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Adolescents Flashcards

1
Q

How does communication change between teens and parent

A

Teens stop unquestionably accepting parents rules and expectation
Becoming more argumentative
Use abstract/muti-demensional thinking
Becomes more indecisive.

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2
Q

Myth or reality?

“Family Conflict is Inevitable”

A

Teens gain multidimensional thinking and may not always agree with their parents on personal issues (music, clothing) but tend to agree about moral issues (Stealing, academic success).
Adolescents want their parents involved

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3
Q

Myth or reality?

“A Generation Gap Exists”

A

Myth - difference in opinion on issues because they define them differently if they are perceive as part of the personal jurisdiction.

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4
Q

Generational Dissonance

A

Different expectations and opinions on issues

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5
Q

What is transformation in relationships?

A

Balance of power, balance of autonomy with expectations

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6
Q

What is violation of expectations?

A

Adolescent doesnt tell you everything. Lying in fear of reaction

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7
Q

What is problem solving

A

Perceiving and adapting for adult-adolescent differences. Sensitivity for adolescents.

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8
Q

How does gender effect family and family conflict

A

Boys and girls are treated equally

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9
Q

Parental Responsiveness

A

Degree to which the parents respond to the adolescent needs in an accepting, supporting manor.

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10
Q

Parental Demandingness

A

The extent to which the parents expect and demands mature, responsible behaviour from adolescents

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11
Q

Authoritative Parent

A

High demandingness High responsiveness.

They are warm, communicative, supportive and encourage autonomy.

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12
Q

Authoritarian Parent

A

High demandingness, Low Responsiveness

Strict rules, high demands, distrusting, won’t explain “why”

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13
Q

Indulgent Parent

A

Low Demandingness, High Responsiveness

Highly supportive and accepting, few rules, more friends then parents

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14
Q

Indifferent Parent

A

Low demandingness, Low responsiveness

No concern, no energy or time, detached, withdrawn, monitoring.

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15
Q

Adolescent with Authoritative Parent

A

Responsible, self-assured, creative healthy relationship

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16
Q

Adolescent with Authoritarian Parent

A

Dependent, passive. socially incapable

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17
Q

Adolescents with Indulgent Parents

A

Immature, Less Responsible

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18
Q

Adolescents with Indifferent Parents

A

Impulsive, more likely to participate in delinquent behavior

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19
Q

Secure attachment

A

Positive emotional bond

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20
Q

Insecure attachment

A

Difficulties in relationships, negative aspects of bonding

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21
Q

Avoidant attachment

A

Ignore or reject infant

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22
Q

Anxious-ambivalent attachment

A

Inconstant treatment

Highly ignored and then very attentive.

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23
Q

Uninvolved/unresolved detachment

A

Usually high level of tea and is disoriented.

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24
Q

How is autonomy and attachment influencing personality and family closeness?

A

Autonomy = psychologically health, higher self esteem

Attachment (secure) - warm and loving relationships

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25
Q

Why are siblings so different?

A

Different experiences
Different perceptions of events
Different parent-child relationships (Favouring, boy vs girl)

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26
Q

What are the results of sibling differences?

A

Sibling rivalry - Trying to one up your sibling

De-idenitification - Trying to become very different from sibling when to similar.

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27
Q

Actively dealing with stress. (active)

A

Muture coping abilities

Autonomously confronting the problem and creating a solution/plan of action

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28
Q

Avoiding dealing with stress (avoidance)

A

Denying/avoiding dealing with stress. Minimizing the problem

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29
Q

Wishful thinking to deal with stress

A

Disengage from stressful experience.

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30
Q

What factors can make teens better at dealing with stress?

A

Parent involvement - outside support and advice

Teachers involvement - Helps encourage socialization, formation of peer support and active coping with stress.

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31
Q

What are 2 Environmental Influences on Behaviour?

A

Shared Environmental influences ( same parents/ same house)

Non-shared environment (friends, sports, ect.)

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32
Q

What makes divorce hard on teens?

A

Excess of stress

  • Economic stress
  • Moving stress/ single parent household
  • Taking sides
  • Enhanced risk of psychological/social issues
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33
Q

How does poverty affect the family and adolescent behaviour?

A

Increased risk of psychological difficulties and problem behaviour
Alienated from school
High stress levels
Poor neighbourhoods

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34
Q

What are 2 factors that benefit those in poverty.

A

Promotion of adolescent confidence/self-esteem
Restrictive strategies - minimize exposure (get kids positively, actively involved in the community, out of gangs and violent situations and away from family (economic, parent) fighting)

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35
Q

What is the nature of peer groups today? (4)

A

Great increase in time spent with peers (in comparison to time with family).
Peer groups function without adult supervision.
Increased interaction with opposite sex
Can be relatively large.

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36
Q

How do Family and peer groups effect family differently?

A 
Family = actives and behaviour that emerge are focused  on work and other tasks important for socialization of responsibility and achievement. 
Friends =  Provide frequent opportunities for interaction and leisure which contributes to development of intimacy and enhance the adolescents mood and psychological well being
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37
Q

4 things that both family and peer groups give adolescents

A
  1. Identity Exploration
  2. Development and expression of Autonomy
  3. Socialization of appropriate sexual behaviours
  4. Influence on academic achievement
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38
Q

What is a crowd?

A

A large group based on reputations/stereotypes

A reference group (goth, jock, populars ect.)

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39
Q

What is the purpose of a crowd

A

A way to Brand individuals by with whom they hang out with
A way to develop a self identify
Impacts adolescent behaviours and feelings toward self.

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40
Q

3 ways that adolescents are affected by a crowd membership

A
  1. imitate behaviour of crowd leaders
  2. Establishment of group norms, values expectations and the development of self-esteem
  3. Reinforced for behaving in ways consistent with norms (do as others and you will “Belong”)
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41
Q

What is a Clique? How is it different from a crowd

A

Cliques are small groups (2-12) that are made up of close friendships. Sharing attitudes and respect/valuing of each other is seen.
Chosen by race, academics, interest ect.

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42
Q

What are 3 determining factors that an adolescent is in a Clique

A
  1. Orientation towards school and future occupational plans
  2. Orientation toward teen culture (e.g. type of music, clothing preference, leisure time.)
  3. Involved or not involved in antisocial activities (e.g. gangs.
43
Q

3 ways to prevent association with deviant peers?

A
  1. Effective parenting/mentoring (monitoring and management)
  2. Monitoring of peer associations
  3. Group intervention.
44
Q

What can happen through group intervention?

A
  • May have Iatrogenic effects - undesired consequences of well intended treatments
  • May push individuals toward deviant friends and delinquent behaviour. (process known as deviancy training)
45
Q

How are gangs similar and different then peer groups?

A

Similar because it provides a sense of identity/belonging and is based on a common interest
Different because of how/why kids get into gangs
-Isolation from family
-More emotional and behaviour problems
Poor self conceptions

46
Q

What does pseudo autonomy mean?

A

That adolescents haven’t fully cognitively developed thus they will make poor decisions and still need guidance/intervention by their parents.

47
Q

What is selection (to a peer group)?

A

The choosing of individuals do to specific common traits

Ex. Alcohol users tend to select peers who use alto us alcohol to join a gang

48
Q

What is Socialization (to a peer group?)

A

The integration of your peers beliefs the longer you hang out with them
Ex. peers influence over day to day preferences (clothes, binge drinking, music taste ect.)

49
Q

What 3 factors determine popularity or rejection

A
  1. The individual
  2. The context
  3. The perceptions of others (what other people think about you)
50
Q

What are the 2 types of popularity?

A
  1. Sociometric popularity

2. Perceived popularity

51
Q

What does socio metric popularity refer to? What determines it?

A

Refers how well liked someone is. Is determined mainly by social skills.
The qualities of a socio metrical popular individual then to valued by all individuals (of different ages and backgrounds)

52
Q

Perceived Popularity refers to? How is it determined?

A

How much status or prestige someone has. Is determined by a variety of factors

53
Q

What makes teens unpopular

A

Peer rejection

54
Q

What are the 3 types of unpopular adolescents?

A
  1. Aggressive
  2. Withdrawn
  3. Aggressive-withdrawn
55
Q

What is an aggressive unpopular teen like?

A
  • Uses physical and relational aggression to manipulate the social standing of other teens
  • Used by both sexes. Girls are more aware to it and fall victim to it.
  • Hostile attitude = when rejected and see others behaviour as deliberately hostile
56
Q

What is Verna’s example of a an aggressive unpopular teen?

A

The boy who as kicked out of school for tripping an another boy. The second boy actually actually set up the first boy to look like he trip him.

57
Q

What is a withdrawn unpopular teen like?

A
  • At risk for low self esteem, depression and poor social skills
  • Creates a victimization cycle
  • Difficult making friend/joining a group. Teased by peers. Have social anxiety. Blame themselves
58
Q

What skills do popular adolescents have?

A
  • Integrated and balanced needs of self
  • Control impulses
  • Sees multiple perspectives on conflicting situations
  • Knows how to act appropriately in eyes of peers
  • Have confidence with being conceded
59
Q

4 results of unpopularity?

A
  1. Low achievers in school
  2. Drop outs
  3. Show higher rates of Delinquent Behaviour
  4. Future emotional and behavioural deficiencies in adulthood
60
Q

2 Results of popularity?

A
  1. More likely to have close friends

2. Engaged in school activities and receive social recognition.

61
Q

What are the consequences of peer rejection for…
Anyone (all types)
Aggressive
Withdrawn

A

All types - negative mental health and psychological development
Aggressive - Conduct problems and involvement in antisocial activity
Withdrawn - rejected adolescent risk for low self esteem and depression.

62
Q

What is Instrumental Aggression?

A

aggression that is strategically planned

63
Q

What is reactive aggression?

A

Aggression that is unplanned

64
Q

What is relational aggression?

A

Teasing, snubbing, gossiping, talking sides.

65
Q

What is the definition of a bully?

A

An individual who use their strength or influence to intimidate others continuously.

66
Q

How do bullies derive power?

A

From individual characteristics (size, age, intelligence)

From knowledge of others vulnerabilities and position in a group.

67
Q

What is the optimal class size?

A

20-40 kids

68
Q

What is tracking?

A

Grouping by students ability

69
Q

What is Mainstreaming?

A

Mixing students of different abilities

70
Q

What are the benefits/negatives of tracking?

A 
Tracking allows like minded student to be given equal opportunity to learn at their own pace. 
However tracking can decrease motivation in students and teachers. I.e. a teacher has a low ability class and teaches them with less enthusiasm. The kids in turn feel discourage from learning and do poorer
71
Q

What are the benefits/negatives of mainstreaming?

A

Mainstreaming gives equal education to all
High ability student get board :( but may be asked to help others to encourage interest.
Harder to teach to needs of students

72
Q

The academically and economically advantaged student….

A

Have a overall positive experience

e.g. Private schools

73
Q

Student with learning disabilities …

A

do poorer then expected

LD = dyslexia, emotional disorders, learning disorders

74
Q

Drop outs students have… (5)

A
  1. years of school problems
  2. Low grades
  3. behaviour problems
  4. low scores on achievement
  5. family, peer and parental problems
75
Q

Gifted adolescents are… (4)

A
  1. precocity (identified early)
  2. Independent
  3. drive for mastery
  4. excellent in information processing
76
Q

What are the 6 concerns about age grouping and the transition of school levels (jr to high)?

A
  1. Mismatch (different ability levels - age related)
  2. Impersonal environment - parents aren’t wanted
  3. Discipline vs independence - discipline your self
  4. Impact of tracking
  5. Impact of mainstreaming
  6. To many options
77
Q

4 Characteristics of a good teacher.

A
  1. personality - organized, enthusiastic, adaptable
  2. High expectations. - self fulfilling prophecies
  3. Committed - to teaching and student learning
  4. monitors effectivness - changes what isn’t working
78
Q

Authoritative teaching

A

High expectations but also concerned for well being of students
Flexible, supportive, understanding, Positive

79
Q

Indifferent teaching

A

No expectations
No support
Little energy/time given
Can lead to drop outs

80
Q

Authoritarian teaching

A

Insists on obedience
Encourages passive learners
Has varying results

81
Q

Indulgent teaching

A

Permissive style
Highly supportive and accepting
No consequences
Tend to lead to drop outs.

82
Q

5 ways to keep student engaged

A
  1. provide opportunities to develop competence
  2. provide opportunity to develop the scenes of belonging
  3. provide opportunity to engage in authentic work
  4. emphasize intellectual activités
  5. provide opportunity to actively participate
83
Q

3 major concerns of psychosocial development

A
  1. Academic honesty
  2. the zero tolerance policy
  3. social cruelty - bulling
84
Q

Why is academic dishonesty a reality?

A

Teachers - believe little can be done to enforce

Students - difficult to get caught, easy to do.

85
Q

What is the zero tolerance policy?

A

No violence allowed, no matter the circumstance. I.e. kid that “tripped” the bully.
Emphasizes obedience and conformity instead of constructive conversation (e.g. kicked out for using a stereotype, “ all aboriginals are drunks”)
Official arrest hrs disciplinary infractions

86
Q

What does a family of high achievers look like?

A 
Share in activités and decision making 
Exchange ideas 
Encouraged to achieve 
Sense of belonging 
Identify with parents
87
Q

What does a family of low achievers look like?

A

Parents are rejection, less involved (indifferent or authoritarian)
Status depends on student’s success
Uninvolved or uninterested or excessively controling

88
Q

What influences achievement in schools?

A

Activities and attitude of family, peer groups and neighbourhoods.

89
Q

What is ruminating thought?

A

A though that continuously repeats and you super focus on.

Can lead to depression or anxiety

90
Q

How do end ruminating thoughts?

A
  1. What is the problem
  2. propose solutions
  3. make a decision to resolve problem.
91
Q

What are the benefits of social media?`

A

Connection, information sharing, belonging/identity, human advancement, networking, emotional outlet/enhances creativity, documents life,

92
Q

What is the negative impact of media?

A

Inaccurate information, lack of physical activity and face to face communication, cyberbullying, poor interpretations, Can lead to dangerous situations

93
Q

How can media be good and bad at the same time?

A

Mental health - can lead to awareness but cyberbullying can lead to disorders

94
Q

Should parent be involved?

A

Yes

95
Q

Do teens what their parents involved?

A

Yes but not to micromanage them.

96
Q

How much time do teens spend on leisure actives? Productive activities? Maintenance?

A

40% - leisure
29% - productive
24% - maintenance

97
Q

Boredom vs. Leisure activity

A

Leisure activity is chosen by teen and rarely seen as boring
Includes socializing, Sports, TV, music, internet, video games, shopping, ect.

98
Q

What is a teens mood in the presence of friends?

A

Teens are more intrinsically motivated and concentrated when with friends then at school
With friends tasks are mindless.
Mood is happier with friends, lowest on when alone, middle when with family.

99
Q

What are the myths about teen working?

A 
Become more responsible, 
Mentors 
Learning the value of money 
Understanding hard work 
Work = learning 
enhances psychological development 
Does not effect parent-adolescent relationships.
100
Q

How much time can a teen spend working in a week with out any negative effect?

A

10-15 hours

101
Q

What type of jobs do teen occupy?

A

Retail and service positions - monotonous, unchallenging and stressful

102
Q

Why do teens work?

A

“Cost of living” for teenagers

Kids make extra money but don’t learn how to budget.

103
Q

What are the concerns of part time work?

A

The type of work
The value of the work
Danger od work –> to drugs and alcohol
Easily influenced

104
Q

What are the long term disadvantages of working as a teen?

A
  • Premature affluence
  • cynicism of the value of hard work
  • Poor financial habits
  • Skip class/ take easier classes
  • Exerts less effort
  • Chronic fatigue

Adolescents (3 decks)

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