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psychology > culture/lifestyle + emerging adulthood > Flashcards

culture/lifestyle + emerging adulthood Flashcards

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1
Q

define culture

A

the behaviour, patterns, beliefs, and all other products of a specific group of people that are passed on from generation to generation

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2
Q

what is the relevance of culture?

A

people have a tendency to…

  • behave in ways that favour their cultural group
  • protect the values + beliefs associated with their cultural group
  • feel negatively about other cultural groups
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3
Q

why study cultures?

A

because learning about other cultures demonstrates well-rounded, knowledge, curious, & perspective taking.

this helps make the world a better and safer place

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4
Q

what is ethnocentrism?

A

the tendency to favour one’s own group over other groups

  • the study of culture is usually ethnocentric; focused on western culture/values
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5
Q

what are the relationships between culture and adolescence?

A
  • culture influences how children/young adolescents are raised
    –> impacts thought process: who am I? who am I associated with? what does my culture mean to me?
    –> who we are is learned AND inherited
  • values/beliefs of culture a child/adolescent is raised with influences their own value/belief systems
    –> it’s not always clear which parts of one’s culture is being internalized (ex. manners, views)
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6
Q

what are cross-cultural studies?

A

studies that involve the comparison of a culture with one or more other cultures
- provides info. about other cultures + role of culture in development
- degree to which development is similar/universal, or different/culture-specific

Note: we tend to ASSUME the differences and search for them… what about looking for the similarities?

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7
Q

what are parental developmental goals? why are these considered ‘shapers’?

A
  • often feelings of obligation to be loyal to parents’ beliefs/views/values/culture (this can shape us)
  • feelings of loyalty is a large part of relationships with family, friends + community
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8
Q

explain the fish diagram photo… what is happening?

A

photo: a school of fish are swimming to the left, and one lone fish at the end of the school turned around and is swimming to the right alone

explanations/different ideas of WHY the fish is swimming alone demonstrate differences in collectivist and individualist cultures
- collectivist: suggests the big group of fish didn’t like the other one, causing the group to ignore/shun the one (focus is on a relational perspective between the fish)
- individualist: suggest the one fish is exploring or broke away from the group to be more independent (focus is on the single fish)

note: not 100% of the respondents in both cultures responded with the majority… there IS overlap!

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9
Q

can you list some differences between collectivist and individualist cultures?

A

INDIVIDUALIST:
- mothers tend to speak louder, play music louder, and have more animated expressions (self-expressive, bold, not worried about others perceptions)
- children trained to be autonomous and personally influential
- parents see themselves as teachers
- value high energy affect
- games emphasize individual competition

COLLECTIVIST:
- mothers tend to spend more time soothing + maintaining contact with other adults
- value low arousal affect
- games emphasize cooperation and fitting in
- more likely to get along, consider others, and accept/adapt rather than change a situation

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10
Q

what is the main argument against studying collectivist and individualist cultures?

A

the opposition/dichotomy is TOO SIMPLE (there is so much variation within cultural studies)

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11
Q

are there similarities between collectivist and individualist cultures?

A

yes! characteristics are not mutually exclusive… similarities/differences can depend on age, group, and situational factors

one example is related to autonomy and relationism. Both cultures encourage children to have agency and relatedness. There ARE differences in parental strategies, but more closely related with where one LIVES rather than their culture.

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12
Q

what are the influences of class and culture in social mobility?

A

‘talk’ can influence development of identity formation and self-concept

Kusserow studied how class ‘sounds’ (looked at 3 different social classes in New York)

POOR
- hard defensive individualism (standing one’s ground, not letting others get to you, rougher talk to prepare children for social world)
- authoritarian sounding (teach respect for authority/family)

WORKING CLASS
- hard offensive individualism (talk about hopes, dreams, hard work, respect, progress)
- children often referred to as part of a category (ex. kids stop running in the house!)

UPPER MIDDLE CLASS
- soft individualism (talk about fulfilment, following passions, blooming, what makes you happy)
- children often individualized (ex. jack and Lisa stop running in the house!)
- worst psychological health … due to the vagueness in talk about child’s future + pressure of success

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13
Q

what are some facts about adolescent health today?

A
  • adolescents/emerging adults in best shape of their lives
  • adolescents today are more obese + less active (less physical labour jobs, fast food, increase in screen time/staying at home)
  • worse mental health than other generations (increased awareness, inflation/financial difficulties, overwhelmed with access to information)
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14
Q

what are the takeaways from the video: “Unequal” ?

A
  • the disparity in income impacts access to health services (GAP)
  • underprivileged: more women and children, younger, welfare, minimum wage, greater deaths, academic difficulties, more hospital visits, worse working conditions, poorer mental health, limited resources
  • social class = socially / systemically structured inequality
  • cumulation of differences overtime between underprivileged and affluent = increases disparities & inequalities
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15
Q

what is indirect health selection?

A

the idea that background factors influence one’s social position and therefore, one’s health status

  • education, income, health, social mobility is affected by class –> can impact physical + mental health
  • cumulation of advantage or disadvantage
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16
Q

what is the role of media on adolescents?

A

media is an agent of socialization

  • influences political views, views of culture, women, POC, LGBTQ+)
  • media is often blamed for youth violence (songs, rappers, movies); still large debate whether it attracts already violent people or if it makes people violent
  • can reinforce racial / gender stereotypes
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17
Q

what is the purpose of dating?

A

having fun, companionship, status, socialization, intimacy, sexual experimentation, and partner selection

  • romantic partners are connected to emerging sexuality
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18
Q

what are the stages in the dating process?

A

1) engaging in mixed-sex group activities (early adolescence)
2) engaging in brief, casual, or double dating (middle adolescence)
3) involves exclusive, intense relationships of short-term to long-term (late adolescence)

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19
Q

what are romantic relationships

A

when/where adolescents can experiment with new behaviour and identities

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20
Q

what is domestic violence?

A

acts of violence by one intimate against another intimate

  • includes sexual pressure, verbal/physical abuse
  • only small % will ever tell someone about it (1/3 women are victims)
  • often alongside emotional abuse and controlling behaviour
  • can result in injury, trauma, and death
21
Q

when and what is emerging adulthood?

A

ages: 18-25

Emerging adulthood is a subjectively distinct time period in terms of identity exploration. (Arnett)

  • a time when people feel more mature than adolescents, but don’t quite feel like adults yet (ex. still living at home, limited money)
  • report a greater well-being & optimism than adolescents
  • higher risks for: drinking, drug use, drunk driving
22
Q

what are the 5 characteristics of emerging adulthood that distinguish it from adolescence and young adulthood?

A

1) Age of Identity Exploration
- people are exploring their career choices and ideas about intimate relationships

2) Age of Instability
- concept of exploration; instability/uncertainty in the sense of changing jobs, homes, relationships, etc.

3) Age of Self-Focus
- focusing on oneself and one’s own direction in life (different than self-centred)
- perspective of parents change; understands them as people, not just parents

4) Age of Feeling In-Between
- feeling like an adult, but not completely there yet
- not as dependent on others like in adolescence, but may still require help from parents
- may not have reached all adult goals/milestones yet: finishing education, career, committed relationship

5) Age of Possibilities
- the ideas and ability to transform one’s life; optimism for the future and testing out dreams
- figuring out what one wants to fit into their life

23
Q

are there differences in emerging adulthood between OECD and developing countries?

A

OECD (Organization for Economic Co-operation and Development)

western (esp. Europe) countries have longer and more leisurely emerging adulthoods
- due to government assistance w/ education and career finding
- more individualist –> focus is on self-development and leisure time

eastern countries (OECD - Japan, ex) don’t have as long a period for emerging adulthood
- government DOES assist with education & careers
- more collectivist –> focus is on family obligations/expectations (ex. goal to financially support parents)
- still explore self-development, but within narrower boundaries

24
Q

what is the prevalence of mental illness?

A

1 in 5 Canadians experience mental illness & leading cause of disability worldwide

  • 15-24 year olds are more likely to have mental illnesses or substance use problems than any other age group
  • anxiety & depression are the most common mental illness among emerging adults
25
Q

what is the relation between mental illness and SES?

A
  • low SES more likely to have mental illness (high SES = more access / ability to private care)

externalizing problems: more likely to come from children with families of low SES (modelled? bc of social situation)

internalizing problems: more likely to come from children with families of low SES + ineffective parenting (may not be able to attend to child as much)

26
Q

discuss the accrued deficits of depression.

A
  • factors for mental illness build up over time –> depression in youth may predict more severe mental illness in later life
  • negative affect (negative behaviour towards others, negative responses from others) can impact social interactions
  • depression may cause friends to avoid you –> decreases self-esteem –> increases loneliness –> impacts ability to learn
27
Q

what are some signs of depression?

A
  • poor physical health
  • minimal social interactions
  • bodily responses (ex. tired, loss of interest)
  • change of appetite
  • feelings of guilt/worthlessness
  • poor life satisfaction
28
Q

discuss depression and digital addiction

A

digital stimulation impacts the same areas of the brain that are affected with other addictions ex. drug/gambling
- rewards system and dopamine levels
- novelty of new posts/information in media = excitement –> quick dopamine increase

  • includes craving, tolerance, withdrawal/anxiety, mood change
  • chicken vs. egg problem –> depressed and turn to social-media for dopamine boost, or so much time on social media lead to low dopamine on a reg. basis and increased social comparison that leads to depression
29
Q

what is the social displacement hypothesis ?

A

suggests that engaging in online social interactions can displace or substitute face-to-face interactions in one’s daily life

key points in theory:
reduced face-to-face interaction
- possibly because view online interactions as easier, less time-consuming, more accessible
- decrease in intimate relationships, ability to infer facial expressions/gestures, social skills

social compensation
- those who struggle with in-person interactions may seek social compensation through online interactions

mental health/well-being
- heavy dependence of online interactions instead of in-person ones can lead to feelings of loneliness, reduced social skills, poor mental health

30
Q

what is the mood enhancement hypothesis?

A

claims that people with negative emotional states tend to seek entertainment in the digital world, and this constant exposure can lead to addiction

–> desire to spend more time on digital platforms to received the entertainment/reward

  • higher level of depression = more serious digital addiction
31
Q

what are some consequences of social media addiction?

A
  • can decrease self-esteem due to social comparison (= poor mental health)
  • can damage one’s sense of reality & evaluations of the self + others
  • decrease ability to print/write in schools
32
Q

what are some consequences of video game addiction?

A
  • can lead to poor mental health / poor emotional control
  • can lead to poor tolerance + high withdrawal
  • more likely to develop a porn addiction
  • more likely to have ADHD or ADD
33
Q

what is self-harm and why do people do it?

A

self harm is when an individual hurts themselves purposefully without the intention of death

  • can indicate mental illness, distress, or poor coping skills
  • includes: cutting, hitting, bruising oneself, minor over-counter overdose
  • reasons: allows individual to ‘feel’, sense of relief/self-punishment, feeling empty
34
Q

what is the prevalence of suicide?

A
  • boys die by suicide 2-3x more than girls
  • more common with people with mental illnesses
  • teens are admitted to hospitals for suicide attempts more than any other age group
  • 24% of deaths in 15-19 age group is from suicide
35
Q

what is suicidal ideation?

A

thought process of suicide; planning or idealizing suicide

  • linked to reoccurring depression
  • may view suicide as only way to end pain
36
Q

how does antisocial behaviour develop?

A

childhood experiences can be dragged on and develop into disorders later in life –> experiences/diagnoses in childhood can predict later mental illness or behavioural problems

37
Q

what are the rates of the different kinds of abuse in Canada?

A
38
Q

what is resilience?

A

overcoming adversity

  • being resilient in childhood can predict resilience in adulthood
  • at risk individuals may decide to change their lives for the better in emerging adulthood
39
Q

what are some protective factors?

A
  • high IQ / good intellectual functioning
  • educated
  • strong social ties/quality relationships
  • personality factors
  • religious faith
  • high SES (opportunity for support)
40
Q

what are some coping strategies?

A
  • avoiding immediate gratification
  • meditation
  • prayer
  • counselling/therapy
  • seeking social support
  • prosocial acts for oneself
41
Q

define depression

A

when symptoms cause serious distress and negatively influences physical, social, and cognitive processes

  • treatment: medication, therapy, both
  • teens with depression are often dismissed as being moody or difficult
42
Q

describe the Cycle of Depression; what is it?

A

Cycle of Depression: negative emotions create negative behaviours, which lead people to respond negatively to the individual, creating even more depression

–> negative emotions (experiencing sadness/depression) –> negative behaviours towards others (being gloomy, having no fun) –> negative responses from others (being avoided by others) –> education interrupted (belief ‘I am no good at anything’) –> cycle continues

43
Q

list the indicators of self-harm

A
  • frequent unexplained injuries
  • clues like bandaids in trash
  • inappropriate clothing for the weather (ex. wearing long sleeves when it’s hot)

when someone admits to self-harm, be NONREACTIVE and NON-JUDGEMENTAL

44
Q

what are antisocial behaviours?

A

behaviours, attitudes, and conduct that go against societal norms, rules, and expectations and often disregard the rights and well-being of others
- characterized by a lack of concern for the feelings and rights of others
- may involve harmful or destructive actions
- tend to have difficulty controlling emotions + behaviour

  • includes oppositional defiant disorder, conduct disorder, intermittent explosive disorder, kleptomania, pyromania
45
Q

what is oppositional defiant disorder (ODD)?

A

recurrent patterns of negative, defiant, disobedient, and hostile behaviour towards authority figures (not peers)

  • occurs outside of developmental levels and can impair functioning
46
Q

what is conduct disorder (CD)?

A

acts of aggression/harm towards others and animals; individual shows little to no compassion or concern for others

  • tend to lack feelings of guilt/remorse
  • typically reckless, easily irritable, have temper tantrums
  • low levels of self-esteem
47
Q

what are the different forms of abuse?

A

neglect (most common @ 78%)
physical abuse (10%)
sexual abuse (7%)
psychological maltreatment (7%)
medical neglect (2%)

48
Q

what are the 5 ways social media is ruining your life?

A

1) social media and mental health –> link between social media, depression, loneliness, anxiety

2) social media changes your brain –> social media apps are designed similar to slot machines, every notification causes the brain to release dopamine (conditioned to be reactive)

3) the spotlight effect –> when we hesitate on one thing for too long (ex. going on phone when supposed to be studying), we tend to overestimate the risk involved

4) unreal expectations –> a majority of people only post positive things/accomplishments on social media. by comparing one’s life to others, you can create a false reality

5) digital minimalism –> the more you seek validation on social media, the more people you are beholden to (the more people you serve)

49
Q

what are tools to help with media addiction

A
  • disable all notifications
  • follow uplifting/positive people
  • set timers for amount of time you are on an app

psychology (8 decks)

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