unit 1 families in canada

functions of the family

1. Physical maintenance and care of group members

2. Addition of new members through procreation or adoption

3. Socialization of children

4. Social control of members

5. Production, consumption, and distribution of goods and services

6. Affective nurturance - love

socialization

The process where an individual learns the appropriate behaviours, skills and values in his/her social world

positive socialization

Helps us be successful, effective members of society

negative socialization

stops us from meeting our full potential if that potential is in a direction that society or people close to us do not have planned for us

primary socialization

teaching an individual basic skills needed to survive in society (usually done by the family)

secondary socialization

teaching an individual how to act appropriately in group situations

agents of socialization

1. Family

2. School/Work

3. Peers

4. Media

5. Government

6. Religion

family (agents of socialization)

primary agent of socialization

school (agents of socialization)

Teaches people the norms and values of society

curriculum (not hidden)

a set of standard skills and knowledge that everyone should know (Ex. what you learn in class, what you are tested on)

hidden curriculum

a certain set of beliefs and attitudes (Ex. punctuality, self-reliance, teamwork, competitiveness, obedience, perseverance)

school’s influence on behavior

Code of conduct (ex.Rules in the Student Handbook)

• Contains rules we follow so that school can be a safe and inclusive learning environment where ourselves, our peers and our teachers feel respected.

• Example: NO Bullying

if violated, there are consequences (ex. detention, suspension/expulsion)

workplace (agents of socialization)

Similar to school– adults learn to behave in certain social situations, and learn how to effectively work with others

Children learn about work through chores, play and observation

peers (agents of socialization)

• Tend to associate with others who are the same age and similar social status

  • Especially during adolescence

  • Can spend more time with peers than family

• Teaches communication, collaboration, compromise

• Also influences your values/beliefs 

• Can encourage young people to both conform and violate social norms

• Can be both a positive support and a negative support

media (agents of socialization)

Positive:

• Exposure to people in other cultures

• Encourage new ideas

• Outlet for creativity and expression

• Connection to people all around the world

Negative:

• Less time spent with others

• Less time playing/interacting and building social skills and relationships

• Normalization of a lot of negative behaviours

• Advertisements- very pervasive messages

• - What to wear, how to act, what to aspire to, etc.

government (agents of socialization)

• Assures social security for people

• Creates and maintains rules and regulations, laws, punishments (Ex. Driving Under the Influence (DUI)- committing a crime and also putting others' lives in danger.)

• Regulates important rites of passage (Voting, Driving age, Drinking age)

• Shapes socialization by influencing our view of appropriate activities and behaviours at particular times in life course

religion (agents of socialization)

• Moral codes and standards of behaviour 

• Teaches responsibility, charity and humanitarianism 

• Currently, there is a decline in the amount of people who are religious + attend a religious place of worship

theory

• Model or framework of ideas that help us understand phenomena (Ex. Divorce, childcare)

  • Helps researcher figure out what to pay attention to

• An explanation based on thought, speculation, observation or reasoning

maslow’s theory

hierarchy of needs

hierarchy of needs

• a theory of psychological health predicated on fulfilling innate human needs in priority, culminating in self-actualization

• A human’s lower needs must be met before an individual can strive to meet the higher needs.

levels of maslow’s hierarchy of needs

1. Physiological

2. Safety

3. Love/belonging

4. Esteem

5. Self-actualization

first level on the maslow hierarchy

physiological needs

physiological needs

• Ex. food, drink, and sleep, air, shelter, warmth, sex, etc.

• Things we need for Survival!

• These are the most basic needs; if we can’t satisfy them we cannot fulfill our higher needs.

second level on the maslow hierarchy

safety needs

safety needs

• the need to feel safe and secure. 

• Includes: physical attack, emotional attack, fatal disease, extreme losses, the need to live in a home that protects us from weather extremes or putting locks on the doors for security.

third level on the maslow hierarchy

love and belonging needs

love and belonging needs

• we need to feel that we belong, that we are cared for

• Inclusion - part of a group: colleagues, peers, family, clubs

• Affection -  love and be loved

• Control - influence over others and self

fourth level on the maslow hierarchy

self-esteem needs

self-esteem needs

• the need to gain recognition and prestige as well as becoming independent.

• Respect from others through: awards, honours, status

•  Respect for self through: mastery, achievement, competence

fifth level on the maslow hierarchy

self-actualization needs

self-actualization needs

• the highest level and refers to the desire to achieve one’s potential, to grow, to be fulfilled , and to find the meaning of life.  

• To be happy a person must reach for what he or she feels capable of becoming; this is self-actualization

• *Maslow noted only one in a hundred people become fully self-actualized because our society rewards motivation primarily based on esteem, love and other social needs.

  • Maslow did not equate self-actualization with perfection.

konrad lorenz’s experiment

• two groups of canada geese eggs - one hatched with the mother, another in an incubator

• lorenz imitated a mother’s quacking sound, and the incubator group followed him as their mother, while the other group followed their mother like normal

what did lorenz’s experiment demonstrate?

imprinting

imprinting

• suggests that attachment is innate and programmed genetically.

• Imprinting occurs without any feeding taking place.

• Believed to be a critical period in the development of the brain and behaviour to make connections 

• Imprinting has consequences both for short term survival and in the longer term forming internal templates for later relationships.  

john bowlby’s theory

attachment theory

attachment theory

• Attachment is biologically pre-programmed into children at birth

  • Encoded in the human genes

  • Evolves and persists because of its adaptiveness (i.e. it is evolutionarily useful)

baby necessities

• Clothing

• Food

• Security blanket or stuffed animal

• Being held by a parent or caregiver

• Stimulation from toys or television

• Sleep

bowlby’s evolutionary theory

infants have an innate tendency to form attachments to their primary caregiver, usually their mother

instinct for survival (bowlby)

• Babies and caregivers possess instincts to ensure survival.

• Babies exhibit behaviors like crying and smiling to prompt caregiver attention.

parental instincts (bowlby)

• Parents, especially mothers, have instincts to protect their babies and ensure their survival.

• Lack of these instincts can lead to decreased chances of survival and reproduction.

natural selection (bowlby)

individuals with strong instincts for caregiving and attachment have better chances of survival and passing on their genes through natural selection.

social releaser behaviours (bowlby)

Infants display innate behaviors, such as crying and smiling, which elicit caregiving responses from adults.

critical period for evolutionary theory

0 to 2½ years

primary attachment

A child typically forms one primary attachment, which serves as a secure base for exploring the world.

developmental consequences (evolutionary theory)

• If attachment does not develop during the critical period, the child may face irreversible developmental consequences (ex. reduced intelligence or increased aggression)

urie bronfenbrenner’s theory

ecological systems theory

ecological systems theory

• development cannot be explained by a single concept, but rather by a complex system. 

  • The varied systems of the environment and the interrelationships among the systems shape a child's development

levels of bronfenbrenner’s ecological system

1. microsystem

2. mesosystem

3. exosystem

4. macrosystem

5. chronosystem

closest level of bronfenbrenner’s ecological system

microsystem

microsystem (bronfenbrenner’s ecological system)

The direct environment in our lives. Your family, friends, classmates, teachers, neighbours and other people who have a direct contact with you are included in this system. We contribute to the construction of our lives through experiences.

second level of bronfenbrenner’s ecological system

mesosystem

mesosystem (bronfenbrenner’s ecological system)

The relationships/connections between the microsystems in one's life. Your family experience may be related to your school experience. If a child is neglected by his parents, he may have a low chance of developing positive attitude towards his teachers. This child may feel awkward in the presence of peers and may resort to withdrawal from a group of classmates.

third level of bronfenbrenner’s ecological system

exosystem

exosystem (bronfenbrenner’s ecological system)

Made up of external settings that indirectly affect development 

A link between the person not having any active role, and actively participating. Examples: Industry, Media, politics, neighbourhood, social services

fourth level of bronfenbrenner’s ecological system

macrosystem

macrosystem (bronfenbrenner’s ecological system)

Comprised of the larger cultural context; the values, customs, laws, beliefs, traditions of the surrounding culture.

The cultural contexts involve a person’s family background, race, ethnicity geographical location, etc.

fifth level of bronfenbrenner’s ecological system

chronosystem

chronosystem (bronfenbrenner’s ecological system)

The transitions and shifts in one's lifespan including the socio-historical contexts that may influence a person. *Change over time

Ex. According to research, children are most negatively affected the first year after a divorce. It becomes more stable and agreeable years after.

erik erikson’s theory

psychosocial development theory

psychosocial development theory

• Social environment combined with biological maturation provides each individual with a set of “crises” that must be resolved.

  • “Sensitive period” must successfully resolve each crisis before a new crisis is presented. 

  • Result: whether successful or not, individual carries results forward to the next crisis where they still try to resolve, but with an abnormal foundation

    • Baggage? 

erik erikson’s stages of development

1. trust vs mistrust

2. autonomy vs shame & doubt

3. initiative vs guilt

4. industry (competence) vs inferiority

5. identity vs role confusion

6. intimacy vs isolation

7. generativity vs stagnation

8. integrity vs despair

first stage of erikson’s psychosocial development theory

trust vs mistrust

second stage of erikson’s psychosocial development theory

autonomy vs shame & doubt

third stage of erikson’s psychosocial development theory

initiative vs guilt

fourth stage of erikson’s psychosocial development theory

industry (competence) vs inferiority

fifth stage of erikson’s psychosocial development theory

identity vs role confusion

sixth stage of erikson’s psychosocial development theory

intimacy vs isolation

seventh stage of erikson’s psychosocial development theory

generativity vs stagnation

eighth stage of erikson’s psychosocial development theory

integrity vs despair

trust vs mistrust age range

birth-1 year

trust vs mistrust

• Are my needs being met?

• Basic trust develops when needs are met (Attachment)

• Loving relationship is formed with caregiver

autonomy vs shame & doubt age range

1-2 years

autonomy vs shame & doubt

• Learning to do things for oneself

• Child learns what he/she can control and corresponding sense of regret/ sorrow for inappropriate use of self-control.

• Development of physical activities (ex. walking, grasping, balancing)

• Important event: toilet training

initiative vs guilt

• Preschoolers learn to initiate tasks, explore and take action (independence)

• Child learns remorse for actions

initiative vs guilt age range

3-5 years

industry (competence) vs inferiority

• Child learns to do things well or correctly in comparison to a standard or to others 

• Independence, Learning on your own 

• Risk: Failure and Incompetence

• Important Event: School

industry (competence) vs inferiority age range

6 years-puberty

identity vs role confusion

• Refine sense of self, test new roles and incorporate them into identity

• Develops a sense of self in relation to others and to own internal thoughts and desires

  • social identity 

  • personal identity

• Q: Do you know anyone that is very different now vs. when they were preteen? (under 12)

• Important events: forming relationships with friends

identity vs role confusion age range

teens-early 20s

intimacy vs isolation

• Young adults develop intimate relationships

• Develops ability to give and receive love; begins to make long-term commitment to relationships

• Important event: forming love and/or strong relationships

intimacy vs isolation age range

20s-40s

generativity vs stagnation

• Discover a sense of contribution to this world

• Family and work oftentimes satisfy this desire

  • Supporting and satisfying future generation

• Possible mid-life crisis?

• Important event: Parenting, career (?)

generativity vs stagnation age range

40s-60s

integrity vs despair

• Reflection on entire life → Did I contribute to this world?

• Develops a sense of acceptance of life as it was lived and the importance of the people and relationships that individual developed over the lifespan 

• Goal: Sense of fulfillment 

integrity vs despair age range

60s+

daniel levinson’s theory

adult development theory/seasons of life theory

seasons of life theory

• Levison’s theory is comprised of sequence-like stages. 

• Each stage is shaped by an event or action that leads into the next stage.

levison’s two types of periods

• The Stable Period, in which a person makes crucial choices in life.

• The Transitional Period, in which one stage ends and another begins.

early adult transition age range (levinson)

17-22

entering the adult world age range (levinson)

22-28

age 30 transition age range (levinson)

28-30

settling down age range (levinson)

33-40

midlife transition age range (levinson)

40-45

entering middle adulthood age range (levinson)

45-50

age 50 transition age range (levinson)

50-55

middle adulthood age range (levinson)

55-65

late adulthood age range (levinson)

65+

early adult transition (levinson)

Leave adolescence, begin to explore and  make choices about adult life. Includes: post-secondary or  workforce? Enter a serious relationship? Leave home?

entering the adult world (levinson)

Start family; pursue a dream

Make more concrete decisions regarding occupation, friendships, values, and lifestyles.

age 30 transition (levinson)

See flaws; re-evaluate → Minor or Major Lifestyle Changes 

For example, marriage or having children impacts one's lifestyle, and these changes have differing consequences on how a person develops depending on how they embrace the event.