Chapter 2

A child coming up with plans to get a snack that are increasingly complex

Directive beliefs

Internal, emotional boundary

Not telling a family member when you are upset with them but instead seek to avoid them

Selective responsibility

a child's interest in, and exploration of certain aspects of the physical and social environment, in preference to other aspects

outer presentation (Erikson)

a person's understanding that others observe this selfsameness and continuity, sharing of character with others

THEORETICAL FRAMEWORKS

a set of interrelated principles designed to explain a particular phenomenon

Wholeness

a system must be understood in its entirety: "a whole is greater than the sum of its parts" each family system has its own unique character that is something more than just the sum of each member's personality. Think about families you know, there are the fun families, the crazy families, the weird families, the athletic families, and so on. A system must be understood in its entirety otherwise it does not make sense. This is because all aspects of systems are interconnected.

Subsystem

a system within a system. ex. sibling system within family system

Cycles (FST)

actions dependent on actions and reactions in an endless rotation or sequence

Adaptive self-regulation

adjustments made by an operating system in which feedback mechanisms identify and respond to environmental changes in order to maintain and enhance the functioning of the system the heating/cooling system analogy—I am sitting here in my office and it is getting hotter. I have my thermostat set at 68. The temperature in the room rises to 72 (as measured by the thermometer) so what happens? Well the thermometer hits 72, because the thermostat is set to 68, it then turns on the air conditioner to cool the room down. Once the room reaches 68 degrees as measured on the thermometer, the thermostat sends another message to turn the AC off. Because a system is a pattern of interaction, when change one part of the system other parts change too.

multidisciplinary (development science)

from multiple fields including, but not limited to, Human Development and Family Science, Psychology, Sociology, Anthropology, Neuroscience, Psychiatry, Biology, Child Development, and so on

Sunday dinners featuring food from a grandparent's homeland.

identity

Core pathologies

restrict behavior and complicate future development

Directional beliefs

the directive belief system of the self to the environment children have the inclination as they grow to conceptually organize their experiences and figure out plans and means to carry out such plans that increase in complexity and detail

"Unreal" behavioral influences

the influence of "unreal" aspects of a child's environment on their behavior (including the child's imagination, fantasy play, and idiosyncratic interpretations). For instance, think of a child who believes there is a monster under the bed or in a closet. Of course, there is not a monster really there, but what is influencing the child (and is an important influence to recognize and not dismiss) is their perception there is. Children have very active imaginations and rich fantasy play—so important to remember and not discount how influential this can be on their actual behavior and activities.

Mesosystem (BET)

the linkages and processes taking place between two or more settings containing the developing person (ex. relations among home, school, and neighborhood peer group // family, work, social life) - parent-teacher conference

Exosystem (BET)

the linkages and processes taking place between two or more settings, at least one of which does not contain the developing person, but in which events occur that indirectly influence processes within the immediate setting in which the developing person lives how children are influenced by settings in which they are not physically present (ex. how a parent's work experiences can affect the child)

Organizational complexity (FST)

the organizational structure whereby family systems are comprised of various smaller units or subsystems that together comprise the larger family system

Exchange (MT)

the process of transferring or trading one resource for another

Chronosystem

the temporal dimension and reminds us that individuals and the systems in which they are embedded can and do change over time the historical contexts that affect the settings at any of the levels the patterning of transitions and events over the life span as well as socio-historical conditions (ex. transition of divorce, opportunities for women to pursue a career even when a mother increased during the last three decades)

Structuring proclivity

the tendency for children to reorganize their environment—extent to which children are inclined to pursue increasingly complex activities to restructure their environment in more elaborate ways

co-construction of biology, culture, and individual factors all working together (development)

interaction between genes and environment

Time factors - historical events

- (1) Normative sociocultural graded influences—shifts in cultural values orientation and changes in the prevailing practices of the society (1960s the Civil Rights Act or 1970s the Women's Movement) - (2) Normative history-graded events which include historical events (the Depression, wars, 9/11, mad cow disease) Both of these shape and influence development. For instance, consider how 9/11 may have influenced the social/emotional development of children living in the Northeast.

healthy personality (Erikson)

- Actively masters the environment - Shows a certain unity of personality - Is able to perceive the world and self correctly

Structure (FST)

- composition = the family's membership or the persons in the family - organization = the unique set of rules governing the patterns of interaction found within extended family systems

Boundaries

- concept used to delineate one system or subsystem from others or the environment - occurs where two or more systems or subsystems interface, interact, or come together- the walls, borders, or limits of a system

Internal boundaries

- concern how internal distances between individuals and subsystems are regulated within a family system disengaged = concept used to describe family systems' boundaries characterized by a high tolerance for individuality, lack of involvement due to rigid boundaries separating family members enmeshed = concept used to describe systems' boundaries characterized by a low tolerance for individuality, enmeshed internal boundaries members are over-involved with each other

Physical boundaries

- doors, yards, rooms, walls, fences - can also be subtle physical boundaries in family systems such as assigned places or people's preferences for places

External boundaries

- exist between the family and the environment or other systems

Network of significant relationships

- influential others who help to shape and affect development - expands as one grows older, grows smaller towards the end of life

Personal stimulus characteristics

- invite or discourage responses - selective responsivity - structuring proclivity - directive beliefs

Maintenance Tasks (FST)

- involve the provision of shelter, housing, food, clothing, and education for family members - must devise strategies to meet these needs

Families Must (MT)

- nurture and support individuals - build family cohesion - manage conflict and tension

Types of boundaries (FST)

- physical - emotional/psychological - external - internal

Assumptions of Bioecological Perspective

- potential for growth always exists. Developmental potential exists at all stages of life. - development is characterized by continuity and change. Growth and development over time is affected by previous development - development is tied to context/environment. Each of us grows up in a unique ecological niche. Examples include different experiences in the same family. - context itself is bound in time. Different historical times. Cohorts—share common experiences and events. History/events in history shape individuals and their development and experiences.

Allocation (MT)

- process of assigning resources to various places, situations, or processes in order to attain goals - process of carefully dividing up what one has among alternative goals whereas other times this might be done more haphazardly or without much thought

Family themes come from (IT)

- purposeful choice - passed down from generations as part of family's legacy - ethnic origins - religious beliefs - emotional issues from family of origin/other relationships - societal influences (media, consumerism, education)

Permeability (external)

- the degree to which boundaries are open or closed - a continuum open = have no clear distinctions between the family system and other systems closed = little to no exposure to others and/or few opportunities to interact with those that are not family members, "the outside"

Perceptions (have to consider)

- the interpreted/experienced environment dominates the real environment in guiding behavior - must learn meaning of objective facets of the environment to individual - determine how the immediate settings (people, objects, events) shape a child's motivations for behavior influence of "unreal" aspects of a child's environment on their behavior (including the child's imagination, fantasy play, and idiosyncratic interpretations)

Resources (MT)

- time, energy, and money that the family must use to accomplish its maintenance tasks - what a family has or can create to get what it wants - knowledge, skill, love

Emotional/psychological boundaries

- used to control how close we want other people to be to us emotionally

Internal, physical boundary

A closed bedroom door

External, physical boundary

A fence around a house

____ When the routine of a family is affected by a parent having to work late so they are unable to fix dinner, the other members of the family step up to make sure a meal is fixed.

Adaptive self-regulation

___ Having to knock before going into a parent's bedroom.

Boundaries

Family Systems theory

Bowen; Anderson & Sabatelli a theory that views the family as a system of interacting parts whose interactions exhibit consistent patterns and unstated rules - how what families do and are changes across time as those in the family develop

Time factors - cohorts

Cohorts in life course analysis are a groups of people who are roughly the same age during a particular historical period. - With the timing of your birth you experience a different history, for example, people born before, during, and after World War II.

Having a family game night to spend time together.

Emotional climate

Psychosocial theory

Erik and Joan Erikson - STAGE THEORY (based on Epigenetic Principle) - psychosocial approach focuses upon the nature and development of healthy personalities - Erikson believed that growing up was a process of achieving ego identity - provides a useful framework for our exploration of socio-emotional development across the life span Erikson believed that growing up was a process of achieving ego identity.

ego identity (Erikson)

Erikson's term for a firm sense of who one is and what one stands for - Inner coherence - Outer presentation the process of human development consists of moving from non-ego identity to ego identity through a series of conflicts

____ What it means to be a spouse is based on the characteristics and needs of a partner and vice versa

Interdependence

Treating a "pretty" child nicer than a less attractive one

Invite or discourage responses

Motivation's influence

It is important to determine how the immediate settings (people, objects, events, etc.) shape a child's motivations for behavior. Think of the above example with bedtime, how would a child's motives for behavior be shaped by perception of it being unfair, how might motives also be influenced if have a sibling who can stay up later, if there is a movie on TV that want to watch, if parent just got home from work, and so on.

Must learn meaning to individual.

It would be misleading to try to comprehend a child's actions only from the "objective" facets of their environment—one must first learn about what those aspects mean for the child in that setting. Remember that what it might mean to the child could be different than for others both inside and outside that setting. For example, consider how the bedtime of 7 p.m. could be seen by a child as unfair (and therefore motivated to try to stay up) whereas to a parent perceived to be appropriate.

What causes core pathologies?

Maladaptive coping with psychosocial crises leads to the development of core pathologies. Remember that coping behaviors and core pathologies will guide an individual's behavior in the future but while coping behaviors facilitates future development, core pathologies instead restrict behavior and complicate further development.

A "quiet" child preferring to play with blocks alone

Selective responsivity

A child first using blocks to build a tower, later in the year using the same blocks to build a small city

Structuring proclivity

____ Patterns of interaction between six year old Jeff and his twin sister Jamie.

Subsystem

Interpreted dominates

The interpreted/experienced environment dominates the real environment in guiding behavior. For instance, do you remember the first couple of seasons of American Idol where there were people who thought they could sing but, in fact, could not carry a tune? What was more important in guiding their behavior (trying out)—what they actually were or the way they thought they were?

Individual factors

This refers to genetic predispositions which can include temperament, rate of development, timing of maturation, and so on.

multidirectional (development)

Throughout life, some dimensions or components of a dimension expand and others shrink.

____ The unique character of a family

Wholeness

Bioecological theory

also referred to as Ecological; Urie Bronfenbrenner Bronfenbrenner's theory that explains development in terms of relationships between individuals and their environments, or interconnected contexts relies upon the basic assumption there are systems—it would be considered a systems theory

inner coherence (Erikson)

an individual's "immediate perception of one's selfsameness and continuity in time". Stated differently, the knowledge and acceptance of oneself.

Family (FST)

an interdependent group of individuals who 1. have a shared sense of history 2. experience some degree of emotional bonding 3. devise strategies for meeting the needs of individual family members and the group as a whole dimensions = structure and tasks

Culture

beliefs, behavioral patterns, practices, and dominant ideologies of a group of people that are transmitted from one generation to the next

Telling children it is okay for them to talk about and seek help from friends in dealing with the death of their sibling.

boundary

Tasks (FST)

certain responsibilities or duties families do thought to be generic, how they go about doing them can be unique

Time factors

cohorts historical events

The Ecology of Human Development

concept that children grow up and develop in different systems, all nested within one another

Macrosystem (BET)

consistent settings of the subculture or culture and the belief systems or ideology underlying those consistencies the culture in which individuals live (ex. individualism in the US, how it impacts health care)

Ego quality

coping behaviors basic orientation toward the interpretation of life experiences

Lifespan Perspective

development is lifelong, multidimensional and multidirectional, highly plastic, and affected by multiple interacting forces

multidimensional (development)

different domains or developmental processes regarding individual development cognitive, social-emotional, and physical these domains, while separate, are also interrelated and overlapping as development in one aspect influences and is shaped by that in the others

External, emotional boundary

discussing with friends a family member's substance abuse struggles

Psychosocial crises

each period of life has a unique challenge or crisis that the person who reaches it must face - state of tension that results from the discrepancies between the person's competences at the beginning of a stage, and the society's expectations for behavior at that period of life - consists of typical stresses/strains one experiences in life rather than something out of the ordinary At each stage, individuals are confronted with a problem or crisis that requires the integration of personal needs, skills, and social demands. where an individual struggles between conflicting personality characteristics (e.g., Trust versus Mistrust; Industry versus Inferiority).

Family themes (IT)

elements of the family experience that become organizing principles for family life, including both conscious and unconscious elements as well as intellectual and emotional aspects 1. help to organize family identity 2. influence how family members interact with others and their expectations for how others will interact with them 3. influence personal identity—affect how we orient ourselves in relations to others both within and outside the family

Assigning specific household chores to children in the family.

maintanence

Boundary Tasks (FST)

must establish boundaries that separate the family from the outside world as well as those within the family to manage distance between members

Identity tasks (FST)

must facilitate the development of an identity for both the family and the individuals therein 1. constructing family themes 2. socializing family members with respect to biological and social issues (e.g., sexuality and gender) 3. establishing a satisfactory congruence of images for the individuals within the family

General Systems Theory (GST)

organisms do not exist in isolation but can only be understood in relationship to their surroundings; businesses are embedded in a broader social environment with which they constantly interact - a broad framework or worldview that can be used to explain pretty much anything - system, subsystem, environment, boundaries, wholeness, interdependence, adaptive self-regulation

Microsystem

pattern of activities, roles, and interpersonal relations experienced by the developing person in a given face-to-face setting with particular physical, social, and symbolic features that invite, permit, or inhibit engagement in sustained, progressively more complex interaction with, and activity in, the immediate environment - activities = what people are doing in that setting - roles = actions expected of people holding a position in society - interpersonal relations = ways people treat one another, shown by what they say and do as a result of their being together 1. interactions with other people 2. activities they engage in

contextual (development)

people act on and respond to multiple contexts in their lives including sociocultural and environmental experiences as well as life events and historical circumstances

plastic (development)

people and families have the capacity for change and do so throughout the life span.

What shapes development?

physical environment, cultural beliefs, family and peers, neighborhoods and communities, institutions

System

regular and enduring patterns in an organized set of elements. The key here is that what makes a system are the relationships among its parts and not the parts themselves! A system is not a system until there is a pattern to their interaction. So what makes up a family system would not be a parent, children, grandparents but the patterns of interaction that exist between them.

Invite or discourage responses

set of a child's personal characteristics that either encourage or discourage environmental responses that will support or interfere with a child's growth

Contextual factors

social, environmental, and cultural settings that influence development (systems)

Uncontaied Conflict

spills over to those not directly involved, can result in: - triangulation = tension and conflict experienced between two people is displaced on a third party - cross-generational coalitions = where two families members join against another to gain greater power - family projection process = when parents project (displace) part of their own unresolved emotional attachment or conflict onto one or more of their children

Contained Conflict

stays with the people directly involved

What happens what a person achieves inner coherence and outer presentation?

then they have an acceptance and understanding of themselves and the cultural group to which they belong. Therefore, the process of human development consists of moving from nonego identity to ego identity through a series of conflicts.

Epigenetic principle

there is an assumption that development proceeds along a predetermined sequence of stages in Erikson's theory, the idea that each psychosocial strength has its own special period of particular importance

growth, maintenance, and regulation of loss (development)

there is no pure advance or loss in development. - Baltes (1993, p. 590)

Environment

what surrounds the system

Interdependence

you cannot understand one part of a system without understanding its relation to other parts a change in one part of the system creates changes in others; this is because aspects of a system are mutually dependent and mutually influenced by each other. In families, we can see this in the fact that the definition of family roles depends upon the existence of another role—cannot be a parent without a child, a spouse without a partner, a grandparent without a grandchild, and so on.