Karteikarten
Social Development
Karten in diesem Stapel (19)
- 1Criteria for the causation of A and B1. Covariation -> When A is present so is B (and vice versa), obvious association
2. Temporal precedence -> A should come before B in time
3. Nonspuriousness -> association between A and B w/o play from C - 2Research Designs1. Cross-sectional research -> measures covariation
2. Longitudinal research -> measures temporal precedence
3. Experimental research -> measures nonspuriousness - 3Cross-sectional researchResearch in which information is collected once in a specific group of people.
- 4Longitudinal researchResearch in which all information is collected in at least two different points in time with a specific group of people. Can be short or long term.
- 5Experimental researchResearch in which the potential causal variable is manipulated. Can be short or long term.
- 6The Coercive Spiral- Studies involving observing daily interactions between parent and child
- Undesirable behaviour = parental hostility = non compliance from child = further hostility until giving up
- Teaches child that aggressive behaviour is okay - 7Protective vs. Facilitative influenceLevels of protective influence are positive in nature whereas levels of facilitative influence are negative in nature. Ex) family, peers, school, neighborhood
- 8How is influence additive?As risk factors accumulate, the chances of adhering to delinquent behaviour increases as well.
- 9How is influence non-additive?When the combination, and not the accumulation, of certain risk factors contribute to a breaking point causing delinquency.
- 10Risk factorAny factor that is associated with an increased probability of a negative outcome (ex: smoking)
- 11Direct protective factorAny factor that is associated with a decreased probability of a negative outcome (ex: hanging out with a group of prosocial friends).
- 12Buffering protective factorAny factor that is associated with a decreased probability of a negative outcome despite risk (ex: hanging with a group of prosocial friends that prevent the at-risk individual from being delinquent)
- 13Wermer's study in Maui, Hawaii- Longitudinal study on children
- 1/3 of cohort were at risk kids
- risk kids divided into two groups
- 2/3 had significant problems & 1/3 ended up okay
- The ones who desisted had a more positive upcoming - 14Protective factors at the individual level- Above average intelligence
- Positive attitudes toward family & school
- Low impulsitivity
- Easy temperament
- High heart rate
- High MAO-A activity (serotonin releasing neurotransmitters) - 15Protective factors at the family factors- Close relationship with one parent
- Intensive parental supervision
- Low physical punishment
- Parental disapproval of aggressive behaviour
- Positive parental attitudes toward the child's education - 16Protective factors at school- Good school achievement
- Strong work motivation
- Reaching higher education
- Support and supervision by teachers
- Positive school climate
- Bonding to school - 17Protective factors at peers- Non deviant, good friends
- Peer groups who disapprove of aggression
- Being socially isolated
- Involvement in religious groups - 18Protective factors at neighbourhood- Non deprived neighbourhood
- Non violent neighbourhood
- Cohesion and informal social control (small town where everybody knows everybody) - 19Interaction of parental monitoring and genetic susceptibility- Chromosome (GABRA2) associated with alcohol dependence and conduct disorder
- Low family monitoring + genes = increase in chance of externalizing behaviour
- High family monitoring had no impact regardless of gene strands
Informationen
- Beschreibung
- University Forensic Psychology (PSY3173) Karteikarten am Social Development, erstellt von Tora Jay am 14/04/2015.
- Erstellt von
- Tora Jay
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