Reflection on Childhood Assignment
Family Systems
Changing family dynamics/trends in the US
Families as a ‘system’
Attachment
Parenting
programs that aim to improve outcomes in at least one of eight domains: (1) maternal health; (2) child health; (3) positive parenting practices; (4) child development and school readiness; (5) reductions in child maltreatment; (6) family economic self-sufficiency; (7) linkages and referrals to community resources and supports; and (8) reductions in juvenile delinquency, family violence, and crime.
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Family Diversity is the “new normal”
https://contemporaryfamilies.org/the-new-normal/
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View of “household arrangements”
https://contemporaryfamilies.org/the-new-normal/
3
Women’s Work-Family Situations
https://contemporaryfamilies.org/the-new-normal/
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How did we get here…..
Technology reduced the amount of time needed for household tasks
Birth control allowed for timing/number of births
Women’s work moving from home to the market
Increase of women’s independence from family
https://contemporaryfamilies.org/the-new-normal/
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Paid Parental Leave Washington State Passes Parental Leave: http://kuow.org/post/washington-workers-will-get-paid-family-medical-leave-benefits-beginning-2020
http://www.pewsocialtrends.org/2015/12/17/1-the-american-family-today/
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Changing notions of the ‘family’
http://www.pewsocialtrends.org/2010/11/18/the-decline-of-marriage-and-rise-of-new-families/2/#ii-overview
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ww2.faulkner.edu
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Families as a ‘system’
“interacting units or elements that make up the unified whole” (Thomlison, 2010, p. 2)
A system that experiences various issues and problems within itself and with the systems with which it interacts
During assessment, one considers the complex interplay among these systems
Attachment
By the second half of the first year, babies have become attached to familiar people who respond to their needs.
Attachment is built by satisfying:
Primary drive: hunger
Secondary drive: comfort and security
Harlow’s experiment, 1959
Attachment relationships have four main features.
A sense of security
A safe haven
Proximity maintenance
Separation distress
proximity maintenance. Since children rely on their caregiver for comfort when they feel unsure or threatened, they try to remain close to them. Staying close maximizes the caregiver’s availability to respond to them at all times.
Finally, attachments are characterized by separation distress. This means that toddlers often experience distress and anxiety when an attachment figure leaves.
Behaviors such as separation anxiety begin to subside when the child begins to understand some of the factors that influence a caregiver’s comings and goings around 3 years of age.
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Bowlby’s Ethological Theory (1969)
The quality of attachment to the caregiver has profound implications for the child’s feelings of security and capacity to form trusting relationships.
Responsiveness
Consistency
Mary Ainsworth
Strange Situation (Ainsworth, 1978)
Strange situation: https:// www.youtube.com/watch?v=QTsewNrHUHU
Security circle: http://www.youtube.com/watch?v=cW2BfxsWguc
ILABS Module on Attachment:
http://modules.ilabs.uw.edu/outreach-modules/
Researchers have identified three broad attachment behaviors that children use.
The behaviors are secure, insecure-avoidant, and insecure-resistant.
A child who is securely attached to their caregiver tends to explore freely when that caregiver is present. When the caregiver leaves, she is upset, and when the caregiver returns she is happy.
A child with an insecure-avoidant attachment style won’t explore as freely as a secure child, and is wary of strangers even when a caregiver is present. When the caregiver leaves, she is often highly distressed, and does not calm easily when the caregiver returns.
A child with an insecure-resistant attachment style does not play freely even when a caregiver is present. When the caregiver leaves, she is not distressed at all, and shows no change in emotion when the caregiver returns.
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Factors affecting attachment security
Opportunity to establish a close relationship
Quality of care-giving
Baby’s characteristics
Family context
Parents’ internal working models
Temperament easy-going; slow to warm up; difficult
Thomas, Chess, & Birch, 1968 9 characteristics (high, med, low)
the level and extent of motor activity;
the rhythmicity, or degree of regularity, of functions such as eating, elimination and the cycle of sleeping and wakefulness
the response to a new object or person, in terms of whether the child accepts the new experience or withdraws from it
the adaptability of behavior to changes in the environment
the threshold, or sensitivity, to stimuli
the intensity, or energy level, of responses
the child's general mood or "disposition", whether cheerful or given to crying, pleasant or cranky, friendly or unfriendly
the degree of the child's distractibility from what he is doing
the span of the child's attention and his persistence in an activity.
141 children
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3 ‘general’ temperaments
The "easy children” (40%)
positiveness in mood, regularity in bodily functions, a low or moderated intensity of reaction, adaptability and positive approach to, rather than withdrawal from, new situations.
quickly establish regular sleeping and feeding schedules, were generally cheerful and adapted quickly to new routines, new food and new people.
As they grew older they learned the rules of new games quickly, participated readily in new activities and adapted easily to school.
The "difficult children" (10%)
irregular in bodily functions, usual intensity in reactions, tendency to withdraw in the face of new stimuli,
relative slowness to adapt to changes in the environment and general negativity in mood
irregular in feeding and sleeping, were slower to accept new foods, took a longer time to adjust to new routines or activities and tended to cry a great deal.
Frustrations usually seemed to send them into violent tantrums
required a high degree of consistency and tolerance in their upbringing.
The "slow to warm up" (15%)
typically had relatively low activity levels, tended to withdraw on their first exposure to new stimuli, were slower to adapt, were somewhat negative in mood and responded to situations with a low intensity of reaction.
https://www.zerotothree.org/resources/211-temperament video
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Internal working models
using knowledge of the past in responding to the present and future
three main features of the internal working model:
(1) a model of others as being trustworthy,
(2) a model of the self as valuable, and
(3) a model of the self as effective when interacting with others.
Parent-child “fit”
What seems to be universal across cultures…..
All parents nurture and protect their children
Must help children reach similar developmental tasks
wish physical health, social adjustment, educational achievement, and economic security for their children,
nearly all parents regardless of culture seek to lead happy, healthy, fulfilled parenthoods and to rear happy, healthy, fulfilled children.
Bornstein, M. H. (2012). Cultural approaches to parenting. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3433059/
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Serve and Return
‘Serve and return’
http://developingchild.harvard.edu/resources/serve-return-interaction-shapes-brain-circuitry/
VROOM: http:// developingchild.harvard.edu/resources/vroom
In King County: https:// www.youtube.com/watch?v =F7oT-8wW18A
Still Face Experiment
https:// www.youtube.com/watch?v=apzXGEbZht0
Parenting ‘styles’, practices
“Every culture is characterized, and distinguished from other cultures, by deep-rooted and widely acknowledged ideas about how one needs to feel, think, and act as a functioning member of the culture.”
…and these beliefs shape how parents care for their children.
Bornstein, M. H. (2012). Cultural approaches to parenting. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3433059/
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Diana Baumrind Style
….the United States, Europe, and other “Western” cultures emphasize autonomy: individual achievement, self-reliance, and self-assertiveness.
The United States was founded on these characteristics, as reflected in the iconic imagery of explorers, frontiersmen, and entrepreneurs.
…. the practice of bronzing a baby’s first pair of shoes symbolizes pride in his or her independent steps, away from the parent.
To raise self-confident, individualistic children, parents offer frequent praise, favor verbal feedback over physical contact, and promote independent behaviors.
Children are encouraged to think critically, question the status quo, and distinguish themselves from others.
Thus, a parenting style emphasizing autonomy is informed by the belief that independence leads to individual adult achievement.
…..other cultures, particularly in Asian, African, and Latin American countries, tend to value interdependence: collective achievement, sharing, and collaboration.
these concepts are thought to originate in agrarian societies in which the community’s survival required pooling limited resources (food, water, and shelter), then distributing them equitably.
These values often are expressed in parental expectations that children obey authority, share their possessions, and place the family’s and community’s needs before their own.
Challenging authority and building self-esteem are less important in cultures that historically depended on collective action to ensure survival.
Cultures that promote interdependence typically have a longer duration of sleeping in close proximity, less emphasis on independent feeding, stricter approaches to obedience, and more respect for elders.
http://pediatrics.aappublications.org/content/131/4/631
Also see here: https://mcclellandinstitute.arizona.edu/sites/mcclellandinstitute.arizona.edu/files/ResearchLink_2.1_Russell_AsianFam.pdf
Tiger Mom interview: https://www.youtube.com/watch?v=E_GdZFyIE_Q
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For example, an authoritative parenting style (high warmth, high control) leads to positive outcomes in European American school children, whereas an authoritarian parenting style (low warmth, high control) leads to positive outcomes in African American and Hong Kong Chinese school children (Leung, Lau, & Lam, 1998).
Bornstein, M. H. (2012). Cultural approaches to parenting. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3433059/
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Cross cultural perspectives
Ideas.TED.com
How Cultures Around the World Think About Parenting
http://ideas.ted.com/how-cultures-around-the-world-think-about-parenting /
A Family ‘Map’
http://templates-icio.ru/image.php?id=681146
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Family Map Activity
Small Group Tasks
Each group gets a case
Your group number is your case number
Create family map
Discuss in your groups
What intervention would you suggest?
What strength do you see in your Case Study Family?
One nominated person from each group will man the poster explaining what’s going on while we do a poster walk
Family Support Services
Harvard’s Frontiers in Innovation Program
And Early Learning Lab for Home Visiting
programs that aim to improve outcomes in at least one of eight domains:
(1) maternal health; (2) child health; (3) positive parenting practices; (4) child development and school readiness; (5) reductions in child maltreatment; (6) family economic self-sufficiency; (7) linkages and referrals to community resources and supports; and (8) reductions in juvenile delinquency, family violence, and crime.
https://earlylearninglab.org/whats-ahead-early-ed /