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Life-span Psych > Chapter 10 > Flashcards

Chapter 10 Flashcards

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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

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2
Q

Identity

A

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

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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

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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

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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

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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.)

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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
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8
Q

Adolescents

Human Relationships

A
  • Seek to establish unique self

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

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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

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10
Q

Bickering

Human Relationships: With Parents

A

Bickering involves petty, peevish arguing, usually repeated and ongoing

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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.

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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
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13
Q

Communication

Human Relationships: Family Closeness

A

Do parents and teens talk openly with one another?

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14
Q

Support

Human Relationships: Family Closeness

A

Do they rely on one another?

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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.

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16
Q

Connectedness

Human Relationships: Family Closeness

A

How emotionally close are they?

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17
Q

Control

Human Relationships: Family Closeness

A

Do parents encourage or limit adolescent autonomy?

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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.

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19
Q

Positive

Parental monitoring

A

Part of a warm, supportive relationship

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20
Q

Negative

Parental monitoring

A

When overly restrictive and controlling

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21
Q

Worst

Parental monitoring

A

Psychological when parents make a child feel guilty and

impose gratefulness by threatening to withdraw love and support

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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

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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

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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

Life-span Psych (10 decks)

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