Adolescence Flashcards
process that leads to sexual maturity or fertility
o Adolescence offer opportunities for growth in cognitive and social competence, autonomy, self-esteem, and intimacy
o Psychologist believe the tendency to engage in risky behaviors may reflect the immaturity of the adolescent brain
o Puberty
adrenal glands secretes increasing androgens (Dehydroepiandrosterone) between ages 6-8 yrs old
a. Adrenarche
maturation of sex organs, which triggers the second burst of DHEA productions
Gonadarche
maturation of sex organs, which triggers the second burst of DHEA productions
o Gonadarche
organs necessary for reproduction (e.g., ovaries, vagina, testes, penis)
o Primary Sex Characteristics
physiological signs of sexual maturation that do not directly involve sex organs (e.g., changes in voice, breast enlargement, broad shoulders)
o Secondary Sex Characteristics
rapid increase in height, weight, and muscle and bone growth that occurs during puberty
Adolescence Growth Spurts
rapid increase in height, weight, and muscle and bone growth that occurs during puberty
o Adolescent Growth Spurt
first ejaculation; principal sign of sexual maturity in boys
o Spermarche
– first menstruation (monthly shedding of tissues from the lining of the womb)
o Menarche
children may be starting puberty earlier but spending more time to reach full sexual maturity
o Secular Trend
May be due to higher standard of living, undernutrition, health, exposure to endocrine-disrupting chemicals
May also because they were firstborn, being born to a single mother and harsh maternal parenting practices
disorder causing acne, irregular periods, excess hair growth, and the growth of cysts on ovaries
Polycystic Ovarian Syndrome (PCOS
one’s perception, thoughts, and feelings about one’s body
o Body Image
Girls tend to express the highest level of body satisfaction when underweight, some dissatisfaction when average weight, and the most dissatisfaction when overweight
distorted body image, severely underweight, may be withdrawn or depressed, and afraid of losing control and becoming overweight
Anorexia Nervosa
distorted body image, severely underweight, may be withdrawn or depressed, and afraid of losing control and becoming overweight
Anorexia Nervosa
short-lived binge eating and then purging by self-induced vomiting, strict dieting, excessive exercise, etc.
Bulimia Nervosa
– binging without purging of food
Binge-eating disorder
consuming five or more drinks on one occasion
o Binge Drinking
o Adolescents enter what Piaget called the highest level of cognitive development
Formal Operations
methodical, scientific approach to problem solving, and it characterizes formal operations thinking
o Hypothetical-Deductive Reasoning
Involves ability to develop, consider, and test hypotheses
Piaget attributed it to a combination of brain maturation and expanding environmental opportunities
adolescents can think about thinking – their own and the other people’s
o Self-Consciousness
– a conceptualized “observer” who is concerned with a young person’s thoughts and behavior as he or she is
o Imaginary Audience
belief that they are special, their experience is unique, and they are not subject to the rules that govern the rest of the world
o Personal Fable
Underlies much risky, self-destructive behavior
Brain immaturity biases adolescent toward risky decision making
decision making is influenced by two cognitive systems: verbatim analytical and gist-intuitional, which operate in parallel
o Fuzzy-Trace Theory Dual-Process Model
– the cancer patient and the greedy drug dealer, most famous example of Lawrence Kohlberg’s approach to studying moral development
o Heinz’s Dilemma
The child/individual is good to AVOID PUNISHMENT because punishment equates, they must have done something wrong
“What will happen to me if I do this?”
Level I: Preconventional Morality (3-7 yrs old)
Stage 1: Obedience and Punishment Orientation
Children recognize that there is not just one right view that is handed down by authorities. They conform to rules out of self-interest and consideration what others can do for them.
“You scratch my back, I’ll scratch yours.”
Level I: Preconventional Morality (3-7 yrs old)
Stage 2: Individualism and Exchange
The child is good in order to be seen as a good person by others. Approval of others is important.
e.g., Donating to the victims of the recent typhoon and posting it on social media so everyone knows they did something good.
Level II: Conventional Morality (Morality of Conventional Role Conformity) (8-13 yrs old)
Stage 3: Good Interpersonal Relationship
The child becomes aware of the rules of the society, so judgement concern obeying the rules to uphold the law and avoid guilt.
e.g., Crossing the pedestrian crossing or going on a full stop when the traffic light turned red.
Stage 4: Maintaining Social Order
Child becomes aware that while rules might exist for the betterment of everyone, there are times you have to bend the law for self-interests.
e.g., Some lawyers study the law so in case they need it, they can find a loophole so they won’t be convicted.
Level III: Postconventional Morality (Morality of Autonomous Moral Principles) (14-older yrs old)
Stage 5: Social Contract and Individual Rights
People developed their own set of moral guidelines, which may or may not fit the law. The principles apply to everyone. They do what they think is right regardless of legal restrictions or opinion of others.
e.g., LGBTQIA++ community are still being discriminated and just tolerated by the society, but certain someone thinks that they deserve better. Thus, they do everything to recognize the rights of the people of the minority.
Stage 6: Universal Principles
people consider the effect of their actions not only on other people but on the universe as a whole
o Cosmic Stage
offers opportunities to learn info, master new skills, and sharpen old skills
Educational and Vocational Issues
form of education that promotes social responsibility and service to the community
o Service Learning
Low teacher expectations
Differential treatment
Less teacher support
Perceived irrelevance of the curriculum to culturally under-represented groups
o Dropout reasons
coherent conception of the self, made up of goals, values, and beliefs to which the person is solidly committed
Identity
o Adolescence is a time-out period which is the ideal for the development of identity, allowing young people the opportunity to search for commitments to which they could be faithful
Psychosocial Moratorium
sustained loyalty, faith, or a sense of belonging to a loved one, friends or companions
o Fidelity
Identification with a set of values, an ideology, a religion, a political movement, or an ethnic group
Inability to develop fidelity may have an unstable sense of self, insecure, and fail to plan for themselves and the future
a period of conscious decision-making
o Crisis
a personal investment in an occupation or ideology
o Commitment
– believes that his “ways” are the only ways
o Maladaptive Tendency: Fanaticism
repudiate their membership in the world of adults and, even more, they repudiate their need for an identity
o Malignant Tendency: Repudiation
o 4 types of Identity status
- Identity Achievement: crisis leading to commitment
- Foreclosure: commitment without crisis
Result of exploring choices but accepting someone else’s plans for her life
Uncritically accepted others’ opinions - Moratorium: crisis with no commitment yet
Actively grappling with his identity and trying to decide the path he wants his life to take
Exploration - Identity Diffusion: no commitment, no crisis
crisis leading to commitment
- Identity Achievement
commitment without crisis
Result of exploring choices but accepting someone else’s plans for her life
Uncritically accepted others’ opinions
- Foreclosure
crisis with no commitment yet
Actively grappling with his identity and trying to decide the path he wants his life to take
Exploration
- Moratorium
no commitment, no crisis
no commitment, no crisis
- Identity Diffusion
– includes practices that teach children about their racial or ethnic heritage, promote cultural customs and traditions, and foster racial/ethnic and cultural pride
– includes practices that teach children about their racial or ethnic heritage, promote cultural customs and traditions, and foster racial/ethnic and cultural pride
o Cultural Socialization
seeing oneself as a sexual being, recognizing one’s sexual orientation, and forming romantic or sexual attachments
o Sexual Identity
whether the person is attracted to person of other sex (Heterosexual), same sex (Bisexual), or of both sexes (Bisexual)
o Sexual Orientation
– biological sex at birth and gender identity are not the same
o Transgender
– people who seek medical assistance to permanently transition to their preferred gender
o Transsexual
– diseases spread by sexual contact
o Sexually Transmitted Infections
leading cause of cervical cancer in women
Human Papilloma Virus (HPV) or Genital
Most curable STIs are Chlamydia and Gonorrhea T or F?
True bakit?
chronic, recurring, often painful, and highly contagious disease
Genital Herpes
affects the liver causing both acute and chronic issues that can lead to cirrhosis, liver cancer or death
Hepatitis B
parasitic infection
Trichomoniasis
– causes acquired immunodeficiency syndrome (AIDS), transmitted thru bodily fluids
Human Immunodeficiency Virus
caused by bacterium Neisseria gonorrhoeae, spread by contact between infected moist membranes, characterized by discharge from penis or vagina and painful urination
Gonorrhea
appearance of a sore where syphilis enter the body
Syphilis
– listening to different music from parents, dressed differently, and felt it was reasonable to keep private things from parents
Involves the struggle for autonomy and differentiation, or personal identity
o Individuation
o Three levels of peer groupings:
1) Dyadic – one-to-one
2) Cliques – structured group of friends who do things together
3) Crowd – based on personal interactions but on reputation, image, or identity
one-to-one
1) Dyadic –
structured group of friends who do things together
2) Cliques
based on personal interactions but on reputation, image, or identity
based on personal interactions but on reputation, image, or identity
– adolescent who breaks the law or engages in behavior considered as illegal
o Juvenile Delinquency
