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Adolescence > Changes in the Social Landscape > Flashcards

Changes in the Social Landscape Flashcards

1
Q

What is social redefinition?

A

The process through which an individual’s position or status is redefined by society

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2
Q

What happens in all societies in contexts of adolescence?

A
  • Adolescence is a period of social transition.
  • The individual comes to be recognized as an adult
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3
Q

What is identity?

A

How we perceive ourselves

  • Attaining adult status causes adolescents to feel more mature and to think more seriously about future work and family roles
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4
Q

What is autonomy?

A

Our sense of independence

  • Adult status leads to shifts in responsibility, independence, and freedom.
  • The adolescent-turned-adult faces a wider range of decisions that have serious long-term consequences
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5
Q

What do you face in relationships?

A

Face new decisions about intimacy, dating, and marriage

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6
Q

What is achievement?

A

Adolescents must attain a certain age before becoming a full-time employee or leaving school of their own volition

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7
Q

What is the age of majority?

A

The designated age at which an individual is recognize as an adult

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8
Q

True or False: Adolescence lasts longer today than ever before.

A

True

Individuals start puberty earlier and enter into adult roles of work and family later than ever before!

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9
Q

How long did adolescence lasts in the middle of the 19th century?

A

Around 5 years

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10
Q

How long did adolescence last by 1900?

A

It lasted 7 years

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11
Q

How many years passed between menarche and marriage by 2010 on average?

A

15 years

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12
Q

The elongation of adolescence is most evident in our living arrangement, why?

A

We live with our parents long after we are sexually mature because:

  • The cost of living independently has risen
  • More formal education is now necessary to take on adult work roles
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13
Q

Who are inventionists?

A

Theorists who argue that the period of adolescence is mainly a social invention

  • Adolescence is defined primarily by the ways in which society does or does not recognize the period as distinct from childhood or adulthood.
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14
Q

Is adolescence defined differently in different cultures and historical periods?

A

Yes.

Problems experienced during adolescence may be due to society’s definition of adolescence, not cognitive or biological changes

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15
Q

What is the impact of industrialization on adolescence?

A

Industrialization broke the connection between what individuals learned in childhood and what they would need to know as adults

  • Parents encouraged younger people to stay in school longer
  • Staying in school lessened job competition between adolescents and adults
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16
Q

Who are child protectionists?

A

Individuals who argued, early in the twentieth century, that adolescents needed to be keep out of the labor force to protect them from the hazards of the workplace

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17
Q

What are the origins of adolescence as we know it today?

A
  • In the late nineteenth century, adolescence came to be viewed as a lengthy time of preparation for adulthood
  • This view started in the middle class and spread
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18
Q

What is a teenager?

A

A term popularized about 50 years ago to refer to young people; it connoted a more frivolous and lighthearted image than did adolescent..

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19
Q

What is the term youth?

A

A term used to refer to individuals ages 18 to 22

  • Used to refer to 14-15 year olds
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20
Q

What is emerging adulthood?

A

Emerging adulthood is a term that has been applied for those between 18–25, who are caught between adolescence and adulthood

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21
Q

What are the 5 characteristics of emerging adults?

A
  • The exploration of possible identities before making enduring choices
  • Instability in work, romantic relationships, and living arrangements
  • A focus on oneself and independent functioning
  • The feeling of being caught between adolescence and adulthood
  • The sense that life holds many possibilities
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22
Q

Is emerging adulthood universal?

A

No.

Emerging adulthood does not exist in all cultures

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23
Q

Is emerging adulthood experienced by everyone?

A

May not be experienced by everyone

  • Several recent analyses indicate that there is great variability among people in their mid-20s with respect to the dimensions of emerging adulthood
    The existence of emerging adulthood may have a lot to do with values and priorities, not just the economy
    Emerging adults want to take time before assuming full adult responsibilities
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24
Q

What is the psychological well-being in emerging adulthood?

A

Very little research on the topic, we know that:

  • Can be a difficult time of floundering and financial instability
  • Can be a time of carefree independence
  • Is associated with significant rates of mental illness and suicide
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25
Q

What are two dimensions that are important when talking about the process of social redefinition?

A

Clarity and Continuity

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26
Q

What is clarity?

A

Refers to the Explicitness of the transition from adolescent to adult

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27
Q

What is continuity?

A

Refers to the Smoothness of transition from adolescent to adult

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28
Q

Is social redefinition recognized in other cultures?

A

In most traditional cultures, it is clearly recognized

29
Q

What are the typical formal initiation ceremonies for the passage into adolescence?

A
  • For boys, timing of ceremony varies. It can be at puberty, at a designated chronological age, or when community decides individual is ready for status change
  • For girls, timing is usually linked to onset of menstruation and ability to reproduce
  • Physical appearance is often changed (scarification)
30
Q

Are there formal ceremonies marking the transitions from adolescence to adulthood today?

A

There are few or no formal ceremonies

  • Most people in their late teens and their 20s say they are adults in some ways and not in others
  • There is no clear indication of when responsibilities and privileges as an adult begin
31
Q

How do adolescence define adulthood?

A
  • Involves less emphasis on attaining a specific role and more emphasis on self-reliance
  • Involves less emphasis on marriage and parenthood
  • Involves more similar criteria for males and females and fewer gender-typed role expectations
32
Q

What are continuous transitions?

A

Passages into adulthood in which adult roles and statuses are entered into gradually

33
Q

What are discontinuous transitions?

A

Passages into adulthood in which adult roles and statuses are entered into abruptly

34
Q

True or False: How continuous social redefinition is varies depending on the culture and the historical era

A

True

35
Q

How was continuity in previous eras?

A

During earlier periods in American history, the transition into adult roles began at a younger age and proceeded along a more continuous path

  • Many adolescents learned to work on the family farm or by accompanying their father
  • Many others left home early to work as apprentices or servants
  • They lived semi-independently under adult supervision from about age 12–22 or beyond
  • Living with large families better prepared young people for family life
36
Q

How is continuity now?

A

Transition to adulthood is discontinuous

  • Adolescents are given little preparation for the three important roles of worker, parent, and citizen
  • Adolescents are typically segregated from these types of activities
  • Jobs available to teenagers are not like those they will hold as adults
  • Most young people have little training in child rearing and related matters
  • Adolescents are segregated from most of society’s political institutions
  • People are required to assume these roles when they reach the age of majority (adult status)
37
Q

How is continuity in traditional cultures?

A

In most traditional cultures, transition to adulthood is continuous

  • Adolescents’ preparation for adulthood comes from observation and hands-on experience
  • They become involved in work tasks that have meaningful connections to the work they will perform as adults
  • Modernization and globalization are making the contemporary, more discontinuous transition more common around the world
38
Q

What are the current trends in home leaving?

A

In many industrialized countries, individuals are living with their parents for longer periods

  • This probably is caused by increased costs of housing and transportation
  • Rise in drug and alcohol use is much less among young adults living at home than among most students who leave home for college
38
Q

True or False: As society changes, so do our ideas about what it means to be an adult

A

True

38
Q

What significant decline in markings of adulthood happened between 2002 and 2012?

A

there were significant declines in how important people thought completing one’s education, working full time, marriage, and parenthood are as marking adulthood

39
Q

What are some Transitional Problems of Disadvantaged Youth?

A
  • Poverty
  • Disruptions in family structure
  • Discrimination
  • Segregation
40
Q

True or False: At the beginning of this century, 2/3 of American adolescents were White

A

True

41
Q

True or False: Today, 45% of American adolescents are from ethnic minority groups

A

True

42
Q

True or False: By the end of the century, it is estimated that nearly 3/3 of American adolescents will be from ethnic minority groups

A

False; 2/3

43
Q

Which 4 aspects are children who are living in poverty more likely to experience?

A
  1. More likely to be living in single-parent families headed by young, poorly educated mothers
  2. More likely to be exposed to alcoholism and other substance abuse in the home
  3. More likely to experience child abuse and neglect
  4. More likely to have family involvement in the criminal justice system
44
Q

How does growing up poor adversely affects brain development?

A

It causes the total Cortical Surface Area of the brain to be significantly smaller

45
Q

How does growing up poor makes it harder to succeed in school?

A

High and low SES children differed by 6 IQ points at age 2 and by age 16 the difference tripled

46
Q

Poverty has become more concentrated in the past 40 years in what areas?

A

Poor families clustered in economically and racially segregated communities

47
Q

What is Redlining?

A

is a discriminatory practice in which services are withheld from potential customers who reside in neighborhoods classified as “hazardous” to investment; these neighborhoods have significant numbers of racial and ethnic minorities and low-income residents

48
Q

Why is studying the effects of redlining is tricky

A
  • It is difficult to separate neighborhood disadvantage and family disadvantage
  • Relocating poor families to more affluent neighborhoods sometimes negatively affects adolescents’ behavior

-Parents in poor neighborhoods tend to monitor children more closely

49
Q

Adolescents who grow up in poor communities (especially urban ones) are more likely than their middle-class peers to…..

A
  • Be sexually active at an earlier age
  • Bear children as teenagers
  • Become involved in criminal activities
  • Achieve less in (or drop out of) high school
50
Q

Adolescents who grow up in wealthy neighborhoods have higher rates of….

A
  • Delinquency
  • Substance abuse
  • Anxiety
  • Depression
51
Q

The higher incidence of problems among adolescents from wealthy communities appears to emerge during when?

A

Early Adolescence

52
Q

What are the 3 ways that neighborhood conditions affect the behavior and development of adolescents?

A
  • Collective efficacy
  • The impact of stress
  • Limited access to resources
53
Q

What is Collective Efficacy?

A

The extent to which neighbors trust each other, share common values, and count on each other to monitor the activities of youth in the community

54
Q

What is higher in neighborhoods that have low levels of collective efficacy?

A
  • teen pregnancy
  • school failure
  • mental health problems
  • antisocial behavior
55
Q

What is Stress?

A

is aprocess whereby an individual perceives and responds to overwhelming or threatening events

56
Q

What are Stressors?

A

environmental events that seem threatening or demanding; stimuli that initiate the stress process

57
Q

What is the Alarm Stage?

A

Upon perceiving a stressor, the body reacts with a “fight-or-flight” response and the sympathetic nervous system is stimulated as the body’s resources are mobilized to meet the threat or danger.

58
Q

What is the Resistance Stage?

A

The body resists and compensates as the parasympathetic nervous system attempts to return many physiological functions to normal levels while body focuses resources against the stressor and remains on alert.

59
Q

What is the Exhaustion Stage?

A

If the stressor or stressors continue beyond the body’s capacity, the resources become exhausted and the body is susceptible to disease and death.

60
Q

What is the Hypothalamic-Pituitary-Adrenal (HPA) Axis responsible for?

A

initiating the “Fight or Flight” Response

61
Q

How is prolonged exposure to glucocorticoids (cortisol) neurotoxic?

A
  • Chronic elevation of glucocorticoids reduces the number of neurons in this pathway
  • Disrupts the efficiency of the negative feedback loop so stress response becomes inefficient
62
Q

Adolescents from poor neighborhoods are more likely to be exposed to what?

A

chronic community violence, which increases the risk of behavioral, emotional, and physical problems

63
Q

Factors that help protect against the harmful effects of neighborhood stressors include what?

A
  • positive family relationships
  • supportive peer relationships
  • extracurricular involvement
64
Q

Across all ethnic groups, poverty is associated with what?

A

harsh, inconsistent, and punitive parenting, which are linked to adolescent misbehavior

65
Q

Poorer neighborhoods typically have poorer what?

A
  • Schools
  • Medical care
  • Transportation
  • Job opportunities
  • Green spaces (poor air quality, noise pollution, etc…)
  • Food availability
66
Q

What are adolescents who live in neighborhoods with higher quality schools less likely to develop?

A

Anti-social behavior?

67
Q

What are some suggestions that have been offered to make the transition to adulthood easier for all young people?

A
  • Restructure secondary education
  • Expand work and volunteering opportunities for adolescents
  • Improve the quality of community life for adolescents and their parents
  • Encourage adolescents to spend time in voluntary, nonmilitary service activities
  • Develop mentoring programs - Studies show that these programs have a small yet positive effect on youth development
  • Mandatory public service

Adolescence (16 decks)

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