HHS 4U1 Exam Review PDF (Jan 2025)
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2025
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This document is an exam review for HHS 4U1, a high school course. It covers various social theories and concepts related to the family, such as conflict theory, developmental theories, and symbolic interactionism. The exam is scheduled for January 2025 and includes multiple-choice, short-answer, and long-answer questions.
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HHS 4U1: EXAM REVIEW (JAN. 2025) FORMAT: 2 Hours, (75 Total Marks) ★ 20 Multiple choice (20 Knowledge Marks) ★ Choose 6 of 12 Options, Identification - Key terms/concepts (30 Thinking Marks) ➔ Be able to give some points, background, examples, or connections (6x5) ★ Choose...
HHS 4U1: EXAM REVIEW (JAN. 2025) FORMAT: 2 Hours, (75 Total Marks) ★ 20 Multiple choice (20 Knowledge Marks) ★ Choose 6 of 12 Options, Identification - Key terms/concepts (30 Thinking Marks) ➔ Be able to give some points, background, examples, or connections (6x5) ★ Choose 4 of 6 Options, Short Answer (20 Communication Marks) ★ Choose 1 of 2 Options, Long Answer (30 Application Marks) ➔ Five Paragraphs/Argument? Topics for Short and Long Answer Questions will be bolded on the review. THEORIES/CONCEPTS: *It is recommended that you be able to list, explain, and define the following concepts and theories with a great deal of accuracy and detail* Conflict Theory - Unlike functionalism, this macro theory criticizes rather than explains how groups in society compete for resources to meet their needs. - Focus on power and control in society. - Karl Marx came up with the term Bourgeoisie to describe the powerful, land owners, wealthy, business and factory owners. Proletariat are less wealthy, the ones who sell their labour. Developmental and Socialization Theories: Theories in the Process of Socialization: Psychosexual Theory (Freud) Freud - we are born with an impulse to seek pleasure and avoid pain (impulse = id) ID (impulse) and superego in direct conflict = encourages us to obey expectations of family and society (happens at various stages in our lives) Our personality is formed as one or the (ID or superego) other predominates Id constantly wins - selfish & inconsiderate Superego consistently wins - extremely concerned about our and others behaviours (need to meet expectations) Ego consistently wins - playful but not reckless, responsible but not rigid (combination of id and superego) Freud’s theory - depends on our ability to deal with toilet and sexual functions Cognitive Development Theory (Piaget) Piaget - children go through a series of chronological development stages Self emerged step-by-step as a person mastered each stage Babies come into the world incapable of surviving on their own; their ability to survive develops through their experiences as they grow and develop (ability to adapt) While they adapt, they organise their learning in a way that makes sense to them Process is limited by the natural development of the human brain in the early years Piaget divides the development stages in to four sections Social Experience Theory (Cooley and Mead) Cooley and Mead - self did not exist at birth, was not part of the body, and was not controlled by biological driver Self development was based on how we think others see us - looking glass self ○ We view ourselves as having the features we think others see in us Mead suggested that the self has two parts: ○ I-Self: Subjective, initiates social actions ○ Me-Self: Play the role of the other person, forms the impression about the I-Self based on the response of the other person Mead and Cooley believed that children's social experience was vital in their development of the Me-Self- important part of this is roleplaying (Child pretending to be a police officer Psychosocial Development Theory (Erikson) Erikson - the typical human life is divided into eight stages Each stage, person faces a conflict between personal wants and family or societal experiences Self emerges as we successfully or unsuccessfully resolve each crisis point of conflict. The more successful, the more ready you are to move on to the next stage An individual who has successfully resolved all eight conflicts will, in old age, be a complete self who regards life with a sense of pleasure An individual who has not is likely to be haunted by a sense of lost opportunities “I wish I had my life all over again to avoid these mistakes” Systems Theory - Group of individuals act as a system, working and influencing one another. - Families are organized in a complex way based on feedback (it's a give and take, members influence one another, which is how the system informs members how to act. The system's origins are elusive. - Strategies are repeated interaction patterns,needed to achieve the goals and functions of individuals and the family unit. All members have to collaborate. - Families are usually made up of subunits, like a family-unit, interpersonal, and personal. - Example: The family trying to develop a new groove and routine when mother returns to work after maternity leave. Symbolic Interactionism: - Only after the mental process of giving meaning behind actions, do people act. A psychological theory that attempts to explain the meaning individuals give to their actions, based on their personal experience in their social world. - Can also explain the development of a sense of self - Ex: How people may view the police - Closely related to the three basic concepts of the Cooley and Mead looking glass theory, (*See ) ➔ One develo[s a me self and an I self (based on feedback from other people is interpreted. ➔ Role Taking- One may antici[ate what the other person will do and decide how they should respond. ➔ Effective Interaction is only possible when common language and shared symbols are used. For instance, if you show your parents your test where you achieved 98%, and your parents react with great praise, how will you respond and see yourself? However, if your parent's response is "where did the other two percent go?", how will you see yourself? So, it is the important people that shape our self-esteem based on symbolic interactionism. Functionalism: - Sociological theory that examines how institutions (Structures like law, family, school etc)function together in a way that will benefit society. - Examines an individual's role within an institution. Status: the specific position within a social group, role: Set of behaviors expected within a status, which is learnt thru socialization. - Most prevalent behaviour is the norm, and the opposite is abnormal. - The limitation of this theory is that it goes beyond explaining the organization of a group, and may tend to describe how people should behave instead. - Example: A student has a specific role in class that must be fulfilled in order for the education system to work effectively and prepare students for society. Social Exchange Theory - A psychological theory that explains that while individuals follow role expectations, they will try to maximize the benefits and minimize the costs that come along with a relationship. - Individuals interpret experiences of themselves and others to determine the benefits and costs in the relationship. - These are personal perceptions rather than facts. - This theory can explain why some individuals make certain decisions in their relationships that appear unacceptable to others. - Example: Someone may choose to stay in an abusive relationship because they believe the companionship is worth the pain. Erik Erikson See Developmental Theories Worksheet - Came up with the developmental theory - The Eight Stages of Life ➔ Eight predictable stages in human life, in which an individual faces a dilemma/conflict. ➔ By successfully resolving each conflict, the individual develops the strength that prepares them for the next stage in life. ➔ \Failure to resolve said conflict may cause future difficulties for the individual. ➔ One must determine who they want to be before they can determine who they want to be WITH and SHARE themselves with. ➔ Example: Early Childhood (2 to 3 years), Autonomy vs. Shame and Doubt, Toilet Training Sternberg’s Triangle - Romantic love is only one of many kinds of love, love has three key components ➔ Passion ( The drive that leads to romance, physical attraction, sexual consummation etc.) ➔ Intimacy (Feeling of closeness, connection,bonded in a loving relationship) ➔ Commitment (Decisions that one loves someone else and the commitment is to maintain that love. Charles Cooley’s Looking Glass Theory - Contributes to the symbolic interactionism theory, that people form a sense of themselves based on their interpretations of how others act towards them. - Charles Cooley’s "Looking Glass Self" theory suggests that our self-image and identity develop through our interactions with others. - According to this theory, we see ourselves as we believe others see us, which involves three main steps: imagining how we appear to others, imagining their judgment of that appearance, and developing a sense of self based on that perception. - This process influences our self-esteem because positive feedback from others can boost our confidence and sense of worth, while negative perceptions can lead to feelings of inadequacy. Ultimately, the "Looking Glass Self" highlights how important social interactions are in shaping our self-identity and how we feel about ourselves. - Example: If we bring home bad grades and our parents treat us like we are incompetent or stupid, we will begin to believe in ourselves, and stop putting effort into school because we do not believe in our intellectual ability. Social Homogamy Mate Theory - People select their partners based on similarities in appearance, education, age, race, values, and ideas about roles. - Ex: Same religious beliefs. Social Science Disciplines See other sections (Anthro, Soc, Psych) Define: Anthropology, Sociology, Psychology (What is the focus for each?). Anthropology: The scientific study of human species, and the various cultures that make up society. Focus: The diversity of behaviours that fulfil the functional needs of society. Culture is invented, and they want the ability to observe one's own culture objectively. Sociology: Scientific study of development, structure, and functioning of human society, the behaviour of individuals in social groups. Focus: Patterns of behaviours in Large group rather than individuals Psychology: Systematic study of people's thoughts, feelings and behaviour based on mental processes. Focus: How the individual thinks Why is each discipline of Anthropology, Sociology and Psychology necessary for studying the family unit? Anthropology: one must learn to overcome ethnocentrism (evaluation of behaviours from POV of one's own culture), in order to understand diversity. Examines families across different cultures and time periods, helping us understand how family structures and roles vary globally and historically. Sociology: Concerned w patterns of behaviour in large groups. Helps w policy creation and community planning, as they focus on demographics. focuses on the family as a social institution, analyzing its role in society, how it interacts with other institutions (like education or economy), and the impact of social forces on family dynamics. Psychology: Examines how individuals interact and influence one another, trying to understand mental processes and motivation behind behaviour. Explores individual behaviour and mental processes within the family, including relationships, parenting styles, and emotional development, helping us understand the internal dynamics of family members. Six Functions of the Family See Parenthood Worksheet for Examples 1. Responsible for the addition of new members ➔ Reproduction leads to population growth which in turn, creates a better economy. 2. Physical Care ➔ Hardships will result if a family is unable to care for its members, unless society has alternatives. ➔ Care for the old and the young, ALL members ➔ Food, medicine etc. 3. Socialize Children ➔ Teaching children the skills, knowledge values, and attitudes of their society so that they can survive and prosper. 4. Controlling the behaviour of members to maintain order within the family and society. ➔ Monitor and evaluate behaviour of individuals and provide feedback. Social control contributes to socialization and protects the reputation of the family. 5. Maintain morale and motivate individuals to participate in society. ➔ Spiritual Sense of duty or economic necessity ➔ Effective nurturance (Meeting the emotional needs) and encouraging them into appropriate social roles. 6. Economic Function ➔ Producing and consuming goods and services. ➔ Members of a family must work in order to produce goods and services, and then use their income to consume goods and services for their families. Role of the family in society*See textbook - How does the family share these functions with other institutions in Canada? (Think of an example institution for each function) Responsibility of adding new members is related to economy, more people equal bigger population and better economy Physical care is related to healthcare as they are also responsible for making sure everyone has access to their medical needs. Socializing children is related to education which shares this function as they are essential in childrens secondary socialization, where they learn to function in groups and outside of the home in society. Controlling behaviour is related to the legal institution as they are responsible for creating laws and regulation to deter people from making wrong decisions that don't benefit the community. Maintaining morale shares this function with religion (Or..) because religion is supposed to provide citizens with a way to approach life, acting as an anchor. The economic function is shared with the economy of society, to make sure it is fair and just. Agents of socialization Check Textbook - Socialization within the Family ➔ The first environment in which people are socialized ➔ Family members are the primary role model for children, providing feedback concerning their behaviour. ➔ Children usually identify with the race, religion, and ethnicity of their parents, ➔ Children often acquire the same expectations of life as their parents (Participating in certain activities, religious involvement, house work, politics, etc) ➔ Family can influence the paths that individuals take in adolescence and early adulthood. - Role of School in Socialization ➔ School is essential to developing competence ➔ The school system requires students to participate in various tasks to acquire the knowledge and develop the skills needed to take on adult roles. Their competence is evaluated through assessment. ➔ Going to school is the first step in separating a child from their family, their teachers and peers will now be the ones to give them feedback. ➔ Symbolic interactionism suggests that school experiences challenge individuals to form a sense of identity by interpreting feedback from a wider range of role models. - Role of Family in Forming an Occupation ➔ Families teach skill and knowledge required for work. Parents' work experience determines the values and attitudes toward work that they teach their children. ➔ Families reaching people that work is rewarding by expecting them to complete challenging tasks at home and at school. ➔ Authoritative parents breed self reliant and responsible kids that are essential attitudes for the workplace. ➔ Authoritative families are better prepared to allow young adults to separate from the family and to explore a variety of occupational lifestyle alternatives. - Role of Schools in Occupations ➔ The courses that students take enable them to explore real-world applications of their interests and skills and to investigate occupations in those fields. ➔ Tasks and working for school require students to develop the values and attitudes that are necessary for success in adult life. ➔ Extracurriculars help students to develop teamwork and management skills. ➔ Students develop concentration by preserving a task that is challenging. Develop self control by working at clearly defined tasks. ➔ Adjust their social behaviour and communication skills to suit the role expectations of the classroom. Anticipatory socialization for adult work roles at schools affect whether kids are successful. - Role of Part-Time Work in Forming an Occupation ➔ Part time employment and volunteer work provide opportunities for young people to take on responsibility in their communities., ➔ Young people are often motivated by money. ➔ Part-time work had very little effect on young people's work values, though girls seem to value doing work that they like, focused on intrinsic rather than extrinsic rewards. ➔ Work teaches adolescents to accept responsibility, work with others, and manage their time. ➔ They value their autonomy and the social culture of work more than money. Types of family structures throughout history Change in Family Structure Trend (explain how each change is impacting the family structure) Common Law Union - Many more couples are living together w/o being legally married, 46% include children. - This means that some families exist and children are growing up without married parents. Divorce - Divorce rates have increased meaning more children are growing up in single-parent households and blended families. Single-Parent Families - Single-parent families are more common and are usually female-led. - These families are most vulnerable financially due to persistent low incomes. Same Sex Couples - Same sex couples are having more children, meaning more kids have gay parental figures. Women in the Paid Labour Force - growing levels of stress as parents struggle to juggle their multiple responsibilities. - Women are more likely to find themselves in precarious, or dead-end employment. Women are also more likely than men to require time off work to respond to family needs. Aging Population More need for elderly care. The working class is now elderly and retiring. Or *See Notes in notebook Hunter-Gathers Agricultural Families Pre-Industrial Families Urban Industrial Families Contemporary Canadian Families Family Date Family Size/ Work Children Men Women structure The -Informal -Hunting and Hunters -Women Hunters-Gath group gathering toolmakers were treated erers marriage was -Doing what with respect most had to be as they were prevalent done for essential for - Group of survival or child bearing parents and the children group/family. -Kinship (No surplus) relation to -Subsistence ensure economy survival of all (making just members enough for what I can eat) -Usually nomadic groups Agricultural -More to be Food is -More to be Soldiers, Child Families done: More farmed and done: More Builders, Bearing, don't CHildren animals Children Merchants, work as -Monogamy domesticated -Children Artisans, much as became , less worked on Politicians. men. preference nomadic the farms And groups Children Endogamy domestic very common work -More because extended families were family, as becoming farming was more private. a family affair and many stayed with the family until adulthood. Pre-Industrial -Marriage -Economy -Fewer -Public -Population based on was poor and Children FIgures stabilization, economics houses small -When household and status. -Cottage children duties. -Mostly industry reach 7 or 8 -no work for monogamous (Shoe maker, they were women marriage blacksmith, expected to -It was the working from help with european home) economic settlers in sustenance canada that of family and brought the work pre-industrial according to family system gender roles. Urban -20th century, -Industrializat -Children -men work -Women Industrial family size ion were no outside of were became longer home dependent on smaller. required to -financial the male's work supporters income. because in (Breadwinner -children 1871 they s) care, they are were important for mandated to child bearing go to school. but had little say in any financial matters. Contemporar -Birthrate=1.5 -Dual income -More rights y Canadian per house families for women in (Small) became more the -Divorce popular workplace, rates like maternity increase -Prior to post leave. because they war, the great become depression, easier to difficult to pay obtain by the for the needs no-fault-divor of the family ce law. -Same sex unions and shift in immigration created more diverse families Roles of children throughout history Hunter-Gathers - Family Unit, Nomadic Groups, Division of Labour. Agricultural Families- More children because more work was to be done, living with extended family was prevalent. Pre-Industrial Families- the concept of adolescence was virtually nonexistent. Children were viewed as infants until around age seven or eight, when they began to work and were considered "youth" until marriage, typically in their mid- to late twenties. Lower class children became servants or workers, while upper class children were educated at home. Urban Industrial Families- Young people began to work in factories alongside their parents, allowing them to earn wages while living at home. This maintained parental authority and shifted the economic dynamic. The nature of youth employment shifted from rural, agricultural roles to urban factory positions. Young people married and left home at younger ages than in previous generations due to increased earnings and social opportunities. The early 20th century saw further changes influenced by the introduction of mandatory schooling and the abolition of child labor meant that many young people stayed in school longer, redefining adolescence as a period of learning and leisure. Contemporary Canadian Families- Many young people remain financially and emotionally dependent on their parents into their late twenties. Graduating, working, leaving home, getting married and having kids happen in a more compressed time frame. Who leaves home earlier men/women - Women tend to leave home earlier than men ➔ The sometimes cohabit or marry a man who is about 2 years older ➔ More experience in housework as adolescents so it's easier to accept these responsibilities outside of the home ➔ Want independence from protective parents, who are usually more strict on daughters than they are sons. Canadian trends about when adult children leave home - They are leaving home before they marry; to go to school - It's a gradual process, From home to student housing, military service (Like Israel for 2 years),or missionary service (Mormons) - These are semi-dependent living conditions (Assuming parents still support young adults to some extent and they will return home frequently.) For example, to do laundry. - Independent Living = Responsible for their own food, clothing, shelter and companionship. - Happening later than normal. ➔ Economics of living at home hale more sense, its cheaper than having to move out - Sometimes they leave due to conflict with parents - Women generally leave home earlier than men Parenting styles Go Back to Video - The standard practices and strategies that parents use in their child rearing; Varies along two dimensions, Warmth and Control/Structure. High Warmth Low Warmth High Control Authoritative: The parents Authoritarian: The parent give reasonable demands places high value on and consistent limits, express conformity and obedience; warmth and affection,and the parent is strict, tightly listen to the child's monitors the child, and perspective. expresses little warmth. - More of a democracy - Kids tend to be in the household, Anxious, withdrawn, ex:Full House and unhappy, but can - Best outcome: Kids be as effective as tend to be self authoritative parenting assured, high self for other ethnic esteem, good in groups, like Chinese school, great social Americans or skills, less involved w dangerous addition (Esp in neighborhoods. american culture) Low Control Permissive: Child runs the Uninvolved: Parent is show and anything goes. indifferent and sometimes Parents make few demands neglectful; Parent does not and rarely use punishment. respond to child's needs and - Ex: Mean Girls, The makes very few demands. parent takes on the - Leads o children who role of a friend rather are emotionally than parent. withdrawn, fearful, - Leads to children who anxious, poor at lack self discipline and school, at risk for are associated with substance abuse. poor academic performance and risky behaviors. Types of marriage (free choice vs. arranged marriage) - Arranged Marriage: Parents, elders, and marriage brokers select suitable marriage partners based on kin obligation, family wealth, reputation,educational background, health, appearance,ability to have children etc. - Rules of exogamy and endogamy or rules about who may or must marry are considered. - There are rules of endogamy called incest taboos (Like marrying certain familymembers, to prevent inbreeding and congenital disabilities. - In societies like India and West Africa, there are preferential marriage rules, like in southern India, people should marry their cross coursin of the child of their mothers brother or father's sister. - The Buer of Africa (A polygamous culture) have marriage rules that a man should marry the widow of his dead brother - Levirate or sororate (Marry the wifes sister) Marriage is an alliance between kin groups rather than individuals. - Ultimately, romantic love is considered to be a poor basis for marriage in many societies and cultures, BUT arranged marriages are not always bad. Example, Ravi Patel and his modern arranged marriage journey. - Free Choice Marriage : Many of the same characteristics in marital selection, yet we are convinced we are marrying for love. - May marry for companionship, sex, children, additional financial support, getting away from home. - People usually have specific ideas surrounding when and who their children should marry, ;like having completed education, full time job, emotionally mature, suitable with regards to morals and values.\ - Typically, the suitable man is reliable, kind, and emotionally mature. - Typically, the suitable woman is expected to have a pleasant personality, good reputation, be reasonably attractive, and want kids. Important factors of lasting marriages *See textbook The first video is from Psychologist Dr. Joanne Davila. Dr. Davila discusses three significant skills we need for a healthy relationship: 1. Insight: Awareness, understanding, learning. A better understanding of who you are. When you are snappy with your partner, you realize that your partner may have not done anything. Rather, you are taking out your stress from work on your partner and you need to be more cautious to make sure your frustration does not bleed into your relationship. Your partner shows up late for a date. With proper insight, you can find a reason why. Ex: Realize they are late to everything and it's nothing to do with you. If you send a nasty text, you know it wont go well, and you should prob call. 2. Mutuality Knowing that both people have needs, and both sets of needs matter. Asking a partner for support at a stressful family event in a clear, considerate way. Supporting a partner’s morning gym routine, even when you'd prefer them to stay in bed. Balancing a job offer's personal benefits with its impact on shared time, demonstrating collaboration and compromise. 3. Emotion Regulation Ability to deal with how one is feeling. Anxiety over waiting for a text: Calming yourself by thinking, "The text will come. I don't need to check every second." After a breakup: Accepting sadness while reminding yourself that you will move on and that begging for reconciliation would hurt your self-respect. Asking for a birthday gift: Managing guilt and anxiety about asking for something (e.g., a necklace) to communicate directly. *While watching the video, I would like you to make note of the examples she uses to describe each component. The second video is from Drs. Andrea and Jonathan Taylor-Cummings. They discuss the four habits of successful relationships: 1. Be Curious, Not Critical: This encourages understanding each other's thoughts and feelings, reducing judgment and fostering empathy. 2. Be Careful, Not Crushing: Thoughtful communication avoids overwhelming the other person, promoting mutual respect and sensitivity. 3. Ask, Don't Assume: Seeking clarification instead of assuming helps prevent misunderstandings, ensuring better communication. 4. Connect, Before you Correct: Building emotional rapport first makes criticism more constructive and less likely to hurt feelings, strengthening trust and cooperation. Trends of marriage rates in Canada *See textbook - Many people are choosing not to marry and instead are living in common law relationships - fewer women aged 20 to 29 are married and the decline is almost offset by the greater number of younger women who reported at least one common law Union - the proportion of women who had married was highest for those 40 to 69, marriage and babies and stuff is happening later in life. Canadians are now waiting until they're in their late twenties to get married. Young adults are delaying marriage but they are not postponing sexual activity. Marriage is no longer the significant rite of passage into adulthood that it once was due to the social clock of society. - Marriage has been delayed to allow for the post-secondary education for men and women and to give young people time to find jobs in their chosen careers. Marriage would be delayed until the man's employment is secure and feels like he can afford to marry, which might take several years after the completion of post-secondary school. - common law relationships have become very widespread alongside divorce rates. Gottman’s “Four Horsemen” of unhealthy relationships - The Four Horsemen of the Apocalypse is a metaphor depicting the end of times in the New Testament. They describe conquest, war, hunger, and death. We use this metaphor to describe communication styles that, according to our research, can predict the end of a relationship. ➔ Criticism. Criticizing your partner is different than offering a critique or voicing a complaint. The latter two are about specific issues, whereas the former is an ad hominem attack. It is an attack on your partner at the core of their character. In effect, you are dismantling their whole being when you criticize.The important thing is to learn the difference between expressing a complaint and criticizing: Complaint: “I was scared when you were running late and didn’t call me. I thought we had agreed that we would do that for each other.” Criticism: “You never think about how your behavior is affecting other people. I don’t believe you are that forgetful, you’re just selfish. You never think of others! You never think of me!” If you find that you and your partner are critical of each other, don’t assume your relationship is doomed to fail. The problem with criticism is that, when it becomes pervasive, it paves the way for the other, far deadlier horsemen to follow. It makes the victim feel assaulted, rejected, and hurt, and often causes the perpetrator and victim to fall into an escalating pattern where the first horseman reappears with greater and greater frequency and intensity, which eventually leads to contempt. ➔ Contempt: When we communicate in this state, we are truly mean—we treat others with disrespect, mock them with sarcasm, ridicule, call them names, and mimic or use body language such as eye-rolling or scoffing. The target of contempt is made to feel despised and worthless. Contempt goes far beyond criticism. Contempt assumes a position of moral superiority over them: “You’re ‘tired?’ Cry me a river. I’ve been with the kids all day, running around like mad to keep this house going and all you do when you come home from work is flop down on that sofa like a child and play those idiotic video games. I don’t have time to deal with another kid. Could you be any more pathetic?” Contempt is fueled by long-simmering negative thoughts about the partner—which come to a head when the perpetrator attacks the accused from a position of relative superiority. Most importantly, contempt is the single greatest predictor of divorce. ➔ Defensiveness: it is typically a response to criticism. We’ve all been defensive, and this horseman is nearly omnipresent when relationships are on the rocks. When we feel unjustly accused, we fish for excuses and play the innocent victim so that our partner will back off. Unfortunately, this strategy is almost never successful. Our excuses just tell our partner that we don’t take their concerns seriously and that we won’t take responsibility for our mistakes: Question: “Did you call Betty and Ralph to let them know that we’re not coming tonight as you promised this morning?” Defensive response: “I was just too darn busy today. As a matter of fact, you know just how busy my schedule was. Why didn’t you just do it?” This partner is to blame in an attempt to make it the other partner’s fault. Instead, a non-defensive response can express acceptance of responsibility, admission of fault, and understanding of your partner’s perspective: “Oops, I forgot. I should have asked you this morning to do it because I knew my day would be packed. That’s my fault. Let me call them right now.” Defensiveness will only escalate the conflict if the critical spouse does not back down or apologize. Defensiveness is really a way of blaming your partner, and it won’t allow for healthy conflict management. ➔ Stonewalling: a response to contempt. Stonewalling occurs when the listener withdraws from the interaction, shuts down, and simply stops responding to their partner. Rather than confronting the issues with their partner, people who stonewall can make evasive maneuvers such as tuning out, turning away, acting busy, or engaging in obsessive or distracting behaviors. It takes time for the negativity created by the first three horsemen to become overwhelming enough that stonewalling becomes an understandable “out,” but when it does, it frequently becomes a bad habit. And unfortunately, stonewalling isn’t easy to stop. It is a result of feeling physiologically flooded, and when we stonewall, we may not even be in a physiological state where we can discuss things rationally. If you feel like you’re stonewalling during a conflict, stop the discussion and ask your partner to take a break: “Alright, I’m feeling too angry to keep talking about this. Can we please take a break and come back to it in a bit? It’ll be easier to work through this after I’ve calmed down.” return to the conversation once you feel ready. The Antidotes to the Four Horsemen Being able to identify the Four Horsemen in your conflict discussions is a necessary first step to eliminating them, but this knowledge is not enough. To drive away destructive communication and conflict patterns, you must replace them with healthy, productive ones. Divorce/reasons for divorce/consequences of divorce*See textbook - Divorce is the legal dissolution of a marriage. It may be that the couple have to negotiate many more aspects of their daily lives because they come from different lifestyles, or perhaps, have conflicting expectations concerning their roles as husband and wife. - Other reasons: Infidelity, Spousal violence - Divorce rates have fluctuated in western society to reflect the current social and moral values concerning marriage. Divorce was rare until The divorce act of 1968 was implemented, making divorces easier to achieve after separation for three years. (Without evidence of adultery or violence). Later minimized to one year separated (No fault Divorce) - Divorce related to the social exchange theory Short/Long term consequences of divorce*See textbook - Short: Emotional, depression, loneliness, guilt, feeling or failure, anger etc. Economically, both will experience reduced household income and lower standard of living. - Long: Divorced individuals have twice the rates of suicides, car accidents, physical illness, and six times the rate of psychological disorders compared to married people. Men have greater earning potential and are more likely to remarry, meaning they can usually recover faster than women, who have lower earning potential and remarry less often.Notably, women who have custody over children suffer the greatest economically in the long run. - 10 percent of people said their quality of life improved after 10 years of divorce, while 20 percent said it significantly worsened. ‘GIFT’ as tips for new parents GO BACK TO VIDEO GIFT Acronym: G – Get Moving Movement soothes babies because they associate it with the womb experience. Moving around (e.g., dancing, walking) also releases endorphins in parents, helping reduce stress and improving their mood. I – Inhale Focus on breathing—inhale deeply and exhale to calm your own nervous system. A calm parent creates a safe, supportive environment for the baby, as the parent’s body is the nest for the baby’s emotional and physical development. F – Feed Feed your baby, but equally important to feed yourself. Parents need nutritious food to keep their energy up during this physically and emotionally demanding time. Prioritize self-care and ask for food instead of gifts like baby clothes. T – Touch Touch is essential for babies to learn about their bodies and develop a sense of security. Gentle, loving touch boosts oxytocin (the "love hormone") in both baby and parent, fostering bonding and love. KEY TERMS: Psychology: *See textbookThe study of behaviour based on mental processes. ➔ Anthropology: *See textbookThe study of humans and their cultures in society. ➔ Sociology: *See textbookThe social science that explains the behaviour of individuals in social groups. ➔ Theory: A framework for organizing and explaining observable evidence. Socialization: The process by which new members of a society acquire the knowledge, skills, and attitudes required to participate actively in that society. Adolescence: The period of life that follows childhood and precedes adulthood; a passage not clearly defined in western society. (To grow up) Adulthood: The period of life that follows childhood and adolescence, and lasts until death. Identity: Who an individual is; Erik Erikson's theory describes the formation of identity in 8 stages of life. Transition: A change from one stage of a life cycle to another. Norm: The most prevalent behaviour that occurs; consistent behaviour. Duty-based moral code: A cultural value system that places greater priority on family obligations than on personal consideration when making important decisions. Education inflation: The idea that youth today require more education to qualify for some jobs now than was required for the same jobs in the past. Systems Theory: Top Section Symbolic Interactionist School: Sociological School of Thought ➔ It's different from the symbolic interactionalism Theory because the theory relates is a psychological theory that talks about how different individuals in the family have different meanings behind the actions and how that can affect the family. ➔ this school of thought is a sociological branch that explains it on a broader scale for cultures and groups of people and why those certain groups of people are going to think that as a whole or why society as a whole is going to think that based on their beliefs and the meanings that they give to their actions. Evolutionary Theory: People base their choice of mates on sexual selection. People see qualities that are perceived as healthy and fertile as most attractive. ➔ Ex: Women are attracted to strong men who seem like they can provide for them. Men are attracted to women that embody youth and beauty. Hunter-Gatherers: Earliest human family, women were essential,child bearing, and so they were respected. Informal group marriage was most common. Family was a group of parents and children who divided labour, had long term relationships, and helped regulate sexual activity. Kinship relation to ensure the survival of all members, nomadic groups. Propinquity Theory: People are likely to be attracted to a partner who lives in a close physical proximity or nearness to them. ➔ Ex: someone at the same college or building or job. Halo Effect: A bias where we allow a single positive trait or quality of a person to influence our perception of their entire character. One standout quality casts a "halo" over all other aspects of their behavior or personality, making us view them more favorably. This can cause us to overlook negative traits or accept unfavorable behaviors. ➔ For example, if someone is physically attractive or has a charming smile, we might unconsciously attribute additional positive qualities to them, like intelligence or kindness, even without clear evidence. ➔ If someone is kind during a brief interaction, we might assume they are a consistently good-natured person, even if we lack more evidence to substantiate this belief. The Halo Effect impacts how we perceive others, especially by first impressions. Criticism *See textbook Criticizing your partner is different than offering a critique or voicing a complaint. The latter two are about specific issues, whereas the former is an ad hominem attack. It is an attack on your partner at the core of their character. In effect, you are dismantling their whole being when you criticize. Ideal Mate Theory: People develop an image of what their ideal mate should be, shaped by past experiences or by the type of parent they were raised by. Supports the notion of “Love at First Site.” Ex: Women may want a man who is yaller and protective, like her father was. Family Life Cycle Framework: A developmental perspective on the life span of families. Intermarriage: MArriage between two partners who are from different racial, social, religious, ethnic, or cultural backgrounds (also called heterogamy; contrasts homogamy) Stonewalling: *See textbook a response to contempt. Stonewalling occurs when the listener withdraws from the interaction, shuts down, and simply stops responding to their partner. Rather than confronting the issues with their partner, people who stonewall can make evasive maneuvers such as tuning out, turning away, acting busy, or engaging in obsessive or distracting behaviors. Cohabitation: An intimate relationship in which male and female live together as husband and wife without legally marrying, aka common-law marriage/relationship. Marriage: A relationship between two or more individuals based on sexual union that is recognized as legitimate and that carries specific role expectations within society. Marital selection:*See textbook Arranged marriage: Marriages that take place through negotiations between sets of parents, or their agents. Free-choice mate: When individuals are attracted to each other, fallin love,and decide to marry. Polygyny:The practice of a man having more than one wife. Polyandry: The practice of a wife having several husbands. Polygamy: The practice of having several spouses. Commitment: Dedication To maintaining a long term relationship. Dual-income family: A family structure in which both spouses work for income. Double standards: Biases that apply different standards for evaluating behavior of men and women. Negotiation: A process of conferring with others in order to reach a mutually acceptable solution to a problem. Domestic violence:Violence within family relationships; in early and mid-twentieth century, violence of the patriarch (Man)of a household against his wife,children, or servants; assumed by the police (And society) to be a private matter unless the assault was witnessed. Divorce: The legal dissolution of a marriage. Biological clock: The limits on behaviour determined by physical aging; commonly used to refer to the length of time that a woman's body is able to conceive and carry a child. Social clock: The pace of development defined by societal expectations concerning age-appropriate behavior. Birth rate age trends: *See textbook Delayed parenthood: When couples put off having children until they are in their thirties and forties. Voluntary childlessness: When couples deliberately decide not to become parents. Parenting styles: The patterns of socialization of children by parents based on the balance of power between parents and their children. Life expectancy for women/men: *See textbook The life expectancy for women before the 1850s was much shorter than men. Too many women died giving childbirth and spending most of their lives until death raising dependent children. the men were more likely to remarry once their wives died instead of taking care of kids as a widower and then live that way until they died. There was an improvement in life expectancy in the 1850s due to better Healthcare that improved care during childbirth and resulted in a decline in maternal mortality, and there was also an increased mortality from the consequence of smoking which was primarily a male at the time. Since the middle of the 20th century mailed outnumber females until midlife then women increasingly outnumber men because the mortality rate of men and adulthood exceeds that of women nowadays. Sex-role stereotypes: *See textbook