Ch. 12 Adolescents (12-18 yrs)

Question 1

Accultrative Stress

Answer 1

Psychological distress resulting from conflict between an individuals minority culture and the host culture

Question 2

Autonomy

Answer 2

At adolescence, a sense of oneself as a separate, self governing individual. Involves relying more on oneself and less on parents for support and guidance and engaging and careful, well reasoned decision

Question 3

Bicultural Identity

Answer 3

The identity constructed by exploring and adopting values from both the individuals subculture and the dominant culture

Question 4

Clique

Answer 4

A group of about 5 to 7 members who are friends and, therefore, usually resemble one another in family background, attitudes, values, and interests

Question 5

Conventional Level

Answer 5

Kohlberg’s second level of moral development, in which Morrow understanding is based on conformity to social rules to insure positive human pollution ships and maintain societal order

Question 6

Ethnic Identity

Answer 6

A sense of ethnic group membership in the attitudes, beliefs, and feelings associated with that membership, as an enduring aspect of the self

Question 7

Identity

Answer 7

A well organized conception of the self that defines who won is, what one values, and what directions one chooses to pursue in life

Question 8

Identity Achievement

Answer 8

The identity status of individuals who, after a period of exploration, have committed themselves to a clearly formulated set of self chosen values and goals

Question 9

Identity Diffusion

Answer 9

The identity status of individuals who do not engage in exploration and not committed to values and goals

Question 10

Identity Foreclosure

Answer 10

The identity status of individuals who do not engage in exploration but, instead, I committed to ready-made values and goals chosen for them by authority figures

Question 11

Identity Moratorium

Answer 11

The identity status of individuals who are exploring but not yet me to self chosen values and goals

Question 12

Identity Vs Role Confusion

Answer 12

In Ericksons theory, the psychological conflict of adolescence, which is resolved positively with adolescents achieve an identity through a process of exploration and inner soul searching

Question 13

Moral Identity

Answer 13

The degree to which the morality is central to an individual self-concept

Question 14

Postconventional Level

Answer 14

Kohlberg’s highest level of moral development, in which individuals define morality in terms of abstract principles and values that apply to all situations and societies

Question 15

Preconventional Level

Answer 15

Kholberg’s first level of moral development, in which children except the rules of authority figures and judge actions by the consequences, viewing behaviors that result in punishment as bad and those that lead to rewards as good

Question 16

IDENTITY vs. Role Confusion (Erikson’s Theory)+

Answer 16

Erikson’w theory says adolescents search for a sense of self and personal IDENTITY (determining who you are, what you value, and the direction in life you want to take) , through an exploration of personal values, beliefs, and goals followed by commitment.

Success leads to an ability to stay true to oneself, while failure leads to ROLE CONFUSION and a weak sense of self.
The 5th stage of Erik Erikson’s theory of PSYCHOSOCIAL DEVELOPMENT.

IDENTITY CRISIS – a temporary period of distress as they experiment with alternatives before settling on values and goals (i.e. their IDENTITY)

Question 17

4 Identity Statuses+

Answer 17

IDENTITY ACHIEVEMENT – commitment to values and goals following a period of exploration (Searched and Goal achieved)

IDENTITY MORATORIUM – exploration without having reached commitment (Searched but Still undecided)

IDENTITY FORECLOSURE – commitment in the absence of exploration (Someone Else told me to be this way)

IDENTITY DIFFUSION – characterized by lack of both exploration and commitment (No Search, so still undecided)

Question 18

IDENTITY ACHIEVEMENT+

Answer 18

Commitment to values and goals following a period of exploration (Searched and Goal achieved)

Question 19

Which IDENTITIES are beneficial, which are not?+

Answer 19

IDENTITY ACHIEVEMENT IDENTITY MORATORIUM are psychologically HEALTHY routes to a mature self-definition. (KEYWORDS: Searching is HEALTHY)

UNHEALTHY are Long-term FORECLOSURE and DIFFUSION. (KEYWORDS: Not searching NOT healthy)

Question 20

IDENTITY MORATORIUM+

Answer 20

Exploration without having reached commitment (Searched but Still undecided)

Question 21

Which IDENTITY is the LEAST Mature?+

Answer 21

DIFFUSION is the least mature because there has been neither any effort put forward in a search, nor effort put forward in committing to an IDENTITY.

Question 22

IDENTITY FORECLOSURE+

Answer 22

Commitment in the absence of exploration (Someone Else told me to be this way)

Question 23

Enduring Personal Essence+

Answer 23

A “Core Self” that remains despite other changes in IDENTITY – typical of cultural MAJORITIES in a society.

Question 24

IDENTITY DIFFUSION+

Answer 24

Characterized by lack of both exploration and commitment (No Search, so still undecided)

Question 25

Kohlberg’s Theory of Moral Development+

Answer 25

Says that the WAY an individual reasons about the dilemma, NOT the content of the RESPONSE, is what determines MORAL MATURITY.

Also says that with age, humans everywhere construct a deeper understanding of fairness and justice that guides moral action.

Think of the HEINZ DILLEMMA – should the man steal the medicine for his dying wife?

Development of MORAL understanding and IDENTITY development are part of the SMAE THING.
Criticism: Doesn’t adequately represent the morality of women.

AGREED with PIAGET that cognitive development involves:

1) actively grappling with moral issues and noticing weaknesses in one’s current reasoning,
2) gains in perspective-taking, which permit individuals to resolve moral conflicts in more effective ways.

3 Levels and 6 Stages:

PRECONVENTIONAL LEVEL – (Younger than 6 yrs) Morality is externally controlled. Children accept the rules of authority figures (Punished behaviors = bad, Rewarded behaviors = Good)

● Stage 1: Punishment and Obedience orientation. (Obey Rules to Avoid Punishment)
● Stage 2: Instrumental Purpose orientation. (Focused on gaining rewards and get most benefit for oneself)

CONVENTIONAL LEVEL – (7-11 yrs) Move from self-interest to actively maintaining the current social system ensures positive relationships and societal order.

● Stage 3: “Good boy–Good girl” orientation – (Behaves in order to maintain the affection and approval of friends and relatives by being a “good person”)
● Stage 4: The Social-Order-Maintaining orientation – (Behaves in order to adhere to societal rules)

POSTCONVENTIONAL or PRINCIPLED LEVEL (11 yrs+) – Move beyond societal rules to overarching abstract principles that apply to all people (Used by few people)

● Stage 5: Social Contract orientation – MUTUAL BENEFIT – When societal laws and individual rights match, each person follows them it brings about more good than bad.
● Stage 6: Universal Ethical Principle orientation – HIGHER PRINCIPLE – Uses self-chosen ethical principles valid for all people, regardless of law and social agreement. (‘respect, worth, dignity”)

Question 26

How are hypothetical dilemmas different from actual dilemmas when it comes to moral reasoning?+

Answer 26

Hypothetical dilemmas evoke the upper limits of moral thought (stages 5 & 6) because they allow reflection without the interference of personal risk.

Once REAL CONSEQUENCES are introduced, the altruistic nature of the upper levels of morality fail.

That’s because people realize that there have to be utilitarian (practical) considerations for real problems that higher-level moral reasoning fail to include. And so they revert to Stage 4 reasoning or lower in real-life events.

Question 27

4th or 10th graders – Who thinks it’s okay to exclude based on race and gender?+

Answer 27

10th Graders – When asked if it is OK to exclude a child from a peer group on the basis of race or gender, fourth graders usually say exclusion is always unfair. But by tenth grade, young people, though increasingly mindful of fairness, indicate that under certain conditions—in intimate relationships (friendship) and private contexts (at home or in a small club), and on the basis of gender more often than race— exclusion is OK

Question 28

Influences on Moral Reasoning+

Answer 28

These are the POSITIVE INFLUENCES on Moral reasoning (The opposite would be negative influences.)

Parenting – parents who engage on a high level, interact directly with the child, and are kind

Peers – Interaction among peers who present differing viewpoints promotes moral understanding

Schooling – schools with anti-bullying and nondiscrimination policies, teachers who create classroom climates of fairness

Culture – individuals in village societies rarely move beyond Stage 3. because in village societies, moral cooperation is based on direct relations between people and does not allow for the development of advanced moral understanding

Question 29

Cognitive Development Perspective on Morality+

Answer 29

Says that moral understanding should affect moral action.

Question 30

Moral identity+

Answer 30

That you see yourself in terms of a set of morals – a code that you identify with

Question 31

What country is the most religious in the developed world?+

Answer 31

The USA, with 70% of its population saying religion is very important.

Question 32

How are adolecents affected by continued religious affiliation?+

Answer 32

it is a benefit that shows advantages in moral value and behavior. They also do more community service.

Question 33

Criticism of Kolberg’s Theory+

Answer 33

Says Kolberg’s Stages inadequately account for morality in everyday life.

Question 34

Pragmatic Approach to Morality+

Answer 34

Says that each person makes moral judgements at varying levels of maturity depending on the individual’s current context and motivations.

Question 35

What are the two aspects of autonomy?+

Answer 35

Emotional and Behavioral – you want to be able to rely on yourself in both aspects.

Question 36

What is the single most important predictor of mental health?+

Answer 36

The greatest predictor is the quality of the parent-child relationship during adolecence.

Question 37

In harsh surroundings, how do adolecents perceive their parents offering them only limited autonomy?+

Answer 37

They see it as a sign of parental caring.

Question 38

What are the three characteristics that teens stress when asked about the meaning of friendship?+

Answer 38

INTIMACY – Psychological closeness

MUTUAL UNDERSTANDING – of each others beliefs and feelings)

LOYALTY – Belief that they will have your back and stick up for you

Question 39

Coruminate+

Answer 39

The act of repeatedly mulling over problems and negative emotions. Girls do this much more than boys.

It is a very negative behavior and it is a behavior that MINDFULNESS greatly reduces.

Question 40

What gender do cliques appeal most to?+

Answer 40

Girls, who use it as a context for emotional closeness. Multiple cliques may join to form a crowd, which is based on reputation or stereotype.

By late adolescence, the importance of cliques and crowds diminishes.

Question 41

Dating facts (good and bad)+

Answer 41

CULTURAL EXPECTATIONS tend to determine when and how dating begins.

Positive relationships with parents and friends contribute to higher quality romantic ties.

10-20% of adolescents are physically or sexually abused by dating partners, with boys and girls equally likely to report abuse.

Question 42

Problems in Adolescents+

Answer 42

DEPRESSION

• 20-50% experience mild depression, 15-20% have had sever depression, and 5% are chronically depressed
• 1-2% likely to remain depressed into adulthood
• Depression increases from 12 yrs to 16 yrs old
• Girls are much more depressed than boys
• Caused by genetics, home-life, trauma, environment, etc.
• Learn a “Learned Helplessness” attribution style

SUICIDE

• 3rd leading cause of death among American youths, after motor vehicle collisions and homicides
• Despite girls’ greater levels of depression, boys commit suicide 4 times as much as girls, but only because their methods are more effective.
• Usually two types of people – solitary and antisocial
• Tend to have a family history of suicide
• Cultural Disintegration – where ethnic heritage is discouraged or disallowed
• Belief in the ‘personal fable’ – that nobody could possibly feel the pain that they do, which is completely false.

DELINQUENCY

• Since the mid-90s, youth crime has declined sharply in the US
• Divorced parents, Low Socioeconomic status, poor parenting all contribute to delinquency
• LATE ONSET DELINQUENCY – antisocial behavior that develops in adolescence through peer influence (LESS likely to continue into adulthood)
• EARLY ONSET DELINQUENCY – children with inherited traits that predispose them for antisocial behavior (MORE likely to continue into adulthood)
• Multi-Systemic Therapy – is an intervention for delinquency which addresses all major influences of the child’s life (parents, school, environment)