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Adolescent Psychology > Exam 3 > Flashcards

Exam 3 Flashcards

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1
Q

Importance of Studying Peer Relationships

A

Interaction Time
- more peer interaction in adolescence

Long-Term Outcomes
- interactions in youth can cause harm later (ex: bad experience causes later anxiety)

Cognitive Changes
- feel that they are being watched/lack of awareness, imaginary audience/personal fable

Judith Rich Harris
- parents vs. peers: peers are more influential in adolescence

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2
Q

Methods of Studying Friendship

A
  • Friendship Nomination
  • Cliques
  • Observe Interactions
  • Quantity vs. Quality
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3
Q

Friendship Nomination

A

Limits on Number
- can only nominate top x number of friends

Reciprocated or Not
- does the person who is nominated reciprocate the nomination or not

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4
Q

Cliques

A
  • Nomination clusters/groups
  • Group is connected/friends
  • Not everyone is equally close
  • Often features several dyads
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5
Q

Observe Interactions

A
  • Bring dyad into lad
  • Give task: discuss conflict, talk, etc.
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6
Q

Quantity vs. Quality

A

Number of friends vs. quality of friendships

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7
Q

Forms of Friendship Quality

A

Companionship
- do things/spend time together

Conflict
- less prevalent in high quality relationships

Help/Aid
- helping physically/in person (example: helping a friend move)

Security
- helping emotionally/offering support (example: helping friend through a breakup)

Closeness
- emotional bond, wanting/feeling closeness

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8
Q

Chumships (Harry Stack Sullivan)

A
  • Real friendships are critical for development in childhood
  • Intimacy such as connection, venting, etc. are necessary
  • Intimacy grows with age
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9
Q

Factors that Influence Formation of Adolescent Friendships

A

Homophily
- similar interests, attitudes, etc.

Proximity
- typically must live close
- closer proximity = higher quality friendship

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10
Q

Levels of Friendship

A

Best
- highest level of intimacy and emotional closeness

Close
- hang out + intimacy
- less than best friend but still high

Acquaintance
- lowest level of intimacy/closeness

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11
Q

Gender Differences in Adolescent Friendships

A

Difference in Time Together
- boys: activity based
- girls: dyads spend time together and converse

Mixed-Sex Groups
- appears in late adolescence
- typically no girl/boy dyads

Other-Sex Friendships
- not very common

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12
Q

Gender Differences in Friendship in Traditional Cultures

A

Traditional Cultures
- boys: encouraged to have friends and socialize
- girls: given rules and restrictions surrounding friendships and socialization

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13
Q

Effect of Friendships on Adolescents’ Lives and Development

A

Selection vs. Socialization
- people tend to makes friends with similar people, homophily increases with time
- prior to friendship: very similar
- after friendship: get even closer and more similar

Contagion Effects
- Cliques engage in risk behavior together

Emotional Satisfaction
- higher quality friendships lead to higher emotional satisfaction

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14
Q

Forms of Friendship Support

A

Informational
- high in security (emotional support)

Instrumental
- being there (physical support)

Companionship
- doing something for 1st time, need for support

Esteem
- encouragement, you can/should do something

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15
Q

Friendship Dissolution

A

No longer friends @ same level (can be not mutual) due to proximity, gradual change, etc.

Break of trust
- causes big impact, violation of friendship rules

Communicatiom
- lack of talking

Intimacy
- not discussing deep, personal things can cause dissolution

Time Together
- learn that they are different people
- could also be due to a huge violation during time

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16
Q

Antipathetic Relationships

A

Mutual Antipathies
- two people who dislike each other

Enemies
- dislike —> hatred/malice

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17
Q

Prevalence of Antipathetic Relationships

A
  • Typically people only have one antipathetic relationship
  • Every person has experienced it at least once
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18
Q

People Who Adolescents Have Antipathetic Relationships With

A
  • Typically an ex-friend
  • Someone with an incompatible personality/relationship
  • People they are jealous of
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19
Q

“Youth Culture”

A
  • Looks at the adolescent period as its own separate culture
  • Adolescents as a group
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20
Q

“Styles” of Youth Culture

A

Change through history
- Image
- Demeanor
- Argot

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21
Q

Image

A
  • Physical Appearance Aspects
  • Clothing
  • ex: changes from 40s-70s-90s
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22
Q

Demeanor

A
  • Form of gesturing, walking, and interacting
  • Dancing
  • How they spend time with friends
  • Changes in decades
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23
Q

Argot

A
  • “Slang” or Language
  • How they talk to each other
  • Pop culture nuances within language
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24
Q

Why May Youth Culture Exist?

A
  • Allows them to display independence from culture of adults
  • Identity development part: figuring out who they are
  • Mixed messages they receive because of their age
  • Creating own norms separates from kids, moves into adulthood
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25
Q

Peer Nomination

A
  • Who gets the most “votes”
  • Who’s the MOST popular
  • List kids who are most popular vs. least popular
  • Can be in group with people you don’t know
  • Students get a code number, participants write numbers down to nominate the student
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26
Q

How is Peer Nomination Used in Researching Peer Culture

A

Create Score
- “Most Liked” - “Least Liked”: final score of how well-liked they are
- Mean: “Fights”, “Teases”, “Bullies” create mean score for aggression

Possibly Create Groups
- 20 or higher: “popular”
- -20 or lower: “unpopular”

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27
Q

Crowds

A
  • Can be created by self-reported data
  • Large groups of people who identify in similar way despite not knowing each other
  • Not 5 people unlike cliques, more like 30-200
  • Number of crowds get larger as age increases

Groups such as:
- Jocks
- Brains
- Deviants
- Etc.

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28
Q

Crowd Makeups of Early Adolescence

A

Very few distinguishable crowds as they are just starting to develop their identity
- Cool Kids
- Normals
- Dorks

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29
Q

Crowd Makeups of Late Adolescence

A
  • Many, many different types of crowds
  • More likely to be in moratorium phase of finding who they are
  • New crowds like goths, deviants, peppies, druggies, etc.
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30
Q

History of Research on Popularity

A

Popularity = Liked
- View in 1980’s

Psychologists vs. Sociologists
- Psychologists: believe popularity is tied to how well-liked you are
- Sociologists: let adolescents define construct thru conversations about popularity and like-ability, more ethnography studies, found popular kids aren’t well liked, visibility aspect

Sociometric vs. Perceived
- Sociometric: how well-liked are you, higher means you are well-liked
- Perceived: peer-defined status; increased means you aren’t well-liked, but popular

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31
Q

Popularity

A
  • Visibility: people know who they are and know things about them even w/o friendship
  • Dominance: more power than others
  • Social status: seen to have higher status than others
  • Commodity: invisible and limited, not everyone can have it or it wouldn’t exist in same way
  • True Status Construct
  • Perceived
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32
Q

Social Preference

A
  • Well-liked, not DISliked: many people like you and very few dislike you
  • Controversial Status
  • Dispositional Trait: everyone can theoretically have it, doesn’t need to be competed over
  • Sociometric
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33
Q

Sociometric Status Categories

A

Participants split up based on nominations of liked and disliked
Popular
- Large # of liked and little to no disliked nominations

Rejected
- Opposite of popular, large # of disliked nominations and few to no liked nominations

Neglected
- Received few nominations

Controversial
- Received large # of liked and disliked nomination

Average
- Everyone else

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34
Q

Characteristics of Sociometric Status Categories

A

Popular
- Get along well with others
- Good social skills
- Many friends

Rejected
- Aggressive: impulsive, disruptive, aggressive
- Non Aggressive: socially awkward, odd behavior/language
- Stick out in a negative way

Neglected
- Wallflowers: shy, inhibited, introverts

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35
Q

Stability of Individuals in Sociometric Status Categories

A

Rejected
- Very stable status, tend to stay in category through development even if they aren’t that person anymore

Neglected
- Unstable, can come out of shell and get noticed which leads to change in category

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36
Q

Social Preference Continum

A
  • Most Liked - Least Liked
  • Score could be “liked” or “disliked” somewhere between high and low
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37
Q

Social Impact

A
  • Most Liked + Least Liked
  • Visibility, people know who they are but may either like or dislike them
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38
Q

Popularity

A
  • Most Popular - Least Popular
  • Rare, but can create three categories: popular, average, and unpopular
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39
Q

Characteristics of Popular vs. Unpopular Individuals

A

Popular
- physically attractive, wealthy/wealth makers, athletes
- Stylish clothes + cool things

Unpopular
- Similar to nonaggressive rejected students
- Visible due to being weird/odd

40
Q

Stability of Popularity vs. Stability of Social Preference

A
  • Popularity is more stable than social preference
  • Girls: popularity is more stable than for boys
  • Boys: social preference is more stable than for girls
41
Q

Development Change in Relationship Between Popularity and Social Preference

A

Are the same people who are popular well-liked?
- Large overlap in elementary: liked=popular
- Less overlap in middle school: distinction between popularity/social preference begins, some people are popular and liked and some are disliked
- Even less in high school: rare for popular youth to be well-liked

42
Q

Gender Difference in Relationship Between Popularity and Social Preference

A

Boys
- Popular & Well-Liked
- Become uncorrelated

Girls
- Popular & Disliked
- Become negatively correlated
- Popular Girls —> Controversial Status: many like them ands many dislike them

43
Q

Status-Aggression Link

A

Bi-Directional Effect
- Increased popularity leads to increased aggression
- Increased aggression leads to increased popularity
- Especially for Social Aggression

Why?
- Aggression can be used to maintain status
- Stops those who threaten status from gaining it
- Can obtain status by demeaning others

44
Q

Other Links Found to Popular Individuals

A

Risk-Taking
- Substance Use: use “normal” substances more often like weed and alcohol, not illicit drugs like coke or molly
- Sexual Behavior: more sexual partners, have sex earlier than peers which lowers chance of using contraceptive

Academics
- Effect of also being well-liked
- Lower GPA’s and higher truancy rates
- Buffered if high in social preference

45
Q

Difference in Peer Status in Other Types of Schools

A

“Military” Academy
- Status = Class/Rank: as you get older, you get more privilege and power over those below you
- In-Class/Rank Unity: unity of status that exists
- Cross-Class Teams: have various competitions
- Similar to Harry Potter

Small Town School
- Sports & Looks: emphasized even more than in urban schools
- Parents Reputation: people know each other better so parents job/place in community could positively/negatively impact reputation of child
- Cross-Status Interaction: more likely to occur, friendships/dating between those who are popular and just average

Church Schools
- Not that different: most similar to large public
- Dress: uniform standards, can include things such as in class solidarity (certain grade gets a specific jacket) or popular kids slightly tweaking uniforms (rolled up skirts + accessories)

46
Q

Difference in Peer Status in Other Regions of the World

A

Canada/European Countries
- Similar to U.S.
- Popular kids are aggressive, come from wealth, and are typically disliked

China/Japan
- Academics —> Popularity: excelling academically=popular, peer group looks down on those who do poorly in school
- Other similarities to US, but academic takes cake

Africa/South America
- Language lacks similar term
- Well-known or well-liked

47
Q

Long-Term Effects of Adolescent Popularity

A

After High School
- Risk Behaviors: drinking and drug use aren’t isolated to high school, “popular” adolescents continue to use substances more than other individuals

  • Workplace Harassment: popular individuals are more likely to engage in aggression and harassment at work when they get older
48
Q

Issues with Researching and Findings of Popularity in Emerging Adulthood

A

Hard to Measure
- Where do you do nominations? A dorm? Smaller schools?
- Creates difficult
- Simply must ask college kids who popular kids are

Does it Exist?
- Some say no, popularity is instead a high school thing and adolescent subcultures don’t exist
- Celebrity Status: athletes are popular
- Fraternities/Sororities: some say popularity only exists in there, or that people who are in there are the popular ones

49
Q

Peer Status Parenting Implication

A

Should I be worried if my adolescent is popular?
- No clear cut answer, maybe so be on the lookout
- Maybe, but less so if they are also well-liked
- Difficult to know if your child is well-liked which makes it hard to know if you should worry

50
Q

Aggression

A

Intentionally harming someone in some way
- depends on context

51
Q

Overt Aggression

A
  • Easy to identify aggressor/victim
  • Physical: hitting, kicking, pushing, any physical harm
  • Verbal: name-calling to face, face-to-face insults
52
Q

Relational Aggression

A

Indirect Aggression
- shielding aggressor identity but victim is known
- not to face

Social Aggression
- harming someone’s social life (relationship, status, etc.)

Emergence of Relational Aggression
- boys: aggressive
- girls: cause harm to relationships/reputation

Media Influences
- Heathers, Mean Girls

53
Q

How is Aggression Measured

A
  • Peer Nomination
  • Teacher-Reports
  • Self-Reports
54
Q

Peer Nomination

A

Overt Aggression (physical)
- Initiates/gets into physical fights
- Hit, shove, or push peers
- Dominate or bully people

Relational Aggression
- Excluding others purposefully
- Spreading gossip/rumors with malicious intent
- Ignore others to get their way

55
Q

Teacher-Reports

A
  • Report bullying/fights
  • Mirrors peer-reports
  • Not accurate when it comes to relational aggression, peer-reports are better
56
Q

Self-Reports

A
  • Less likely to be honest
  • Relational Aggression: Romantic Relationships (threaten a breakup)
  • Victimization: are you a victim/target
57
Q

Gender Differences of Aggressive Behavior

A

Boys
- boys use overt aggression more than girls
- also use relational aggression

Girls
- girls don’t always use more relational aggression than guys, often its equal levels
- less overt aggression and more relational aggression

58
Q

What Causes Gender Differences of Aggressive Behavior

A

Reinforcements from society such as:
- “boys will be boys”
- girls are “nice”

59
Q

Relationship Between Overt Aggression and Social Preference

A
  • As age increases, aggression causes you to be disliked
  • Not much gender difference
60
Q

Relationship Between Relational Aggression and Social Preference

A
  • Weak relationship between popularity and relational aggression
  • Not much gender difference
61
Q

Relationship Between Overt Aggression and Friendships

A

Less/Lower Quality Friendships
- more conflict, less support

Targets = Non-Friends
- people don’t want to befriend a “mean” person which reduces number of friends

62
Q

Relationship Between Relational Aggression and Friendships

A

Popular
- increased quality friendships
- social power often goes in hand with relational aggression
- homophily

Disliked
- lower quality friendships
- less effective use of relational aggression
- skill issue

63
Q

Difference Between Aggression and Bullying

A

Aggression
- random
Bullying
- targeted/selective
- within aggression

64
Q

Bully

A
  • Always aggressor, never target
  • Rejected + aggressive
65
Q

Bully-Victim

A
  • Aggressor and target
66
Q

Victim

A
  • Always target, never aggressor
  • Rejected + nonaggressive
  • Less friends
67
Q

Cyberbullying

A

Repetitive targeting on internet, more relational aggression than overt

68
Q

Profiles of Traditional Bullying and Cyberbullying

A
  • Same people in roles as traditional bullying
  • Effects are the same but the bully-victims are a different group
69
Q

Efficacy of Anti-Bullying Programs

A
  • Not a huge success, some rate good but not perfect
  • Effectiveness of program depends on the school and its environment
  • If a school + program have matching perspectives, the program is more effective
70
Q

Aggression and Bullying Policy Implication

A

Cyberbullying Laws
- Schools often have a say when it comes to physical bullying, but cyberbullying is out of schools hands and is often rather handled by the state
- NV: legal issue
- CA: school issue

71
Q

Forms of Problem Behavior

A
  • Externalizing
  • Internalizing
  • Risky Behavior
  • Antisocial Behavior
72
Q

Externalizing

A
  • Outward problem behaviors
  • Actively doing something
  • Undercontrolled: relaxed parenting, few rules/restrictions
73
Q

Internalizing

A
  • Emotional/chronic or momentary
  • Mental health related
  • Overcontrolled: too much parental pressure and involvement
74
Q

Risky Behavior

A
  • Engaging in behavior, higher risk for negative problem
  • Ex: Substance Use: if you drink, higher risk for drinking and driving
75
Q

Antisocial Behavior

A
  • Against societal norms in a violent way
  • Ex: Violence: vandalizing, harming very violently
76
Q

Brain Development and Adolescent Risk Behavior

A

Immature Prefrontal Lobes: underdeveloped decision making
- Decision Making vs. Emotional Centers
- 25 is when both are fully developed
- Risk behavior decreases in 20s

77
Q

Reason for Adolescent Engagement in Risk Driving Behavior

A

Experience
- Lack ability + knowledge to properly respond to situations

Cognitive Factors
- Personal fable: nothing bad happens to me

Personality Factors
- High sensation/thrill seeking
- Low empathy

Link to Mortality Rate
- Auto fatalities have a strong link to danger
- More risk means more danger

78
Q

Development Pattern of Substance Use

A

Alcohol Use During HS
- Increased use by non-college bound
- Less use by college bound

Alcohol Use After HS
- Less use by non-college bound
- Increased use by college bound

Non-College: link between school failure + alcohol use

79
Q

Different Adolescent Profiles of Substance Use

A

Experimental Use
- Curiosity, what is ____ like?

Social Use
- Not when alone but with others

Medicinal Use
- Self-medicate
- Using substances to cope w/ problems

Addictive Use
- Withdrawal (physical/mental) w/o substances

80
Q

Overall Factors Related to Adolescent Substance Use

A

Age
- Using before 14 causes heightened risk for addictive use

Low Academic Achievement
- Bidirectional link to substance use

Lack of Parental Closeness
- Lack of closeness (not friendship) increases risk

Unstructured Socializing
- Lack of organization and plans increases risk

81
Q

Contextual Factors Related to Adolescent Substance Use

A
  • Environmental systems impact behavior
  • Urban: often engage with illegal substance like meth
  • Rural: engage with normal substances like weed and tobacco
  • Suburban: in middle, engages with both
82
Q

Peer Factors Related to Adolescent Substance Use

A

Friends vs. Peers
- Peer pressure comes from friends more than peers

Popularity
- Increased risk for substance use
- Not dependent

83
Q

Policies vs. Programs

A
  • Policies: enacted to decrease behavior
  • Programs: tools/knowledge to prevent substance use
84
Q

Public Health Substance Use Policies

A
  • Care about health of all impacted
  • Want decreased use
  • e.g. restrict sales hours
85
Q

Harm Reduction Substance Use Policies

A
  • Don’t care about quantity of use, just wan’t decreased harm
  • Laws on driving and B.A.C. leads to decreased harm
86
Q

Efficacy of School-Based Substance Use Prevention Programs

A

Marketed Programs
- Marketing w/o data
- ex: D.A.R.E

Evidence-Based Programs
- Uses data and works to inform
- Not scary and intimidating
- Teaches refusal skills

87
Q

Moffit’s Forms of Deliquency

A
  • Life-Course Persistent
  • Adolescent Limited
88
Q

Life-Course Persistent Antisocial Behavior

A
  • Behavior is bad and gets worse through life
  • Can be due to neurological problems and high risk environments
89
Q

Adolescent Limited Antisocial Behavior

A
  • No high risk environment
  • Externalizing problems
90
Q

Dishion Deviant Talk Study

A

Method
- Measures talk of rule breaking and the depth/time of convo
- Example: long convo about stealing, how it was done, etc.

Results
- Higher in boys than girls
- Higher in persistently antisocial individuals compared to normative

91
Q

Effects of Early Intervention Programs

A

Early Iatrogenic Effects are opposite of what you want

Peer Contagion: someone did this, learn how to do it + outdo them

Other reasons: ex. A lot of arrests

92
Q

Characteristics of Multisystematic Approach to Delinquency Prevention

A

Prevented by family, school, community, etc.

93
Q

Resiliency

A

Ability to avoid risk

94
Q

Protective Factors Toward Risk/Problematic Behaviors

A

Intelligence
- Higher intelligence buffers potential for risk

Adult Relationship
- Adult mentor helps to avoid risk

School Climate
- “Parenting style” of school
- Support/rules lead to decreased risk

Religious Effects
- Increased practice/faith can help decrease risk
- Offers support

95
Q

Deviance Policy Implication #1

A

Graduate Driver Licensing
- Drivers Ed: certain restrictions can be bypassed if completed
- Driving Curfews: can drive til 9 when 17, increases when 18
- Zero Tolerance: warning/citations, substance/alcohol use causes instance loss of license

96
Q

Deviance Policy Implication #2

A

National Minimum Drinking Age Act
- Public Health Policy as it decreases access
- Ties some Federal Funds to change
- Less Traffic Fatalities for those under 20
- Didn’t change quantity of drinking

Adolescent Psychology (3 decks)

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