things Ten that should be taught in a high school parenting class: How to feed a baby Proper way to hold a baby Change a diaper How to respond in certain emergencies What to do when they are sick Proper Punishment How to teach them When to praise them o Feeding Them 2 o Diaper 5 o Discipline 3 o CPR/Medicine 1 o Dressing/edict (eliminated for 5) o Socialize 4 o Stages of development milestones (eliminated for 5) Small School Infant care o preparation for before and during pregnancy. Have stuff in house already. Baby proof everything. Smoke free environment. Health and CPR Financial Skills Child Development Child Rearing & Discipline Medium School Basic Infant Care Health Care Childhood Development Money Management Boos, Resources, Agencies Mid-Size Health Care Development Cycles Costs and Resources Responsibilities Safe Environment Large School (our group) 11th or 12th 1 semester CPR, medicine, first aid Nutrition o Healthy food, exercise Social Skills o Proper behavior. Politeness Socialize
Diaper Changing Parenting Styles: 4 General Types Authoritative Parents o They can be supportive but demand much by being warm but firm o They set standards for the child's conduct, but form expectations consistent with the child's developing needs and capabilities. o A high value is placed on development of autonomy and self-direction, but the parents assume the ultimate responsibility for their child's behavior. o They deal with their child in a rational, issue-oriented manner, frequently engaging in discussion and explanation with their children over rules and discipline. Authoritarian Parents o They rejective and demand much by placing a high value on obedience and conformity. o Tend to favor more punitive, absolute, and forceful disciplinary measures. o These parents are not responsive to their child and project little warmth and support. o Verbal give-and-take is uncommon because these parents believe the child should accept without questions the rules and standards that the parents establish. o Tend not to encourage independent behavior and, instead, place importance on restricting a child's autonomy. Indulgent Parents o They can be supportive and demand little. o They behave in responsive, accepting, benign, and more passive ways in matters of discipline. o The parents place relatively few demands on the child's behavior, giving the child a high degree of freedom to act as he or she wishes. o More likely to believe that control is an infringement on the child's freedom that may interfere with healthy development. o Instead of actively shaping their child's behavior, these parents view themselves as resources the child may or may not use. Indifferent Parents
o These parents are rejective and demand little o They are fairly unresponsive to their child and try to minimize the time and energy they must devote to interacting with child the or responding to the child's demands. o In extreme cases, these parents may be neglectful. o These parents know little about their child's activities and whereabouts, show little interests in their child's experiences at school or in his/her friends, and rarely consider the child's opinion when making decisions. o The child is typically ignored except when making demands on parents, which often results in hostile or explosive responses toward the child. Social Groups Social Interactions o Any process directed towards or influenced by another person or group of people 3 Major Types of Interacting Units Affecting Behavior Aggregate o Two or more people whose social interaction is minimal. Social Relationships o Social interaction between two or more people that is characterized by a relatively stable set of expectations and patterns of interactions o May have an enduring quality Social Group o Refers to two or more people who identify and interact with one another. o Its members influence one another and refer to each other as us Types of Social Groups, Relationships, and Bonds o Primary Primary Group A small group whose members share personal and enduring relationships Primary Relationship People who typically spend a great deal of time together. They engage in a wide range of activities. Feel like you know one another very well Expressive Bonds
o Secondary Secondary Group A large and impersonal social group whose members pursue a specific interest or activity. Tend to be short term but vary Secondary Relationship Usually involves weak emotional ties and little personal knowledge about one another Instrumental Bond Attachments to one another or groups that are based on our needs of others to achieve certain goals o Reference Reference Group A social group that serves as a point of reference in making evaluations or decisions Could be either primary or secondary Could be a group you don't belong to or don't even want to belong to. Normative Bonds Attachments to a group based on the group's norms or rules In-groups versus Out-groups In-groups o A social unit that we either belong to or wish to identify with o S social group commanding a member's esteem and loyalty o We groups/ us Out-groups o A social unit that we do not belong to or identify with o A social group toward which one feels competition or opposition. o They groups/ them Ethnocentrism versus Cultural Relativism Ethnocentrism o The practice of judging another culture by the standards of one's own culture o Promotes ingroup bonds o Promotes outgroup discrimination
Attachments to another person or group that are based on our attraction to particular others
Cultural Relativism o The practice of judging another culture by its own standards Bystander Effect When you see a problem and there is a lot of people, you tend not to want to help.