Chapter 12 Adolescence: Social and Emotional Development

Question 1

ego identity

Answer 1

individuals sense of who they are and what they stand for occurs in adolescence, they face choices

Question 2

psychological moratorium

Answer 2

adolescents experiment with different roles, values, beliefs and relationships, undergo identity crisis in which they examine their values

Question 3

identity crisis

Answer 3

a turning point in development during which people examine their values and make decisions about life roles

Question 4

marcia

Answer 4

chart

Question 5

identity diffusion

Answer 5

least advanced status, adolescents have no commitments, nor trying to form them

Question 6

foreclosure

Answer 6

commitments are made without considering alternatives; made early in life; based on identifications with parents, teachers or religious leaders, taking over the family farm

Question 7

moratorium

Answer 7

actively exploring alternatives in an attempt to make a choice; individuals are often anxious and intense

Question 8

identity achievement

Answer 8

alternatives are explored and firm commitments developed; have high self-esteem and self-acceptance

Question 9

development of identity statuses children before highschool

Answer 9

in identity diffusion or foreclosure

Question 10

development of identity statuses in college

Answer 10

movement from diffusion and foreclosure to moratorium and achievement statuses

Question 11

who has more of a sense of identity crisis of college students ?

Answer 11

last year of study students have more of a sense of identity

Question 12

self-identity complex

Answer 12

more complex fro adolescents who are members of non-dominant cultural, religious, racial, or ethnic group

Question 13

stage 1 in the development of ethnic identity

Answer 13

unexamined ethnic identity- similar to diffusion or foreclosure

Question 14

stage 2 in the development of ethnic identity

Answer 14

ethnic identity search- similar to moratorium; based on an incident that makes the adolescent aware of their own ethnicity

Question 15

stage 3 in the development of ethnic identity

Answer 15

achieved ethnic identity- inlines self-acceptance as a member of one’s ethnic group

Question 16

self-concept

Answer 16

overall evaluation of self in terms of self-perceptions of abilities; evaluate whiter adequate or inadequate in academic and non-academic domains

Question 17

self-esteem

Answer 17

defines as a child progresses from middle childhood to about the age 12 or 13; they being aware of the difference between the ideal self and their real self in terms of physical appearence

Question 18

clique

Answer 18

5 to 10 individuals who hang around together and share actives and confidences

Question 19

crowd

Answer 19

large groups, may not spend too much time together but show higher levels In drug use or illegal behaviour

Question 20

Less serious offences such as truancy, underage drinking, running away from home, and sexual promiscuity (when shown by minors) are referred to as

Answer 20

status offences

Question 21

restorative justice

Answer 21

Holds community healing as the cornerstone
Acknowledges and repairs harm that victims experience while holding the young person accountable in meaningful ways

Question 22

sexual harassment victims

Answer 22

may suffer physical illness, resign from their jobs, or drop courses/switch programs in college due to the harassment.

Question 23

crystallized intelligence

Answer 23

(represents one’s lifetime of intellectual attainments) increases with age;

Question 24

fluid intelligence

Answer 24

(mental flexibility, the ability to process information rapidly) is more likely to decrease with age.

Question 25

dualistic thinking

Answer 25

(absolute judgments)

Question 26

relativistic thinking

Answer 26

(more abstract judgments)

Question 27

a new way of thinking

Answer 27

Students move from dualistic thinking (absolute judgments) to a more relativistic thinking (more abstract judgments) to commitment as they mature.

Question 28

pragmatic thought

Answer 28

Adults must narrow possibilities into choices

Question 29

cognitive-affective complexity

Answer 29

The harbouring of both positive and negative feelings about their career choices or partners (Labouvie-Vief, 2006); adults function best when they can accept reality, but choose goals that allow positive feelings

Question 30

postformal thinking

Answer 30

Young adults maintain most of the benefits of their general secondary education; if they have gone on to higher education, they have gained specialized skills. decreasing egocentric approach

Question 31

extrinsic motives

Answer 31

(earn a living, fringe benefits, security)

Question 32

intrinsic motives

Answer 32

(opportunity to engage in stimulating and satisfying activities).

Question 33

Intrinsic reasons for working:

Answer 33

work ethic (morally obligated to avoid idleness), self-identity (occupational identity intertwined with self-identity), self-fulfillment (work allows us to express personal needs and interests), self-worth (recognition and respect for a job well done contributes to self-esteem), socialization (extension of social contacts), and public roles (work roles identify functions of community)

Question 34

Donald Super’s theory of career development-fantasy stage

Answer 34

Involves a child’s unrealistic conception of self-potential and of the world of work; dominates until age 11; more glamorous and unrealistic fit with abilities

Question 35

Donald Super’s theory of career development (cont’d)-tentative choice stage

Answer 35

From ages 11 to 17, the focus is based on interests, abilities, limitations, and glamour

Question 36

Donald Super’s theory of career development (cont’d)-realistic choice stage

Answer 36

Choices narrow after age 17 as students weigh job requirements and rewards against interests, abilities, and values; educational plans may be directed to gain knowledge and skills in a particular field; could follow paths of models (parents or respected members of the community); career choice is based on what is available; several career paths/“job hops”

Question 37

Donald Super’s theory of career development (cont’d)- maintenance stage

Answer 37

Person settles into their career role, which normally occurs in the second half of their 30s; career continues to develop and there is a feeling of moving forward; may change positions but have a sense of career; people can also feel “trapped” in a dead-end job

Question 38

Donald Super’s theory of career development (cont’d) - retirement stage

Answer 38

the individual severs bonds with the workplace; retirees often undertake second or third careers

Question 39

Career challenges may include:

Answer 39

learning how to carry out the job tasks
accepting your subordinate status within the organization or profession
learning how to get along with co-workers and supervisor
showing that you can maintain the job, make improvements, and show progress