Term
|
Definition
•Psychoanalytic
•Behaviorist
•Social Learning
•Cognitive Developmental |
|
|
Term
| psychoanalytic views of social and personality development: Freud |
|
Definition
•Psychosexual (stage) theory of development
–All human beings driven by innate biological urges
–Ways we develop to deal with urges = personality development |
|
|
Term
| 3 components of personality: Freud |
|
Definition
–Id
•Concerned with satisfying urges
–Ego:
•Rational
•Learning, remembering, reasoning
–Superego
•Conscience, ‘internal censor’ |
|
|
Term
| psychoanalytic views of social and personality development: Erikson |
|
Definition
•Erikson’s Stage Model of Psychosocial Development
–Children as active creators of their own environments
–More focus on sociocultural and caregiver influences |
|
|
Term
|
Definition
•0-1: trust vs. mistrust
•1-3: autonomy vs. shame/doubt
•3-6: initiative vs. guilt
•6-12: industry vs. inferiority
•12-20: identity vs. role confusion
•20-40: intimacy vs. isolation
•40-65: generativity vs. stagnation
•“old age”: ego integrity vs. despair |
|
|
Term
| Learning theories: behaviorism and social learning |
|
Definition
•Key to many therapeutic approaches targeting social development
•Developmental continuity
•How to explain individual differences? |
|
|
Term
| Behaviorist views: Watson |
|
Definition
–No inborn tendencies (“tabula rasa”): personality development shaped entirely by unique environmental experiences
–Learn by making connections between observed stimuli and responses (e.g., “little Albert” study)
•Parents: begin “training” children from birth ; be frugal with praise and affection |
|
|
Term
| Behaviorist views: Skinner |
|
Definition
•Operant learning
–Personality development results from a series of behaviors shaped by their consequences (reinforcers and punishers)
•Behaviors reinforced intermittently are the hardest to extinguish |
|
|
Term
| Social learning/Social cognitive theory: Bandura |
|
Definition
•Emphasis on cognitive processes underlying learning (attend, encode, remember)
•Learning via observation
•Vicarious reinforcement
• Reciprocal determinism |
|
|
Term
| Piaget’s theory of cognitive development |
|
Definition
oStage model of development
oChildren seen as
–Active
–Learning many important lessons on their own
–Intrinsically motivated to learn
oSensorimotor (0-2)
oPreoperational (2-7)
oConcrete operations (7-12)
oFormal operations (12+) |
|
|
Term
|
Definition
•Children becoming more proficient at using mental symbols
•Pretend play begins to emerge |
|
|
Term
| Concrete Operational Stage |
|
Definition
•Children begin to use relational logic
•Social and personality development perspective: honing self identity through social comparisons
•Peer group becomes increasingly important as children enter school
•More adept at taking perspectives of others |
|
|
Term
|
Definition
•Cognitive development culminates in the ability to think abstractly and to reason hypothetically.
•In terms of social and personality development, can lead to some of the typical concerns of adolescence
–Imaginary audience
–Personal fable – uniqueness of experience
|
|
|
Term
| Ethology and modern evolutionary theory |
|
Definition
•Scientific study of bioevolutionary bases of behavior and development |
|
|
Term
|
Definition
Survival of the individual person
•Focus on behaviors shared by all members of a species
•Lead to similar developmental paths and outcomes
•“Sensitive periods” for certain behaviors |
|
|
Term
|
Definition
survival of genetic material
•Assumes humans are inherently social
–Certain capacities (e.g., empathy) present at birth and evolutionarily adaptive
–Genes that predispose to be socially outgoing and live together in social groups more likely to be passed on |
|
|
Term
|
Definition
•Both heredity and environment can influence individuals’ characteristics. |
|
|
Term
|
Definition
– Scientific study of how genetic factors interact with environmental factors to influence behaviors and traits
-Examines variability in the population
•What accounts for individual differences among humans for a particular behavior or trait? |
|
|
Term
|
Definition
• the proportion of phenotypic variance attributable to genetic factors |
|
|
Term
| Shared Environmental Variance |
|
Definition
•Environmental experiences shared by family members growing up in the same household |
|
|
Term
| Nonshared Environmental Variance |
|
Definition
•Environmental influences unique to each individual. |
|
|
Term
| Studying heredity of behavioral traits in animals |
|
Definition
•Selective breeding studies: mice in “open field” (DeFries, Gervais, & Thomas, 1978)
•No overlap in behaviors for two groups after 30 generations of selective breeding:
–high active ran equivalent of a football field during six minute observation
–Low active cowered in corner |
|
|
Term
|
Definition
•Most direct way to disentangle genetic and environmental effects on behaviors
–Family members who share genes but not environment
–Family members who share environment but not genes |
|
|
Term
|
Definition
Home environment provided by parents is influenced by parents’ genotypes
•Most important early in development |
|
|
Term
|
Definition
–The environments kids prefer and seek out are those most compatible with their genetic predispositions
•Later in development as children spend more time away from home |
|
|
Term
| Evocative g-e correlations |
|
Definition
–Child’s own unique genetically influenced attributes affect others’ behaviors toward them |
|
|
Term
| Theoretical Perspectives of development |
|
Definition
Mechanistic
Organismic
Contextual |
|
|
Term
|
Definition
–developmental paths primarily determined by external influences
–Passive, continuous development |
|
|
Term
|
Definition
Children are active entities; developmental path primarily determined by their own characteristics |
|
|
Term
|
Definition
–development represents a continuous, dynamic interplay between person and environment
•Both active and passive, continous and discontinous development |
|
|
Term
|
Definition
-Ecological Systems theory (Bronfenbrenner's Bioecological Model)
-Sociocultural Theory (Vygotsky)
-Social Information Processing (attributional) theory |
|
|
Term
| Ecological Systems Theory |
|
Definition
•Also called ‘bioecological theory’
•Emphasizes role of environment on social development
•Environment thought of as ‘set of nested structures’ |
|
|
Term
| Vygotsky's Sociocultural Theory |
|
Definition
•Collaborative (guided) learning
–occurs most readily during the zone of proximal development
–Successful collaborative learning occurs via scaffolding
–Child may engage in private speech
•Inner speech: internalized private speech |
|
|
Term
| Social information processing (attributional) theory |
|
Definition
•Personality development depends not on objective social experiences but on our interpretations of those experiences
•Younger children:
–Tend to attribute behaviors as intentional
–Tend not to recognize stability of “trait” attributions (e.g., ‘smart’) |
|
|
Term
| Methods of gathering data |
|
Definition
–Self-report
•Structured or clinical interviews
•Questionnaires/surveys/diaries
–Observation
•Participant (with or without manipulation)
•Non-participant
–Structured –Naturalistic
–Archival records
–Case studies (individualized records)
–Standardized tests
–Psychophysiological methods |
|
|
Term
| Developmental Research Designs |
|
Definition
Study stability and change
Use cross sectional, longitudinal, sequential, and microgenetic designs |
|
|
Term
|
Definition
–Follow one group across time
–Advantages/disadvantages?
•Can assess stability and change of individual differences
•Time, cost, attrition
•Repeated testing can threaten external validity |
|
|
Term
|
Definition
–Study multiple age groups at once
–Advantages/disadvantages?
•Less time consuming, less costly, less attrition
•Can’t see individual stability and change; Cohort effects |
|
|
Term
| Sequential Research Designs |
|
Definition
–Follow multiple cohorts across time
–Age 6 and 8, 8 and 10, 10 and 12, 12 and 14, etc. |
|
|
Term
| Microgenetic Research Designs |
|
Definition
–Repeatedly test children thought to be ‘on the cusp’ of important developmental change |
|
|
Term
|
Definition
Modest stability over time (e.g. Sethi et al, 2000)
Preschool delay of gratification skills predict the following in adolescence:
–SAT scores
–Self-confidence and self-reliance
–Ability to cope with stress
(Mischel, Shoda, & Peake ,1988) |
|
|
Term
|
Definition
–are the results consistent across repeated tests (test-retest) and across multiple different raters (interrater)? |
|
|
Term
|
Definition
–does the design accurately reflect what it is supposed to be measuring?
•Internal validity
•External validity |
|
|
Term
| Types of Experimental Designs |
|
Definition
•Laboratory experiment
•Field experiment
•Natural (quasi) experiment
–Investigate a naturally-occurring event to which children have already been exposed
•Examples: poverty, natural disaster |
|
|
Term
| Pygmalion in the classroom experiment |
|
Definition
–Participants: 1st through 6th graders
–Studied for one academic year
–Experimental group: teachers were told that these were exceptionally bright students, had a lot of potential, etc.
–Control group: teachers told nothing
–IQ scores assessed periodically |
|
|
Term
| Interpretation of Results |
|
Definition
•Avoid temptation to generalize results to populations not found in the representative sample
•Understand that most results are “averages” and won’t apply to every individual.
•Statistical significance implies that the results were not found by chance, not necessarily that the results are of great practical significance
•Be wary of the results of one individual study. Results need to be replicated in numerous studies. |
|
|
Term
| Ethical Issues in research with children |
|
Definition
•Informed consent
•Parents complete informed consent for their children; children may give their ‘assent’ to participate
•Older children: use age-appropriate language and make information clear
•Benefits must outweigh risks
•Child may end participation at any time if excessive distress from procedure
•Confidentiality of information
§More vulnerable to psychological harm
§Coping with stressors
§Dealing with self-conscious, emotional reactions
•Difficulty understanding research procedures
•Informed decisions about participation
•Limited social power and view of authority |
|
|
Term
|
Definition
•Positive or negative feelings
•Physiological changes (heart rate, skin flush, etc)
•Thoughts
•Action goals |
|
|
Term
| Why are emotions important to social development? |
|
Definition
•Earliest form of communication
•Provide a ‘window’ on how children view the world
•Linked to children’s social success and mental health |
|
|
Term
|
Definition
•Thought to be key in developing ‘social competence’
•Encompasses:
–Emotional expressivity
–Emotional knowledge/understanding
–Emotional regulation |
|
|
Term
|
Definition
•A set of abilities that contribute to competent social functioning and achievement of social goals.
•Includes being able to:
–Self-motivate
–Persist in the face of frustration
–Control impulses and delay gratification
–Identify and understand one’s own and others’ feelings
–Regulate the expression of emotion in social interactions
–Empathize with others’ emotions
|
|
|
Term
| Discrete Emtions Theorists |
|
Definition
•Specific emotions are ‘biologically programmed’
–Serve evolutionary purpose
•Evidence:
–Apparent very early in life
•Adults reliably perceive same emotions in 1-2 month olds
–Characteristics similar across culture |
|
|
Term
| Functionalist Perspective of emotional development |
|
Definition
•We are born with more general capacities for positive/negative emotion
•Environmental influences are most important
–We learn to express discrete emotions in order to achieve goals
–We also learn to control (regulate) expression of emotions to achieve goals |
|
|
Term
Applying Learning theories to development of Emotional Expression |
|
Definition
•Operant conditioning
–Baby smiles à adult responds positively à baby smiles more
•Classical conditioning
–1st doctor’s visit à receive shot à fear doctor
•Social learning
–Sibling reacts fearfully to strange dog à infant also fears dog |
|
|
Term
|
Definition
–Fear, joy, distress, disgust, surprise, sadness, interest
– emerge early in life
-do not require introspection or self-reflection
•At birth: interest, distress, disgust, contentment
•Some learning/cognitive development required before others are apparent
–
often related to control of environmental stimuli |
|
|
Term
|
Definition
–Directed toward people
–Emerge as early as 6-7 weeks
–By 3 months
• Smile more at people than animated objects
•Reciprocal positive affect (big smiles for smiling)
–By 6 months:
•Smile more and more intensely at familiar people
•Individual differences in social smiling
–Depends on responsiveness of environment |
|
|
Term
| Positive Emotions in newborns |
|
Definition
Joy/ Happiness
•Newborns: reflex smiles
–Spontaneous response to internal stimuli
–Adaptive value?
•Later: smiles in response to external stimuli (discovery of environmental control)
•By two months: social smiles |
|
|
Term
| Negative emotions in newborns: Anger and Sadness |
|
Definition
•Infants (< 2 months): generalized distress
•Clear expressions of anger and sadness increase in frequency and intensity with age
–Clearly distinguishable by four months
•show different physiological patterns
–Influenced by cognitive development/ learning
•Violation of expectancies: Loss/lack of control over stimuli, unresponsive caregiver
•Expression may be adaptive (e.g., regain control)
|
|
|
Term
| Negative emotions in newborns: Fear |
|
Definition
•< 6 months:
–Show startle response, but little to no responses to perceived ‘threat’
•By 6-8 months:
•Separation anxiety (peaks around 14-18 m)
•Stranger fear/distress (peaks around 8-10 m)
•Why?
–Evolutionary perspectives (unfamiliar = danger)
–Cognitive developmental perspectives (schemes) |
|
|
Term
|
Definition
•Preschool: tend to have anxiety about things not based in reality (dracula, goblins)
•Elementary school: fears based on real events that could actually happen
•Later: more anxieties related to real-life obligations and social situations |
|
|
Term
| Secondary (self conscious) emotions: |
|
Definition
•Pride, shame, guilt, jealousy, embarrassment, empathy
–Emerge in the second year
–Depend on:
•Sense of self
•Awareness of rules and expectations
•awareness of other people’s reactions
–Initially experienced in presence of others
–Later experienced alone as children internalize standards |
|
|
Term
| Secondary emotions: Embarassment |
|
Definition
–Simple embarrassment : being the object of attention
•Only requires self-recognition
–Evaulative embarrassment:
•Negative evaluation of own behavior
•More complex/ stressful than simple |
|
|
Term
| Secondary emotions: Pride/Shame/Guilt |
|
Definition
–Evident in toddlers (clapping, “I did it!”)
–Success or failure on easy/difficult tasks
–Can be influenced by input from others
•Parents criticize child: shame
•Parents criticize behavior: guilt
•Alessandri and Lewis: 4-5 year olds on ‘puzzle task’ |
|
|
Term
| Emotional Expression: Older Kids |
|
Definition
•Emotional expression tends to become more negative in adolescence (though still on positive side overall)
•May be due in part to physiological/hormonal changes
•May also be due to life changes
–Conflicts with parents peak in mid-adolescence
–“life hassles” and stress predict negative affect
•Girls more likely to internalize stress from conflicts with parents and peers |
|
|
Term
| Identifying emotions in others at birth: |
|
Definition
•infants respond to certain emotion vocalizations (e.g., crying, ‘parentese’) |
|
|
Term
| identifying emotions in others at 3-4 months old: |
|
Definition
–can discriminate between/react appropriately to happy, sad, angry caregiver (3 months) and other adult (4 months) expressions
–Prefer happy faces J |
|
|
Term
| Identifying emotions in others at 7-10 months old |
|
Definition
| infants can use social referencing. |
|
|
Term
| identifying emotions in others by 18 months old |
|
Definition
–DIfficulty applying verbal labels to emotions, but:
–Can accurately infer behaviors based on emotional displays (e.g., Repacholi & Gopnik, 1997) |
|
|
Term
| identifying emotions in others by 3 years old: |
|
Definition
–Begin to correctly apply verbal labels to emotions, but :
–overutiliize ‘blanket’ positive and negative emotional terms |
|
|
Term
| Identifying emotions in others from elementary school on |
|
Definition
| child becomes increasingly better at labeling emotions |
|
|
Term
| understanding causes of emotions: 3-4 year olds |
|
Definition
understand events that cause happiness, sadness
3-5 year olds show better understanding for causes of negative emotions |
|
|
Term
| understanding causes of emotions: older kids |
|
Definition
| older kids can understand events that cause anger, disgust, surprise, complex emotions |
|
|
Term
| Understanding causes of emotions by age 5 |
|
Definition
| past events can contribute to present emotions |
|
|
Term
| understanding causes of emotions by age 5-7 |
|
Definition
| children this age can experience 2 emotions at once |
|
|
Term
| understanding causes of emotion by age 8 |
|
Definition
| the same situation can elicit different responses from different people |
|
|
Term
| role of parents in uderstanding emotions |
|
Definition
•Parents who:
–link desires, consequences and emotions in discussions with children
–talk about emotions using elaborative language (as opposed to yes/no questions)
•tend to have children who:
–Are better able to recognize and discriminate between facial expressions of emotions at early ages
–Are better able to recognize emotions of story characters
–Are better able to predict how a character will respond in certain situations |
|
|
Term
|
Definition
•Process of adjusting one’s emotions to socially appropriate levels of intensity in order to achieve aims
–By 6 months: turn away, self-soothe
–By age 3 : begin to utilize more cognitive strategies |
|
|
Term
|
Definition
•Modest stability over time (e.g. Sethi et al, 2000)
•Preschool delay of gratification skills predict adolescent:
–SAT scores
–Self-confidence and self-reliance
–Ability to cope with stress
|
|
|
Term
Delay of Gratification: 40 year follow-up study (Mischel et al, 2011) |
|
Definition
–Low ability to delay gratification in preschool:
»Worse performance on gender+social cue recognition task in 40s
»Higher activity in reward center of brain when viewing ‘happy faces’ regardless of gender
»Lower activity in areas associated with impulse control |
|
|
Term
| Emotional regulation: display rules |
|
Definition
–Culturally defined rules specifying which emotions should or should not be expressed under which circumstances
–Begins to emerge around age 3
–Not fully developed until adolescence |
|
|
Term
|
Definition
•Individual differences in emotional reactivity, social behaviors, activity and self-regulation
•Characteristic modes of emotional and behavioral responding to environment
•Consistent across situations
•Relatively stable over time |
|
|
Term
| Temperament Classification: Thomas & Chess, 1977 |
|
Definition
•141 infants
•Three broad categories (based on parents’ reports):
–Easy babies (40%): adjust readily to new experiences, quickly establish routines, generally cheerful in mood and easy to calm
–Difficult babies (10%): slow to adjust to new experiences, likely to react negatively and intensely to stimuli and events, irregular bodily functions
–Slow-to-warm-up babies (15%): somewhat difficult at first but become easier over time |
|
|
Term
| Temperament Classification: Recent Research |
|
Definition
•six overarching dimensions (Rothbart & Bates, 1998):
–Fearfulness
–Irritability
–Positive affect
–Activity level
–Attention/persistence
–Rhythmicity |
|
|
Term
| Genetic and Environmental Influences on Temperament |
|
Definition
•Twin studies:
–Moderate heritability for most attributes related to temperament
•Siblings in the same family tend to resemble one another more often for positively toned aspects of temperament
•Negatively toned behaviors more often due to nonshared environmental influences |
|
|
Term
| Environmental Influence on temperament: Goodness of fit |
|
Definition
–Term used to describe the relationship between child’s temperament and caregivers’ child-rearing factors |
|
|
Term
|
Definition
A tempermental attribute reflecting the fearful distress children display and their tendency to withdraw from unfamiliar people and situations.
•Kagen et al:
•Infants tested longitudinally at 4 months, 21 months, 4 years, and through grade school
–Behavioral inhibition in infancy predicted later outcomes (video)
•Particularly for those at either ‘extreme’ end of the continuum
•Stability may also be related in part to caregiver behaviors such as sensitivity, allowance for autonomy |
|
|
Term
•Caspi (2000): Child is the Father of the Man
–Dunedin Multidisciplinary Health and Development Study
•Are there continuities between “temperamental profiles“ assigned in the first 3 years of life and later personality development in adulthood? |
|
Definition
-Undercontrolled 3-year-olds grew up to be impulsive, unreliable, and antisocial, and had more conflict with members of their social networks and in their work
-inhibited 3-year-olds were more likely to be unassertive and depressed and had fewer sources of social support.
-Earlyappearing temperamental differences have a pervasive influence on life-course development and offerclues about personality structure, interpersonal relations, psychopathology, and crime in adulthood. |
|
|
Term
|
Definition
–Emotional bond with a specific individual that is enduring across space and time
–Builds gradually through social interactions
•Synchronous interactions |
|
|
Term
| How attachment develops: Attached to whom? |
|
Definition
•Formation of attachments requires frequent, close, one-to-one interaction
•Mother is usually primary, but infant is capable of forming attachment to any familiar individual
•Multiple attachments are common |
|
|
Term
| Why are attachments important to social development? |
|
Definition
•Attachment security affects:
–Emotional understanding and processing of emotional information
•Securely attached preschoolers are better at understanding emotions
•Securely attached mothers and children display more elaboration of emotion themes in their conversations
–Emotion regulation
•At older ages, securely attached children are also better at regulating their emotions in challenging situations |
|
|
Term
| Infants with secure attachments at 12-18 months |
|
Definition
•By age 2:
–better problem solving skills
–more complex and creative pretend play
–more positive emotions
•Through adolescence:
more popular with peers
better social skills
more close friendships |
|
|
Term
| Infants with insecure attachments at 12-18 months: |
|
Definition
–More aggressive behaviors
–More socially withdrawn
–Poorer peer relationships
–Less likely to have close friends |
|
|
Term
| Theoretical perspectives on attachment: Psychoanalytic |
|
Definition
|
|
Term
| Theoretical perspectives on attachment: learning theories |
|
Definition
| mother as 'secondary reinforcer who provides feeding and care |
|
|
Term
| theoretical perspectives on attachment: piaget |
|
Definition
| attachments contingent with object permanence |
|
|
Term
| theoretical perspectives on attachment: ethology (Bowlby) |
|
Definition
•biologically predisposed for attachment as means to survival
–Emphasis on the active role played by the infant’s early social signaling systems
–Attachment is a dyadic relationship, not simply a behavior of either the infant or the parent
Bowlby felt children’s crying and parents responding (as well as reinforcing properties of, for example, children’s smiling) are biologically programmed and adaptive.
|
|
|
Term
| Ainsworth's Attachment Categories |
|
Definition
•Secure (60-65% American infants)
•Insecure
–Resistant (Anxious/Ambivalent) (10%)
–Avoidant (20%)
•Disorganized/Disoriented (5-15%) |
|
|
Term
| Ainsworth's Attachment Categories- Secure 60-65% of American infants |
|
Definition
•Contact with caregiver is welcome
•Caregiver provides secure base
•Child may become upset by separations and visibly relieved and happy at reunion |
|
|
Term
| Ainsworth’s Attachment Categories: Insecure – Resistant (Anxious/ Ambivalent) (10% of American Infants) |
|
Definition
oChild is ‘clingy’; stays close rather than exploring
oBecomes very upset when the caregiver leaves; not readily comforted by strangers.
oNot easily comforted on return; both seeks comfort and resists efforts to comfort. |
|
|
Term
| Ainsworth’s Attachment Categories: Insecure – Avoidant (20% of American infants) |
|
Definition
•Show little separation protest when caregiver leaves room
•Indifferent or avoidant when caregiver returns.
•If does become upset, are as easily comforted by a stranger as by the caregiver. |
|
|
Term
| Ainsworth’s Attachment Categories: Disorganized/Disoriented (5-15%) |
|
Definition
•No consistent way of coping with the stress of the Strange Situation.
•Behavior is often confused or even contradictory
•Often appear dazed or disoriented on reunion. |
|
|
Term
| Other means of assessing attachment security: Attachment Q-set |
|
Definition
–Caregivers sort cards into piles of “most like” and “least like”
–Can be matched with strange situation assessments
–Can be used with a broader range of ages (1-5) |
|
|
Term
| Other means of assessing attachment security: Adult Attachment Interview |
|
Definition
–Retrospective clinical interview
–Adults recall childhood relationships with parents
–Classified similarly to Ainsworth’s system |
|
|
Term
| Factors influencing attachment security |
|
Definition
•Culture
•Infant temperament
•Quality of caregiving
–Individual and environmental influences |
|
|
Term
Nature and Quality of Attachment
Parents’ Role in Infants’ Attachment Development |
|
Definition
Link Between Caregiving and Attachment
•Four features of mother’s behavior associated with quality of attachment
–Sensitive and responsive
–Behavior guided by baby’s cues
–Accepting of baby and minimal frustration
–Physically and psychologically available
•Interactional synchrony is key
•Also found with fathers and cross-culturally |
|
|
Term
| Ainsworth’s ‘caregiving hypothesis’- Securely attached infants |
|
Definition
–Caregivers are insightful, displaying appropriate levels of:
–Sensitivity
–Positive attitude
–Synchrony
–Mutuality
–Support
–Stimulation |
|
|
Term
| Ainsworth's Caregiving Hypoithesis- Risk factors for caregivers |
|
Definition
–Depression, other forms of mental illness, or drug/alcohol dependence
–Having been abused themselves
–Did not plan for or want infant
–Environmental constraints such as stress, low social support, poverty, health or legal issues, unhappy relationships |
|
|
Term
| Ainsworth's caregiving hypothesis- insecure resistant |
|
Definition
–Caregiving is inconsistent
–Seen by infant as unreliable
–Infant may struggle to gain caregiver’s attention |
|
|
Term
| Ainsworth's caregiving hypothesis- insecure avoidant |
|
Definition
–Impatient, unresponsive or rejecting caregivers
–Overstimulating (though often well-meaning) caregivers |
|
|
Term
| Ainsworths caregiving hypothesis- disorganized/ disoriented |
|
Definition
–Caregivers who are severely depressed, have drug/alcohol dependence or have suffered trauma
–Infants who have been repeatedly abused, neglected, or frightened by caregivers |
|
|
