ch.. 11& 13

attachment-related fears: separation anxiety: once attached to parent, bay wary or freftful when separated from parent -peaks at 14&18mo. stranger anxiety: fretful response to stranger

attachment figures serve as a secure base: point of safety which infant can feel free to venture safe haven: return for comfort if frightened

best outcomes for families when feel have control over what happen next

understanding of death: finality, irreversibility, universality, biological causality age 3-5: -dead live under altered circumstances -reversible-like sleep 7-9 its final and irreversible 10-12 biological causality, reason why death happens -level of cognitive development + experience

Influences on Personality Change -genetic makeup contributes to continuity Heredity -Earlier experiences (parents can either help a child overcome a difficult temperament or contribute to its pattern of response) -Stability of environment (playing consistent social roles, like mother or engineer) -Biological factors (e.g., disease) Poor person-environment fit (pg.353)

Adulthood - Erikson and Research well formed identities more capable of genuine and lasting intimacy -Identity provides for intimacy in young adulthood: a person must achieve a sense of individual identity before becoming able to commit himself to a shared identity with another person More traditional -women resolve identity questions when they choose a mate and fashion an identity around their roles as wife and mother (intimacy before identity) Midlife generatively supported: gaining the capacity to generate or produce something that outlives you and to care about the welfare of future generations through parenting, teaching, mentoring and leading "Midlife crisis" not supported Integrity in old age supported: try to find a sense of meaning in their lives that will help them face the inevitability of death -Includes life review- reflect on unresolved conflicts of the past to come to terms with themselves, find new meaning and coherence in their lives and prepare for death Life Stories: narrative identity therapy approach: reconstruct and reflect on their life stories through photo albums etc. 8 stages of Eriksons Psychosocial Theory 1. trust vs. mistrust born-1yr: can i trust others? (HOPE) 2. autonomy vs. shame and doubt 1-3: can I act on my own (WILL) 3. initiative vs. guilt 3-6yrs can i carry out my plans successfully? (PURPOSE) 4. industry vs. inferiority 6-12 Am i competent compared with others? (COMPETENCE) 5. identity vs. role confusion 12-20 yrs: who am i and where am i going? (FIDELITY) 6. intimacy vs. isolation 20-40 yrs Am i ready for a committed relationship? (LOVE) 7. Generativity vs. Stagnation 40-65 yrs: Have i given something to future generations (CARE) 8. Integrity vs. despair (65+) Has my life been meaningful? (WISDOM)

Harry Harlow's Monkey Experiments *Caregiver provides "contact comfort"- the pleasurable tactile sensations provided by a soft cuddly "parent" more powerful contributor to attachment in monkeys than feeding or hunger reduction

-Secure attachment: most (60-65%) -Insecure attachment categories --Inconsistent care = Resistant (10%) --Insensitive stimulation = Avoidant (15%) ----Rejection, impatient, resentful ----Intrusive *Abusive = Disorganized/Disoriented (15%)

Communicating with Children About Divorce Explain separation Separation not child's fault May take time to feel better Keep door open for further discussion Provide as much continuity as possible Provide support for children and yourself

75% children turn out okay 25% kids went through divorce emotional problems 10% children not going through divorce have emotional problems 25% impacted affected their adult life? #1 way children can adjust effectively if parents end conflict and don't involve the child parents harmonious and authoritative adolescent male not living with father, most likely to have problems with father

**Childhood Peers children who aren't able to control their negative emotions, experience stormy relationships w/ caregivers and peers and develop behavioral problems later in childhood *Important for social development *Piaget: Equal power among peers -Requires cooperation, negotiation skills *Sullivan: Peers important after age 6 -Changing interpersonal needs *Harris: Parental influence is overrated Peers more important for development

Attachment parents form emotional attachments to child before born 1.undiscriminating social responsiveness (b-2or3mo) young infants responsive to voices, faces, other social stimuli, any human interests them, no clear preference for one person 2. discriminating social responsiveness (2or 3 mo-6,7 mo) -express preference for familiar companions -direct grins and enthusiastic babbles toward companions, friendly towards strangers 3. active proximity seeking or true attachment (6,7mo-3 years) -form first clear attachments -follow mother, protest when mother leaves, greet warmly when returns, attached to other ppl 4. goal-corrected partnership (3+) -taking a parents goals and plans into consideration, adjusting their behavior to achieve goal maintaining optimal closeness to attachment figure *Cases like "Baby Jessica" -Children are resilient -Negative early experiences rarely ruin them for life *Close Relationships Provide: -Learning experiences -Social support (social convoy) -Evident and important across lifespan

Infant Characteristics -Must acquire person permanence -Temperament a factor -Reaction to parenting style -Goodness-of-fit between parenting style and infant temperament

Attachment-Related Fears *Separation Anxiety: 6-8 mo -Peaks around 14-18 mo -Gradually wanes *Stranger Anxiety: 8-10 mo -Declines during 2nd year *Ainsworth: Secure base for exploration

***infants contributions: -infans temperament can influence quality of attachment -attachment insecure when infants temperament=fearful, irritable, unresponsive

Caregiver's Attachment to Infant -Early contact not crucial nor sufficient -Neonatal reflexes endearing: e.g., smiling -Cooing and babbling: Early conversations -Synchronized routines l --"Peek-A-Boo" -Sensitive responding a must -Over-stimulation/under-stimulation not good

Married Adults Marital trends -Changing male-female equality in marriage has created more fragile, intense marital relationships -Postponed marriage improves success rate

In the US, 90% of women choose to marry U.S. still a marrying society; divorce rates slowing Culture influences marriage Purpose of Marriage Debate Meet emotional needs of adults? Raise children?

Parent Child relationship -parent-adolescent relationships retain whatever quality they had in childhood -parent child relationship changes during adolescence: less time spent together -parent child conflict increase around puberty

Intergenerational Relationships -As children age, think more positively of their parents -Mother-daughter conflicts lessen over life course -Family members maintain considerable contact -Parents and young adult children describe their relationship differently; relationship related to nature of earlier relationship

Chronically and Seriously Aggressive Adolescents Theoretical Models: -Dodge's Social Information-Processing Model -Patterson's Coercive Family Environment Model -Kolberg's Moral Reasoning/Perspective Taking

Dodge's Social Information-Processing Model -Individual's reaction to frustration, anger --Not simply social cues --Deficient information processing --Aggressive kids show a bias toward attributing hostile intent/motive (react without thinking, respond automatically based on past experience) :hostile attribution bias: see world as hostile place all harm to them intentional --aggressive response --Rejection, abandonment, neglect, abuse in upbringing table 13.2 1. encoding of cues: search for, attend to, register cues in the situation: -response of aggressive youth: focus on hostile cues, ignore relevant info 2. interpretation of cues: interpret situation, infer other motive -response: shot hostile attribution bias, assume person mean to do harm 3. clarification of goals: formulate goal in situation -response make goal to retaliate rather than smooth relations 4. response search: generate possible responses -response generate few options, mainly aggressive 5. response decision: access likely consequences of responses generated, choose best -response see advantage in responding aggressively 6. behavior enactment: carry out chosen response response: behave aggressively

Remarried Adults Complex histories and multiple relationships make adjustment difficult Men remarry sooner than women Stepfamilies face unique tasks Many remarry for financial reasons, not love Strategies: have realistic expectations and develop new positive relationships within family

Gay and Lesbian Adults -Similar in satisfactions and need to find balance as heterosexual couples Satisfactions: loves, joys, conflicts Needs: romantic love, affection, autonomy, equality More flexible in gender roles than heterosexuals Prefer long term, committed relationships Lesbians usually do not have open relationships Increasingly creating families with children -partners often not accepted by other family members -parents mostly through previous heterosexual relationships rather than adoption, artificial insemination or surrogate -gay and lesbian couples don't usually split up their roles as wife or husband -partners share responsibilities -lesbian mothers hit children less, engage more in imaginative play -children better developmental outcomes then children with single mothers -no different than children living with 2 heterosexual parents -children no more likely to develop a homosexual or bisexual orientation

Neglected --Isolated children; neither liked nor disliked Controversial --Leadership skills; liked and disliked by many Average --Middle of popularity scales

Peers or Parents? Harris: The Nurture Assumption Peers more important than parents Parental influence overrated Socialization by neighborhood peers Individuality comes from genes

behavioral inhibition: tendency to be extremely shy, restrained, and distress in response to unfamiliar ppl and situations -considered low in extraversion, some neuroticism and anxiety thrown in -display strong brain responses and high heart rates

Rothbart: -surgency/ extraversion: tendency to actively, confidently and energetically approach new experiences in an emotionally positive way -negative affectivity: tendency to be sad, fearful, easily frustrated and irritable -effortful control: ability to focus and shift attention when desired, inhibit responses, and appreciate low-intensity activities (sitting on parents lap)

Trait Theory Psychometric Approach Personality: a set of traits Individual differences in each trait Measurement approach "Big Five" - Universal and stable -genetically and environmentally influenced, emerge early in life -universal *openness to experience: curiosity and interest in variety vs. preference for sameness *conscientiousness: discipline and organization vs. lack of seriousness *extraversion: sociability and outgoingness vs. introversion *agreeableness: compliance and cooperativeness vs. suspiciousness *neuroticism: emotional stability vs. stability

Social Learning Theory emphasize that peoples behavior is influenced by the situations they are in and changes in their environments change and different behaviors reinforced -we become new people as take on new roles, develop new relationships, move to new locations Personality: set of behavioral tendencies shared by interactions w/ other ppl in specific social situations Found in specific social situations -No universal stages -Not enduring traits -Situational influences important E.g., cheating

Factors Linked to Child Abuse Marital conflict and individual hosility linked to physical punishment Co-parenting - poor coordination places child at risk Child maltreatment Almost 900,000 in 2002 84% abused by parents Mandatory reporting for professionals

Types of Child Maltreatment Parenting Physical abuse Child neglect Sexual abuse Emotional abuse Infliction of physical injury Failure to provide basic needs Fondling child's genitals, sodomy, intercourse, incest, exhibitionism, rape, and commercial exploitation Acts or omissions by parents or other caregivers that have caused, or could cause, serious behavioral, cognitive, or emotional problems

avoidant attachment: - not very outgoing, don't often play with others - aren't bothered by their parent leaving -no change in behavior when return - don't pay much attention to strangers - ignore their parents - parents reject their children, are impatient, unresponsive and resentful when the child gets in their way or overly obsessive and provide too much stimulation , too much for child to handle

disorganized-disoriented :confused -associated w/ later emotional problems -reunited after separation, act dazed, freeze, lie on floor immobilized, seek contact, abruptly move away, seek contact again -not able to devise a consistent strategy for regulating negative emotions, frightened of parent stuck b/w approaching and avoiding frightening figure -parent not source of comfort

The importance of Parenting -Good role models of social perspective taking -Considerate of children's feelings and thoughts -Rely on explanation rather than punishment -Maltreated children tend to be more egocentric

having a strong moral identity: cannot live with yourself if do wrong, tell right away

Family Processes family life cycle: sequence of changes in family, composition, roles, relationships, developmental tasks from time ppl marry till die Recalling Bronfenbrenner's ecological theory Microsystem level — reciprocal socialization Bidirectional: children socialize parents just as parents socialize children Family as a social system Sociocultural and historical changes Effects on family processes

Childless married couples: childlessness doesn't diminish the well-being of adults, sometimes boosts it -marital satisfaction of childless couples higher than couples with children during child-rearing years -less depressed than empty nesters, - not always happier -no one to help when have health problems

Attachment Theory *Bowlby: A strong affectional tie that binds a person to an intimate companion *Helps regulate distress by proximity seeking -By about 6-7 months *Ainsworth: Special, irreplaceable people -Desire to maintain proximity -Derive a sense of security *Bowlby: Normal environment important

Ethology *Konrad Lorenz: Imprinting -An innate form of learning in animals -Critical period -Irreversible *Humans: Attachment -Sensitive period -Predisposed -Internal working models (cognitive representations of themselves and others that guide their processing of social information and behavior in relationships)

Context of Abuse child abuse: mistreating or harming a child physically, emotionally, or sexually child maltreatment: abuse and neglect of a child's basic needs of these victims: 75% neglected, 16% physically abused, 9%sexually abused, 7%emotionally or psychologically abused, 8% other -children and adolescents batter, rare cases, kill their parents -brothers abuse one another in countless ways, especially if there is violence elsewhere in family -spousal or intimate partner abuse most common form of family violence 1/3 of women beated, coerced into sex, emotionally abused by their partners 15% of couples experience physical violence in a year from pushing to use of weapons -men batter female partners to control them elderly adults also targets of family violence: frail, impaired older ppl physically or psychologically mistreated, neglected, financially exploited, stripped of their rights most often by stressed adult children or spouses serving as their caregivers millions of children witness domestic violence and harmed by what they see No single factor is total cause Violence in American culture through media, etc. Poverty Perpetuating history: parents abused as children Lack of social support/ life changes Developmental consequences Emotional and relational/attachment problems Personality problems and risk of suicide Aggressive behaviors and substance use/abuse

***The Abuser 1 child abuser in 10 has a severe psychological disorder Typical child abuser -Young, single, poor, unemployed mother -many appear to be typical, loving parents except for their tendencies to become extremely irritated w/ their children -child abusers tend to be abused as a child 30% intergenerational transmisison of parenting : passing down from generation to generation of parenting styles abusive, etc. adults more likely to end up in an abusive relationships or marriages if abused or witnessed abuse as a child -some may learn through experience violence is not a way to solve problems -abusers often insecure with low self-esteem -their unhappy experiences in insecure attachment relationship w/ parents, reinforced by negative romantic relationships may lead to negative internal working models of themselves and others (these adults see themselves as victims, feel powerless as parents, find normal challenges of parenting stressful and threatening) -abusive parents have unrealistic expectations about what children can do at different ages, twisted perceptions of normal behavior of infants and young children -tend to have been exposed to harsh parenting and abusive relationships, to be insecure find caregiving more stressful and ego threatening -hard to identify a kind of person who is typically an abuser

late childhood boys and girls become members of same sex cliques, little to do with other sex -boy and girl cliques interact -age 11 0r 12 most pop girls and guys form heterosexual clique -crowd: a collection of several heterosexual cliques Very important to have at least one reciprocal friendship Adolescent categories of social status (how does change in status occur?) Popular Rejected Neglected Controversial Average

**Adolescents Parents still important Boy-girl friendships and dates Dating: Dunphy's phases Initiation, status, affection, bonding Friendships: More intimacy Friends similar psychologically Cliques and crowds Increased conformity

**Vocational Development: an outgrowth and expression of an individuals self concept and personality -Young adults: Career exploration -Thirties: Settling down -Forties & Fifties: Career peaks -Older Workers Competent,satisfied, and Positive Selective optimization with compensation

**Retirement Average age 63; Adjustment phases: -preretirement phase: workers near retirement gather info and plan for future -honeymoon phase: relish new freedom (do things enjoy) -disenchantment phase: feel aimless and unhappy -reorientation phase: put together a realistic and satisfying lifestyle Success Factors: -retire voluntarily rather than involuntarily, feel control of their retirement decision -enjoy good physical and mental health -have positive personality traits such as agreeableness and emotional stability -have financial resources to live comfortably -married or have strong social support -many older adults find satisfaction by focusing on a few highly important roles, relationships, and personally meaningful projects, optimizing their competencies in those areas and compensating for performance declines in other areas -goodness of fit b/w individuals lifestyle and the individ's needs, preferences, and personality -Person-environment fit Disengagement versus Activity Theory: disengagement theory : successful aging involves withdrawal of the aging indiv. from society that is satisfying to both , have needs different from those once had and seek to leave old roles and reduce activity activity theory: aging adults will find their lifestyle satisfying to the extent that they can maintain their previous lifestyles and activity levels by continuing old activities or by finding substitutes

Divorced Adults couples likely to divorce if: -married as teenagers, conceive a child before marrying, low in ses -- unreadiness for marriage, high financial and psychological stress -personality problems and problem behaviors (alcohol, drug abuse) -typically divorce bc marriages lack communication, emotional fulfillment, compatibility -If divorce occurs, it usually happens early in marriage -Stress of separation and divorce pose risks for psychological and physical difficulties -Psychiatric disorders and hospital admission -Clinical depression and alcoholism -Psychosomatic disorders -Custodial and non-custodial parents: economics and gender have varying effects

After the divorce -genuine crisis: period of considerable disruption lasts 1-2 years -wife usually angry, depressed, distressed as well as relieved -husband distressed if doesn't want divorce and feels shut off from children -feel isolated from former friends and unsure of themselves in romantic relationships -divorced women with children usually financially stressed -divorced adults higher risk of depression and psychological distress, physical health problems, even death -adjustment poor if have little income, do not find a new relationship, take a dim view on divorce, do not initiate the divorce -children suffer through divorce: often more angry, fearful, depressed, guilty, especially if fear responsible for parents divorce -whiny dependent, disobedient, disrespectful -stressed custodial mothers more impatient and insensitive to childs needs, less accepting and responsive, less control -less authoritative and consistent in their discipline -ocassionally try to seize control of their children with a heavy-handed, authoritarian approach -fail to carry through in enforcing rules and make few demands that their child behaves maturely -noncustodial fathers, overly permissive, indulging their children during visitation, good coparenting becomes difficult -childrens behavioral problems make effective parenting more difficult, deterioration in parenting aggravates children behavior problems and adjustment difficulties in school

The Adolescent Typically, close relationships with parents Conflicts mostly over minor issues Change in balance of power Authoritative parent most effective Autonomy, independence achieved

Autonomy and Attachment between Adolescents and Parents Good parenting takes time and effort Conflict when adolescents push for autonomy; gradual release of control is best Gender and culture affect seeking and granting autonomy Parent-child attachment remains important

Grandparenthood Average age: 47 Grand-parenting styles Remote (29%): seen only occasionally by grandchildren, distant Companionate (55%): Frequent, enjoyable visits Involved (16%): Child care, advise, take on parent role, substitute parents Most find it gratifying Parent/grandparent relationship important

Changing Profile of Grandparents Increasing number are raising their grandchildren due to Divorce Adolescent pregnancies Drug use by parents In 2000: 5.6 million children Stress linked to raising grandchildren Grandparents and great grandparents are living longer

ch.18? More family Diversity -more single adults (never married, divorced, widowed adults) empty nesters included -more unmarried parents: giving birth without being married 41% births in 2010, 1/2 living w/ father of baby -postponed marriage, fewer children -20% childless -more years without children -more women working: 70% mothers under age 18 in labor force -more divorce: 40-50% newly married can expect divorce -more remarriages, reconstituted families (blended families, include at least a parent, stepparent, child -more years without children, more multigenerational families, fewer caregivers for aging adults -more children living in poverty

Characteristics: more family diversity -more single-parent families -30% children live with single-parent (1960, 9%) -child poverty: 22% <6 yrs; female-headed homes, minority status -more non-traditional family arrangements -multi-generational - non- traditional (same sex parents) (cohabitation)

Single Adults Being single Dramatic increase; tripled from 1970 to 2005 Single stereotypes Advantages and disadvantages Common problems Forming intimate relationships with other adults Loneliness Finding niche in marriage oriented society

Cohabiting Adults: living with a romantic partner without being married convenience: in a romantic relationship, want affordable living arrangement or get tired of commuting to be together trial marriage: live together to find out whether they are compatible enough to marry alternative to marriage: no intention to marry, some reject concept of marriage , some are older adults who want companionship but don't want to jeopardize their financial situation or upset children by remarrying (sometimes live separate houses but stay together often) couples that live together then marry more dissatisfied with their marriages if partners are engaged before they live together, have not cohabited with other partners before and if don't have a child before they marry, odds of marital success improve -Dramatic rise in cohabiting before marriage -Higher in countries other than the U.S. -Cohabiting tends to be short-lived in U.S. -Advantages and disadvantages of cohabiting

Children of Divorce Often angry, fearful, depressed, or guilty Custodial mother/father overwhelmed Behavior problems Peer relationships suffer/change Sometimes negative effects are lasting Usually a 1-2 year adjustment

Effects of Divorce on Children Children More likely to show poorer adjustment More likely to have academic and behavioral problems Overall adjustment affected by social maturity, gender, temperament, custody situation, SES Adjustment improves if conflicts reduced by divorce parents harmonious and authoritative

The Abused abusive parent singles out one child as a target children at risk: medical problems, difficult temperaments many difficult children not mistreated, many seemingly cheerful and easy going are high risk parent and challenging child -powerless parents higher levels of stress, higher cortisol, faster heart rates when interacting with unresponsive children Often disabled or sickly Parent feels powerless Parent feels threatened abuse most likely to occur when parent under great stress, little social support, loss of job, disruptive family functioning can contribute to neglect and abuse abuse higher in deteriorating neighborhoods, poor, transient, socially isolated, lacking in community serves and informal social support

Effects of Family Violence physically abused and maltreated children have many problems: -physical injuries, health problems, impaired brain development, cognitive deficits social emotional behavioral problems and psychological disorders -academic difficulties and intellectual deficits common -social, emotional, behavioral problems -tend to be explosively aggressive youngsters, rejected by peers -higher rates of depression, anxiety -toddlers read to distress of peers much as abusive parents act to their distress , attack a crying child -many maltreated children resilient, turn out fine (if have genes that protect them from negative psychological effects of abuse and other neg life events, makes them stress resistant, and cope effectively) (environmental factors , attachment to one non-abusive adult contribute to resilience) Lack of normal empathy - young children Emotional development disturbed Problematic for normal development

Responses to distressed peers observed in abused and non-abused toddlers in day care. Abused children distinguish themselves by a lack of concern and a tendency to become upset, angry, and aggressive when other children cry.

Effects of Family Violence Physical damage to abused Brain damage - shaken baby syndrome Child behavior problems common Social and cognitive skills deficient Academic problems common

Infancy: Relationships Fathers are capable of sensitive parenting, become objects of attachment, serve as secure bases -A more playful parent role Mothers spend more time with them Divorce means less fathering Fathers' warmth and affection promotes: Social competence, achievement, fewer psychological disorders Indirect effects: How parents get along can effect a child

Effects of Social Class Lower-SES Parents -Stress obedience to authority -Restrictive and authoritarian -Use less reasoning -show less warmth/affection Middle-SES Parents Stress individual initiative, achievement

goodness of fit:between child and environment: the extent to which the child's temperament is compatible with the demands and expectations of the social world to which she must adapt

Elaborating Sense of Self -once begin to talk, they can tell their self concepts -refer to self as i, me , mine preschool: self concept is concrete and physical -describe themselves through physical characteristics, possessions, physical activities, accomplishments and preferences -use global terms to describe themselves (nice, mean, good, bad)

Ch.14 Attachment and Social Relationships emotions: complex phenomenon involves subject feeling (I'm mad), physiological changes (pounding heart), behavior (enraged face, door slamming) cognitive appraisal -parent relationship involve strong emotions and caregivers critical in shaping the course of emotional development

Emotions in Infancy primary emotions: basic emotions that emerge within 6 mo. -fear last emotion to appear -self conscious emotions at 18 mo - 2yrs pride shame guilt, -2-3know feelings can be manipulated, can tease torment siblings *Timing of emotions biologically programmed (fear and emotion) (emerge at same ages, displayed and interpreted same in all cultures) -Tied to cognitive maturation -Evolved to ensure that caregivers respond *Social referencing by 9-12 months -Monitor their companions emotional reaction to stimuli and use the info to decide how should feel and behave -Modeling, imitation, reinforcement *Emotion Regulation: the process involved in initiating, maintaining and altering emotional responses -Learned throughout infancy and childhood -can be accomplished by not putting self in situations that involve arousal and unwanted emotions, reappraising, or interpreting events or ones reaction to them, altering one's emotional response to events -emotional regulation involves controlling neg emotions like anger and fear, increase positive emotional experiences parents who are socially anxious train babies to be socially anxious -parents socialize infant and childs emotions by talking about emotions in daily life -parents can help by being sensitive, responsive, keep fear, anger and other negative emotions to a minimum -as age, infants gain strategies to control their emotions emotional competence: as children get older develop patterns of emotional expression, greater understanding of emotion and better emotion regulation skills -also learn how to display rules for emotion: cultural rules specifying what emotions should and should not be expressed under what circumstances

The Adolescent Increased awareness of psychological and abstract traits Self-concept more integrated Self-esteem dips temporarily, rebounds (resulting in higher self esteem than from the start) -

Erikson's Stage of Identity vs. Role Confusion -adolescence critical period in lifelong process of forming and identity as a person -identity: who you are, where you're going, where fit into society -search for identity brings up the question "Who Am I?" identity crisis from: 1. body changing, adjust to being sexual beings 2. cognitive growth allow adolescents to think systematically about hypothetical possibilities, ideal selves and future selves 3. social demands placed on them, forcing to grow up, decide what they want to do and get on with it Can last as long as into early 30s

Marcia's Ego Identity Statuses :procedure to asses where an adolescent is in the process of identity formation :key questions whether and individual has experienced a crisis and wether he has achieved a commitment (resolved questions raised and settled on an identity) Diffusion: the indiv. has not yet thought about or resolved identity issues, has failed to chart directions in life "i haven't thought much about religion, i guess i don't know what i believe exactly" (No crisis. No commitment) Foreclosure: knows who he or she is, but has latched on to an identity prematurely and with little thought "I'll be a (Catholic, Democrat, doctor, etc.) because that's what they told me was right." (Commitment without crisis) Moratorium: experiencing an identity crisis, raising questions, seeking answers "Who am I? What is right? Who will I become?" (Crisis, no commitment) Identity Achieved: indiv. has resolved his/ her identity crisis and made commitments to particular goals beliefs and values "I can make my own life choices." (Commitment, evolved from crisis)

Influences on identity formation: -cognitive development: adolescents who have achieved solid mastery of formal-operational thought, think in complex and abstract ways, self-directed, actively seek relevant information, and resolve identity issues -personality- adolescents who explore and achieve identity tend to score low in neuroticism, high in openness to experience and consciousness, emotionally stable, curious, and responsible -quality of relationships with parents: youth in diffusion state of identity formation sometimes neglected or rejected by parents and emotionally distant from them. foreclosure status, extremely close to parents who are loving but overly protective and controlling, few opportunities to make decisions and never question parents ideas. moratorium and identity achievement stage have warm democratic parents who foster self esteem (experience closeness and mutual respect, but also feel free to disagree w/ parents) -opportunities for exploration- exposed to diverse ideas, encouraged to think through issues independently and explore different possibilities -cultural context:

prevention: positive youth development -competence (academic, vocational, etc.) -confidence (self-esteem and efficacy) -character (moral development, respect for rules) -connection (bonds to family, friends, and institutions, schools and churches) -caring (empathy, prosocial behavior

Kohlberg in Perspective -Sequence supported -Devalued parental influence not supported -Emphasis on peer contributions supported -Cultural bias -Liberal bias -Gender bias not supported

Parental Roles parenthood stressful life transition, positive and negative Timing of parenthood Advantages of having children early and later Older parents have fewer children Transition to parenting requires adapting Choices of how to become parents Career and role decisions

Marriage and Parenting Indirect effects of strong supportive marriages to parenting Support for parenting roles leads to greater parenting satisfaction

Personality An organized combination of attributes, motives, values, and behaviors unique to each individual dispositional traits: extraversion or introversion, independence or dependence characteristic adaptations: more situation-specific and changeable ways in which people adapt to their roles and environment (motives, goals, plans, schemas, self conceptions, developmental issues and concerns, coping mechanisms) narrative identities: unique and integrative life stories that we construct about our pasts and futures to give ourselves an identity and our lives meaning -Self-Concept: Perceptions, positive or negative, or your unique attributes and traits as a person -Self Esteem: your overall evaluation of worth as a person, high or low, based on all the positive and negative self-perceptions that make up your self-concept -Identity: Overall sense of who you are, where you are and where you fit in society

McAdams and Pals (2006) Five Principles -Personality shaped by evolution for adaptation to environment -People differ in dispositional traits -People differ in characteristic adaptations -Each has a unique life story -Cultural and situational influences ever present

Outcomes of Parenting Styles Children of authoritative parents Adjusted, responsible, high achievement Children of authoritarian parents Moody, unhappy, aimless Children of permissive parents Low: self-control, independent, achievers Children of neglectful/uninvolved parents Behavior problems, antisocial

Models of Influence on Family Parent Effects Model Parental influence and style important Child Effects Model Nature of child stressed Transactional Model Reciprocal influences

morality: ability to distinguish right from wrong, act on distinction, experience emotions (pride when do right) (guilt and shame when don't) Three components of morality -Cognitive: Distinguish right from wrong -Behavioral: how we behave when (we experience temptation to cheat or help needy person) -emotional: consists of feelings (guilt, concern for others feelings, etc.) that surround right or wrong actions , motivate moral thoughts and behaviors -Affective: Feel pride and guilt or shame -Empathy: The vicarious experience of experiencing another person's feelings (smiling at another persons achievement, experiencing another persons distress) we are generally motivated to avoid negative moral emotions and to experience positive ones by acting in moral ways prosocial behavior: positive social acts (helping or sharing that reflect concern or welfare of other ) empathy can help us from participating in antisocial behavior: violates social norms, rules or laws, involves harming ppl or society

Moral reasoning, Cognitive development theory moral reasoning: thinking process involved in making right or wrong decision **Kohlberg: Moral Development Level 1: Preconventional Morality: rules external to self rather than internalized. child conforms to rules imposed by authority figures to avoid punishment or to obtain personal rewards stage 1: punishment-and-obedience orientation: goodness or badness of an act depends on is consequences stage 2: instrumental hedonism: conforms to rules to gain rewards or satisfy personal needs, some concern for perspective of others but motivated by the hope of benefit in return Level 2: Conventional Morality (some internalizing of moral values) strives to obey the rules set by others (parents, peers, government) at first to win their approval, later to maintain social order stage 3: good boy or girl morality: what is right is what pleases, helps or is approved by others (other peoples feelings as well as own considered) -reciprocity: consideration of yours as well as others perspectives stage 4: authority and social order-maintaining: what is right is what conforms to the rules of legitimate authorities and is good for society as a whole (conforming not for fear or punishment, a belief that rules and laws maintain a social order worth preserving Level 3: Postconventional Morality (principles of justice for culture) Morality of contract (democratic principles for social welfare) Individual principles of conscience: right and wrong by the basis of self-generated principles that are bored and universal in application (discovers, reflects, abstract principles for all individuals and their rights (takes perspective of each person group and social system, present or future that could be affected by the decision and arrive at a solution that is regarded for each chair)

Child Rearing and Launching -A heavier workload for parents -More stress in life generally -Marital happiness declines -Best if both parents share home workload The Empty Nest Marital happiness increases after the children leave home -fewer roles and responsibilities -less stress -more attention from spouse -focus on marital relationship

Parenting Styles Two Dimensions of Parenting Acceptance/Responsiveness (AC): extent to which parents are warm, supporitve, sensitive to childs needs, willing to provide affection and praise when meet expectations -affectionate, smile at, praise, encourage children less accepting, responsive, quick to criticize, belittle, punish, ignore children Demandingness/Control (DC): how much control over decisions lies with parent opposed to child -set rules expect child to follow, monitor child to make sure followed -less c and demand, make fewer demands, allow children great deal of autonomy in exploring environment, expressing opinions, making decisions Baumrind's Parenting Types Authoritarian: AC=low, DC=high:restrictive parenting style -impose many rules, expect strict obedience, rely on power assertion: physical punishment to gain control Authoritative: AC=high, DC=high : more flexible, demanding, exert control, sensitive to their children, set clear rules and consistently enforce them, explain rules, responsive to childs needs and points of view, involve children in family decision making, reasonable and democratic in approach, respect children Permissive: AC=high, DC=low: child centered, few rules and demands, encourage children to express feelings and impulses, rarely exert control over behavior Neglectful: AC=low, DC=low

Patterson's Coercive Family Environments -Ineffective parenting in childhood -Family members in power struggle -Try to control each other coercively --Threatening, hitting, even abuse parents learn through negative reinforcement they can stop their childs behavior (hitting, yelling, threatening) children learn through negative reinforcement to get parents to lay off of them by being difficult, throwing tantrums both parent and child learn to rely on coercive tactics to avoid unpleasant encounters, parents loose control 13.4 early childhood: poor parental discipline and monitoring > child conduct problems> rejection by normal peers, academic failure> commitment to deviant peer group > delinquency

Patterson's Coercive Family Environments -Unpleasant aggressive child --Performs poorly in school --Disliked by other children -Chooses aggressive peer group

Play Development Unoccupied Play: stand idly, look around, engage in activities like pacing Solitary Play:play alone, highly involved in what doing Onlooker Play: watch others play, talk to players, don't directly participate Parallel Play:play next to each other, interact little Associative Play or Parallel-Aware: interact by exchanging, but don't have same goal (swap crayon, work on own drawing) Cooperative Play:join forces to achieve a goal Simple Social Complementary and reciprocal Cooperative social pretend play:one actor, object action symbolizes or stands for another Complex social pretend (emerging pretense play)~3-5 yr.: children react with each other to create dramas Complex social pretend play

Peer Acceptance Results from sociometric techniques Most popular kids Attractive, intelligent Socially competent; well-regulated emotions Rejected kids Highly aggressive Socially isolated, overly sensitive, submissive

Peer Relations 18 mo: First Peers Turn taking Reciprocal play (imitations into social games) -adopt and reverse roles in their play Age 2-12: Increasing Time Spent Same sex peers Similar age and play preferences

Play Age 1-2: Pretend play Age 2-5: Social play Age 5-6: Rule-based games By age 11-2: Rule flexibility Play is Beneficial Cognitive development Social skills

Psychoanalytic Theory: Sigmund Freud Three parts of the personality Selfish Id; Rational Ego; Moralist Superego -Stages of psychosexual development -Biological: ends at sexual maturity -Personality formed in first 5 years -Childhood anxieties become adult traits

Psychoanalytic Theory: Erik Erikson Emphasized -Social influences -Rational ego -life-span development Crisis-Oriented Stages Result From: --Maturational forces --Social demands

Competent Adolescent Development Enhanced when the parents... Show them warmth and mutual respect Demonstrate sustained interest in their lives Recognize and adapt to their cognitive and socio-emotional development Communication high standards and expectations Deal constructively with conflict and problems

Punishment and Discipline Historically, corporal punishment considered necessity and desirable for disciplining child Legal in all states; used by majority of parents Favored most in U.S. and Canada Few research studies on physical punishment Strong emotional support by parents reduced link between spanking and children's problems

Punishment and Discipline Corporal punishment by parents associated with Higher levels of immediate compliance Increased aggression among children Lower levels of moral internalization and mental health Sweden outlawed physical spanking of a child in 1979 Youth rates of delinquency, alcohol use, rape, and suicide dropped

Raising Moral Children Hoffman: Three Approaches to Discipline Love withdrawal Power assertion: moral immaturity Induction: related to moral maturity; creating empathetic concerns in children Temperament and Moral Development Fearful, inhibited children Become more fearful when reprimanded Use gentle discipline Fearless, uninhibited children Relationship with parent important "Goodness of fit" What works for one child may not for another

Divorced in Middle and Older Adults -Main reason for staying married: children -Main causes of divorce for men No obvious problems, just fell out of love Cheating -Different values, lifestyles For women -Verbal, physical, emotional abuse -Alcohol or drug abuse -Cheating

Reconstituted families -within 3-5 yrs of a divorce, 75% single-parent families experience another major adjustment when a parent remarries and children acquire a stepparent or new siblings -first few years a time of conflict and disruption as new family system takes shape, few family roles and relationships ironed out -1/3 adults recalled remarriage more stressful than divorce -difficulties likely to be worse if both parents bring children to the family -girls often take it harder having their mothers attention taken away -adolescents in reconstructed or blended families less well adjusted, more depression and antisocial behavior -parent training programs

The Adult Social networks shrink: Socioemotional Selectivity Theory: older adults actively choose to shrink their social network to better meet their emotional needs once realize little time is left to them Positivity Effect Closer to family Romantic attachments remain Adult friendships valued Important to have at least one confidant

Romantic Relationships first look for similarities in physical appearance, race or ethnicity, education, socioeconomic status religion Homogamy: similarity greatest influence in mate selection complementarity: partners different from them but have strengths that compensate for their own weaknesses or complement their own characteristics Consummate love vs. Companionate love LOVE Passion: sexual attraction, romantic feelings, excitement Intimacy: feeling of warmth, caring, closeness, trust and respect in the relationship, emotional togetherness communication, happiness Commitment: deciding one love the other person then committing to a long-term relationship consulate love: high levels of passion, intimacy and commitment companionate love: friendship like, affectionate love, high intimacy and commitment but not much passion

Identity Achievement: ethnic identity: sense of personal identification with an ethnic group and its values and cultural traditions -Ethnic Identity begins in infancy: children of different ethnicities look more at children of the same ethnicity -Vocational Identity : a central aspect of indignity with major implications for adult career development: increasingly realistic "Goodness of fit" becomes predicts job satisfaction and success -goodness of fit: parents strategies meet need of child Identity Achievement: Influential Factors -Cognitive development: adolescents who have achieved solid mastery of formal-operational thought, who think in complex and abstract ways, self-directed and actively seek relevant info when they face decisions are more likely than other adolescents to raise and resolve identity issues -Openness to experience trait -Warm, democratic parenting -Culture that encourages exploration

Self-Concept and Adulthood -Stable Self-Esteem Generally good -Ability to adjust: as goals and standards change over lifespan, we do not mind failing to achieve non realistic and goals that are not important to us -ideal to real self Evaluate self with different standards -Comparisons with age-mates: older adults maintain self-esteem by making social comparisons to other adults with similar chronic diseases and impairments -Related to stable personality traits -Losses in self-esteem in later old age -maintain self esteem if resist self stereotyping Changes in Personality Cross-sectional studies show more changes Longitudinal, Cross-Cultural Studies Adulthood: achievement and confidence Older adults Decrease: activity level, openness to experience Increase: introversion, emotional stability, conscientiousness

Sibling Relationships -mothers typically pay less attention to first borns after new baby arrives -firstborns become more difficult and demanding, or more dependent and clingy -firstborns resent losing parents attention, difficult behavior Sibling rivalry: competition, jealousy, resentment b/w brother and sisters -Less conflict by adolescence Typically ambivalent about sibling Overall, mostly positive effects of having a sibling -siblings provide emotional support for each other -caregiving: siblings babysit and tend young children -teacher to younger -social experience: interaction of siblings increase social cognitive skills and social competence

Sibling Relationships and Birth Order Sibling relationships -Difficult to generalize as relationships vary -Persist over entire lifespan; closer in adulthood -Siblings: Longest-lasting relationship we have -If close in childhood, also as adults -Not close in childhood, not close as adults Birth order -Higher expectations for first-born children -First born more adult-oriented, helpful, conforming, anxious, and self-controlled -Only child often achievement-oriented and displays desirable personality

Infancy:The Emerging Self -2 or 3 months: differentiate self from world, sense of agency: sense that they can cause things to happen in world -First 6 months: Discover physical self, distinguish between self and rest of world, appreciate they can act upon other ppl and objects -Joint attention at about 9 mo: infants and caregivers share perceptual experiences by looking at the same object at same time ,difference in perceptions can be shared -Self-recognition about 18 months: ability to recognize one-self in a mirror or photograph Categorical self: 18 - 24 months: classify themselves into social categories based on age, sex and other visible characteristics -awareness of who they, physical self with unique appearance self awareness based on cognitive development and maturation of certain areas of the brain -depends on social interaction (toddlers who have secure relationship with parents better able to recognize self in mirror and know name and gender) The looking-glass self: a "reflection" 18 mo. -talk abt themselves, assert their wills, experience self-conscious emotions (pride upon mastering a new toy or embarrassment), coordinate their own perspective w/ those of other individuals (communicate w/ playmates by imitating their actions), cooperate w/ peers to achieve common goals

Temperament Seen in infancy; Genetically based, environmentally influenced; Tendencies to respond in predictable ways that serves as the building blocks in later personality 3 categories: easy temperament: even tempered, typically content or happy, -open and adaptable to new experiences (ex. approach of a stranger) -regular feeding habits & sleeping habits, tolerate frustrations and discomforts difficult temperament: active, irritable, irregular in habits. react negatively to changes in routine, slow to adapt to new ppl or situations, cry frequently and loudly, tantrums and frustrated by events of being restrained slow to warm up temperament: inactive, somewhat moody, moderately regulate in their daily schedules. slow to adapt to new ppl and situations, respond in mild rather than intensely negative ways. quiet interest in new foods, ppl, and places Parenting techniques Learning to interpret cues Sensitive responding differences in temperament rooted in genetically based differences in levels of certain neurotransmitters and in functioning of the brain as well as prenatal factors: maternal stress and substance use -postnatal environment helps determine how adaptive temperamental qualities are and whether they persist or change

Temperament and Moral Development -Fearful, inhibited children :experience guild when do something wrong, distressed when disciplined, (can become socialized through gentle discipline) Fearless, uninhibited children (Relationship with parent important)2q -"Goodness of fit": socialized in a way that fits their temperament, most children will internalize rules of conduct, experience appropriate moral emotions, learn to regulate their behavior and behave more prosocially than antisocially -What works for one child may not for another

The Adolescent Changes in Moral Reasoning: -Shift to conventional reasoning (individ. begin to express a genuine concern with living up to moral standards that parents and other authorities have taught them and ensuring laws designed to make human relations just and fair are taken seriously and maintained -Identity includes moral and values antisocial conduct: mugging, rapes, armed robberies, knifings, shootings -most antisocial adults start in childhood and continue in adolescence -some diagnosed as conduct disorder: a pattern of violating the rights of others and societal norms -most adolescents who engage in aggressive behavior an antisocial acts, don't grow up to be antisocial adults Two Kinds of Antisocial Youth: 1. small, early onset, seriously disturbed group ,recognizable in childhood through acts of hurting animals and children, antisocial across lifespan 2. larger, later onset, less seriously antisocial group that behaves more antisocially during adolescence due to peer influence and outgrow the behavior in early adulthood highly aggressive, antisocial youth --Less empathy for distress of others --Little remorse for criminal behavior

Trends -decline of marriage and family -negative effects -divorce, single parent family, poverty purpose of marriage debate -meet emotional needs of adults Raise children? Postponed marriage improves success rate more equality of sexes in family roles

The Family as a System Family Systems Theory A "whole" consisting of interrelated parts Each affects and is affected by the others dynamic system: self-organizing system that adapts itself to changes in its members and to changes in its environment Nuclear family: Mother, father, children coparenting: way in which two parents coordinate their parenting and function well (or poorly) as a team in relation to their children (discuss with each other rules, compete for affection, etc.) Extended family household: children live with other kin system within other systems bioecological model: family system that interacts with larger social systems (neighborhood, community, subculture)

What Makes Marriages Work (John Gottman, 1994) Establishing love maps Nurturing fondness and admiration Turning toward each other instead of away Letting your partner influence you Solving solvable conflicts Overcoming gridlock Creating shared meaning

What Makes Marriages Work -Premarital education Improves quality of marriage May reduce risk of divorce Linked to higher level of commitment to spouse and lower level of destructive marital conflict Benefits of a good marriage -Healthier lives -Lower levels of depression, anxiety, anger

CH 13: Social cognition and moral development Developing a Theory of Mind theory of mind: understanding that people have mental states such as desires, beliefs, and intentions and that these mental states guide their behavior IN INFANCY: -Joint attention: looking at the same object at same time, show awareness that other people have different perceptual experiences than they do and two ppl can share a perceptual experience -understanding intentions: in first months understand other people have intentions, set goals and act to achieve them -Pretend play: show a primitive understating of the difference b/w pretense and reality (pretend vs. real tea party) -Imitation: imitation of other ppl reveals ability to mentally represent their actions, and the goals and intentions behind them -emotional understanding: comforting a playmate or teasing a sibling, at 2 reflects understanding that other ppl have emotions and they can be influence for good or bad

birth-2 joint attention, pretend play, imitations, emotional understanding age 2- desire psychology: toddlers talk about what they want and explain their own behavior and that of others terms of wants or desires 4- belief-desire psychology: appreciate that ppl do what they do bc they desire certain things and believe that certain things will help them fulfil their desires 5+- understanding of second-order beliers, sarcasm, different views of reality

nature and nurture some individuals more genetically predisposed than others to have difficult, irritable temperament, impulsive tendencies that contribute to aggressive, delinquent, and criminal behavior 40%indiv. differences in antisocial behavior and environmental influences for the remaining 60% of the variation through gene-environment interaction, children with certain genetic predispositions may become antisocial if they grow up in dysfunctional families, have poor parenting, experience abuse MAO gene on the x chromosme affects our ability to control our tempers when threatened or provoked -children w. low mao-a activity and abused/ mistreated readily attribute hostile intentions to others if provoked, cannot control their anger, lash out impulsively, show higher levels of antisocial behavior as adults

cont. prenatal environment: exposure to alcohol, opiate drugs, lead poisoning, linked to conduct problems -complications during delivery -some cultural contexts more likely to breed aggression -aggression higher in lower ses neighborhoods that are unstable -exposure to community violence -certain schools have higher rates of delinquency

Raising Moral Children Hoffman: Three Approaches to Discipline -Love withdrawal: withholding attention, affection or approval after a child misbehaves-creating anxiety by threatening a loss of reinforcement from parents -Power assertion: using power to threaten, chastise, administer spankings, take away privileges, using punishment (moral immaturity) -Induction: explaining to child why behavior is wrong and should be changed by emphasizing how it effects other ppl power assertion does not foster empathy, the internalization of moral rules, or the development of self-control, physical punishment can produce anxiety and aggression

effective parents use proactive parenting strategies: tactics designed to prevent misbehavior and therefore reduce the need for any of hoffman's types of discipline -distracting children from temptations and explicitly teaching older children values

2 years later, families putt themselves back together after divorce , 6 years most differences b/w children of divorce and children of intact families disappear -divorce can leave a residue of negative effects on some indiv. that lasts years -adults whose parents are divorced less likely than adults from intact families to marry and more likely to experience marital conflict and divorce if they do -most parents and children rebound from crisis period and adapt well n long run -some even undergo impressive growth as a result of the experience -some problems in children we attribute to divorce appear to emerge before the divorce, result of parental conflict

facilitate a Positive adjustment to divorce -adequate financial support -good parenting by custodial parent -good parenting by noncustodial parent -minimal conflict between parents -additional social support -minimal other changes (parents don't have to move, get jobs, cope w/ loss of children) -personal resources (intelligence, emotional stability, good coping skills)

AINSWORTH -strange situation study: parent leaves child in room, comes back Securely attached infants: - think of their mothers as a secure base - able to roam around and explore the room they are in knowing there mothers are with them -upset when mother leaves room, when reenters comforted by her presence, greets the mother warmly. -outgoing with strangers - stay close to their mother and continuously makes sure they know where the mother - parents sensitive and responsive to their needs and emotions.

insecure attached child: - stays close to their mother - distressed and anxious while the mother is away -mother returns the infant goes to the mother but doesn't calm down - act out upon the mother's return - children are never fully comforted -inconsistent parenting no reaction -overreact due to mood changes -unresponsive to their child

Effects of Social Deprivation infants separated from parents due to illness, war, death, divorce, etc: -Infants grieve when separated from caregiver -Recover when reunited or upon forming new attachments Separations -long term separations for military families -attachment disrupted can result in emotional -A series of separations more harmful -Romanian orphans (p. 447) --Insecure, anxious --Difficulty coping with stress -Need sustained interaction with responsive caregivers - one or a few -infants who spent their first 6 months in deprived orphanages displayed a host of negative effects, -poor growth, medical problems, brain abnormalities, delays in physical, cognitive, and social-emotonal development -children adopted before 1 yr. have good chance of becoming as securely attached to their caregivers as other children

parent and child accommodate to each others needs -child becomes a more sensitive partner grows more independent of the parent -negotiate with parents -seek attention and approval from parents -rely on for comfort -rely less and less as get older

Changes in Self-Concept: age 8 Include psychological, social qualities, personality traits (funny, smart) Increased Use of: -Social comparison: how compare with other individuals to characterize and evaluate themselves, -Hierarchy with self-worth on top (think they are the best at everything) -self evaluations become more accurate form ideal self: what they should be like. with age gap between real and ideal self increases ; older children think fall short of what they should be social comparisons that do not always come out well, a widening gap b/w the real self and the ideal self increases and a tendency for parents and teachers to raise the bar, give older children more critical feedback, all contribute to a decrease in self-esteem self-descriptions change b/w childhood and adolescence -less physical more psychological ( have brown eyes-i am lonely) -less concrete, more abstract (i love sports- i am a truthful person) -more differentiated: perceived acceptance by peers, (by larger peer group, close friends, romantic partners) & act different around different groups -more integrated and coherent -greater self awareness (think more about themselves and become self conscious)

self esteem more differentiated or multidimensional with age. -preschool children: two broad aspects of self esteem: competence (physical and cognitive) and personal and social adequacy (social acceptance) mid elementary school: -scholastic competence (feeling smart, doing well in school) -social acceptance (being popular or feeling liked) -behavioral conduct (staying out of trouble) -athletic competence (being good at sports) -physical appearance (feeling good-looking) Contributions to Higher Self-Esteem in Children -Competence: have the necessary ability, knowledge and skills to do something successfully -Positive social feedback from parents,teachers, and peers -Warm democratic parents: establish and enforce clear rules of behavior , but allow children to participate in decisions and assure their opinions count -loving parents showing appraisal -Social comparisons that are positive -Some temperament traits shown in childhood will develop into adult traits

17 Death and Grieving terms, how do we accept death across lifespan -how we can accept and understand 17.3

total brain death: irreversible loss of functioning in entire brain : no neural activity in cerebal cortex (awareness and though and control breathing) 1. unresponsive to stimuli, painful ones 2. fail to move 1 hr, fail to breathe 3 minutes after removed from ventilatory -no reflexes -register a flat electroencephalogram, absence of electrical activity in cortex of brain lungs and heart on ventilator coma patient announced dead when no sign of functioning in brain system euthanasia: hastening the death of someone suffering from an incurable illness of injury terms: -Passive euthanasia: allowing a terminally ill person to die of natural causes -Active euthanasia: mercy killing, deliberately and directing causing a persons death (administering a lethal does of drugs to pain-racked patient) (shot to kill them) -Assisted suicide: not directly killing someone, making available to a person who wishes to die that means by which she may do so (physician assisted suicide: providing sleeping medicine to a terminally ill patient who has made his desire to die known) -Life expectancy: about 79 -Living Will: allows ppl to state they do not want extraordinary medical procedures applied to them if they become hopelessly ill -Hospice/ Palliative Care -Disenfranchised guilt