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adolescence > Exam 2 notes > Flashcards

Exam 2 notes Flashcards

1
Q

Ways of undermining autonomy

A

1) over-personalizing the argument/attacking the person
2) bringing outside experts
3) directly pressuring the person
4) recanting- agreeing to disagree

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2
Q

ways of displaying relatedness

A
  • validating and listening

- opposite of what a good lawyer does in court

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3
Q

undermining relatedness

A
  • ignoring, interrupting, being hostile to the other person
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4
Q

autonomy and relatedness findings

A

1) high autonomy and relatedness
- positively correlated

2) undermining relatedness / expressing hostility
- kids more likely to be more delinquent

3) undermining autonomy
- kids become hostile over time

4) attachment & autonomy and relatedness
- secure attachment and disagreeing- not seen as threat to the relationship
- tension is not a threat

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5
Q

autonomy and relatedness in risky environments

A

1) beyond middle-class kids
- different
2) safe vs. risky environment
3) autonomy depends on context, age, and danger

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6
Q

historical changes in peer relationships

A
  • age grading creates segregation
    • primary cause of peer interaction
  • cohort effects: different generations of adolescents; when there’s a large percentage of adolescents in the population there’s deviance
    • influences population and culture - creates larger footprint
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7
Q

developmental changes across adolescence

A

1) emergence of crowds and cliques
2) crowds and cliques submerge towards the end of adolescence
3) gender segregation
4) racial and social class segregation

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8
Q

peer pressure and peer influence

A

1) conformity- trends across age
2) real v. apparent effects of peer pressure
- selection and influence
- kids pick friends that are like themselves, parents often think that their kids are being influenced by their friends
3) advantages to being influenced by peers
- better at conflict management, positive peer pressure, interpersonal relationships
- safer to be a follower than a leader, always running with the pack
4) relation to parental autonomy behaviors
- kids with strictest parents - most susceptible to peer pressure
- kids who argue with parents push back
5) parent vs. peer influence
- peers don’t replace parents
- peers influence culture/day to day activities
- parents influence long-term decisions

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9
Q

popularity

A

1) preference-based vs status-based measures
- status - cool kids - perceived popularity
- preference- nice, kids- sociometric

2) correlates of status-based popularity
- physically attractive, participating in high status events, mean, good traits with an aggressive edge

3) correlates of preference-based popularity
- more likable kids, better close friendships, likely securely attached, parents promote autonomy, good traits

4) predictions from popularity
- preference-based popularity- less aggressive overtime, more likely to drink/smoke, low levels of delinquency, well socialized into norms of peer group
- status-based- delinquency decreases with time but drinking doesn’t

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10
Q

the ‘cool kid’ effect: pseudomaturity

A

pseudomaturity and popularity

  • coolness and success in popularity measured in 3 ways
    1) start romantic relationships earlier
    2) start drinking earlier than peers
    3) start hanging out with the attractive crowd
  • have problems in 20s since they didn’t develop real social skills to do well in life- were acting cool when younger
  • not being with the cool crowd predicts a healthier life
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11
Q

reconciling different aspects of popularity

A
  • biologically wired to want to connect with people and form relationships
  • popularity isn’t bad, but seeking it desperately is
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12
Q

types of rejected adolescents

A

1) aggressive rejected kids
2) withdrawn rejected kids
- less socially confident- don’t know how to handle give and take- lonely and depressed
- columbine shooters- suffer the most and most likely to lash out
- dropouts- kids failing school

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13
Q

neglect =/= rejection

A
  • some kids are off by themselves doing their own thing, don’t necessarily want to be part of the crowd
  • some may be at risk for being lonely, but may not need a lot of interaction
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14
Q

reasons why adolescents reject their peers

A
  • many changes: physical, changing roles, demands
  • -> uncertainty
  • want to be around people that are similar to you and feel threatened by anyone different
  • people who are different from you and your peers become targets for rejection/bullying
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15
Q

sources of conformity pressures

A
  • kids who cannot manage the push for conformity
  • kids who are too different
  • seen with adults too
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16
Q

sources of conformity pressures

A
  • kids who cannot manage the push for conformity
  • kids who are too different
  • seen with adults too
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17
Q

who are the most likely targets of rejection?

A
  • insecurely attached kids
  • anger/resentment from previous bad relationships will poison new relationships- will feel rejected
  • -> don’t trust opposite sex
  • those who lack skills- rejected by peers and then fail to have opportunities to develop further skills
  • those with troubled homes
  • -> kids who are stirred up and behave similarly at school
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18
Q

loneliness

A
  • HS and college years- loneliest time of your life
  • the amt of connection you have with people vs. the amt of connection you need
  • lots of changes make you long for deeper connections to people but relationships and friendships are very shallow during these periods
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19
Q

cortisol & loneliness

A
  • release cortisol when feeling lonely over an extended period of time
  • gears up immune system
  • leads to anxiety and depression
  • related to heart disease, diabetes, etc
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20
Q

elements of intimacy

A

1) sharing resources- buying things for them and sharing your things
2) open disclosure- sharing things that make you feel vulnerable and are not always socially acceptable
3) sense of loyalty- trust, no taking advantage of one another
4) empathy

21
Q

functions of intimacy

A
  • learning social skills for adult friendships
  • learning how to interpret social cues and information from peers
  • sex
  • may help when family relations are not going well
22
Q

development of the capacity for intimacy over time

A
  • childhood friendships- based off shared activities

- adolescence- focus more on shared values, interests, communication, sharing resources

23
Q

Sullivan’s view of the development of intimacy

A

forming relationships help you find yourself/ develop your identity

24
Q

Erickson’s view of the development of intimacy

A

you can only form good relationships after you have a strong sense of who you are as a person

25
Q

gender and ethnic differences in intimacy

A
  • no big gender differences
  • guys and girls know equally as much about their friends
  • outwardly girls appear to talk about friendships more/value them more
  • homophobia may affect how guys talk about their relationships
  • girls’ relationships can be more fragile and dramatic while guys’ can have more brief intense drama (more likely to fight each other)
26
Q

functions of dating for adolescent development

A
  • allows girls to express desire for intimacy

- allows boys to develop greater capacity for intimacy

27
Q

sex differences in what girls/boys look for in a partner

A
  • guys look for looks

- girls look for intermal qualities

28
Q

pseudo-intimate behavior

A
  • having a sense of what you are to do in a relationship

- does not usually start off one-on-one, but in a group setting

29
Q

starting dating early vs. late effects

A

1) girls
- those who don’t date until late adolescent may be more dependent on parents, less social/comfortable with peers
- when girls start dating parents get worried

2) boys
- parents don’t worry
- less data
- starting early gives a bump in popularity but makes them less socially mature

30
Q

positive / negative outcomes of adolescents in romantic relationships

A

1) benefits
- more popular, peers look up to these people
- new attachment models
- learn about social expectations
- having someone like you

2) disadvantages
- may distract from school, obligations, and goals

3) predictions
- those in relationships are more depressed 6 months - 1 yr later
- -> because of breaking ups?
- -> romantic relationships in HS tend to pull you away from your same gender groups

31
Q

determinants of length of relationship

A
  • length can be determined if the two people are unequal
    1) levels of commitment
    2) age differences
    3) education plans
    4) SAT scores
  • social class and attitudes are not as good predictors
  • attitudes on controversial topics are- such as drinking
32
Q

societal practices and patterns of sexual development

A

1) lack of other markers of transitions to adult status
2) teen sex as rite of passage in US
3) continuous vs. discontinuous transitions
- masturbation vs. sex
4) societal restrictiveness
- restrictive vs. permissive societies
5) US in midst of change in sexual restrictiveness

33
Q

historical view vs. modern perspective on sex in adolescence

A

continuous vs. discontinuous
historically view saw it as discontinuous
society moving towards a more continuous approach

34
Q

rates/ages at first intercourse

A
  • boys have sex at a slighter younger age
  • 10% at age 14
  • 43% at age 17
  • 70% of college students had sex in the past 12 months
    • differs dramatically according to sex group belonging
    • higher income, higher education, less likely to have sex
  • misleading figures because there are differences in SES, ethnicity, culture, and religion- different groups act different ways
35
Q

age at first sex family and peer relationship predictors

A

individual level

  • mother-daughter relationship and communication tends to delay sex (unless mom is super liberal)
  • lots of small discussions are better than having the talk
  • single parent household with single moms- girls will have sex earlier, influenced because they see mom dating, seek a male influence, and/or there’s a weird genetic factor
  • models: parents and siblings
  • close relationships and friendships with the same gender will decrease likelihood of having sex early
36
Q

teen sex: normal vs. risk factor

A
  • normal/normative, happens for a small majority of 17/18 year olds
  • normal =/= healthy
  • -> like the common cold- common but not necessarily good
  • evidence for risk factor for adolescents under the age of 15-17- commonly correlated with other problems
37
Q

gender differences in meaning of sex

A

1) boys
- first encounter with sex = masturbation
- thinking about sex outside social context
- status symbol
- recreation activity- excitement and arousal

2) girls
- sex centered around relationships and intimacy
- think about pregnancy- more meaning
- not simply a recreational act

38
Q

sexual-developmental task of adolescence

A
  • several stages of sex
  • becoming comfortable with your body, being aroused
  • accepting sexual feelings as normal and appropriate
  • comfortableness choosing level of sexual activity
39
Q

marriage

A

1) change in median age at marriage- shifted to getting married later
2) age of first marriage is associated with divorce
- married at 18 vs. 25 = 4x the likelihood of getting divorced
3) buffers against divorce in adolescent marriages
- money, long term relationship, delay in pregnancy for at least a year, education
- most of these things come with age
- one of the ways that men and women solidify gender roles

40
Q

societal forces and gender roles

A

1) gender intensification
- gender becomes more important as you reach adolescence
- increased pressure to follow gender norms
- deviation produces conflict
2) males and gender
- aggressive behavior, not showing emotion
3) societal markers of masculinity
4) females and gender
- no female counterpart to “be a man” or “grow a pair”
5) sociological explanations for gender identity struggles
- males cannot be sure that they will pass on their genes
6) Nancy Chodorow- early socialization and gender identity
- early socialization
- young children raised by mothers
- first identify with moms as an infant
- - but being a mamma’s boy is a bad thing

41
Q

correlates of masculinity and femininity

A
  • for boys, the more masculine the better
  • for girls, the more androgynous the better
    • feminine role not as high powered in our culture
  • doesn’t get easier past adolescence
42
Q

mainstream gender differences in educational attainment/ success

A

1) educational success
- female to male ratio higher at more selective schools
- schools still aim for a balance to keep a certain reputation
- for every 100 girls that go to college, only 83 males go

2) theories
- females are more passive
- girls thrive more easily in school
- boys are movers
- males are privileged- get the best jobs either way

43
Q

gay fantasy, behavior, and orientation

A
  • fantasies are fairly common - 50%
  • behavior is less common but still not uncommon- 20%
  • primary orientation numbers are smaller - 2-6%
  • fantasies revolve on who you chose, not what group you identify with/place yourself in
  • gender noncomformity is different from the above pts
44
Q

origins of gay orientation

A
  • biological vs environmental

- evidence for biologic underpinnings

45
Q

homphobia

A

stronges in adolescence

  • establishing masculinity = hetero
    • also important to dislike gay males
  • extent to which you are aroused by the same gender is correlated to how homophobic you are
46
Q

issues faced by LGBTQ youth

A

1) development of sexual orientation
- not a single pattern
- uncertainty of sexuality is normative
- some may become aware early in childhood or much later in adolescence
2) mental health issues
- risk for depression
- - offset with enough support
3) physical health issues
- higher substance abuse- may be a way of dealing with depression
- risky, unprotected sex
- physical intimation- assaulted because of your sexuality

47
Q

HIV/AIDS/herpes

A

HIV/AIDS

  • 1 in 500 college kids
  • 1 in 200 male college students
  • geometry of STF transmission
  • -> 1 in 4

herpes
- 1 in 5 over age 12- no cure

48
Q

teens and risky sex

A
  • teens do no see themselves as invulnerable
  • lack of impulse control
  • effect of arousal on decision making
  • things are risky because of the people engaging in the action
49
Q

leaky pipeline

A

for every 100 9th graders

  • 80 graduate HS in 4 yrs
  • 45 go to college
  • 31 will come back to college the following year
  • 22 will finish with a degree Ass/Ba in 3/6 yrs

adolescence (1 decks)

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