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Term 5 Psych > Adolescence > Flashcards

Adolescence Flashcards

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1
Q

What is adolescence?

A

Fluid concept

Neuroscience definition
Cultural definition
Roles and responsibilities

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2
Q

Western culture

A 
(independence)
Independent financially
Living on one’s own
Cognitive self sufficiency
Impulse control
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3
Q

Non western culture

A

(role transition)
Marriage
parenthood

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4
Q

Angst

A

(20-30%)

100% if you’re Alejandro JK

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5
Q

Physical Changes

A

Step 1 Hint: Review Tanner Stages!

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6
Q

Hormones come online

A

An increase in the pulsatile secretion of GnRH from the hypothalamus LH / FSH / testosterone / estradiol, etc.

Coincides what Freud conceptualized as the genital period

Changes how the adolescent thinks and is driven

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7
Q

Cognitive Development

A

Piaget Formal Operations

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8
Q

Piaget Formal Operations

A

Ability to abstract, Deductive and inductive reasoning

Theory of Mind (mirror neurons)

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9
Q

Increased Cognitive Ability

A

Logical reasoning from hypotheses
Negotiate demands of parents, school, peers
Making more independent choices
Better sense of time, finality of death
Intellectual activity, creativity
Complex interpersonal relationships (social order / contracts),
Insight

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10
Q

Increased Interest in Abstract Concepts

A 
Humanitarian Issues
Religion
Ethics
Complex moral reasoning
Diversity (relativity of moral codes)
Politics
Ideologies
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11
Q

Identity starts to shift

A

New cognitive ability allows a different perspective of self

Body changes forces one to reconcile the “inside” and the “outside”

Emergence of a new identity

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12
Q

9 year old

A

Physical attributes
Identifies preferences
Identifies relationships (peer relationships)

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13
Q

11.5 years old

A

Dispositional traits
Not all favorable
Increasingly compare self to others and acknowledge dimensions where fall short

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14
Q

17 years old

A

Broader sense of values or ideological categorization

Inconsistencies

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15
Q

Identity includes:

A 
Physical characteristics
Vocational & academic decisions
Sexual identity
Personal characteristics
Relationships
Philosophy of life
Leisure time activities
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16
Q

Self-continuity:

A

incorporates past experiences and current experiences

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17
Q

Identity Development

A

Self-continuity
Understanding of one’s unique thoughts, feelings, and behaviors and how they manifest across different ages and settings
Often use peer group identification to help to protect from uncertainty in early adolescence
New demands and roles can create challenges

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18
Q

Identity Development

Cont.

A

Use environmental cues, opinions, observations and reactions from others (social referencing)
Shift of who is most important for feedback from family to peers
“Looking glass self” to help understand our selves

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19
Q

Identity Development

Cont.

A

Our view of ourselves come from not only our direct contemplation of our personal qualities, but also how we see we are perceived by others
We are influenced by our opinions of what we think others’ opinions are
This may be accurate or inaccurate
We may revise our views based off additional interactions

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20
Q

Development of an Identity

A

Erickson
Identity vs. Role Confusion (which coincides with a resurgence of sexuality after a period of latency)
Developing a sense of self and personal identity

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21
Q

Identity Formation vs. Role Confusion

A

Usually between ages of 12-18 but may be older now with extended adolescence

Answers the question “Who am I?”

Active process in the midst of physiological, cognitive, and emotional changes

Yields ability to be authentic

Failure –> absence of identity, cannot see clearly who they are or how to relate positively to the world

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22
Q

James Marcia’s Identity Statuses

A

Foreclosure
Diffusion
Moratorium
Achievement

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23
Q

Foreclosure

A

made commitment without exploration, blindly accept value system from family

24
Q

Diffusion

A

not made an commitment, appears to have given up attempt to make clear commitment, no real progress

25
Q

Moratorium

A

actively exploring but have not yet made a commitment, a state of experimentation

26
Q

Achievement

A

made a commitment through exploration

27
Q

Foreclosure

A 
Personality characteristics
high levels of conformity, 
authoritarianism, 
high levels of aspiration to change with low anxiety,
defensive narcissism

Dependent strategies for decision making

External locus of control

Use a normative orientation for constructing sense of identity

Families often discourage expression of opinion

More anxious attachment style

28
Q

Diffusion

A

Low levels of autonomy, self esteem, and identity

“Go where the wind blows”

Difficulty dealing with transition away from home

Shy, easily influenced by peers

Dependent or intuitive styles of decision making

Report distant or rejecting care takers and low levels of attachment

29
Q

Moratorium

A

Anxiety as searching for identity defining commitments

Cognitively skeptical about ever knowing anything with certainty

Experientially oriented

Reflective and analytical

Preintimate relationships-

Parents have emphasized independence in child rearing patterns

30
Q

Preintimate relationships

A

close and intimate relationships bit have not yet committed themselves to a partner

31
Q

Identity achieved

A

High levels of achievement, motivation and self esteem, low neuroticism, high conscientious, highly extroverted, internal locus of control, lowest use of defense mechanisms

Function well under stress and able to continue to use more logical, rational, and planned decision making

Highest levels of intimacy- close friends and a partner

Secure patterns of attachment

32
Q

Continued Development

A

½ of late adolescents have foreclosed or diffuse identity status

Further research - considerable developmental change through adult years

33
Q

Goals of Adolescence

A

Identity formation/sense of self continuity

Relationships
Independence from family of origin
Romantic relationships
Friendships

Able to control one’s self and environment

Gain sense of morality and purpose in life

Develop capacity to adapt to inevitable change

34
Q

Influences of others

A

Begin to move away from family of origin

Peer group becomes more important

35
Q

Family of origin

A 
Begin to test limits
Seek autonomy and control
Renegotiate roles and balance of power
Most teenagers values align with family of origin
Only 20% of adolescents struggle 
through adolescence
36
Q

Peer Groups

A

In middle childhood peer groups were same sexed and those that went between gender groups were outcasts

In adolescence the older one gets the increasing of mixed gender peer groups

37
Q

Peer Groups

A

Peer groups tend to group together into crowds which are a large reputational based peer group made up of individuals and cliques to that share similar norms, interests and values

Functions of crowds: help adolescents form identities away from families and bring genders together

38
Q

Peer Groups

Cont.

A 
Source of emotional support	
Place for experimentation
Setting for independence from parents
Place to form intimate relationships 
Influence of peer group can be positive or negative
39
Q

Dating

A

90% of teens have dated by age 15 years old

Double/ group dates most common, talking on phone daily

Average relationship lasted ~4 months

Often more like close different sex friends than adult romantic relationships

40
Q

Functions of Dating

A

Autonomy from parents and peers, gain “grown-up” status, begin practicing for intimate relationships later

41
Q

Intimate relationships

A

By age 15: 33% males and 25% females

By age 19: 86% males and 80% females

42
Q

Reasons for early sexual activity

A

Peer pressure
Curiosity
Sexual feelings and desires
Coercion (date rape)

43
Q

Self control

A

Starting to develop self control

Complying with social
conventions

44
Q

Neuroscience of Adolescence

A

Gray matter volume peaks at the beginning of puberty then has a plateau during puberty and declines throughout adolescence and early adult hood. Likely secondary to pruning that leads to a refinement of excessive synapses and results in a decline of gray matter

45
Q

But there are gaps…

A

Brain not fully developed until mid 20’s – lag behind of frontal lobe (brakes and executive functioning)
Yield some difficulty controlling impulses, feeling invincible, difficulty seeing one’s self in the future
Adolescence marked by a time of increased potential for reckless behavior

46
Q

Neuroscience of Adolescence

A

Surge of gonadal hormones at puberty causes a change within the limbic system that alters the emotional attributes applied to social stimuli

More gradual maturing of the prefrontal cortex that helps with increasing complex and controlled responses to social information

47
Q

Social Cognition

A

Adolescence is a time when relationships become much more complex

Theory of mind

Mirror neurons/stimulation theory

48
Q

Theory of mind

A

ability to understand other (and self) minds by attributing mental states such as beliefs, desires, emotions, and intentions to other (and self) people

49
Q

Mirror neurons/stimulation theory

A

neuropsychological studies have demonstrated that common brain areas are activated both when we execute an action and when observe another person perform the same action

50
Q

A rise in egocentrism

A

The imaginary audience

51
Q

Gaps in

A

Social Cognition

52
Q

Impulse control and planning

A

fMRI study
Go / No Go task (involves inhibiting a response when a certain stimulus is shown)
Adults- more activity in ventral region of prefrontal cortex (orbital frontal)
Adolescents- more activity in dorsal lateral prefrontal cortex region (same pattern in children)
Those people that performed best on the task (lowest error rates) had the greatest activation in the orbital frontal region and the least dorsolateral prefrontal

53
Q

Risky behaviors

A

fMRI study of adolescents and adults
“Is it a good idea to swim with sharks?”

Adolescents took longer than adults on the “not good idea scenarios” relative to “good idea” scenarios

Adults “not good” greater activation in the insula and right fusiform area compared to adolescents

Adolescents had greater activation in the dorsolateral prefrontal cortex and had longer reaction times

54
Q

Risky behaviors

Cont

A

When confronted with risky scenarios adults use relatively efficient responses driven by mental images of possible outcomes and visceral responses to those possible outcomes

Adolescents rely more on reasoning capacities and activated the dorsolateral prefrontal cortex and hence the relatively effortful responses compared to adults

55
Q

Emergence of Psychopathology

A

Hormonal influence on anxiety and depression (girls much more affected than boys)
Suicide is 3rd leading cause of death among 10-14 year olds and 2nd leading cause of death among 15 – 24 year olds
Earlier onset of psychotic and bipolar disorders
Eating disorders

56
Q

What to do to help…

A

Providing a safe and loving home environment
Creating an atmosphere of honesty, mutual trust, and respect
Allowing age appropriate independence and assertiveness
Developing a relationship that encourages your child to talk to you
Teaching responsibility for their belongings and yours
Teaching basic responsibility for household chores
Teaching the importance of accepting limits
Teaching the importance of thinking before acting

Term 5 Psych (20 decks)

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