Socialization in the Family

1. Socialization in the Family Kimberly Rhoades Social and Personality Development – Fall 2004

2. Samantha Katz Becca Laptook Reviewers

3. Historic Theories of Socialization

4. Goals of Socialization (explicit) • Acquisition of habits, skills, values and motives that enable children to: a) avoid deviant behavior b) contribute to economic support of self and family c) form and maintain close relationships d) be able to raise children e) helping children conform to appropriate gender roles f) health and self-maintenance

5. Historical Theories of Socialization Freud • Importance of early childhood experience – nearly irreversible • Stage theory – intrapsychic forces of sex and aggression move through a series of predetermined stages • Centrality of the mother-child relationship- parents channel their child’s anger and turn sexual impulses away from themselves • Children are not inherently pro-social, are selfish

6. Historical Theories of Socialization John Watson – Learning Theory • Based largely on conditioning • Same principles applied equally to children of all ages

7. Historical Theories of Socialization Bandura – Social Learning Theory • Role of imitation and observational learning • Emphasized modifiability of the child at various points in development • Affect Regulation and Self-efficacy

8. Problems with Historical Socialization Theories • They are largely non-developmental • There was little focus on the role of affect • There was little focus on biological/genetic factors • The agents of socialization were narrowly defined as mothers

9. Contemporary Theories of Socialization

10. Contemporary Theories of Socialization - Themes • Systems Theory Changes emphasis to entire family system, instead of simple parent-child focus. Parent-Child Subsystem Parent-Parent Subsystem Children’s Socialization Outcomes Sibling Child and Sibling Parent Subsystems Family Unit System

11. Contemporary Theories of Socialization - Themes 2. Shift to focus on the mutual, reciprocal, bi-directional, influence of family members on one another. Example of reciprocal influence: Instead of mother shapes child by discipline, child shapes mothers discipline response by behavior, mothers discipline response shapes child.

12. Contemporary Theories of Socialization - Themes • Focus on different units of analysis * individual * dyadic relationships * family, independent of individual or dyads

13. Contemporary Theories of Socialization - Themes • Recognition of the influence of a larger social system Examples: peers, economics, culture neighborhood,

14. Contemporary Theories of Socialization - Themes • Increased attention on developmental considerations. Focus on the developmental changes of both children and parents. Examples: Transition to parenthood, differing cognitive abilities of children at different ages

15. Tripartite Approach (Parke et al. 1994) Parent as Interactive Partner Parent as Direct Instructor Parent as Provider of Opportunities Children’s Socialization Outcomes

16. Tripartite Approach • 3 Parental Roles 1. Direct Instructor: explicitly teach about rules, norms, and mores of the culture. Example: “You can not hit people.”

17. Tripartite Approach 2. Interactive Partner: Parents serve as coaches and teachers providing support and guidance about social challenges. Example: Parent helps child figure out why they should not hit and helps generate alternative solutions.

18. Tripartite Approach 3. Provider of Opportunities: Parent’s set up and supervise children’s social activities, as well as organize and arrange children’s home environments. Example: Parents limit their children’s interactions with aggressive children.

19. Typological Approach(Maccoby & Martin 1983)

20. Typological Approach Authoritative • High in control (moderately restrictive) • High in warmth • Associated with positive emotional, social and cognitive development.

21. Typological Approach Authoritarian • High in control • Low in warmth • Associated with low cognitive and social competence, poor academic achievement, and poor peer relations • Worse for boys than girls

22. Typological Approach Permissive • Low in control • High in warmth • Associated with uncontrolled, impulsive behavior in children.

23. Typological Approach Neglecting • Low in control • Low in warmth • Associated with disruptions in attachment, impulsivity, aggression, noncompliance, moodiness, low self-esteem, truancy, alcohol abuse, & criminality

24. Problems with the Typological Approach • There is little attention to the processes that account for the effects of parenting style on children’s social development. Good parenting goes with good things, bad parenting goes with bad things…but WHY & HOW?

25. Problems with the Typological Approach 2. It is unclear whether the styles are in response to or independent of children’s behavior.

26. Problems with the Typological Approach 3. It is unclear whether the typological approach generalizes across SES or ethnicity.

27. Mechanisms of Socialization

28. Mediating Effect of Family Interactions It is not just the type of parent, but how that parental type influences and is influenced by other members of the family. Interactions between parents and their children can teach (directly or indirectly) children emotional and cognitive skills.

29. Coercion Theory (G.R. Patterson) Microanalytic Approach • 4 Step Process Step One Intrusion of family member into child’s activity Example: Parent scolds child for not picking up toys before dinner.

30. Coercion Theory Step Two Child counterattack Example: Child whines and yells about how he/she wants to play with the toys after dinner and does not want to clean up.

31. Coercion Theory Step Three Adult stops scolding and command for compliance. Example: Parent allows child to come to dinner without cleaning up the toys. This negatively reinforces the child’s yelling and whining.

32. Coercion Theory Step Four Child stops the counterattack. Example: Child stops yelling and whining and comes to dinner without cleaning up toys. This reinforces the parent’s giving in (stops the aversive child behavior)

33. Assessment of Coercion Theory Assessed through micro-analytic coding of parent-child interactions. Similar to the assessment of most parent-child interaction theories. Observe the dyad (or family) in their home or in the lab. Code for constructs of interest.

34. Evidence for Coercion Theory • Mothers of aggressive boys are more likely to negatively reinforce aversive behavior than mothers of non-aggressive boys (Snyder & Patterson, 1992). • Mothers of non-aggressive boys are more likely to reinforce prosocial responses than mothers of aggressive boys.

35. Evidence for Coercion Theory • Aggressive boys are more likely to reinforce their mother’s aversive behavior more often than non-aggressive boys. • Children in distressed families 2 times more likely to respond aversively to the mothers intrusions than children in non-distressed families (Patterson, Reid, & Dishion, 1992). (Note: All research on mothers and boys)

36. Conclusion • General shift in theorizing about how parents and families affect the socialization of children. • Probably best to merge research on macro and microanalytic approaches to family socialization.