This study examined the relationships between parenting styles, adolescent attachment styles, and peer relationships. The results showed:
1) Parenting measures were moderately associated with friendship quality and strongly associated with attachment styles.
2) Secure and avoidant attachment styles were strongly linked to friendship quality.
3) Attachment style largely mediated the relationship between parenting and friendship quality, except for relationships with peripheral peer groups, where ambivalent attachment was a stronger mediator.
The study demonstrated the importance of considering adolescent attachment as influencing the impact of parenting on friendship outcomes.
This document discusses peer relationships and dating in three main parts. It first addresses qualities of healthy friendships and different types of friendships. It then discusses building strong friendships and cliques. The second part covers the purposes of dating and provides dating ideas and relationship stories. The final part addresses love, lust and infatuation, setting limits in dating, the benefits of abstinence, qualities of unhealthy relationships, dating violence and where to get help.
The document discusses peer influence on children's development from a young age. It notes that peer groups play a big role in how children socialize and learn behaviors. Children begin interacting with peers as young as 6 months old. As they grow older, peer groups become more influential and help children develop social skills through cooperating with others and learning group norms. Peer groups can influence children's values and behaviors. The relationships and interactions children have with peers are important for their social-emotional development.
This document summarizes research on peer socialization and bullying. It defines socialization and peers, explaining that peers become increasingly important agents of socialization as children age. It outlines stages of friendship development and how peer groups form. Peers influence behaviors, teach pretend play, and provide social support. Bullying, including physical, verbal, and cyber forms, negatively impacts victims and is common in middle school. Statistics illustrate the widespread impacts of bullying, and ways to prevent and address it are discussed.
Peer influence is when teenagers modify their behavior to feel accepted by friends or peers. While peer pressure involves force, peer influence involves persuasion. Teenagers are vulnerable to peer influence because they want to fit in and avoid rejection. There are three levels of peer influence: from large groups, close relationships, and social media. However, teenagers can overcome negative peer influence by developing self-esteem, choosing friends wisely, focusing on inner satisfaction rather than fitting in, and trusting in God. Positive peer influence can also guide teenagers to make good choices.
Children progress through different stages of peer relationships as they develop. Solitary play occurs first as infants play alone, followed by parallel play where children play side by side without interaction. Associative play emerges as toddlers engage in independent play but join others briefly. Cooperative play involves working together to accomplish goals through constructive or symbolic play. As social skills develop, children learn to enter group play through observation before joining. Aggression is common in young children but physical aggression declines in preschool while indirect aggression increases from preschool to age 11. Parental influences like reinforcement, modeling, and positive statements impact children's social and prosocial behaviors.
Creating Positive Peer relationships: Why does peer relationship problems, like bullying, exist in middle schools?
SLOGAN: My School is like my family.
This document discusses peer relationships and dating in three main parts. It first addresses qualities of healthy friendships and different types of friendships. It then discusses building strong friendships and cliques. The second part covers the purposes of dating and provides dating ideas and relationship stories. The final part addresses love, lust and infatuation, setting limits in dating, the benefits of abstinence, qualities of unhealthy relationships, dating violence and where to get help.
The document discusses peer influence on children's development from a young age. It notes that peer groups play a big role in how children socialize and learn behaviors. Children begin interacting with peers as young as 6 months old. As they grow older, peer groups become more influential and help children develop social skills through cooperating with others and learning group norms. Peer groups can influence children's values and behaviors. The relationships and interactions children have with peers are important for their social-emotional development.
This document summarizes research on peer socialization and bullying. It defines socialization and peers, explaining that peers become increasingly important agents of socialization as children age. It outlines stages of friendship development and how peer groups form. Peers influence behaviors, teach pretend play, and provide social support. Bullying, including physical, verbal, and cyber forms, negatively impacts victims and is common in middle school. Statistics illustrate the widespread impacts of bullying, and ways to prevent and address it are discussed.
Peer influence is when teenagers modify their behavior to feel accepted by friends or peers. While peer pressure involves force, peer influence involves persuasion. Teenagers are vulnerable to peer influence because they want to fit in and avoid rejection. There are three levels of peer influence: from large groups, close relationships, and social media. However, teenagers can overcome negative peer influence by developing self-esteem, choosing friends wisely, focusing on inner satisfaction rather than fitting in, and trusting in God. Positive peer influence can also guide teenagers to make good choices.
Children progress through different stages of peer relationships as they develop. Solitary play occurs first as infants play alone, followed by parallel play where children play side by side without interaction. Associative play emerges as toddlers engage in independent play but join others briefly. Cooperative play involves working together to accomplish goals through constructive or symbolic play. As social skills develop, children learn to enter group play through observation before joining. Aggression is common in young children but physical aggression declines in preschool while indirect aggression increases from preschool to age 11. Parental influences like reinforcement, modeling, and positive statements impact children's social and prosocial behaviors.
Creating Positive Peer relationships: Why does peer relationship problems, like bullying, exist in middle schools?
SLOGAN: My School is like my family.
The document discusses various aspects of socioemotional development in middle childhood including:
1. Children's self-concept becomes more divided into personal and academic areas as they compare themselves to others.
2. Emotional intelligence and self-efficacy influence how children approach challenges and social skills.
3. Self-esteem increases during this period with brief declines around age 12, and parenting needs to become more authoritative.
4. Peer relationships and friendships become more important as children progress through stages of friendship based on trust and intimacy.
This document summarizes several theories and techniques used in school counseling. It discusses Adlerian counseling which focuses on social needs and striving for superiority. Birth order influences are explored. Behaviorism emphasizes observable behaviors and operant conditioning using rewards and punishments. Person-centered counseling as developed by Rogers focuses on congruence and unconditional positive regard to help students reach their potential. Specific counseling methods discussed for each approach include play therapy, role-playing, behavior modification, reflective listening, and open-ended questions. The goal overall is to help students develop skills, make positive decisions, and adjust effectively in their lives.
This document discusses several topics related to human sexuality and intimacy. It begins by defining human sexuality and exploring how it impacts various aspects of life. It then discusses what intimacy means, describing it as a close, familiar relationship that involves emotional closeness, spiritual connection, and openness. The document also examines teenage relationships, noting both the advantages like learning about relationships but also the disadvantages such as emotional instability and life-long scars. It discusses pre-marital sexuality and why many societies forbid it due to potential consequences. Finally, it explores ways to avoid pre-marital sex through education and developing healthy views of sexuality and relationships from a young age.
This document summarizes key points about peer groups from childhood through adolescence. It discusses how peer groups evolve from simple playmates in early childhood to more complex social organizations in school-age years and adolescence. Peer groups provide social support and influence development by encouraging social skills, values, and behaviors. Both positive and negative outcomes can result from peer group interactions, such as collaboration or bullying/gangs. The document also examines characteristics of bullies and victims as well as reasons why gangs may form.
This document discusses the ecology of peer groups. It defines a peer group as composed of individuals of roughly equal age and background. It describes four main types of peer groups: elites, athletes, academics, and deviants. Peer groups influence members through socialization, shaping self-esteem and gender roles. While peer groups provide belonging and support, they can also negatively pressure behavior if members have bad influences. Peer groups have a structure that includes peers, crowds, cliques, and friends.
This document discusses parenting late adolescents and young adults. It covers several topics:
1. Teens say parents provide physical affection, help with problems, and reliability in relationships.
2. Parenting dimensions change as teens gain more independence, though secure attachments and authoritative parenting still predict teen competence.
3. Authoritative parenting encourages emotional and social competence in teens of all ethnic groups worldwide by balancing demands with responsiveness.
Peers play an important role in children's development by providing opportunities to learn and practice social skills like cooperation and conflict resolution. They also serve as agents of socialization that help shape children's behaviors and beliefs. While peer pressure can encourage both positive and negative behaviors, peers mainly reinforce values children learn from their family, and children tend to choose friends similar to themselves.
A newly designed webinar which will be delivered for the first time on February 1st, 2011.
It includes excellent strategies for influencing your peers and a strategic action planning exercise.
Helping adolescents deal with peer pressuremervemerve123
This document discusses strategies for helping adolescents deal with peer pressure. It begins by outlining the challenges of peer pressure during adolescence and defines positive versus negative peer pressure. It then provides tips for educators, such as making students aware of common pressures and teaching strategies and skills to resist negative pressure. Specific strategies are described, like asking questions, identifying consequences, suggesting alternatives, and removing oneself from problematic situations. The document also covers identifying at-risk students, signs of bullying, steps to address bullying, and resources for further information.
Sibling Sanity - Top tips to reduce conflict and improve relationships.Mike Morency
Why do siblings fight and is it always bad? Why can’t they just get along? Tips and Strategies to responds to the conflict safely. 16 Tips to reduce conflict and Top 10 Tips for Improving Sibling Relationships.
1. During middle childhood, children begin to venture out from close family supervision and explore friendships and social interactions with peers. Getting along with peers becomes crucial as difficulties can cause serious problems.
2. Children develop an understanding of social comparison and their own abilities based on peers. They also develop their own culture and moral codes separate from adults with values of protecting friends and avoiding telling adults about problems.
3. Family structure, function, income and conflict can impact children's development, but resilience also allows children to cope with stress when they have social support from caring parents or religious communities.
Influence peer group and role model for idol behaviorkanti choudhary
Peer groups and role models can influence behavior both positively and negatively. Peer groups are made up of friends and classmates of similar ages and backgrounds. During adolescence, teenagers are highly influenced by their desire to fit in and be accepted by their peer group. This peer influence can encourage positive behaviors but also increase risky behaviors. Role models, like parents, teachers, and celebrities, also impact behavior through their examples. Choosing positive role models can improve self-esteem and performance, while negative role models may promote inappropriate actions. Parents can help guide their children to peer groups and figures that reinforce healthy development.
Relationship with family, peers, and adultTeejayBerdz
This document discusses adolescent relationships with family, peers, and society. It notes that while some adolescents experience rebellion and conflict, most do not if raised in a positive family environment. It examines how adolescents spend their discretionary time and how this reflects cultural values. Relationships with parents are largely based on closeness developed in childhood and influence future romantic relationships. The document also discusses individuation, siblings, peer groups like crowds and cliques, and how romantic relationships evolve across adolescence.
Children ages 6-10 develop social competence through building friendships. Peer relationships contribute to social and cognitive development during these years. Children look for acceptance and want to fit in with groups. Teachers can help children build friendships by encouraging social skills, modeling positive interactions, and giving children opportunities to practice social skills with peers. Parents support friendship building by enrolling children in activities, role playing social scenarios, and focusing on each child's individual needs.
This document discusses peer pressure among adolescents in school. It defines peer pressure as the strong influence of a group of children to behave like everyone else. Peer pressure can be positive by encouraging prosocial behaviors, but usually has negative effects when adolescents conform to antisocial peer pressure. Adolescents from dysfunctional homes or with low self-esteem are most at risk. Schools are a common location for peer pressure since adolescents spend much of their time socializing with friends there. The document provides warning signs that an adolescent has begun to conform to peer pressure, such as changes in behavior, language, clothing, or attitudes. It stresses the responsibility of parents and teachers to ensure peer pressure remains positive.
Bullying, Adolescent, Social Patterns And Problemsbrooke88
Bullying can be triggered by a desire for social dominance or a mask for low self-esteem, and it often starts at school but can carry over to siblings. Parents should help their children develop a positive self-identity, work ethic, and sense of responsibility. The California Association of Marriage and Family encourages parents to discuss bullying with their children before problems arise, through general questions, sharing personal stories, or direct inquiries about being bullied. During adolescence, peer relationships and extracurricular activities gain greater importance compared to academics, and adolescents seek more independence which can lead to family conflicts. For some children, early adolescence marks a decline academically leading to failure and dropping out of school.
Seattle Girls' School Parent and Guardian Series: Girl BullyingRosetta Eun Ryong Lee
Odd Girls Out. Queen Bees. Girl Bullying. When did we lose our sweet little girls? Examine the cross-section of socio-emotional development, gender bias, and adolescence in the emergence of the “Mean Girl” phenomenon. What can we do as parents, educators, and supporters to promote healthy relationship among girls?
Topics Include: Gender, Bias, and Aggression, How to Communicate with Your Girls, Communication & Advocacy Skills for Women, Conflict Resolution Skills
Helping Adolescents Deal with Peer PressureSushma Punia
This document provides information and strategies for helping adolescents deal with peer pressure. It defines positive and negative peer pressure and identifies traits that put students at risk of succumbing to peer pressure. It recommends educating students about peer pressure, demonstrating the difference between positive and negative pressure, and providing strategies and skills for dealing with peer pressure, such as suggesting alternatives, asking questions, and removing oneself from situations. The document also addresses bullying and outlines steps for developing an action plan to address it in schools.
Relationships and their influence on well being 1Gugu Shabangu
The document discusses different types of relationships and how they impact well-being. It outlines four main types of relationships: family, friendships, casual relationships, and romantic relationships. Family is where we first learn about love and caring. Friendships involve mutual affection. Casual relationships are those with acquaintances. Romantic relationships require respect between partners. Healthy relationships contribute to well-being through support and encouragement, while unhealthy ones can be detrimental through abuse or isolation. Cultural and social influences also shape how relationships are formed and maintained. Rights and responsibilities are important in all relationships.
Adolescent Attachment To Parents And Peersgaz12000
1. This document discusses patterns of attachment in adolescence, specifically looking at how attachment to parents relates to attachment to peers and how adolescents are attached differently to their mothers versus fathers.
2. It reviews literature showing that adolescents generally rate attachment to their peers higher than to parents, suggesting peers become more important during adolescence, though parents remain significant. Research also indicates adolescents typically report stronger attachment and communication with their mothers compared to their fathers.
3. The document analyzes how adolescent development impacts relationships, as adolescents gain independence but still desire parental support, and relationships with mothers and fathers take on different qualities during this transitional period.
The document summarizes a study that examined the relationship between attachment style (secure, anxious, avoidant) and homesickness in 81 university students living away from home. Participants completed the Adult Attachment Scale and Homesickness Questionnaire. Results showed that students with a secure attachment style reported significantly less homesickness than those with anxious or avoidant styles. The effect size was moderate.
The document discusses various aspects of socioemotional development in middle childhood including:
1. Children's self-concept becomes more divided into personal and academic areas as they compare themselves to others.
2. Emotional intelligence and self-efficacy influence how children approach challenges and social skills.
3. Self-esteem increases during this period with brief declines around age 12, and parenting needs to become more authoritative.
4. Peer relationships and friendships become more important as children progress through stages of friendship based on trust and intimacy.
This document summarizes several theories and techniques used in school counseling. It discusses Adlerian counseling which focuses on social needs and striving for superiority. Birth order influences are explored. Behaviorism emphasizes observable behaviors and operant conditioning using rewards and punishments. Person-centered counseling as developed by Rogers focuses on congruence and unconditional positive regard to help students reach their potential. Specific counseling methods discussed for each approach include play therapy, role-playing, behavior modification, reflective listening, and open-ended questions. The goal overall is to help students develop skills, make positive decisions, and adjust effectively in their lives.
This document discusses several topics related to human sexuality and intimacy. It begins by defining human sexuality and exploring how it impacts various aspects of life. It then discusses what intimacy means, describing it as a close, familiar relationship that involves emotional closeness, spiritual connection, and openness. The document also examines teenage relationships, noting both the advantages like learning about relationships but also the disadvantages such as emotional instability and life-long scars. It discusses pre-marital sexuality and why many societies forbid it due to potential consequences. Finally, it explores ways to avoid pre-marital sex through education and developing healthy views of sexuality and relationships from a young age.
This document summarizes key points about peer groups from childhood through adolescence. It discusses how peer groups evolve from simple playmates in early childhood to more complex social organizations in school-age years and adolescence. Peer groups provide social support and influence development by encouraging social skills, values, and behaviors. Both positive and negative outcomes can result from peer group interactions, such as collaboration or bullying/gangs. The document also examines characteristics of bullies and victims as well as reasons why gangs may form.
This document discusses the ecology of peer groups. It defines a peer group as composed of individuals of roughly equal age and background. It describes four main types of peer groups: elites, athletes, academics, and deviants. Peer groups influence members through socialization, shaping self-esteem and gender roles. While peer groups provide belonging and support, they can also negatively pressure behavior if members have bad influences. Peer groups have a structure that includes peers, crowds, cliques, and friends.
This document discusses parenting late adolescents and young adults. It covers several topics:
1. Teens say parents provide physical affection, help with problems, and reliability in relationships.
2. Parenting dimensions change as teens gain more independence, though secure attachments and authoritative parenting still predict teen competence.
3. Authoritative parenting encourages emotional and social competence in teens of all ethnic groups worldwide by balancing demands with responsiveness.
Peers play an important role in children's development by providing opportunities to learn and practice social skills like cooperation and conflict resolution. They also serve as agents of socialization that help shape children's behaviors and beliefs. While peer pressure can encourage both positive and negative behaviors, peers mainly reinforce values children learn from their family, and children tend to choose friends similar to themselves.
A newly designed webinar which will be delivered for the first time on February 1st, 2011.
It includes excellent strategies for influencing your peers and a strategic action planning exercise.
Helping adolescents deal with peer pressuremervemerve123
This document discusses strategies for helping adolescents deal with peer pressure. It begins by outlining the challenges of peer pressure during adolescence and defines positive versus negative peer pressure. It then provides tips for educators, such as making students aware of common pressures and teaching strategies and skills to resist negative pressure. Specific strategies are described, like asking questions, identifying consequences, suggesting alternatives, and removing oneself from problematic situations. The document also covers identifying at-risk students, signs of bullying, steps to address bullying, and resources for further information.
Sibling Sanity - Top tips to reduce conflict and improve relationships.Mike Morency
Why do siblings fight and is it always bad? Why can’t they just get along? Tips and Strategies to responds to the conflict safely. 16 Tips to reduce conflict and Top 10 Tips for Improving Sibling Relationships.
1. During middle childhood, children begin to venture out from close family supervision and explore friendships and social interactions with peers. Getting along with peers becomes crucial as difficulties can cause serious problems.
2. Children develop an understanding of social comparison and their own abilities based on peers. They also develop their own culture and moral codes separate from adults with values of protecting friends and avoiding telling adults about problems.
3. Family structure, function, income and conflict can impact children's development, but resilience also allows children to cope with stress when they have social support from caring parents or religious communities.
Influence peer group and role model for idol behaviorkanti choudhary
Peer groups and role models can influence behavior both positively and negatively. Peer groups are made up of friends and classmates of similar ages and backgrounds. During adolescence, teenagers are highly influenced by their desire to fit in and be accepted by their peer group. This peer influence can encourage positive behaviors but also increase risky behaviors. Role models, like parents, teachers, and celebrities, also impact behavior through their examples. Choosing positive role models can improve self-esteem and performance, while negative role models may promote inappropriate actions. Parents can help guide their children to peer groups and figures that reinforce healthy development.
Relationship with family, peers, and adultTeejayBerdz
This document discusses adolescent relationships with family, peers, and society. It notes that while some adolescents experience rebellion and conflict, most do not if raised in a positive family environment. It examines how adolescents spend their discretionary time and how this reflects cultural values. Relationships with parents are largely based on closeness developed in childhood and influence future romantic relationships. The document also discusses individuation, siblings, peer groups like crowds and cliques, and how romantic relationships evolve across adolescence.
Children ages 6-10 develop social competence through building friendships. Peer relationships contribute to social and cognitive development during these years. Children look for acceptance and want to fit in with groups. Teachers can help children build friendships by encouraging social skills, modeling positive interactions, and giving children opportunities to practice social skills with peers. Parents support friendship building by enrolling children in activities, role playing social scenarios, and focusing on each child's individual needs.
This document discusses peer pressure among adolescents in school. It defines peer pressure as the strong influence of a group of children to behave like everyone else. Peer pressure can be positive by encouraging prosocial behaviors, but usually has negative effects when adolescents conform to antisocial peer pressure. Adolescents from dysfunctional homes or with low self-esteem are most at risk. Schools are a common location for peer pressure since adolescents spend much of their time socializing with friends there. The document provides warning signs that an adolescent has begun to conform to peer pressure, such as changes in behavior, language, clothing, or attitudes. It stresses the responsibility of parents and teachers to ensure peer pressure remains positive.
Bullying, Adolescent, Social Patterns And Problemsbrooke88
Bullying can be triggered by a desire for social dominance or a mask for low self-esteem, and it often starts at school but can carry over to siblings. Parents should help their children develop a positive self-identity, work ethic, and sense of responsibility. The California Association of Marriage and Family encourages parents to discuss bullying with their children before problems arise, through general questions, sharing personal stories, or direct inquiries about being bullied. During adolescence, peer relationships and extracurricular activities gain greater importance compared to academics, and adolescents seek more independence which can lead to family conflicts. For some children, early adolescence marks a decline academically leading to failure and dropping out of school.
Seattle Girls' School Parent and Guardian Series: Girl BullyingRosetta Eun Ryong Lee
Odd Girls Out. Queen Bees. Girl Bullying. When did we lose our sweet little girls? Examine the cross-section of socio-emotional development, gender bias, and adolescence in the emergence of the “Mean Girl” phenomenon. What can we do as parents, educators, and supporters to promote healthy relationship among girls?
Topics Include: Gender, Bias, and Aggression, How to Communicate with Your Girls, Communication & Advocacy Skills for Women, Conflict Resolution Skills
Helping Adolescents Deal with Peer PressureSushma Punia
This document provides information and strategies for helping adolescents deal with peer pressure. It defines positive and negative peer pressure and identifies traits that put students at risk of succumbing to peer pressure. It recommends educating students about peer pressure, demonstrating the difference between positive and negative pressure, and providing strategies and skills for dealing with peer pressure, such as suggesting alternatives, asking questions, and removing oneself from situations. The document also addresses bullying and outlines steps for developing an action plan to address it in schools.
Relationships and their influence on well being 1Gugu Shabangu
The document discusses different types of relationships and how they impact well-being. It outlines four main types of relationships: family, friendships, casual relationships, and romantic relationships. Family is where we first learn about love and caring. Friendships involve mutual affection. Casual relationships are those with acquaintances. Romantic relationships require respect between partners. Healthy relationships contribute to well-being through support and encouragement, while unhealthy ones can be detrimental through abuse or isolation. Cultural and social influences also shape how relationships are formed and maintained. Rights and responsibilities are important in all relationships.
Adolescent Attachment To Parents And Peersgaz12000
1. This document discusses patterns of attachment in adolescence, specifically looking at how attachment to parents relates to attachment to peers and how adolescents are attached differently to their mothers versus fathers.
2. It reviews literature showing that adolescents generally rate attachment to their peers higher than to parents, suggesting peers become more important during adolescence, though parents remain significant. Research also indicates adolescents typically report stronger attachment and communication with their mothers compared to their fathers.
3. The document analyzes how adolescent development impacts relationships, as adolescents gain independence but still desire parental support, and relationships with mothers and fathers take on different qualities during this transitional period.
The document summarizes a study that examined the relationship between attachment style (secure, anxious, avoidant) and homesickness in 81 university students living away from home. Participants completed the Adult Attachment Scale and Homesickness Questionnaire. Results showed that students with a secure attachment style reported significantly less homesickness than those with anxious or avoidant styles. The effect size was moderate.
Reactive Attachment Disorder (RAD) is a severe attachment disorder that affects young children and is characterized by a failure to form normal attachments to primary caregivers. Children with RAD do not bond with their parents or caregivers and may indiscriminately seek attention from any available adult. RAD is caused by neglect, abuse, or lack of consistent care early in life. It is diagnosed when inappropriate social behaviors emerge before age 5 and are accompanied by a history of disturbed care. Treatment focuses on improving the caregiving environment and responsiveness of caregivers through parenting skills training and therapies that facilitate healthy attachment.
Mary Ainsworth conducted the Strange Situation Experiment to study infant attachment. Babies were observed interacting with their mother and a stranger in an unfamiliar room. Researchers discovered that infants could be securely or insecurely attached based on their reactions. Secure infants cried when their mother left but were happy when she returned, while insecure infants showed avoidant or anxious behaviors. Insecure attachment has been linked to later emotional and behavioral problems in children.
Infant Attachment Styles In Relation To Adult Romanticcassandragabler
The document discusses several studies on how infant attachment styles relate to adult romantic attachment. It summarizes research that found attachment styles developed in infancy continue into adulthood and impact things like relationships, emotional experiences, and ideal partner preferences. The studies observed participants from infancy to adulthood and found secure attachment in infancy correlated with better social skills and relationships later in life. Attachment styles were also linked to attitudes about parents and needs in romantic relationships.
Mary Ainsworth developed attachment theory and the Strange Situation experiment to study infant attachment. The Strange Situation involves briefly separating an infant from their parent in a laboratory setting with another stranger present. It consists of eight episodes involving separations and reunions. Researchers observe the infant's behavior upon the parent's return to classify the infant's attachment style as secure, anxious/ambivalent, avoidant, or disorganized-disoriented. The infant's reaction indicates the quality of attachment to their parent.
John Bowlby's evolutionary theory of attachment proposes that:
1. Attachments are innate and adaptive, giving infants an increased chance of survival by keeping them safe, fed, and warm with a caregiver.
2. Infants have innate social releasers like crying and cooing that trigger caregivers' innate caregiving responses.
3. There is a critical period in early childhood, from birth to 2.5 years, for forming attachments, and failure to do so could damage a child for life.
- Mary Ainsworth developed the Strange Situation experiment to study infant attachment by observing how infants reacted to brief separations from and reunions with their caregiver in an unfamiliar environment. She identified three main attachment types: secure, insecure-avoidant, and insecure-resistant.
- Factors that can affect attachment type include the sensitivity of the caregiver to the infant's needs (sensitivity hypothesis) and the infant's innate temperament (temperament hypothesis).
- Early attachment types can influence later behaviors, such as social and learning behaviors in school as well as romantic relationships in adulthood. Securely attached infants tend to explore more and handle challenges better.
Mary Ainsworth was a psychologist known for developing attachment theory and the Strange Situation experiment. Her work showed that early emotional attachment between infants and caregivers influences later development. She identified secure, anxious-avoidant, and anxious-resistant attachment styles in infants. Secure infants explored freely when caregivers were present and were distressed when separated but found comfort on reunion. Insecure styles involved avoiding, ignoring, or clinging to caregivers. A fourth disorganized/disoriented style was later identified and linked to higher stress levels in infants. Ainsworth's work highlighted the importance of children forming secure attachments at childcare settings before parents leave.
"Using attachment theory to understand parent-child conflict in non-adopted boys" looks at three detailed cases of young boys who present with difficulties in social situations and asks if Attachment Theory can offer a useful lens for understanding their difficulties.
Mary Ainsworth was a psychologist born in 1913 who studied maternal-infant attachment. She worked with John Bowlby at the Tavistock Clinic in England where she began researching attachments between mothers and infants. Ainsworth is most known for her "Strange Situation" experiment which observed how children reacted to their mother briefly leaving an unfamiliar room. Based on her research, she identified three main attachment styles in children: secure, anxious-avoidant, and anxious-resistant.
Human development involves progressing through stages from conception to death. Key theories include Piaget's stages of cognitive development, Erikson's stages of psychosocial development, and Bowlby's attachment theory. Nature and nurture both influence development, as genes interact with the environment. Early development is sensitive to prenatal and early childhood experiences, which can impact outcomes like language, intelligence, and social-emotional skills.
Bowlby's theory of attachment proposes that:
1) Early ancestors evolved an attachment system to enhance offspring survival by forming strong bonds with caregivers.
2) Babies are born with an innate drive to form attachments, while adults have evolved caregiving behaviors in response.
3) Forming a strong attachment to one primary caregiver during infancy through responsive caregiving is critical for healthy social and emotional development.
Mary Ainsworth conducted research that provided empirical support for John Bowlby's theory of attachment. She observed differences in how infants attached to their mothers in Uganda, finding that some infants were securely attached and explored confidently while others were less secure. Ainsworth then designed the Strange Situation experiment to further study attachment patterns between American mothers and infants. The experiment identified three main types of attachment: secure, insecure-avoidant, and insecure-resistant.
Learn the history of attachment theory (known today as attachment parenting), and the benefits of creating a secure attachment with your infant and/or child.
This document summarizes theories of social and personality development in adolescence. It discusses psychoanalytic perspectives including Freud's stages of psychosexual development and Erikson's stages of psychosocial development focusing on identity versus role confusion. It also discusses Marcia's identity statuses and components of self-understanding like self-concept, self-esteem, gender identity, ethnic identity, and moral development theories like Kohlberg's stages of moral reasoning. It examines relationships with parents, peers, and romantic relationships as well as causes of moral development and criticisms of theories.
This document covers key topics in cognitive psychology including intelligence, language, problem solving, and decision making. It defines intelligence, discusses theories of intelligence, and how intelligence is measured. It also addresses the influences of nature and nurture on intelligence and how concepts and problem solving strategies are formed. Additional sections explain reasoning processes, language acquisition, and compare human language capabilities to those of animals.
Psychology 101 Chapter 8 Life Span Developmentdborcoman
This document provides an overview of human development from prenatal development through adulthood. It covers key topics like prenatal development in 3 stages, infant and child development theories including Piaget and Erikson, adolescent physical changes and cognitive development, and adult physical and cognitive changes. Theories of love, partner selection, and adjustment to death are also addressed. The document uses text, images, videos and animations to explain human development concepts at different life stages.
This document discusses peer relationships and gender identity during adolescence. It covers how peers provide information and feedback outside the family. Peer influence can be positive or negative, and rejection leads to issues. Parents influence children's peers through lifestyle choices. Social cognition and emotions play roles in peer success. Bullying negatively impacts victims. Adolescent peer groups include both genders and conformity increases. Friendship provides companionship and intimacy increases in adolescence. Gender roles and stereotypes shape identities and behavior differently for males and females.
This document discusses stages of abusive relationships and recovery. It covers the capture stage where the abuser attempts to overwhelm and control the victim, the victimization stage where the abuser uses violence to prevent escape, and the extraction stage where the victim feels relief but struggles adjusting after isolation. The recovery stage involves physical, psychological and emotional healing through therapies. Effective co-parenting is discussed, including the risks of further abuse if the abuser gains access and how parallel parenting can establish cooperation while protecting safety. The importance of family bonding in blended families is covered along with tips for communication and listening within families.
This document discusses several challenges faced by Filipino adolescents including attitudes toward sexuality, academic pressures, group belongingness, health issues, navigating various roles, material poverty, impacts of parents working abroad, career choice, and relationship challenges. It provides advice on developing healthy attitudes in each area such as taking responsibility for one's actions, prioritizing education, choosing supportive social circles, practicing self-care, balancing multiple roles, embracing challenges positively, exploring career options proactively, and learning to manage conflicts.
1) Adolescence is a time of identity development as teens explore different roles and values to determine who they are. Erikson's stages of identity development are examined. 2) Relationships with peers become increasingly important as teens spend more time with friends and seek acceptance. Dating and romantic relationships also begin to emerge. 3) Challenges like struggles with identity, relationships, school, and family can lead to problems like delinquency, depression, and in serious cases, suicide. Risk factors and preventative measures are discussed.
Children of divorced parents experience distress due to conflict between parents and separation from one parent. They are more likely to have behavioral problems, depression, low self-esteem, and difficulties in relationships. While divorce impacts all children, it is particularly harmful during childhood and adolescence. Maintaining involvement of both parents and developing positive communication helps reduce long-term negative outcomes for children of divorce.
Children who witness domestic violence suffer physically and emotionally. They are more likely to experience behavioral, social, and psychological problems including depression, anxiety, low self-esteem, and difficulty forming relationships. The trauma can negatively impact their development into adulthood. Exposure to violence in the home creates an environment of constant fear for children and affects their ability to feel safe and secure.
This document discusses several challenges faced by Filipino middle and late adolescents. It addresses developing self-esteem while accepting one's strengths and weaknesses. It also discusses academic concerns, attitudes towards sexuality, group belongingness, health and nutrition, balancing various roles, impacts of material poverty and parents working abroad, career choice, and relationship challenges. Maintaining relationships requires maturity, and friendships may be easier than family relationships during this phase.
Changes of family dynamics in young adulthood2Kalpana Kawan
This document discusses changes in family dynamics during young adulthood. It defines family as individuals living together under one head, and family dynamics as patterns of interaction between members. During young adulthood, individuals want more responsibility and independence from their family, including financial independence. They also want greater privacy. This can lead to conflicts as parents still see their child as young. Relationships and potential marriage introduce new dynamics. Having children of one's own or not can impact their status within the family. Siblings tend to grow closer through shared experiences. Young adults also take on mentoring roles for younger siblings. The family must balance personal and group interests to avoid conflicts.
Families
Peer Relations, Play, and Television
The Self, Gender, and Moral Development
Parenting styles
Adapting parenting to developmental changes in the child
Cultural, ethnic, and social class variations in family
Siblings relationship and birth order
The changing family in a changing society
Depressed parents
Adapting Parenting to Developmental Changes in the Child
1) The document discusses factors that influence adolescent development within families, including parenting styles, sibling relationships, divorce, marital conflict, and economic stress.
2) Authoritative parenting, which is demanding but also responsive, tends to be most beneficial for adolescents, though authoritarian parenting may not be as harmful for some ethnic minority families.
3) Siblings influence each other's development but also try to differentiate themselves, and relationships range from conflictual to supportive.
Modern families face obstacles in maintaining strong relationships as parents are busy and spend less quality time with children, potentially affecting their emotional development and family bonds. Teen relationships are often opposed by parents who prioritize education over puppy love, while friendships can be difficult to maintain long-term as people change. Teachers struggle to understand students and build proper interactions, especially with shy, bullied or depressed students. Building strong relationships requires listening, honesty, trust, love and cooperation between all parties through quality communication and understanding each other's perspectives. Healthy relationships are important sources of strength, happiness and life satisfaction.
This document discusses common reactions and developmental considerations for children of different ages coping with divorce. For toddlers, common reactions include expressing feelings behaviorally and regression, while caregivers should label feelings, validate them, and provide reassurance. For preschoolers, regressive behaviors and insecurity are common, and caregivers should reassure them it's not their fault and help them cope. Older children may feel guilt or want parents to reunite; caregivers should validate feelings and encourage appropriate expression of anger. Teenagers can withdraw or blame parents, so open communication and involvement are important.
The Psychology of Relationships by Dr. Kathrine BejanyanMatt Kendall
This document discusses relationship psychology and addresses Cindy's relationship dilemma. It summarizes that while romantic love served an evolutionary purpose for initial attraction and reproduction, it was not meant to last decades with the same person. Modern relationships require developing companionate love through shared values, equity, standards, and connection. The quality of our connections depends on our own emotional well-being, which stems from early childhood relationships.
Family dynamics, peer influences, substance abuse, and psychological factors can all contribute to juvenile delinquency. Common crimes committed by juvenile delinquents include violent crimes like assault and property crimes such as theft. Prevention methods aim to promote protective factors for youth like positive family relationships, emotional maturity, and commitment to school or work.
The document provides an introduction to morality. It discusses how morality relates to judging right from wrong and choosing to do right. It explains that morality comes from various sources, including family, friends, religion, society, emotions, and personal values. Moral behavior can depend on consequences, emotions, situations, rules, authority, customs, and conscience. The document provides examples of moral, immoral, and amoral people and discusses making moral decisions through considering facts, options, advice, values, and prayer. It emphasizes that morality matters for healthy relationships and society.
The document discusses the importance of relationships in middle years education. It argues that building trusting relationships with students will positively impact their learning, behavior, and future choices. It provides strategies for teachers to develop relationships, including getting to know students personally, acting as mentors, building a supportive classroom culture, and avoiding actions that damage trust. The key is for teachers to understand themselves and their students in order to best support adolescents through this developmental period.
This document discusses human development and psychology across the lifespan from infancy to late adulthood. It covers key stages of development from 0-5 years, 6-12 years, adolescence, early adulthood, middle adulthood, and late adulthood. For each stage, it describes physical, cognitive, social, and emotional characteristics. The document also discusses theories of Erik Erikson on psychosocial development and the psychology of vulnerable groups like the sick/ailing, women, and challenged individuals.
The document discusses the impact of marital conflict on children, including when destructive conflict tactics like physical aggression, insults, or hostility are used in front of children. While parents may try to shield children, research finds children are usually present for domestic disputes. Witnessing certain types of conflict can negatively impact children's development. The document advocates for constructive conflict resolution like calm discussion and compromise when children are present. As youth professionals, we must be aware that conflict children witness at home can short and long-term effects, so promoting healthy relationships is important.
This presentation provided information to help parents support elementary school-aged children coping with divorce. It discussed Erik Erikson's stages of development, focusing on the Initiative vs. Guilt and Industry vs. Inferiority stages. Children in these stages may experience feelings of guilt, withdrawal, challenging behavior, and struggles at school. The presentation suggested encouraging children to express themselves, maintaining involvement with both parents, and communicating with teachers. It provided additional resources for parents and children to help with coping.
1. Parent-Adolescent Interactions as
Predictors of Adolescents’
Attachment Style and Peer
Relationships
Kindsey Smith, Jordan Charles, Chris Baccile, and J. Kelly McCoy
Brigham Young University - Idaho
2. Purpose of
Our Study
• The purpose of our study was to understand the
relationships between parenting styles and the quality of
adolescents’ peer relations
• In the current study we will explore the idea that
adolescents own attachment styles, or working models,
may be a significant mediator between parenting behavior
and the quality of adolescents’ peer relations.
4. Importance of
Friendships
and Peer
Group
Relations.
•Social relationships, and in particular friendships, play a vital
role in a child's development (Berndt, 1999 and Hartup and
Stevens, 1999). Friendships provide an opportunity to develop
social and cognitive skills such as cooperativeness, sharing,
altruism and conflict management (Newcomb & Bagwell,
1998).
•During adolescence intimacy intensifies, which motivates them
to seek out close friends. If adolescents fail to form those close
relationships they will experience loneliness and reduced
sense of self worth (Sullivan, 1953).
•Although adolescents who experience negative parenting are
at risk for later adjustment problems, positive peer relationships
may attenuate this link (Lansford et al. 2003).
5. Parenting
Affects
Friendship and
Peer Group
Relations
• Parent’s choices of neighborhoods, churches, schools, and their
own friends influence the pool from which their adolescents select
possible friends(Rubin & Sloman, 1984, Parenting Practices and
peer Group Affliation article)
• Parents can model or coach their adolescents in ways of relating
to peers (Mounts, 2010; Ross & Howe, 2009)
• In one study, parents acknowledged that they recommended
specific strategies to their adolescents to help them develop more
positive peer relations (Rubin & Sloman, 1994)
• Family structure, socio-economics, ethnic and marital
arrangements are some of the ways that parents retain some
influence over teens. (Parenting practice and peer group)
• Investigators have found that parental influence on children's
behavior remains extensive in adolescence.
6. Adolescent
Attachment
Style
Avoid
• You are comfortable with not having close emotional
relationships. It is very important to you to feel
independent. You prefer not to depend on others or
have others depend on you.
Ambivalent
• You like to have very close emotional relationships.
Sometimes you find others don’t want to be as close
as you want to be. You sometimes worry that others
don’t care about you as much as you care about them.
Secure
• It is easier for you to become emotionally close to
people. You are comfortable depending on others.
You like having others depend on you. You don’t
worry about being alone or having others not accept
you.
7. Attachment
and Peer
Relations
•Those with secure attachments tend to have emotional
regulation to solve conflict in their friendships. There also seems
to be evidence of low ratings of social anxiety (Zimmerman,
2004; Kobak & Sceery, 1988 ).
•Adolescents associated with dismissed attachment report not
valuing close relationships and describe themselves as
“emotionally independent” (Zimmerman, 2004).
•Adolescents with preoccupied attachment fluctuate between
positive and and negative views in their friendships. They have
expectations in friendship that is not elaborated (Zimmerman,
2004).
•Adolescence will use peers for their attachment needs, while
still forming autonomy with parents. These needs are
“transferred” from caregiver to peers (Cassidy & Shaver, 2006)
8. How family is
Important to
Attachment
• All teaching of right and wrong begins with attachment--the warm, emotional tie
that children have with their parents.
• Children learn from and are influenced most by those persons who are most
meaningful to them, and the most meaningful adults are those to whom the child is
emotionally attached.
• Everything we know about human behavior suggests that the family is the institution
in which most children learn about character and morality.
• Character traits based on respect for authority and social rules, such as honesty,
cooperation, responsibility, and self-reliance, are learned first within the family
sphere. If learned well, these traits are then transferred beyond the family to
dealings with society at large.
• As social psychologist Willard W. Hartup has concluded, "A child's effectiveness in
dealing with the social world emerges largely from experience in close
relationships." (Hartup, Willard W. "Social Relationships and Their Developmental
Significance." American Psychologist 44-2:120-126, 1989)
• Social psychologist William Damon puts the issue forcefully: "the child's respect for
this authority is the single most important moral legacy that comes out of the
child's relationship with the parent." (Damon, William. The Moral Child: Nurturing
Children's Natural Moral Growth (New York: The Free Press, 1988), p. 52)
9. 1. Mother and Father parenting behavior will predict
measures of adolescent friendship quality.
2. Mother and Father parenting behavior will predict
adolescents’ three different attachment styles.
3. Adolescents’ three different attachment styles will predict
measures of adolescent friendship quality.
4. Adolescents’ attachment styles will serve as mediators
between the parenting behavior and the measures of
adolescent friendship quality.
Hypotheses
10. Participants &
Procedures
Participants
• Self-report data was collected by mail from 183 adolescents from two
relatively major cities in the west.
• Adolescents’ ages ranged between 13 and 15 years of age.
• Eighty five percent of the sample were living with both biological parents.
• Seventy-three percent of the sample attended church weekly.
• Ninety percent of the sample were “White or Caucasian”.
Procedures
Adolescents were identified using targeted information from a survey
research center. Questionnaire packets were mailed to adolescents and their
parents with a letter explaining the general purposes of the study and inviting
adolescents to participate in the study. Parents are encouraged in the
introductory letter to review the questionnaires, but are asked to not view it
once their adolescents have completed the questions. Adolescents were
promised that a five-dollar gift certificate would be mailed to them upon their
returning the completed survey.
11. Measurements
Mother/Dad
Warmth and
Control
Mother Warmth: Alpha = 0.811
• Appears to understand my problems
and worries
• Enjoys talking things over with me
• Does not seem to understand what I
need or want
• Makes me feel I’m not wanted
• Doesn’t talk with me very much
Mother Control: Alpha = 0.750
• Tries to control everything I do
• Invades my privacy
• Is overprotective of me
Dad Warmth: Alpha = 0.781
• Appears to understand my
problems and worries
• Does not seem to understand what
I need or want
• Makes me feel I’m not wanted
Dad Control: Alpha = 0.781
• Tries to control everything I do
• Invades my privacy
• Is overprotective of me
12. Measurements
Parent-Teen
Communication
Positive Parent-Teen Communication: Alpha = .827
• I am very satisfied with how my parents and I talk
together.
• I find it easy to discuss problems with my parents.
• My parents try to understand my point of view.
• My parents are always good listeners.
• If I were in trouble I could tell my parents.
• My parents can tell how I’m feeling without asking.
13. Measurements
Parenting Style
Permissive Parenting
My parents leave this up to
me to decide.
Democratic Parenting
My parents as my opinion about this but
they have the final say.
Autocratic Parenting
My Parents tell me exactly what to do.
14. Measurements
Adolescent
Attachment
Style
Avoid Alpha = .573
• You are comfortable with not having close emotional
relationships. . . . .
• I have difficulty depending on other people.
• I am nervous when other get too close to me.
Ambivalent Alpha = .720
• Sometimes you find others don’t want to be as close
as you want to be. . .
• My desire to be very close sometimes scares people
away.
Secure Alpha = .590
• It is easier for you to become emotionally close to
people. . . .
• I feel comfortable sharing my private thoughts and
feelings with my closest relationships.
15. Measurements
Peer Groups
Core Group: Alpha = .575
• I feel very comfortable being with my group of friends.
• I know that I can depend on the other people in my group of
friends.
• Others in my group tend to go along with what I say and do.
Peripheral Group: Alpha = .677
• I sometimes wish that I was closer to the other people in my
group.
• I worry that if I don’t do what my friends are doing, my friends
will no longer accept me as a part of their group.
• I feel like the other people in my group are closer to each other
than they are to me.
No Group
• I don’t see a need to belong to a specific group of friends.
16. Measurements
Friendship
Quality
Deviant Friends: Alpha = .908
• Purposely damage or destroy
property?
• Use alcoholic beverages (beer, wine,
hard liquor)?
• Run away from home?
• Steal or try to steal things worth $20 or
less?
• Hit or threaten to hit people?
• Use hard drugs such as heroin,
cocaine and LSD?
Best Friend Caring: Alpha = .804
• This friend can tell when I’m upset
about something.
• This friend encourages me to talk
about my difficulties.
• I can tell this friend cares about my
problems and troubles.
• If this friend knows something is
bothering me, he/she will ask me
about it.
Best Friend Warmth: Alpha = .808
• I feel that this friend is a good
friend.
• I trust this friend.
• This friend respects my feelings.
Best Friend Conflict: Alpha = .677
• This friend doesn’t understand what
I’m going through these days
• It seems as if this friend is irritated
with me for no reason.
• I often argue with this friend about
his/her opinions.
• There are many things that this
friend does that I have a hard time
accepting.
17. Correlation
Matrix of
Latent
Constructs
Parenting
and Teen
Friendship
Quality
Variable Mom Warm / Mom Control / Dad Warm / Dad Control / Pos. Parent-
Teen Comm.
Deviant Friends -.332** .198** -.082 .169* - 298**
Best Friend Cares -.026 -.041 .047 .120 .052
Best Friend Warmth .038 -.075 .165* .021 .218**
Best Friend Conflict -.143 .222** -.078 .132 -.118
Core Group .073 -.083 .054 .035 .171*
Peripheral Group -.152* .115 -.017 .045 -.157*
No Group -.133 .168* -.156* .130 -.218**
** Correlation is significant at the 0.01 level
*Correlation is significant at the 0.05 level
18. Correlation
Matrix of
Latent
Constructs
Parenting
and
Attachment
Styles
Variable Avoidant Ambivalent Secure
Mother Warmth -.249 -.197** .258**
Mother Control .313** .304** -.163*
Father Warmth -.258** -.146* .186*
Father Control .166* .164* .072
Autocratic Style .084 .176* -.022
Democratic Style -.040 -.056 .009
Permissive Style -.044 -.116 .008
Pos. Parent/Teen Comm. -.302** -.298** .389**
**Correlation is significant at the 0.01 level
*Correlation is significant at the 0.05 level
19. Correlation
Matrix of
Latent
Constructs
Best Friend
Quality and
Attachment
Styles
Variable Avoidant Ambivalent Secure
Deviant friends .219** .055 - .220**
Best Friend Cares - .251** -.052 .429**
Best Friend Warmth -.259 ** -.122 .361**
Best Friend Conflict .285** .127 -.307**
Core Group -.221** -.129 .375**
Peripheral Group .263** .416** -.202**
No Group .073 .105 -.016
**Correlation is significant at the 0.01 level
*Correlation is significant at the 0.05 level
20. Correlation
Matrix of
Latent
Constructs
Friendship
Quality and
Parenting
Styles
Variable Autocratic Democratic Permissive
Deviant Friends -.011 -.091 .102
Best Friend Cares -.002 .016 -.009
Best Friend Warmth -.065 -.017 .074
Best Friend Conflict .051 .095 -.127
Core Group -.014 .077 -.045
Peripheral -.033 .032 -.001
No Group .123 -.139 .000
** Correlation is significant at the 0.01 level
*Correlation is significant at the 0.05 level
25. Summary of
Findings
Summary
• The correlation matrices revealed moderate associations
between the parenting measures and friendship quality.
• These same parenting measures showed strong
associations with adolescents’ attachment styles.
• Adolescent secure and avoidant attachment styles also
demonstrated strong associations with all of the measures
of friendship quality.
• The structural equation models revealed that:
• secure attachment served as a significant mediator
between parenting and adolescent friendship for all
models except the two models with adolescent
peripheral peer status as the final dependent variable.
• For both mother and father models of adolescent
peripheral peer status, ambivalent attachment served
as a more significant mediator.
26. Conclusions
• We were amazed at the number of significant correlational
links between the measures of parenting, adolescent
attachment, and adolescent friendship quality.
• We were also surprised by how many of these links
disappeared when examined within the structural equation
models.
• Our study demonstrated strong potential value for
considering adolescent attachment style as a mediating
link between mothers’ and fathers’ parenting and measures
of adolescent friendship quality.