Chapter 1, Section 1 Flashcards
Be able to describe the historical perspective of adolescence.
(Early History)
What was Plato’s view on reasoning?
Plato believed reasoning doesn’t belong to childhood but rather first appears in adolescence.
(Early History)
Plato thought children should spend their time in?
Sports and music
(Early History)
Plato thought adolescence should spend their time
Studying science and mathematics
(Early History)
Aristotle argued that
The most important aspect of adolescence is the ability to choose, and that self-determination is a hall mark of maturity.
(Early History)
Aristotle recognized adolescents’
Egocentrism
(Early History)
In the Middle Ages, children and adolescents were viewed as
Miniature adults and were subjected to discipline
(Early History)
French philosopher Jean-Jacques Rousseau
Restore the belief that being a child or an adolescence is not the same as being a adult.
Like Plato, Rousseau believed that reasoning develops in adolescence.
(20th & 21st centuries)
What happen between 1890 and 1920?
Psychologist, urban reformers, educators, youth workers, and counselors began to develop the concept of adolescence. Young people and boys were seen as being passive and vulnerable.
(20th & 21st centuries)
Stanley Hall proposed that development is controlled primarily by
Biological factors
(20th & 21st centuries)
What is the storm-and-stress view?
Stanley Hall’s concept that adolescence is a turbulent time charged with conflict and mood swings.
In this view adolescents’ thoughts, feelings, and actions oscillate between conceit and humility, good intentions and temptation, happiness and sadness.
(20th & 21st centuries)
Where did Margaret Mead (1928) study adolescence?
On the South Sea island of Samoa
(20th & 21st centuries)
Margaret Mead concluded that?
The basic nature of adolescence is not biological, as Hall envisioned, but rather sociocultural.
(20th & 21st centuries)
What is the inventionist view?
The view that adolescence is a
sociohistorical creation. Especially important in this
view are the sociohistorical circumstances at the
beginning of the twentieth century, a time when
legislation was enacted that ensured the dependency
of youth and made their move into the economic
sphere more manageable.
(20th & 21st centuries)
What are the sociocultural circumstances that support the inventionist view?
A decline in apprenticeship;
increased mechanization during the Industrial Revolution, which raised the level of
skill required of laborers and necessitated a specialized division of labor; the separation
of work and home; age-graded schools; urbanization; the appearance of youth groups
such as the YMCA and the Boy Scouts; and the writings of G. Stanley Hall.
(20th & 21st centuries)
What do historians now called the period between 1890 and 1920?
The age of adolescence.
(20th & 21st centuries)
What happened between 1890 and 1920?
In this period, lawmakers enacted a great deal of compulsory legislation aimed at
youth. In virtually every state, they passed laws that excluded youth from most
employment and required them to attend secondary school. Much of this legislation
included extensive enforcement provisions.
(20th & 21st centuries)
What are two clear changes resulting from legislation between 1890 and 1920?
Two clear changes resulted from this
legislation: decreased employment and increased school attendance among youth.
From 1910 to 1930, the number of 10- to 15-year-olds who were gainfully employed
dropped about 75 percent. In addition, between 1900 and 1930 the number of high
school graduates increased substantially. Approximately 600 percent more individu-
als graduated from high school in 1930 than in 1900.
(20th & 21st centuries)
What is a cohort?
A group of people who are
born at a similar point in history and share similar experiences as a result.
(20th & 21st centuries)
What are cohort effects?
Cohort effects refers to effects due to a
person’s time of birth, era, or generation, but not to actual chronological age.
(20th & 21st centuries)
What does the term millennials refer to?
The generation born after 1980, the first
to come of age and enter emerging adulthood in the
new millennium. Two characteristics of Millennials
stand out: (1) their ethnic diversity, and (2) their
connection to technology.
(Stereotyping of adolescence)
What is a stereotype?
A stereotype is a generalization that reflects our impressions and beliefs about
a broad category of people.
(Stereotyping of adolescence)
Stereotyping of adolescents is so widespread that adolescence researcher Joseph
Adelson (1979) coined the term adolescent generalization gap. What is adolescent generalization gap?
Adolescent generalization gap refers to
generalizations that are based on information about a limited, often highly visible
group of adolescents.
(A Positive view of adolescence)
What is positive youth development?
Positive youth devel-
opment emphasizes the strengths of youth and the positive qualities and develop-
mental trajectories that are desired for youth.
(A positive view of adolescence)
Positive youth development
has especially been promoted by Jacqueline Lerner and her colleagues (2009), who
recently described the “Five Cs” of PYD:
Competence, Confidence, Connection, Character, and Caring/compassion
(A positive view of adolescence)
What is competence?
Competence involves having a positive perception of one’s actions in
domain-specific areas—social, academic, physical, career, and so on.
(A positive view of adolescence)
What is confidence?
Confidence consists of having an overall positive sense of self-worth and
self-efficacy (a sense that one can master a situation and produce positive
outcomes)
(A positive view of adolescence)
What is connection?
Connection is characterized by having positive relationships with others,
including family, peers, teachers, and individuals in the community.
(A positive view of adolescence)
What is character?
Character is comprised of having respect for societal rules, an understanding of right and wrong, and integrity.
(A positive view of adolescence)
What is Caring/Compassion?
Caring/compassion encompasses showing emotional concern for others,
especially those in distress.
(A positive view of adolescence)
What did Lerner and her colleagues (2009) conclude to develop these five positive
characteristics?
They concluded that youth need access to positive social contexts—such as youth develop-
ment programs and organized youth activities—and competent people—such as
caring teachers, community leaders, and mentors.
(A positive view of adolescence)
What is thriving?
A recent emphasis in the movement to increasingly study positive youth devel-
opment rather than only the risks and challenges adolescents face
