Chapter 10 Flashcards

You may prefer our related Brainscape-certified flashcards:
1
Q

Identity versus role confusion

Identity

A

Erikson’s term for the fifth stage of development, in which the person tries to figure out “Who am I?” but is confused as to which of many possible roles to adopt

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Identity

A

Consistent definition of one’s self as a unique individual, in terms of roles, attitudes, beliefs, and aspirations

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Identity achievement

Identity

A

Erikson’s term for the attainment of identity, or the point at which a person understands who he or she is as a unique individual, in accord with past experiences and future plans

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q
Role confusion (identity diffusion)
(Not Yet Achieved)
A

Situation in which an adolescent does not seem to know or care what his or her identity is

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Foreclosure

Not Yet Achieved

A

Erikson’s term for premature identity formation, which occurs when an adolescent adopts parents’ or society’s roles and values wholesale, without questioning or analysis

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Moratorium

Not Yet Achieved

A

An adolescent’s choice of a socially acceptable way to postpone making identity-achievement decisions (Going to college is a common example.)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Four Areas of Identity Formation

A

Erikson (1968/1994) highlighted four aspects of identity:

  1. Religious identity
  2. Political identity
  3. Vocational identity
  4. Sexual identity/gender identity/gender dysphoria
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Adolescents

Human Relationships

A
  • Seek to establish unique self

* Are social beings, dependent on others to validate whatever identity they seek

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Conflicts with parents

Human Relationships: With Parents

A

Parent–adolescent conflict typically peaks in early adolescence and is more a sign of attachment than of distance

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Bickering

Human Relationships: With Parents

A

Bickering involves petty, peevish arguing, usually repeated and ongoing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Neglect

Human Relationships: With Parents

A

Although teenagers may act as if they no longer need their parents, neglect can be very destructive.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Family closeness, five aspects:

Human Relationships: Family Closeness

A
More important than conflict may be family closeness, which has five aspects:
•  Communication
•  Support
•  Emotional dependency
•  Connectedness
•  Control
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Communication

Human Relationships: Family Closeness

A

Do parents and teens talk openly with one another?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Support

Human Relationships: Family Closeness

A

Do they rely on one another?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Emotional dependency

Human Relationships: Family Closeness

A

• Adolescents are more dependent on their parents if they are female and/or from a minority ethnic group.
– This can be either repressive or healthy, depending on the culture and the specific circumstances.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Connectedness

Human Relationships: Family Closeness

A

How emotionally close are they?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Control

Human Relationships: Family Closeness

A

Do parents encourage or limit adolescent autonomy?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Parental monitoring

Do You Know Where Your Teenager Is?

A

Parents’ ongoing awareness of what their children are doing, where, and with whom
• Monitoring is a mutual process with adults who care and adolescents who communicate.
• Adolescents participate in their own monitoring.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Positive

Parental monitoring

A

Part of a warm, supportive relationship

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Negative

Parental monitoring

A

When overly restrictive and controlling

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Worst

Parental monitoring

A

Psychological when parents make a child feel guilty and

impose gratefulness by threatening to withdraw love and support

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Peer pressure

Relationship with Peers

A

Provides encouragement to conform to one’s friends or contemporaries in behavior, dress, and attitude
• Is usually considered a negative force, as when adolescent peers encourage one another to defy adult authority
• Can also be positive influence of either gender

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Peers

Relationship with Peers

A

Help adolescents navigate physical changes of puberty, intellectual challenges of high school, and social changes of leaving childhood
– Can be more helpful than harmful, especially in early adolescence
– Affect adolescents differentially
– Are particularly needed by adolescents of minority and immigrant groups

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Deviancy training

Peer Support

A

Destructive peer support in which one person shows another how to rebel against authority or social norms

25
Q

Selection

Relationship with Peers

A

Teenagers select friends whose values and interests they share, abandoning friends who follow other paths.

26
Q

Facilitation

Relationship with Peers

A

• Peers facilitate both destructive and constructive behaviors in one another.
• Makes it easier to do both the wrong thing and the right
thing
• Helps individuals do things they would be unlikely to do on their own

27
Q

Developmental Progression of Deviancy

A
  • Problem behavior, school marginalization, and low academic performance at age 11
  • Gang involvement two years later, deviancy training two years after that
  • Violent behavior at age 18 or 19
28
Q

First Love

A

First romance typically occurs in high school
– Girls more likely to seek and have steady relationships
– Exclusive commitment often difficult
– Closely related to emotional state
– Does not always include coitus; norms differ

29
Q

Sexual orientation

Same-Sex Romances

A
  • Person’s sexual and romantic attraction to others of the same sex, the other sex, or both sexes
  • Fluid during teen years
  • Culture and cohort are powerful influence.
  • Acceptance
  • Criminalization
30
Q

Adolescents

Sex Education

A

Strong sexual urges but minimal logic about pregnancy and disease

31
Q

Sources

Sex Education

A

• Media: Many adolescents learn about sex from the media
• Internet: The internet is the most common source for
education
• Music and magazines
Media consumption peaks at puberty

32
Q

Learning from parents

Sex Education

A
  • Parental communication influences adolescents’ behavior.
  • Many parents know little about their adolescents’ sexual activity and wait to talk about sex until their child is already in a romantic relationship.
  • Especially when parents are silent, forbidding, or vague, adolescent sexual behavior is strongly influenced by peers.
33
Q

Timing and content of sex education vary by state and community.
(Sex Education)

A
  • Some middle and high schools provide comprehensive education; others provide nothing.
  • Some programs begin in sixth grade; others start at senior year.
34
Q

Depression

Sadness and Anger

A
  • Less confidence and more depression; gradual self-esteem increase
  • Self-esteem dip at puberty found in every ethnicity and gender; but gender and ethnic differences
  • Influenced by familism
35
Q

Clinical depression

Sadness and Anger

A

• Feelings of hopelessness, lethargy, and worthlessness that last two weeks or more
• Combination of biological and psychosocial stresses
• Differential susceptibility
(5-HTTLPR)

36
Q

Gender differences

Sadness and Anger

A
  • Studies find that girls have much higher rates than boys, usually about twice as high.
  • Cause for the gender disparity may be biological, psychological, or social.
37
Q

Cognitive explanation: Rumination

Sadness and Anger

A
  • Repeatedly thinking and talking about past experiences
  • Can contribute to depression
  • More common in girls
38
Q

Suicidal ideation

Suicide

A

Thinking about suicide, usually with some serious emotional and intellectual or cognitive overtones
– Adolescent suicidal ideation is common; completed suicides are not.
– Adolescents are less likely to kill themselves than adults are

39
Q

Gender differences in suicide

Suicide

A

Suicide rate among male teenagers in the U.S. is four times higher than the rate for female teenagers.

40
Q

Reasons for gender differences

Suicide

A
  • Availability of lethal means

* Male culture that shames those who attempt suicide but fail

41
Q

Methods by gender

Suicide

A
  • Males tend to shoot themselves; females swallow pills or hang themselves.
  • Girls tend to let their friends and families know that they are depressed, but boys do not.
42
Q
Juvenile delinquent
(Delinquency and Defiance)
A
  • Person under the age of 18 who breaks the law
  • Moody adolescents could be both depressed and delinquent because externalizing and internalizing behavior are connected during these years.
43
Q

Life-course-persistent offender

Delinquency and Defiance

A

A person whose criminal activity typically begins in early adolescence and continues throughout life; a career criminal

44
Q

Adolescence-limited offender

Delinquency and Defiance

A

Person whose criminal activity stops by age 21

45
Q

Stubbornness

Pathways to Delinquency

A

Can lead to defiance, which can lead to running away

46
Q

Shoplifting

Pathways to Delinquency

A

Can lead to arson and burglary

47
Q

Bullying

Pathways to Delinquency

A

Can lead to assault, rape, and murder

48
Q

Age trends

Variations in Drug Use

A
  • Drug use becomes widespread from age 10 to 25 and then decreases
  • Drug use before age 15 is the best predictor of later drug use
  • Three-fourths of U.S. high school seniors tried alcohol; half are current drinkers
49
Q

Cohort differences?????????

Variations in Drug Use

A

Rates vary from state to state.
• Drug use among adolescents has decreased in the U.S. since 1976 (decrease in synthetic narcotics and prescription drugs, but increase in vaping).
• Adolescent culture may have a greater effect on drug-taking behavior than laws do.
• Most adolescents in the U.S. have experimented with drug use and say that they could find illegal drugs if they tried.
• Most U.S. adolescents are not regular drug users and about 25% never use any drugs.

50
Q

Gender differences in drug use

Drug Use and Abuse

A

• Gender differences are reinforced by social constructions about proper male and female behavior.
• Males buy and use more drugs.
• In U.S.
– Males and females smoke almost equally.
– Girls drink alcohol at earlier age.
– Boys use more steroids and girls use more diet drugs.

51
Q

Harm from Drugs

A

Many researchers find that drug use before maturity is particularly likely to harm body and brain growth.
• Few adolescents notice harm from drugs.
• Brain differences make addiction differences for each
adolescent.
– Genetic
– Contextual
– Age-related

52
Q

Tobacco

Harm from Drugs

A
  • Slows down growth (impairs digestion, nutrition, and appetite)
  • Can damage developing hearts, lungs, brains, and reproductive systems
53
Q

Alcohol

Harm from Drugs

A
  • Most frequently abused drug among North American teenagers
  • Heavy drinking may permanently impair memory and self-control by damaging the hippocampus and the prefrontal cortex.
  • Adolescents typically deny that they experience any harm or could ever become addicted.
54
Q

Marijuana

Harm from Drugs

A
  • Adolescents who regularly smoke marijuana are more likely to drop out of school, become teenage parents, and be unemployed.
  • Marijuana affects memory, language proficiency, and motivation.
55
Q

Generational forgetting

Preventing Drug Abuse: What Works?

A
  • The idea that each new generation forgets what the previous generation learned
  • As used here, the term refers to knowledge about the harm drugs can do.
56
Q

What works

Preventing Drug Abuse: What Works?

A
  • FL and CA ad campaigns appealing to young
  • Graphic image ads
  • Parental example and social changes
57
Q

9th vs 12th graders: Percentage of virgins

A

70 vs 35-40

58
Q

Parasuicide

A

Any potentially lethal action against the self that does not result in death

59
Q

Cluster suicide

A

Several suicides committed by members of a group within a brief period of time