1. Socialization: Family Chapter 15

2. The family is a social system – networks of reciprocal relationships that are constantly evolving The family is a social system – networks of reciprocal relationships that are constantly evolving –Direct effects –Indirect effects

3. Parent effects model Parent effects model Child effects model Child effects model Transactional model Transactional model

4. Parenting Styles Baumrind Baumrind –Dimensions of parenting: Acceptance/responsiveness Acceptance/responsiveness Demandingness/control Demandingness/control

5. Figure 15.2 Two major dimensions of parenting. When we cross the two dimensions, we come up with four parenting styles. BASED ON MACCOBY & MARTIN, 1983.

6. Child-rearing patternPreschool Outcomes Authoritative Cheerful, socially responsible, self-reliant, achievement oriented, cooperative Authoritarian Moody, unhappy, easily annoyed, unfriendly, aimless, not pleasant to be around Permissive Impulsive and aggressive, bossy, self-centered, lacked self-control, low in independence and achievement IndulgentNone in study…

7. Outcomes Child-rearing pattern ChildhoodAdolescence Authoritative High cognitive and social competencies High self-esteem, excellent social skills, strong moral/prosocial concern, high academic achievement Authoritarian Average cognitive and social competencies Average academic performance and social skills; more conforming than adolescents of permissive parents Permissive Low cognitive and social competencies Poor self-control and academic performance; more drug use than adolescents of authoritative or authoritarian parents

8. Child-Rearing Patterns and Adolescence Lamborn, Mounts, Steinberg, and Dornbusch (1991) Lamborn, Mounts, Steinberg, and Dornbusch (1991) –measures of psychosocial competence and psychological and behavioral dysfunction

9. A parent takes a child to a shoe store and the parent selects three pairs of shoes that are acceptable to the parent in price and type. The child is told, You may decide which you would like. This is what we can afford and I think these are suitable styles and quality. (Think about what impact this parenting style might have on the childs eventual ability to pick out shoes on his/her own.) A parent takes a child to a shoe store and the parent selects three pairs of shoes that are acceptable to the parent in price and type. The child is told, You may decide which you would like. This is what we can afford and I think these are suitable styles and quality. (Think about what impact this parenting style might have on the childs eventual ability to pick out shoes on his/her own.)

10. A parent takes a child to a shoe store and says, What do you like? The child selects a pair that costs more than the parent can afford or that is not a suitable type of shoe in the parents judgment. The parent says, No, I cant buy that pair. The child whines and fusses until the parent gives in. A parent takes a child to a shoe store and says, What do you like? The child selects a pair that costs more than the parent can afford or that is not a suitable type of shoe in the parents judgment. The parent says, No, I cant buy that pair. The child whines and fusses until the parent gives in.

11. A parent takes a child to a shoe store and tells the salesperson, Well try on those. The child is given no say and ends up with a pair of shoes that s/he hates. The child feels disrespected. (No one asked me what I wanted.) The child says nothing out of fear of parental love-withdrawal (parent pouts and gives child silent treatment) or fear of harsh reaction (parent says, You are just a spoiled brat; you dont appreciate anything I do for you! or parent slaps or spanks child for complaining). A parent takes a child to a shoe store and tells the salesperson, Well try on those. The child is given no say and ends up with a pair of shoes that s/he hates. The child feels disrespected. (No one asked me what I wanted.) The child says nothing out of fear of parental love-withdrawal (parent pouts and gives child silent treatment) or fear of harsh reaction (parent says, You are just a spoiled brat; you dont appreciate anything I do for you! or parent slaps or spanks child for complaining).

12. Appropriate behavior needs: Appropriate behavior needs: –Compliance –Internalization of standards

13. Effects of Prohibitions Carlsmith Carlsmith –Kindergarteners rank toys on attractiveness –E leaves, told not to play –Mild vs. severe threat –Temptation period –Preference for toys assessed

14. Effects of Prohibitions Are they using this time to reflect on their behavior and attribute it internally or externally? Are they using this time to reflect on their behavior and attribute it internally or externally? What if children are told that all other children had obeyed E? What if children are told that all other children had obeyed E? If given before the temptation period, what would you expect? If given before the temptation period, what would you expect? If given after the temptation period, what would you expect? If given after the temptation period, what would you expect?

15. Effects of Rewards magic markers and paper set up on a table in a preschool classroom magic markers and paper set up on a table in a preschool classroom children who drew with them during free time were later taken to another room and asked to draw again children who drew with them during free time were later taken to another room and asked to draw again 3 conditions: 3 conditions: –expected reward –unexpected reward –no reward 2 weeks later markers returned to table in classroom 2 weeks later markers returned to table in classroom

16. Minimum Sufficiency Principle its important to produce compliance its important to produce compliance failure to gain compliance reduces likelihood of future compliance failure to gain compliance reduces likelihood of future compliance must exert enough control to gain compliance must exert enough control to gain compliance control is subtle enough to not be perceived as sole reason for compliance control is subtle enough to not be perceived as sole reason for compliance

17. Behavioral vs. Psychological Control Behavioral control Behavioral control –regulating conduct through firm but reasonable discipline and monitoring activities Psychological control Psychological control –attempts to influence a child/adolescents behavior by psychological means –Separation anxious –Achievement oriented

18. Social Class Differences Low SES parents compared to middle SES parents Low SES parents compared to middle SES parents –stress obedience and respect for authority –more restrictive and authoritarian –more likely to use power-assertive discipline –less likely to show warmth and affection

19. Explanations for SES Differences More stress More stress Work-role requires deference to authority Work-role requires deference to authority

20. Sibling Relationships 80% of Americans grow up with at least one sibling 80% of Americans grow up with at least one sibling Drop on maternal involvement with older child with birth of baby Drop on maternal involvement with older child with birth of baby Older sibs become more domineering, aggressive, and also more likely to initiate helpful, playful, and other prosocial behaviors Older sibs become more domineering, aggressive, and also more likely to initiate helpful, playful, and other prosocial behaviors Younger sibs become more compliant Younger sibs become more compliant

21. Sibling Relationships Sibling Relationships During Middle Childhood and Adolescence Sibling Relationships During Middle Childhood and Adolescence –during middle childhood increase in conflict –continue to rely on each other for companionship, emotional support, and assistance with everyday tasks

22. Sibling Relationships Parents harmony matters Parents harmony matters Parental monitoring matters Parental monitoring matters Sibling relationships are better if parents respond warmly and sensitively to all children Sibling relationships are better if parents respond warmly and sensitively to all children

23. Sibling Relationships Siblings provide emotional support Siblings provide emotional support Siblings can be models and teachers Siblings can be models and teachers Children in one-child families well- adjusted and socially competent Children in one-child families well- adjusted and socially competent May even be more obedient and slightly more intellectually competent May even be more obedient and slightly more intellectually competent

24. Adoptive Families Sensitivity associated with secure attachment Sensitivity associated with secure attachment Can bring issues related to insecure attachments from previous homes… Can bring issues related to insecure attachments from previous homes… Unresolved curiosity about roots Unresolved curiosity about roots Transracial or transcultural adoption identities are healthy blends Transracial or transcultural adoption identities are healthy blends Move towards open adoptions Move towards open adoptions

25. Donor Insemination Families Infertile couples/single women Infertile couples/single women Concerns Concerns Golomboks 12-year longitudinal study Golomboks 12-year longitudinal study

26. Figure 15.4 Sexual orientation of adult children raised by lesbian mothers, gay fathers, and single-parent heterosexual mothers. (Notice that children with homosexual parents are just as likely to display a heterosexual orientation as children raised by heterosexuals. ADAPTED FROM BAILEY ET AL., 1995; GOLOMBOK & TASSER, 1996.

27. Family Conflict and Divorce 40-50% of marriages end in divorce 40-50% of marriages end in divorce More than half of children will spend time in a single-parent home More than half of children will spend time in a single-parent home Not a singular life event Not a singular life event –Often begins with marital conflict –Includes many life changes

28. Family Conflict and Divorce Period prior to divorce often includes a rise in family conflict Period prior to divorce often includes a rise in family conflict Regular exposure to marital discord contributes to adjustment problems, including anxiety, depression, and externalizing disorders Regular exposure to marital discord contributes to adjustment problems, including anxiety, depression, and externalizing disorders Direct and indirect effects Direct and indirect effects

29. Divorce Families often disrupted for a year or more after divorce Families often disrupted for a year or more after divorce Friends/financial situation may change Friends/financial situation may change Mothers may be overwhelmed with new responsibilities Mothers may be overwhelmed with new responsibilities

30. Divorce Period immediately following divorce associated with more negative outcomes Period immediately following divorce associated with more negative outcomes –high level of conflict during that time –adverse economic conditions –stresses resulting from mother having to start work or increase hours –compound effects of the father leaving and the mother being physically and emotionally less available to the child –child often temporarily loses both parents

31. Divorce Childrens initial reactions vary as a function of gender and age Childrens initial reactions vary as a function of gender and age –Preschool/early grade school –Preteen/early teens –Adolescents

32. Divorce Long Term Reactions to Divorce Long Term Reactions to Divorce Better for a child to be in a stable single- parent home than a conflict-ridden two- parent home Better for a child to be in a stable single- parent home than a conflict-ridden two- parent home Not all divorcing families experience all of the difficulties mentioned previously Not all divorcing families experience all of the difficulties mentioned previously

33. Divorce Longitudinal data from the large-scale longitudinal National Survey of Children: Longitudinal data from the large-scale longitudinal National Survey of Children: –poor relationships with their fathers and mothers –dropping out of high school –repeating a grade –being in the lower half of class –receiving psychological help