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Study Guide for Midterm/Final later on

by: Haylie Wilson

Study Guide for Midterm/Final later on PSY

Marketplace > Appalachian State University > PSY > Study Guide for Midterm Final later on
Haylie Wilson
GPA 3.63

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About this Document

Covers everything up to midterm.
Family, Child, and Professional Interaction
Dr. Brewer
Study Guide
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This 3 page Study Guide was uploaded by Haylie Wilson on Tuesday March 1, 2016. The Study Guide belongs to PSY at Appalachian State University taught by Dr. Brewer in Spring 2016. Since its upload, it has received 26 views.


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Date Created: 03/01/16
FCS 3102 STUDY GUIDE People First Language vs Identity First Language: People First: Ex. “A child with Autism” People want to make it clear that they are a person before they are a disability. Their disability is a characteristic of them. (and we ALL have disabilities). Identity First: “An autistic child” People do not see their disability as something to be ashamed of, and are proud to be called “autistic,” or whatever their disability may be. What is Family? A family is a family is a family. It just depends. There are many different types of families. Home Influence: Family attitudes towards the school will affect the child’s attitude towards school. School Influence: We need to be more accepting of different types of families. Race: we tend to – use less eye contact - engage less - smile less - less contact overall This lowers children’s confidence… NOT GOOD. Community influence: Formal (politics, work, far outside of home) Informal (families and social networks) Peer Group Influence: Children learn to understand different families Children with disabilities need socialization! Media Influence: NO SCREEN TIME FOR CHILDREN UNDER 2-but will depend on the family Media doesn’t have the best influence on children, but can be positive sometimes. Age Level Influence: Early on: Strong need for attachment PreK/K: Learn boundaries/rules Primary: Community impact (positive/negative?) Lilian Katz’ role dimensions and distinctions between parenting and teaching 1. Scope of Functions a. Parents responsible for every role (dr., dance class, etc) b. Teacher concerned with classroom life 2. Intensity of Affect a. Parents=highly emotional about everything concerning their child b. Teacher=mildly emotional because don’t depend on the children to meet ALL their emotional needs 3. Attachment a. Deeply involved in mutual attachment b. Teachers know it is temporary 4. Rationality a. Parents always subjective b. Teachers objective 5. Spontaneity a. Due to attachment and related emotions, parents more unpremeditated/spontaneous b. Teachers=cooler heads—more objective 6. Partiality a. Parents=biased on child’s behalf b. Teachers=no favorites 7. Scope of Responsibility a. Parents responsible for THEIR child b. Teachers responsible for WHOLE GROUP Humility=the ability to wait, be silent, and listen Brofenbrenner systems: Micro: Immediate family. Who they live with. Grows as the child gets older. Meso: Interactions of microsystems. For example, interactions with the school and the parent. Exo: Indirectly related (related to someone in the microsystem) Ex: Parents job. Macro: Culture, demographics, race, religion, etc. Chrono: BIG events. War, 9/11, family member passing, divorce, etc. Example: Activity: Pick a chrono event and follow it through each system. Chrono: Death of a Grandparent Macro: This family/culture relies on the grandparents for financial stability - child doesn’t get to go out to eat, or get to do more activities Exo: Parents have to pick up a job because they have financial needs - Parent spends less time with the child Meso: This will effect the parents’ ability to communicate with the school and be involved in the child’s schooling (ex: hw, parent/teacher conferences, etc.) - effects child’s schooling Micro: Relationships with peers, parents, teachers, etc. is affected due to sadness, anger/frustration, etc. Withdrawn. - poor relationships with parents and teachers


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