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PS276 > Chapter 7 - Work/Leisure > Flashcards

Chapter 7 - Work/Leisure Flashcards

1
Q

What determines if adolescents work?

A

characteristics of young person

parental views about teen jobs

school and after-school commitments

laws and legislations

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2
Q

What are the U.S federal laws on age/hours worked?

A

employment begins at 14 (earlier in family business or agriculture)

age 14-15: 3 hours/school day, 8 hours/non-school day
- 40 hours/non-school week

age 16+ no hour limit

under 18 can’t work in a hazardous industry

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3
Q

What are the Canada Employment Standards Act (ESA) rules in Ontario?

A

14+ to work in most work places

15+ in restaurant kitchen, laundries, shipping/receiving in grocery stores, automotive service, produce and meat prep areas, and warehouses

no limits on hours of work for minors but no work during school hours

if being paid student wage, rate limit is 28 hours/week, above which they have to be paid regular minimum wage

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4
Q

What are some of the different minimum wages youth can be paid?

A

general minimum wage

student minimum wage
- up to 28 hours/week, less than general minimum wage

wilderness guide minimum wage

homeworkers minimum wage

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5
Q

What are some exemptions to minimum wage for students?

A

high school co-op work experience authorized by school does not have to be paid

college/university students performing work through school program do not have to be paid

students employed to instruct/supervise children or at camp for children have different wages

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6
Q

What are the working limitations on international students?

A

limited to 20 hours of work/week

April 2020 restriction temporarily lifted to help health care and other work places survive COVID-19, can work more hours if in an essential service

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7
Q

What is the average hours per week that Canadian adolescents work? What factors affect this stat?

A

14 hours/week

lower among adolescents born outside Canada

employment higher among middle and upper class youth
- more contacts and access to transportation

those from small communities have easier time finding employment

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8
Q

How have adolescent employment rates changed with the economy?

A

late 1980s = strong Canadian economy, high # working youth

1990s = weakened economy, lower # working youth

2000+ = jobs scarce for adults and even more so for youth, “student work” taken by adults

2020/2021 = COVID-19 impact

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9
Q

What is the effect of low youth employment on education?

A

low youth employment -> low drop out rates -> higher education

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10
Q

What are some of the benefits of youth working?

A 
independence
higher status
provides basis for new identities
new expectations of responsibilities
real world experience
practical job skills
lessons in punctuality, reliability
exposure to peers/adults who provide new models of adult behaviour
new reference groups
financial independence 
money management
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11
Q

What trends surround co-op graduates?

A

increased employment
increased wage
decreased student loans

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12
Q

What is pre-mature affluence?

A

state of having excessive amounts of money to spend on one’s self that is not sustainable in adulthood

“discretionary income”

can be a bad thing; lead to increased drug use

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13
Q

How do young people spend their money?

A

majority on food and clothing

can either lead to independence, opportunity, and experiences, OR unrealistic expectations and future dissatisfaction

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14
Q

What are some possible negative impacts of working?

A 
reduces time with family and peers
reduces time for extracurriculars
premature affluence
exposure to negative models
reduce time for homework/lower grades
fatigue
increased stress (dual demands of student worker)
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15
Q

How many hours SHOULD students be working?

A

20 hours

more impacts school performance, sleep, driving, and dropout rates

academic and behavioural problems mainly due to sleep deprivation

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16
Q

Are there effects of working in university/college?

A

12 hours/week = stronger grades
- requires discipline, time management

over 15 hours/week = more likely to drop out

  • threshold where work starts to do more harm than good
  • 15 or less = B or higher average
  • over 15 = C or lower average
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17
Q

What are typical first few jobs of adolescence?

A 
babysitter
camp counsellor
tutor
pet sitter
paper delivery
landscaping
grocery cashier/bagger
fast food worker
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18
Q

What are some traits associated with most adolescent jobs in retail and service?

A

high turnover
low pay and low authority
simple, repetitive tasks
little/no training or skills

associated with negative consequences
- boring, dead end, few future prospects

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19
Q

What has research shown about jobs in high school?

A

less than 20% said their jobs gave them knowledge about topics they could use in school

school did not relate well to job needs

adolescent work completely disconnected from school

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20
Q

What did one Alberta study find on the role of part-time jobs in preparing for post-grad job market?

A

better prepared them than school

more people skills, job prep, business skills

volunteer work also helped

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21
Q

What did a California study find on the relationship between adolescent work and personal traits? (discrepancy)

A

students reported link between employment and being punctual, dependable, personally responsible, and self-reliant

BUT

employed youth more frequently late, poorer school performance, increased substance use, fewer contacts with family, and more cynical attitudes towards work

discrepancy!

22
Q

How has adolescents free time changed?

A

compulsory schooling increased free time compared to long work hours each week

organized leisure now acts as supplement to school

23
Q

How has marketing towards adolescents changed?

A

as they gained more autonomy and became consumers with discretionary income, marketing changed to target them

24
Q

How do time use patterns change throughout school?

A

those who are busy early on tend to remain busy

busier adolescents better adjusted and more accomplished

25
Q

What are the 3 types of adolescents in terms of involvement?

A

well-rounded adolescents with substantial time commitments across many activities

adolescents who focus on one type of activity (usually sports)

adolescents who don’t do anything outside of school

26
Q

What are the trends in adolescent work?

A

fewer adolescents hold jobs during the school year

increased demands from school

fewer jobs available

growth of new technology expanded leisure opportunities

27
Q

What have experience sampling studies shown about adolescents’ emotional states?

A

adolescents moods most positive with friends and least positive when alone

parental relationships strained in early adolescence but improve throughout middle and high school

28
Q

What is the flow experience? What has it proven to be the most positive way for adolescents to spend their free time?

A

experience of high levels of both concentration and interest at the same time

occurs only when playing sports or when involved in art/hobby/extracurricular

both enjoyable and absorbing

versus

  • school: moderate concentration, low interest
  • friends: moderate interest, low concentration
  • unstructured leisure time: moderate interest, low concentration

therefore structured extracurricular activities most positive way to spend free time

29
Q

What is the most popular structured leisure activity?

A

athletics

30
Q

When is extracurricular activity participation more prevalent?

A

affluent families
students with better grades
students from smaller schools/communities

participation is stable over time

31
Q

What are the benefits of structured leisure?

A 
improves school performance
reduces risk of dropout
increases odds of college enrolment
deters delinquency and risk taking
enhances psychological and social well-being
32
Q

What is the exception to the uniformly positive picture of structured leisure?

A

team sports

many psychological benefits (mental health, sleep, school achievement) but also associated with increased alcohol use and delinquency

especially among boys with “jock” identity in school-sponsored, male dominated sports

33
Q

What is the spillover effect?

A

participation in school sponsored activities led to increased attachment to school, which in turn contributes to future educational success

increase student contact with teachers and other authority who reinforce the value of school

improve self-esteem, develop new friendships

34
Q

What are some of the risks of participating in athletics?

A

injury
delinquency
violence
anxiety

35
Q

What is the routine activity theory?

A

less structured an activity -> more likely a person is to encounter opportunities for problem behaviour

unstructured, unsupervised time with peers is main cause of misbehaviour

over past 15 years, substantial decline in number of evenings teenagers go out each week

  • comes with decline in conduct problems in male adolescents
  • no decline in females but may be because rates much lower to begin with
36
Q

When does delinquency occur most often?

A

weekday afternoons

after school but before parents have returned home is prime time for unstructured and unsupervised leisure

37
Q

What is the role of after school programming in delinquency?

A

self-care after school doesn’t hold great benefits for youth and may cause problems if parents don’t promote development of responsible behaviour when with the child

experts have called for better and more-readily available after school programming for adolescents
- both deter problem behaviour and promote positive youth development

38
Q

What are the 5 C’s of positive youth development?

A 
competence
confidence
connection
character
caring/compassion
39
Q

What are the key components to success of after school programming?

A

extent to which participants:

  • volunteer their commitment
  • placed in demanding roles
  • encouraged to meet high expectations
  • expected to take responsibility for behaviour
  • helped to understand consequences of failing to fulfill obligation

adolescents must stick with the role in the face of challenges, youth benefit most when they persevere and derive a sense of accomplishment from their success

40
Q

How has adolescent screen time use changed? What are the effects of this?

A

staying connected starts to take on qualities of addiction

spend nearly 9 hours or more each day using 1+ media

hard to say if extensive internet use has effected mental health

takes time away from sleep and physical activity which has detrimental effect on health

41
Q

What are the 3 basic schools of thought considering media’s impact on adolescent development?

A

cultivation theory

uses and gratification approach

media practice model

42
Q

What is the cultivation theory?

A

emphasizes impact media exposure has on individuals

adolescents’ knowledge about the world, attitudes and values, and behaviour are influenced by content to which they are exposed

ex. watching sexy movies makes adolescents horny

43
Q

What is the uses and gratification approach?

A

emphasizes active role users play in selecting media to which they are exposed

any correlation between what adolescents are exposed to and what they do/think is not due to the influence of the media but due to the fact that individuals with particular inclinations choose media consistent with their interests

ex. teens more interested in sex more likely to look for porn on the internet

44
Q

What is the media practice model?

A

emphasizes fact that adolescents not only choose what media they’re exposed to but also interpret the media in ways that shape their impact

ex. 2 different adolescents stumble across sexually explicit website; a sexually experienced teenager who is curious views the website with interest, the other who isn’t interested in sex is repulsed by the content

45
Q

What is the difference between correlation and casuation?

A

correlation = extent to which 2 things vary systematically with each other

causation = correlation between 2 things attributable to the effect one thing has on another

46
Q

What is reverse causation?

A

correlation between 2 things due to the second thing causing the first

47
Q

What common sex-related messages are displayed in the media?

A

men seeing women as objects

sex as defining aspect of masculinity, or as a competition, or as fun and exciting

absence of possible physical consequences of sex (pregnancy, STDs)

emphasize physical attractiveness and thinness among women

48
Q

What are the results of increased social media use?

A

mixed and controversial results

doesn’t replace in person friendships

can promote self-disclosure and bring friends closer

can lead to developing excessive FOMO

socially rich get richer and socially poor get poorer

adolescents with depression more likely to use social media for social comparison

49
Q

What are the 6 symptoms of internet addiction?

A

salience - most important thing in life

mood change - mood fluctuates with internet experience

tolerance -needing more and more internet time to feel satisfied

withdrawal - feeling negatively when being prevented from being online

conflict - internet has caused problems in relationships or other aspects of life

relapse and reinstatement - return to addictive internet behaviour after getting it under control

50
Q

What is internet disorder?

A

internet use is pathological

difficult to determine cause and effect

receiving likes activates same brain regions as other rewards

parallels to other addictive disorders

PS276 (12 decks)

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