Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Adolescence > Exam 2 > Flashcards

Exam 2 Flashcards

1
Q

The collection of traits and attributes that individuals use to describe or characterize themselves.

A

Self-conception

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

The degree to which individuals feel positively or negatively about themselves. Evaluative component.

A

Self-esteem

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

The extent to which individuals feel secure about who they are and who they are becoming.

A

Sense of identity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Behavior that intentionally presents a false impression to others.

A

False-self behavior

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

The degree to which and individual is preoccupied with his or her self-image.

A

Self-consciousness

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

The degree to which an individual feels that his or her self-image changes from day to day.

A

Self-image stability

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

According to Erickson, the normative crisis characteristic of the fifth stage of pyschosoical development, predominant during adolescence.

A

Identity versus identity diffusion

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

A period during which individuals are fee from excessive obligations and responsibilities and can therefore experiment with different roles and personalities.

A

Psychosocial moratorium

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

The aspect of individuals’ sense of identity concerning ancestry or racial group members.
Self identification, sense of belonging, sense of shared values and attitudes, attitudes toward one’s group ( + or -), ethnic involvement.

A

Ethnic Identity (EI)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

The sense that one has an impact on one’s own world.

A

Agency

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

The process through which individuals develop an understanding of their racial or ethnic background.

A

Racial socialization

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

The combination of both highly masculine and highly feminine traits.

A

Androgyny

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

The establishment of more adultlike and less childish close relationships with family members and peers.

A

Emotional autonomy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

The capacity to make independent decisions and to follow through with them.

A

Behavioral autonomy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

The establishment of an independent set of values, opinions, and beliefs.

A

Cognitive autonomy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

In psychoanalytic theory, the process through which adolescents sever emotional attachments to their parents or other authority figures.

A

Detachment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

The progressive sharpening of an individual’s sense of being an autonomous, independent person.

A

Individuation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Parenting that attempts to control the adolescent’s emotions and opinions.

A

Psychological control

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

According to Kohlberg, the first level of moral reasoning, which is typical of children and is characterized by reasoning that is based on rewards and punishments associated with different courses of action.

A

Preconventional moral reasoning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

According to Kohlberg, the second level of moral development, which occurs during late childhood and early adolescence and is characterized by reasoning that is based on the rules and conventions of society.

A

Conventional moral reasoning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

In Kohlberg’s theory, the stage of moral development during which society’s rules and conventions are seen as relative and subjective rather than as authoritative.

A

Postconventional moral reasoning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Rationalizing immoral behavior as legitimate, as a way of justifying one’s own bad acts.

A

Moral disengagement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Self Concept: Usually positive and concrete

A

Self-Concept: Categorical (4-7yrs)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Self Concept: Define ourselves in relation to others

A

Self-Concept: Comparative (8-11yrs)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Still a comparative self-concept, but it takes on another layer, multidimensional.

A

Self-Concept: Interpersonal Implications (12-15yrs)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

The level of positive or negative feelings about the self that is fairly stable over time. The average level drops in the transition to adolescence.

A

Baseline Self-esteem

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Temporary changes in the positive or negative feelings about the self that occur in response to particular incidents. Swings wider and more frequently in adolescence.

A

Barometric Self-esteem

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q 
Scholastic Competence
Athletic Competence
*2 Social Acceptance
*1 Physical Appearance
Behavioral Conduct
Close Friendship
Romantic Appeal
Job Competence
A

Domains of Self-esteem and

*Best predictors of overall self-esteem

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Blos: Self-esteem is largely derived from parental approval. A sense of harmony with the parent. Knows she is differentiated from the parent.

A

Blos’ Symbiotic Phase (late childhood)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Blos: Delighted with feelings of autonomy. Strives to feel distinct from parents. Omnipotence (all powerful, idealism). Scale tipped to “wing” side.

A

Blos’ Practicing Phase (early adolescence)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Blos: Recognizes psychological detachment and desire to restore harmony with the parent. Ambivalence: Wants independence, but wants understanding and love. Unconditional positive regard.

A

Blos’ Rapprochement Phase (middle adolescence)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

Blos: Has reconciled to some extent the struggle to be separate from the parent. Now they must decide who they want to become.

A

Blos’ Consolidation Phase (late adolescence)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

Healthy Less Healthy
Temporal perspective vs. time confusion
Self-certainty vs. self-consciousness
Role experimentation (critical ) vs. role fixation
Apprenticeship vs. work paralysis
Sexual polarization vs. bisexual confusion
Leadership & followership vs. authority confusion
Ideological commitment vs. confusion of values

A

Erickson’s Seven Conflicts of Identity Formation (Crisis)

34
Q

Diffusion
Foreclosure
Moratorium
Achievement

A

Marcia’s Identity Statuses

35
Q 
The incoherent, disjointed, incomplete sense of self characteristic of not having resolved the crisis of identity.
Noncommittal
Lack of clear direction
Little interest in the future
Not searching
A

Identity Diffusion

36
Q 
The premature establishment of a sense of identity, before sufficient role experimentation has occurred.
Selects a ready-made identity
Has not explored alternatives
Takes answers and beliefs from others
Does not question much
A

Identity Foreclosure

37
Q 
Active questioning
Exploration of alternatives
No firm commitment
Exploring with an agenda
Can be emotionally ladening and anxiety ridden
A

Identity Moratorium

38
Q

A commitment that is your own
Resolution of crisis
You must go through moratorium first

A

Identity Achievement

39
Q

Unexamined Ethnic Identity
Ethnic Identity Search
Achieved Ethnic Identity

A

Phinny’s Model of Ethnic Identity Development

40
Q

Phinny: A lack of consideration of one’s ethnicity, and acceptance of the norms and beliefs of the dominant culture.

A

Unexamined Ethnic Identity

41
Q

Phinny: A crisis that makes teens aware of ethnicity as a significant factor in their lives. May be provoked or gradual.

A

Ethnic Identity search

42
Q

Phinny: Fully embracing ethnic identity and reconciling their identifications with the majority and minority cultures.

A

Achieved Ethnic Identity

43
Q

Pre-encounter
Encounter
Immersion/Emersion
Internalization/Commitment

A

Cross’s Model of Ethnic Identity Development

44
Q

Cross: Identity with and preference for dominant cultural values. Late Childhood to early adolescence.

A

Pre-encounter

45
Q

Cross: Trigger events may prompt one to break out of one’s denial and question their EI

A

Encounter

46
Q

Cross: Endorsing minority views and rejecting dominant society. Pendulum swing to minority view. May feel anger, guilt, sold out, brainwashed.

A

Immersion

47
Q

Cross: No longer rejects everything from the dominant culture wholesale nor do they accept everything from their own culture. Flexible in one’s identity.

A

Emersion

48
Q

Cross: Resolves conflicts of the previous stage and attains greater self-control and flexibility. Better grades and mental health.

A

Internalization/Commitment

49
Q

Acculturation model: Strong ties to culture of origin and “new” culture.
Giving up culture of origin & assimilating into the new culture

A

Linear, bipolar acculturation model

50
Q

Acculturation model: It is not necessary for immigrants to give up their culture of origin in order to adapt to the new society.

A

Two-dimensional acculturation model

51
Q

Acculturation:
“Tossed salad”
Mosaic
bicultural identity

A

Integration

52
Q

Acculturation:
“Melting pot”
Give up culture of origin.
Native Americans were expected to do this.

A

Assimilation

53
Q 
Acculturation:
Aimless
Directionless
Don't fit in either community
Native American's ended up here.
Problematic:  social, academic, family
A

Marginalization

54
Q

Acculturation:
No relations with the dominant culture
vs. segregation forced by the majority

A

Separation

55
Q

Switching back and forth between the majority and minority cultures depending on the specific situation. Highly adaptive.

A

Code-switching

56
Q

Morality is acquired through: reinforcement (rewards and punishments) and modeling.
Children are taught moral standards explicitly (more often) and implicitly. Heavy emphasis on behavior.

A

Social Transmission Theory

57
Q

There is no absolute right or wrong and no way of knowing that something is right or wrong apart from what your society tells you.

A

Moral Relativism

58
Q

One can say that something is morally wrong for everyone, everywhere, anytime. There is a universal right and wrong. It is not a statement of preference or taste. Morality is prescriptive (ought or should) and generalizable.

A

Cognitive-Developmental Theory

59
Q

One person or society does not decide what is right or wrong for everyone else, people decide for themselves.

A

Moral Universality

60
Q

Pertains to matters of justice, equality and the prevention of harm to others.
Not arbitrary. Does not vary across people, culture or time. Not consensus based.

A

Morality

61
Q

Morality is not

A

Social convention or personal matters.

62
Q

Piaget: Preschoolers are not guided by and show little understanding of rules.

A

Pre-Heteronomy: Piaget

63
Q

Piaget: Stage 1, Age 5 to 10: Children become aware of rules and regard them as “sacred”: Rules come from others, cannot be changed and must be obeyed. Objective responsibility: based on the amount of damage.

A

Heteronomy: Piaget

64
Q

Piaget: Stage 2, About age 10: Children become oriented towards cooperation and reciprocity. They choose their relationships with and are more equal to their peers. Concrete operations and shades of gray. Subjective responsibility: based on intentions.

A

Moral Autonomy: Piaget

65
Q

Kohlberg, Stage 1: punishment and obedience orientation (less than 7 yrs old): How can I stay out of trouble? Avoid punishment.
Stage 2: instrumental orientation (7 to 10 yrs. old): How can I get what I want? Self interest.

A

Kohlberg’s Stage Level 1: Preconventional

66
Q

Kohlberg, Stage 3: good-boy/girl orientation. How can I make other people happy? Family, friends, loyal, trustworthy (age 10-adolescence)
Stage 4: law and order: How can I do my duty and obey the rules? (adolescence) follow the law, social order, culture.

A

Kohlberg’s Stage Level 2: Conventional

67
Q

Kohlberg, Morality no longer dependent upon the rules and values of one’s group. People think in terms of abstract principles that apply universally. (adult) An ought distinction. Rules and laws should be flexible.

A

Kohlberg’s Stage Level 3: Postconventional

68
Q 
Turiel:  Social Domain Theory
Autonomous morality (not based on obedience or conformity).
A

Turiel

3 to 4 yrs. old

69
Q

Turiel: Moral judgement is regulated by concerns for maintaining welfare and avoiding harm. Fairness is expressed in terms of personal needs.

A

Turiel

5 to 7 yrs. old

70
Q

Turiel: Understanding of strict reciprocity.
Considers the impact of actions on others.
Has difficulty balancing the needs of more than one person at a time.

A

Turiel

8 to 10 years old

71
Q

Turiel: Concern with equity.
Treating people fairly means treating people unequally.
Fairness extends to those from whom one has not expected repayment.

A

Turiel

10 to 12 yrs. old

72
Q

Turiel: Further consolidation of the relations between equity and equality and a deepened understanding of fairness.

A

Turiel

12-17 years old.

73
Q 
Companionship
Stimulation
Physical support
Ego/Psychological support
Social comparison
A safe environment
Intimacy and affection
A

The functions of adolescents’ friendships

74
Q

3 to 6 years old friendship level?

Non-subjective relationship, concrete

A

Level 1 Friendship

75
Q

5 to 9 years old friendship level?

Relationship based on a positive feeling

A

Level 2 Friendship

76
Q

7 to 12 years old friendship level?

Reciprocity and trust

A

Level 3 Friendship

77
Q

10 to 15 years old friendship level?

Mutual understanding and awareness

A

Level 4 Friendship

78
Q

Where adolescents learn how to be a good friend, share, communicate and resolve conflict. Learn important social skills.

A

Cliques

79
Q

Where adolescents get their norms for clothing, music, leisure and activities. Contributes to identity and self-concept.

A

Crowds

80
Q 
Reaffirms membership in social groups
Defamation of third parties
Discussion of connections among teens
Discussion of others' desirable traits.
Few gender differences
A

Gossip

Adolescence (2 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions