Chapter 5 Flashcards

1
Q

Autonomy

A

One’s desire to self-rule, or one’s will

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2
Q

Beginning of the Crowd

A

Still same-sex in nature, peer groups toward the end of sixth grade/beginning of seventh grade begin to shift to crowds that consist of 10 or more core members. Crowd activities (dances, ball games, etc.) provide preadolescents the chance to “practice” interacting with the opposite sex

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3
Q

Contact hypothesis

A

The idea that negative stereotypes (prejudices) about other groups exist because of the lack of contact and interaction between groups

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4
Q

Cross-Sex Friendships (CSFS)

A

Friendships between different-sex peers

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5
Q

Crowd in Transition

A

During the end of junior high and throughout high school, peer groups are seen as in transition. Smaller cliques are formed within the larger crowd

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6
Q

Crowd Disintegration

A

As adolescents mature into adulthood and take on adult responsibilities, such as a job, and as they become involved in serious intimate relationships, crowd-type friendship groups begin disintegrate. Often the support of friends is replaced by an intimate partner with whom young adults now share and disclose

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7
Q

Eight Stages of Man

A

Erik Erikson’s theory that social and emotional development is a lifelong process that takes place in eight stages

Trust vs. Mistrust - Infancy, 0-24 months: Child develops a belief that his or her caregivers will provide a secure and trustful environment

Autonomy vs. Shame and Doubt - Toddlerhood 2-4 years: Child develops a sense of independence and free will; feels shame if he or she doesn’t use the free will appropriately

Initiative vs. Guilt - Early Childhood, 4-6 years: “The Age of Acquiring” where a child learns to explore his or her environment and acquires a newfound set of skills; feels a newfound sense of initiative and accomplishment

Industry vs. Inferiority - Middle Childhood, 7-12 years: “The Age of Mastery” where a child masters the skills acquired during early childhood

Identity vs. Role Confusion - Adolescence, 13-21 years: Teen develops a sense of who he or she is in comparison to others (sense of “self”); develops a keen sense of role expectations

Intimacy vs. Isolation - Middle Adulthood, 35-65 years: Develops interest in giving of himself or herself to younger generations by helping them lead meaningful lives and by caring for them

Integrity vs. Despair - Older Adulthood, 65+ years: Desires to find meaningful and personal gratification with the life he or she has lived

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8
Q

Emotional Attachment

A

Feelings that promote a sense of closeness, bonding with one another, and connection

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9
Q

Empathy

A

The capacity to understand another’s circumstances or situation and the ability to feel or express emotional concert for another person

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10
Q

Fully Developed Crowd

A

A group of opposite-sex clique; the same-sex friendship affiliations from elementary school and early years of junior high are no longer dominant

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11
Q

Gender Typing

A

The process of developing the behaviors, thoughts, and emotions associated with a particular gender

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12
Q

Group Context

A

The couple’s social network of family, peers, and community

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13
Q

Identity

A

An individual’s sense of who she or he is

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14
Q

Immediate Context

A

Factors influencing a couple’s interaction, such as the physical setting, the couple’s mood, and the couple’s reason for talking

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15
Q

Individuation

A

the process of forming an identity separate from one’s family of origin

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16
Q

Intergenerational Family Theory

A

The theory that patterns of relational functioning (including intimacy) are passed down from generation to generation

17
Q

Intimacy

A

Loving relationships characterized by feelings of closeness, connectedness, and bondedness

18
Q

Intimacy Status

A

The commitment to and depth of a relationship

19
Q

Intimate

A

A person cable of experiencing closeness and forming a deep and enduring emotional attachment to another

20
Q

Isolates

A

People who are socially withdrawn with no apparent need for social or close personal interactions

21
Q

Merger Status

A

When intimate partners in a relationship experience an equal balance of power to merger

22
Q

Need for affiliation

A

The universal and innate drive to have relationships in our lives

23
Q

Personal Context

A

Factors specific to each member of the couple, such as personality traits and the attitudes and beliefs about the overall status of the relationship; emotional reactions to intimacy; willingness to self-disclose; and each partner’s intimacy needs, goals, and motives.

24
Q

Preintiamtes

A

Individuals who are capable of intimacy, and may even desire it, but lack the ability to make the commitment necessary to sustain long-term relationships

25
Q

Pre-Crowd Stage

A

From about kindergarten through fifth grade, isolated same-sex peer groups exist in the form of cliques, or small groups, of four to nine members. Spontaneous shared activities provided the opportunity to relate personally

26
Q

Pseudointimate

A

A person or relationship that appears to be intimate but lacks depth

27
Q

Psychosocial Development

A

The social and emotional development of an individual

28
Q

Relational Context

A

Characteristics of the relationship and how the couple defines it. Factors such as companionship, trust, commitment level, intimacy needs, and type of conflict

29
Q

Responsiveness

A

The verbal and/or nonverbal behavior that conveys support and affection to a partner.

30
Q

Sociocultural Context

A

The norms, beliefs, and ideals of the culture and subcultures in which couples live and relate

31
Q

Stereotyped Relationships

A

Relationships in which an individual has a number of casual relationships that are devoid of commitment