à parent needs to calm him or herself, let go of the anxiety and focus on the child. · A lot of parents who cant de-center cant respond emphatically · Telling people what to do does not help · Conflict when its managed well stays contained · When triangulation occurs, your still anxious even after its resolved · Conflict is a pathway to understanding and empathy · Cross-generational coalitions and triangulation Identity customs in well versus poorly differentiated systems à Parental anxiety and how identity issues are managed How does this legacy impact on subsequent generations? Multi-generational transmission process à Partner selection processes and unfulfilled needs- high functioning marries over functioning à Parenting processes- anxious and project more onto the kids What accounts for differences and why are some more impaired than others? · Parental projection process à overly protect child, overly reject child or vicariously live through the child · Most of us don’t break the cycle · People have to take control of their anxieties · Parents are less likely to be emphatic and more controlling · Family is different for every child even within the same family · When parents need to feel they matter through their kids success · Doing so to meet needs that weren’t met within their own family Let the Lifespan journey begin… Prenatal development 37-40 weeks for a fetus to mature à Comments about ages and stages (variability) à Comments about the bio-ecological framework and lifespan development · Premature birth, 80% of them live but some of them suffer cognitive or physical disabilities · Possibility of altering the genetic path · Individual factors · Contextual- ecological factors · Time à Comments about developmental tasks and developmental milestones · Within a period of time there are developmental tasks that need to be learned · Revisit the epigenetic principle · Serve as a foundation for learning something later in life. Prenatal individual and contextual factors shaping lifespan development *The genetic code of the individual and his or her trajectory of development à Revisit the concept of (mutual regulation)- you regulate the environment and the environment regulates you What is a gene? It is a portion of DNA that codes for one hereditary characteristic and occupies a specific place on a chromosome. Genotype- what is observable by others, manifestation? Phenotype- how you are observed -There are some things we have no control over - Control illustrates the fact that people react to us differently based on these traits Genetic factors that critically influence the trajectory of development à Sex (versus gender)- gender socially constructed expectations à Individual traits · Body type · Hair color · Eye color Gender tracks career, education and economic life, environments and genetics often influence one another. · Height - Attributions, physical appearance and life span development -Talking later, walking later, girls that mature early, boys that mature late à Birth Anomalies (3-5%) · Comment on miscarriages · All domains are influenced by the anomalies · Overwhelming number of babies with anomalies are miscarried à Temperament- born with emotional predispositions, behavioral and social · Activity level · Rhythmicity-biological functions (sleepy, hungry…) · Approach-withdrawal (sociability, shyness) genetic trait · Adaptability-doesn’t like change · Intensity of reaction-how intense our emotional reactions are · Thresholds of responsiveness *Temperament creates challenges for caretakers (Distractibility, attention span etc. ) Implications for parents and caregivers à Comment on the concept of goodness of fit (Lerner and Lerner) à Kaiser- permanent study- really speaks to the value of educating parents about temperament à Parents that had knowledge about temperament felt better about themselves and their children. Contextual/ ecological perspective on fetal development General discourse on infant mortality à U.S rate- 8/1,000 à U.S rank 17 th among all nations à Japans rate 4.4/1,000 (lowest in the world) à Racial Disparities · Caucasian rates- 6.6/1,000 · African Americans- 17.6/1,000 - Premature birth is mostly the cause of infant mortality - Infant mortality is when a baby dies within the first year of life -Reasons for African American and Hispanic IM rate is higher because they are disproportionally represented among the poor -IM is much higher with women living in poverty -Why does U.S rank 17? · Healthcare system, access to health care · Obesity and diabetes · Teen pregnancies - We tolerate poverty in ways other countries don’t à Age of Parents · Teen moms- 1 million babies born to teen moms each year, 95 % out of wedlock · Older mom- digression on infertility · What about dads? Age of father takes effect as well, sperm counts go down · Optimal age between 18 and 35 à Prenatal Supervision-responsible as a pregnant woman to supervise their baby (nutrition, vitamins, exercise) à Nutrition- adequate nutrition, weight gain · Delaying marriage and parenthood into a place where its less optimal to childbearing · Decline in fertility over time · Birth risks à 21, probability of having downs baby= 1 out of 1,000—35=1 in 100 and 40= 1 in 40 · 14% of mothers who had no prenatal care supervision · Minimal care doubles the risk · Women who don’t get prenatal supervision are among the poorest · You need to gain weight to support fetus but not excessively because the children stand higher rate of becoming obese and having diabetes à Teratogers- risked by determined by · Timing (concept of critical periods) · Amount (threshold effects) · Genetic vulnerability · Protective strategies taken -certain critical periods where an exposure to a toxen will effect the fetus (first few weeks, trimester) - don’t have the ability to determine exactly when -threshold effect because you can have a few drinks and the baby wont be effected -each fetus is different in their own level of vulnerability -very imprecise -don’t know exactly under what conditions -avoid these things completely- nicotine, alcohol, psycho-active drugs, babies become addicted as well Maternal Stress 1- mothers who are highly stressed during their pregnancies have complications of labor and delivery, more likely to have a long labor and complications during the pregnancy Why focus on prenatal prevention? à $1 save $6! In general the U.S has not made a commitment to prevention, we intervene when problems exist. We need to shift attention to prevention, economic reason, enormous endowment to Yale University and they found that if we save if we prevent. Ethically responsible as well. Infancy- Birth 2 Revisit concepts of Developmental Tasks, and developmental milestones Earlier developments provide foundation for later developments Tasks within the Physical Domain àPhysically primed to socially interact with the caretakers àwho are the infants at risk? The ones that don’t achieve developmental milestones · born physically prime to elicit responses from caregivers · infants that aren’t born physically normal are at risk, response to caregivers are critical to survivability · caregivers respond emotionally and physically to their babies · our biochemistry responds to the nurturing we do · babies that are physically different · talk in high pitch tones because they’re more responsive to it Tasks within the Emotional Domain àTheory of primary and secondary emotions · anxiety · joy à Emotions are key to communication between child and caretakers · babies are born to quickly develop these emotions · anxiety differenciates into a more complex emotion like anger · babies immediately have the ability to express anxiety and joy · understand the anxiety of the infant and reduce it as the caretaker · expressed physically and non-verbally · babies get more skilled very quickly at expressing what it is theyre feeling · key to communication is the caretakers understanding the emotions and responding Tasks within the cognitive Domain Introduction to Piaget’s Theory of Cognitive Development -explaining how we think à Genetic epistemology the developmental study of knowledge à Organismic Model · physical maturation · experiences that stimuli cognition -interact inside the organism to create cognitive development Biological Maturation and Experiences- à Cognitive adaptations -Corrections are not responsible for the adaptations -Cognitive understanding has gone through and adaptation Process of Adaptation Involves: àAssimilation fitting reality into a basic mental scheme à Disequilibrium- not sure that your way of understanding the world is correct à Accommodation, understanding more Stages of Cognitive development- each stage is characterized by the acquisition of distinct mental schemes 1. Sensory- motor adaptations (infant cognitive developments) Infancy: basic idea is sensory and motor experiences provide cognitive stimulation needed to acquire the mental schemes that serve as a foundation for all later schemes And what are these schemes or primary mental concepts? -Primitive causality- cause and effect, ego-centric (they’re the center of everything) - Object Permanence- understanding that objects exist even when not physically present, kicks in 6 months to 8 months Social Developments in Infancy Focus on infant attachment What is it? When an infant recognizes caretakers and prefers them, it happens 6-10 months How do we know it is occurring? à Stranger Anxiety- babies get anxious in the presence of strangers à Separation distress, anxious when you leave because they’re attached to you (security and comfort) à Social referencing- when infants get mobile and look back at their caretakers This distress will become less prominent if the attachment is strong or secure Types of Attachments (Bowlby, Ainsworth) à Continuum from secure to insecure à Distinguishing features of infants with secure attachments, they are distinguished -infants that are securely attached, they more quickly than infants that aren’t are able to calm themselves and go on - more comfortable being away, experiencing the world -tend to be more able to self-soothe -trust that their caretakers will be back -insecure attachments Distinguishing features of Infants with Insecure Attachments · Anxious- avoidant attachment- indifferent, the kid avoids you and is kind of angry · Anxious-resistant attachment- resisting separation, don’t want the person to leave them, extremely distressed, cant soothe themselves · Disorganized attachment- confused, manifests itself randomly, sometimes resistant, or clingy social functioning is disrupted by this Factors Influencing attachments à Parental sensitivity, parental bonding- disabilities planned parents bond with their children, sometimes parents have no bond time availability and quality, gender of baby and parent à Cultural factors à Parent factors, how parents were raised, developmental histories shape our parenthood, caregivers personal histories, how old the parents are, mental health, careers, expectations and whether they’re realistic or not, marital status. More stressed you are, the less responsive you are to the baby. Importance of Attachment à Working models of Social Relationships? -Issue here is how anxiety filters into how we structure and experience social relationships! - Similarities between babies and adult lives, parallel capable of trust Shaver and Hazan: Adult Attachment Styles à Preoccupied -exaggerated desire for closeness -dependence on others -highly concerned with being rejected à Dismissing -Independent (defensively) -Self-reliance -low in trust -distance themselves à Fearful -desires closeness -fear of being rejected -avoid intimacy · Preemptive distancing Hypothesize that this comes from developmental issues and early issues that affect the later development. Psychological/emotional development à personality, different dimensions orientations à feelings of emotional Contentment Big 5 Personality Traits: Ø Openness o Vivid imagination o Full of ideas o Contemplative Ø Conscientiousness o Like order o Always prepared o Follow a schedule Ø Extroversion o Comfortable around people o Talkative o Don’t mind being the center of attention Ø Agreeableness o Sympathetic o Take time for others Ø Neuroticism o Easily disturbed o Worry easily o Anticipate or expect the worst People’s Sense of well-being differs considerably àlife’s satisfaction à Contentment à Experiences of joy How do we account for these differences? Erickson’s Psycho-social Theory All Theories that focus on personality development and emotional development highlight the importance of anxiety, they simply differ in their views on the sources of anxiety. BASIC POINT- for Erikson, Psychological development is influenced by the anxiety that results in the unique interaction between inner biological needs and social expectations and demands and how this anxiety is managed. *Become less and less able to function Basic Concepts à Psychological stages- at critical points in life, we need to develop psychological resources (personality dispositions that impact on subsequent development à Psycho social crisis- the conflict between stage specific social expectations and demands and psychological needs à Central processes for resolving the crisis à Coping behavior- include ability to gain and process new information, ability to maintain control over one’s emotional state, ability to move freely within ones environment versus anxiety about self age 16:pressure about who you are and what your going to do with your life -Different Stages of life, any age have things that happen to them that create anxiety and can affect how you later live your life -Social expectations the DEMAND -Certain things need to be in place to help the person manage the crisis -acquire coping behaviors 1. Prime adaptive ego qualities- good coping behaviors, optimist 2. Core Pathologies- barriers develop, pessimist, interferes with our ability to cope. Disruptive to later development. -Psychological crisis needs to be managed depending on how you manage it, is your personality. The Psychosocial Crisis of Infancy Trust vs. Mistrust- Why the focus on trust? Fundamental source of anxiety: parents respond -Central Process- what needs to occur in order for the crisis to be successfully resolved? -Placing a demand on babies that they need to trust that their needs will be met à Mutuality with the caregivers- caretakers need to go out of their way to understand needs and to manage them · Coordination · Mismatch- no one is perfect · Communication repairs- trying something else if it doesn’t work Parents will keep experimenting until they’re able to meet the needs of the child. Coping Behaviors à Successful coping with the crisis leads to the development of Prime Adaptive Ego Qualities · Hope à Unsuccessful coping with the crisis leads to the development of Core Pathologies · Withdrawal (Pessimism) -Easily overwhelmed by anxieties Life-span trajectory Implications? à Epigenetic assumptions · Pre-determined? · Probabilistic? The transition to parenthood During the transition to parenthood · Complex transformations · People change lifestyles · Identities are transformed · New roles are assumed · Family system rules require adjustment Family System Transitions · When a change occurs-it reverberates family systems · Have to rework lifestyle, balance and connectiveness First and Second-order tasks · Identity issues · Customs, rules What do we mean by second-order tasks? · Adaptation of what was established needs to occur · First order tasks are being adjusted Key Concepts · Family System Stress · Not necessarily a bad thing · Inevitable part of family life because events change around you · Life needs to be reorganized · Horizontal stressors occur overtime that families experience · Variety of horizontal stressors o Normative events (birth of child) o Child going to school o Marriage o Birth of grandchildren · Vertical Stressors o Legacy of the family that results in various emotional connections, historical tensions or support present within the family o Business of the family throughout the generations that factors how the family acts now o Coping Resources § Patterns of how the tasks are managed (rules) o Adaptations or Coping § Morphostasis · Keeping the same rules in place · Change that involves no change in response to tension § Morphogenesis · When the customs themselves have transformed · Patterns are reorganized o Coping efficacy · How does this discussion of System stress and Adaptation Apply to the Transition to Parenthood? · Pregnancy and Parenthood can be thought of as examples of Horizontal Stressors, how these are managed is some function of the coping resources available within the family as these interact with the vertical Stressors present · Identity Tasks o Shifting family themes § Have to think of yourselves as a family § Child focused o Taking on the identity of “mom” and “dad” § Reorganize who you are § Embracing your transformation if you refer to yourself as a parent o External boundaries § Adjusting connections to family members · Need support from families § Reworking ties with friends · Harder for males to regain ties with friends · Women have easier times- rely on close friends § Seeking out information and support o Internal Boundaries § Reworking patterns of separateness and connectedness o Maintenance tasks § The “traditionalizing effect” of babies! § Should be shared between partners § If we could get away without doing work, then we would, but we usually can’t o Maintaining the Emotional Climate § Anxiety, stress, emotional support and empathic responsiveness § The relationship between expectations and complaints · Complaint- persons actions fail to meet your expectations · Have an obligation to communicate with them · Otherwise you are setting up to be disappointed with one another § Reworking the sexual relationship · Going to need to rework relationship · Going to become disappointed o Usually occurs this way § New Patterns of recreation and companionship · What you do is now different · Ordinary problems become difficulties if they are not managed well Taking on Parenting Roles What is a role? Prescription for behavior What is the relationship between the concepts of roles and identities? Roles exist in reciprocal pairs Dimensions of Parenting Roles/Parenting Strategies à Nurturance- responsiveness à Control- demandingness · When I operate in a role, I am assuming an identity that you se yourself that way I see you · Negotiating with other · Every time we enter into a new role they have to figure out how to act, they have to set up rules but also project a set of expectations on the baby · Knowledge and expectations of children · Relationship between roles and identities there are more important roles than others and those become our identities · Strategies for parenting- how parents are supposed to act · All parents have to figure out how they’re going to nurture their baby Determinats of Parenting Styles- Belsky à Cultural Context, cultural differences, traditions, babies in some cultures get more sleep than others à Cohort and historical era, people who are grouped together by when they were born à Developmental history of a parent- how you were parented influences how you parent. You are destined to parent children in REACTION to how you were parents à Characteristics of the child- temperament, maturation à Contextual sources of stress- job, community, things that get in the way of using good judgment and responsiveness à Contextual sources of support- there is no network of support, parents more demanding and less responsive Contrasting mothers and fathers across the transition to parenthood Quantitative Differences à No surprises here! à Is this changing? · Dads do a whole lot less with their kids than moms do. · Not as much time, mom makes up 90% of childcare · Moms do a lot of supervision and care like feeding, diapering · Dads provide stimulation and play, react with real excitement when the kid sees Daddy. Mediation Rule of father involvement, if the father has a good relationship with the mom he will be more involved with the kid. If the relationship is bad, he wont see the kid as much. · Maternal Gatekeeping o Why do moms gatekeep? o Influence father’s involvement o Don’t do it this way, do it this way o Men become less involved because the mom assumes the more confident role and if she’s more confident than she should just do it