Chapter 5 Flashcards
Autonomy
One’s desire to self-rule, or one’s will
Beginning of the Crowd
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
Contact hypothesis
The idea that negative stereotypes (prejudices) about other groups exist because of the lack of contact and interaction between groups
Cross-Sex Friendships (CSFS)
Friendships between different-sex peers
Crowd in Transition
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
Crowd Disintegration
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
Eight Stages of Man
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
Emotional Attachment
Feelings that promote a sense of closeness, bonding with one another, and connection
Empathy
The capacity to understand another’s circumstances or situation and the ability to feel or express emotional concert for another person
Fully Developed Crowd
A group of opposite-sex clique; the same-sex friendship affiliations from elementary school and early years of junior high are no longer dominant
Gender Typing
The process of developing the behaviors, thoughts, and emotions associated with a particular gender
Group Context
The couple’s social network of family, peers, and community
Identity
An individual’s sense of who she or he is
Immediate Context
Factors influencing a couple’s interaction, such as the physical setting, the couple’s mood, and the couple’s reason for talking
Individuation
the process of forming an identity separate from one’s family of origin
Intergenerational Family Theory
The theory that patterns of relational functioning (including intimacy) are passed down from generation to generation
Intimacy
Loving relationships characterized by feelings of closeness, connectedness, and bondedness
Intimacy Status
The commitment to and depth of a relationship
Intimate
A person cable of experiencing closeness and forming a deep and enduring emotional attachment to another
Isolates
People who are socially withdrawn with no apparent need for social or close personal interactions
Merger Status
When intimate partners in a relationship experience an equal balance of power to merger
Need for affiliation
The universal and innate drive to have relationships in our lives
Personal Context
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.
Preintiamtes
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
