I-Self

from birth

basic understanding

Me-Self

12-24 months

understanding the self as an object of knowledge and evaluation

put red blush on nose of an infant and place in front of mirror

with me-self: wipes blush off of nose

without me-self: thinks reflection is a different baby

the ability to understand that others have beliefs, desires, and intentions that are different than one's owns

Desire TOM: 2yrs, think other's behaviors driven by desire

Belief-Desire TOM: 4-5yrs, others do things not just becaue they want something

show a child two boxes and guess which has the tube of toothpaste

show them the toothpaste box does not have the tube and ask what someone else would pick who didn't know tube was in the other box

4-6yrs

w/o/ TOM: thinks other knows what he knows

1. Perfect-Realistic: social comparisons

2. Concrete-Abstract: physical/behavior characteristics to describe oneself

3. Simple-Complex: list specific characteristics in hierarchial categories

4. Contradictions Bad-Contradictions Okay: behave differently depending on who you're around

preschool: high

early elementary: drops lower

4th grade: rises a little

puberty: low again

high school: high

low-level: more mental illness (ie depression), more aggression

high-level: less mental illness, more social, better overall adjustment

conditional parental regard: unhealthy, domineering, child's failures, extrinsic

autonomy-supportive parenting: healthy, empathy, decision-making, intrinsic

behavoir

child

1. Easy

2. Difficult

3. Slow-to-warm-up

1. Activity Level: ratio of activiy to inactivity

2. Rythmicity: sleeping/eating schedules

3. Distractability: how much stimulation a child needs to be distracted
                          from a task

4. Approach/Withdrawl: high approach=like new situations, high
                                   withdrawl=dislike new situations

5. Adaptability: how well children adjust to new situations

6. Attention Span

7. Inensity of Reaction: a child's energy level

8. Threshold of Responsiveness

9. Quality of Mood: overal neg or pos?

how well the environment fits a child's temperament

Parent-Child circle

50% heritability

parental influence

cultural differences

nutrition

birth order

Parenting Behaviors Impact Temperament

impact how genes are expressed

sensative face-to-face play: parent should know when overstimulating the child and when to back off

inconsistent discipline: punish one day, reinforce the next

parental rejection: withdrawl love and affection

First Borns: don't have to adapt, already have parent's attention

Later Borns: have to create a niche for parent's attention, easier temperaments

Infants perfer emotional comfort over food

Social: relationship between parent/child

Emotional: investment/comfort

Cognitive: develope schemas for what each relationship should be

Behavioral

Developmental Course of Attachment

1. Preattachment: don't prefer parents to other adults

2. Attachment-in-the-making: preference for caregiver, more positive reaction to parents, no seperation anxiety

3. Clear-Cut: prefers parents, seperation anxiety

Secure: healthiest form, child explores but always comes back to parent, get upset when parent leaves

Insecure: avoidant (ignore parent), resistant/ambivalent (cling to parent), disorganized (come from abusive homes)

Secure: better social skills, advanced cognitive development

Insucure: more behavioral problems

1. Secure/autonomous

2. Avoidant/dismissing

3. Dependent/preoccupied

4. Disorganized/controlling

child forms attachment with daycare workers

may lead to insecure attachment

parenting quality vs. day care quality

1. parenting style: sensitivity/responsive, interactional synchrony, family stressors

2. parent's attachment when they were children

3. infant personality

1. Engagement

2. Accessibility/Availability

3. Responsibility

How do fathers play with their children?

physical, "rough and tumble"

goal-oriented activities

emphasize real-world consequenses

better emotional development

increases willingness to try/explore

rated as more popular by peers

less aggressive

fewer behavior problems

higher cognitive and langauge development

less likely to be involved

playment of child support is primary benefit

time spent is less beneficial

1. Asperger's: highest functioning, intelligent/good memory, socially awkward, few friends, can't converse well

2. Autistic Disorder: lowest functioning, deficits in all 3 domains, nonverbal, nonsocial, self-stim

3. PDD-NOS: ambiguous diagnosis

1. Social: lack eye contact, sensory/physical contact issues, difficult for parents to connect, lack peer relationships

2. Behavioral: stims/stereotyped, routines/structures, aggression

3. Communication: regression in language, conversational difficulties

Treatments for Autism

Diets, Holding therapy (doesn't work)

Applied Behavior Analysis (ABA)

sit at work table, 10-15mins at a time, rotate through skills, reinforce independent and correct answers, take data the entire time

Refrigerator Mothers

Vaccines

Neurological

Genetic

early intervention

intense therapy

Infants/Toddlers: Nonsocial Activity, Looking, Smiles, Mutual Imitation, Language

Preschoolers: Parallel Play, True Social Interaction (associative vs. cooperative)

Middle Childhood: Perspective-taking, Rough&Tumble

1. Friendship as a Playmate (4-7yrs)

2. Friendship as Mutual Trust/Help (8-10yrs)

3. Friendship as Intimacy, Loyality, and Mutual Understanding (11-15yrs+)

use as peer norm, share secrets/details of life, limited to topics of opposite sex

then becomes emotional

1. Sociometrically-Popular

2. Rejected

3. Controversial

4. Neglected

5. Percieved Popular