Chapter 1 - Introduction Flashcards
1.1 Describe how views of adolescence changed in the West from ancient Greece through medieval times.
As far back as the ancient Greeks, adolescence was seen as a separate period of development. Early Christianity taught that adolescence was a time of reconciling reason and the passions. The perceived innocence of adolescence was used during the children’s crusade, to the result of great suffering.
1.2 Explain what life-cycle service involves and specify when it was most common.
Lifecycle service was most common from about 1500 to about 1800, and consisted of a period of time in the teenage and early 20 years when people would work in farm service, domestic service, or apprentice in a trade.
1.3 Identify the three features that made the years 1890–1920 the Age of Adolescence.
From 1890 to 1920, the three significant changes that affected adolescence were laws restricting child labor, mandatory secondary education, and the beginning of academic study of adolescence.
1.4 Summarize the influences that have led to an earlier beginning and end to adolescence.
The beginning of adolescence is generally considered to be biological (the start of puberty), and this has become earlier due to better nutrition and health care. Adolescence is ending later as the end of adolescence is a social distinction, and with secondary education or more becoming the case for almost everyone, the transition to adulthood is shifted later so that education can be completed.
1.5 Summarize the five features of emerging adulthood.
Emerging adulthood as a life stage is characterized by a feeling of being in between, an optimistic openness to future possibilities, instability in one’s life, continuing search for identity, and a high level of self-focus.
1.6 Identify the three markers of adulthood that are the most common across cultures.
Adulthood is characterized by independence, taking a responsibility of one’s own choices, and an improved capacity for reason.
1.7 Give examples of how criteria for adulthood vary across cultures.
As well as the three general criteria for adulthood, there are criteria for specific cultures depending on the expectations of those societies. For example, in Israel, adulthood involves military service. In Argentina, adulthood is seen as a time where one becomes capable of financially supporting family.
1.8 Describe the five-step scientific method.
First, a question for study is chosen. Second, one or more hypotheses about that question are written. Third, the study is designed (research method is chosen). Fourth, data is collected and analyzed. Fifth, conclusions are written.
1.9 Explain the process that requires that research on adolescents must be done within ethical guidelines.
Institutions funding research have ‘review boards’ to ensure research is done within ethical guidelines, as do professional organizations. For adolescent development research, guidelines typically involve informed consent, ethical use of deception and debriefing, avoidance of harm to the subject, and confidentiality.
1.10 Describe the research methods used in research on adolescents and emerging adults.
Research methods include questionnaires, interviews, case studies, ethnographic studies, observations, biological measurements, experiments and natural experiments.
1.11 Define reliability and validity, and indicate which is easier to establish and why.
Reliability refers to the extent to which test results are the same when the test is repeated on the same subject at different times. Validity refers to how well the test measures what it claims to measure, and this is more difficult to establish as it is somewhat a matter of opinion.
1.12 Explain the difference between a cross-sectional and a longitudinal research design.
In a cross-sectional design, different groups of subjects are studied at the same time. In a longitudinal design, the same groups of subjects are studied at different times.
1.13 Name the main challenges facing African adolescents in the 21st century, and identify positive cultural traditions and recent trends.
African adolescents must cope with widespread disease and warfare. However, the African emphasis on family support and interdependence, as well as recent positive economic trends, are helpful.
1.14 Explain how Islam structures development for adolescents in North Africa and the Middle East.
Islam dictates that the father has complete authority over the family, so adolescents must follow his guidance. This applies in the area of female modesty - in most Islamic societies, women are expected to cover most of their skin and hair in public. Women are increasingly entering post-secondary education in Islamic countries, but are still often excluded from the workplace.
1.15 Describe the distinctive features of the cultural context for Asian adolescents.
Asian cultures have a distinctively strong emphasis on family loyalty and on the value of education. The pressure put on Asian students is being questioned in recent times.
