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Developmental psychology > Exam 4 - Adolescents (Chapter 8 & 9) > Flashcards

Exam 4 - Adolescents (Chapter 8 & 9) Flashcards

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1
Q

Puberty

A

The hormonal and physical changes by which children become sexually mature human beings and reach their adult height.

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2
Q

Puberty Rites

A

A “coming of age” ritual is held in traditional cultures to celebrate children’s transition to adulthood.

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3
Q

Secular trend in puberty

A

A decline in the average age at which children reach puberty.

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4
Q

Menarche

A

first menstruation was the signal for celebrating the entrance into womanhood

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5
Q

Spermarche

A

male signal of fertility, or first ejaculation of live sperm, is a hidden event

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6
Q

HPG Axis

A

The main hormonal system that programs puberty;

  1. involves a triggering hypothalamic hormone that causes the pituitary to secrete its hormones
  2. which in turn causes the ovaries and testes to develop
  3. secrete the hormones that produce the major body changes.
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7
Q

Adrenal Androgens

A

Hormones are produced by the adrenal glands that program puberty.

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8
Q

Puberty rites usually involve feelings of

A
  • anxiety
  • awe
  • self-efficacy
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9
Q

How has the start of puberty changed from the past to today

A
  • Today:
    • starts at 9 or 10
  • Past:
    • The 1860s: Over 17
    • The 1960s: dropped to 13
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10
Q

Pregnancy age change

A

in the past girls were not pregnant until their late teens, now before teens

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11
Q

Menarche used as a benchmark for

A

charting secular trends

nation’s economic development (SES)

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12
Q

Black menstruation pattern

A

US African American girls begin menstruating at: close to age 12

Impoverished African Countries begin at: over 16

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13
Q

Puberty programmed by

A

2 command centers

  1. System 1 - in adrenal glands
    • Begins to release hormones at age 6 - 8
  2. System 2 - HPG axis: Produces major body changes
    1. Involves hypothalamus, pituitary, and gonads
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14
Q

Puberty set off by

A

3 phase chain reaction at Age 9 or 10

  1. Bursts of hypothalamic hormone stimulate the pituitary gland
  2. Causes ovaries & testes to secrete several closely related compounds called estrogens and testosterone
  3. Blood concentrations of estrogens and testosterone float upward and unleash physical transformation
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15
Q

Primary Sexual Characteristic

A

Physical changes of puberty directly involve the reproductive organs, such as the growth of the penis and the onset of menstruation.

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16
Q

Growth spurt

A

A dramatic increase in height and weight occurs during puberty.

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17
Q

Secondary Sexual Characteristic

A

Physical changes of puberty are not directly involved in reproduction, such as female breast development and male facial hair.

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18
Q

Testosterone

A

The hormone is responsible for the maturation of the male reproductive organs and other signs of puberty in men, and for hair and skin changes and sexual desire in both sexes.

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19
Q

Both girls and boys produce

A

estrogen and testosterone

Mostly Estrogens = females

All Testosterone = male

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20
Q

Responsible for sexual arousal in females and males

A
  1. Testosterone
  2. Adrenal androgens
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21
Q

What primes the triggering hypothalamic hormone?

A
  1. Genetics
  2. Exposure to light
  3. Chemicals in water
  4. Food
  5. Environmental stress
  6. Leptin
  7. Body fat
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22
Q

Weight and puberty delays

A
  • Undernutrition = delays puberty
  • Obesity = speeds up puberty
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23
Q

A dramatic early sign of puberty in girls

A

the growth spurt (speed picks up, then decreases )

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24
Q

Breasts and pubic hairs become visible when

A

6 months after the growth spurt begins

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25
Q

Menarche occurs

A

in middle to final stages of breast and pubic hair development

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26
Q

Can girls get pregnant when reaching menarche

A

yes - but often window of infertility until the system fully gears up.

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27
Q

Does puberty unfold the same way for every girl?

A

No - hormonal signals complex

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28
Q

Rate of change in girls physical changes

A

Fully process can range from 2 to 9 years

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29
Q

Internal changes in girls during puberty

A
  1. Uterus grows
  2. Vagina lengthens
  3. Hips develop a cushion of fat
  4. Vocal cord longer
  5. Heart gets bigger
  6. Red blood cells carry more oxygen
  7. Stimulate ovaries to produce eggs
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30
Q

External changes in girls

A
  1. Breasts grow
  2. Hips Widened
  3. Body hair grows
  4. Taller
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31
Q

After puberty girls become

A

more stronger

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32
Q

Health-care workers track the growth of the penis, testicles, and pubic hair by

A

5 Tanner Stages

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33
Q

Why do boys look like children to the outside world for a year or two after body change

A

organs of reproduction begin developing first

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34
Q

After growth of the testes and penis

A
  • Voice deepens
  • Develops body hair
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35
Q

Growth spurt in boys during puberty

A

average of 8 inches compared to 4 for girls

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36
Q

Why are boys stronger than girls

A
  1. The tremendous increase in muscle mass
  2. Dramatic cardiovascular changes
    • Heart increase in weight by more than 1/3rd
    • More red blood cells
    • Greater capacity for carrying oxygen in their blood
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37
Q

External physical changes in boys

A
  1. Big chest
  2. Wide shoulders
  3. Muscular frame
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38
Q

After puberty males

A

boost in gross motor skills that give them

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39
Q

Boys body growth pattern

A

from feet upward and from out of the body to middle

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40
Q

Boys Crackyl voice produces by

A

growing larynx

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41
Q

Why do boys have more acne?

A
  1. Increased activity of sweat gland
  2. Increased enlarged pores
  3. Increased testosterone
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42
Q

Gonads

A

The sex organs

the ovaries in girls and the testes in boys

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43
Q

Boys appear to reach puberty

A

two years later than girls

They don’t really - girls external develop first and boys internally develop first

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44
Q

The real sign of fertility shows boys hit puberty

A

Puberty hits at 13 about 6 months later than the average age of menarche

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45
Q

Sex differences in puberty timetables can cause

A

anxiety

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46
Q

Culture and puberty timetables

A
  • Asian Americans = slightly behind others
  • African Africans & Hispanics = ahead
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47
Q

What predicts entering puberty earlier for girls

A
  1. Having a high BMI during elementary school
  2. Rapid weight gain in first 9 months of life
  3. More apt to grow up in a mother-headed household
  4. Report intense childhood stress
  5. Mothers’ use of power-assertive discipline during preschool
  6. Prenatal material stress
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48
Q

What predicts entering puberty earlier for boys

A

Nothing

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49
Q

Evolutionary Psychology perspective of when family stress is intense

A

physiological mechanism kicks into acerbate puberty

Unhappy childhood signals the body to expect short life and pushes adult fertility to younger age

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50
Q

Most important force predicting child’s puberty timetable

A

genetics

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51
Q

Girls in the middle of puberty told most negative stories about

A

fathers - show body embarrassment at height while child undergoes physical changes.

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52
Q

Children’s reactions to puberty depend on

A

messages from the wider world

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53
Q

People with upper-middle-class mothers and menstruation

A

describe getting period as no big deal

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54
Q

People with low-income women and menstruation

A

describe getting period as feeling “gross, smelly, and disgusting”

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55
Q

Who is trying to change the cultural script to menstruation

A

Upper-middle-class mothers

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56
Q

When it comes to spermarche boys need to be

A

secretive

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57
Q

Children typically view their changing bodies as

A

embarrassing around the parent of the other sex

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58
Q

Early maturing boys are more prone to

A
  • Negatives:
    1. abuse substances especially are teen prone to impulse control
    2. Depression if prior personality problems or unhappy family life
  • Positives:
    • Boosts popularity
    • Boosts self-esteem
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59
Q

Maturing Early Can Be a

A

Problem for Girls

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60
Q

Early-Maturing Girls Are At Risk of

A
  • Developing Externalizing Problems
  • Getting Anxious and Depressed
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61
Q

Early-maturing girls gravitate toward

A

older girls and boy friend groups

  1. Get involved in “adult activities” at younger ages
  2. Worse grades
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62
Q

Early-maturing girls in their 20s

A

serval times less likely to graduate from high-school

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63
Q

The main danger of early-maturing girls

A
  • Unprotected sex
  • teen pregnancy
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64
Q

More likely to experience low self-worth

A

Early-maturing girls

In 4th or 5th grade =risk of being bullied by looks

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65
Q

Early maturing girls size

A

heavier during elementary, shorter, and stockier

  • Poor body image
  • Depressed
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66
Q

Late-maturing girls body shape

A

tall ultra-slim model shape

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67
Q

What saves early maturating girls body image better

A

when in ethnic groups that have a:

  • healthier
  • more inclusive ideas about the female body
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68
Q

Sexual Double Standard

A

A cultural code that gives men greater sexual freedom than women. Specifically, society expects males to want to have intercourse and expects females to remain virgins until they marry and to be more interested in relationships than in having sex.

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69
Q

Strutted highly protective community can

A

cushion girl from acting on behavioral message her body gives off.

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70
Q

Early-maturing girls and school

A

special problems after moving to a large middle school

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71
Q

Thin Ideal

A

The media-driven cultural idea is that females need to be abnormally thin.

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72
Q

Children’s reactions to puberty depend on

A

the environment in which they physically mature

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73
Q

With daily-maturing girls we should

A

take social steps to arrange the right body-environment fit

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74
Q

Communication about puberty should be

A

improved

especially for boys

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75
Q

Developmentalists urge parents to

A

discuss what is happening with a same-sex child

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76
Q

Parents of early-maturing daughters should

A

try to get the child involved in positive activities

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77
Q

Importance of schools on puberty

A
  • Provide adequate puberty education
  • Carings schools are vital to setting young teens on the right path
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78
Q

Pros and cons of UNESCO global guidelines

A
  • Pro:
    • Aimed at teaching young children to respect bodies
  • Cons:
    • not often used - focus on pubertal damage control
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79
Q

Susan Harter explored

A

how feeling competent in each of her five “self-worth” dimensions related to teens overall self-esteem

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80
Q

Susan Harter findings

A

being happy about one’s looks outweighs anything else in determining adolescents generally felt good about themselves. (Not true of US teens)

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81
Q

Rate of female teens with average BMIs that feel too fat

A

3 out of 4

82
Q

Underweight girls who want to shed pounds

A

2 out of 5

83
Q

Boys typically want to build

A

up their muscles and work to increase body mass

84
Q

Body concerns take over a child’s life

A

at puberty

during early adolescence socially sensitivity

85
Q

Eating Disorders

A

A pathological obsession with getting and staying thin. The best-known eating disorders are anorexia nervosa and bulimia nervosa.

86
Q

more like to have eating issues

A
  1. Daughters of mothers exposed to intense stress during pregnancy
  2. Female twin pairs more than fraternal twin girl and boy pair
87
Q

Testosterone may

A

dampen a biological tendency for girls to become weight obsessed

88
Q

The main reason of eating issues from the environment

A

media

89
Q

Albert Bandura’s social learning framework showed

A

Black and Latino girls more insulated from thin ideal

90
Q

If ethnic minority girl identifies with mainstream western thin ideal

A

likely to develop eating disorders

91
Q

Anorexia Nervosa

A

A potentially life-threatening eating disorder characterized by pathological dieting (resulting in severe weight loss and, in females, loss of menstruation) and by a distorted body image.

92
Q

Bulimia Nervosa

A

An eating disorder characterized by at least biweekly cycles of binging and purging in an obsessive attempt to lose weight.

93
Q

Binge eating disorder

A

A newly labeled eating disorder defined by recurrent, out-of-control binging.

94
Q

Anorexia Nervosa symptoms

A
  • Point of reaching 85% of one’s ideal body weight or less
  • Leptin levels too low to support adult fertility
  • Girl stops menstruating
  • Distorted body image
  • Compulsively excessive
95
Q

Rate of anorexia

A

8 of 1,000

96
Q

People who drop to 2/3rd of ideal weight

A

need to be hospitalized and fed

97
Q

Bulimia Nervosa can do what to health

A

seriously compromise health

  • Deficiencies of basic nutrients
  • Mouth sores
  • Ulcers in esophagus
  • Loss of tooth enamel
98
Q

Binge eating disorder tied to

A

obesity and serious threat to health

99
Q

Binge eating affects

A

3 in 100 young women

100
Q

Causes of Anorexia and bulimia have a strong

A
  1. hereditary component
  2. Shared genetic propensities
  3. Parents have their own eating issues reinforcing the message
  4. Worrying excessively
  5. Depression
  6. Intense mood fluctuations
101
Q

When temperamentally vulnerable children are teased about weight and internalize thin ideal

A

eating disorders flare-up.

102
Q

Common eating disorder symptoms

A
  1. Insecure attachments
  2. Extreme need for approval
  3. Perfectionists
  4. Prone to intensely low self-worth
  5. Low self-efficacy
103
Q

Improving Teenagers’ Body Image

A
  1. Dialectic behavior therapy - teaches meditation and promote self-efficacy
  2. Exposing women to video images of themselves to see real body size
  3. Keeping girl’s body temperature warm
  4. Training girl inappropriate amount to eat via a scale under a plate
104
Q

Over years # of seniors who chose to have sex

A

shot up from minority to more than 70%

105
Q

Age 10 (4th grade) - output of adrenal androgens rise

A

When sexual desire begins

106
Q

How to prime initial feelings of desire

A

we need threshold androgen levels than signals from environment feedback to heighten sex interest

107
Q

Physical changes of puberty + How outsiders react to changes =

A

uses us into our lives as sexual human beings

108
Q

The average age of 1st intercourse in the US

A

1 in 8 sexual debuts by age 15

  • Women = 17.8
  • Men = 18
109
Q

Factors that predict earlier transition to intercourse

A
  • Biological - being on an earlier puberty timetable
  • Ethnicity
  • Socioeconomic status
  • Personality -
    1. more impulsive
    2. externalizing tendencies
    3. High risk-taking
    4. Low social self-worth
  • Pre-intercourse activities at age 12
  • Less religious parents
  • Older partner
  • Peers choices
  • Watching heavy diet of programs with sexually-oriented talk
110
Q

Most US teens (70% of girls & 56% of boys)

A

first sex with a steady partner

1 in 5 intercourse outside of the committed relationship

111
Q

Teens sex with nonromantic sexual encounters had sex with

A

3 of 4 person they knew well

112
Q

High school student physically hurt by a romantic partner

A

1 in 10

113
Q

Middle schooler that witnessed violence among dating peers

A

1 in 3

114
Q

Teens today and sexuality

A
  1. more confident about the sexual path
  2. Most occur in committed love relationships
  3. The Decision to have sex is not taken lightly
  4. Girls are more in control than society thinks
115
Q

From the late 1990s to the early 21st-century teen pregnancy in the US

A

dropped more than 5 to 4 per 1,000 girls

116
Q

“Storm and stress”

A

G. Stanley Hall’s phrase for the intense moodiness, emotional sensitivity, and risk-taking tendencies that characterize the life stage he labeled adolescence.

117
Q

Formal Operational Stage

A

Jean Piaget’s fourth and final stage of cognitive development reached at around age 12 and was characterized by teenagers’ ability to reason at an abstract, scientific level.

118
Q

Conventional Thought

A

In Lawrence Kohlberg’s theory, the intermediate level of moral reasoning, in which people respond to ethical issues by discussing the need to uphold social norms.

119
Q

Post-Conventional Thought

A

In Lawrence Kohlberg’s theory, the highest level of moral reasoning, in which people respond to ethical issues by applying their own moral guidelines apart from society’s rules.

120
Q

Pre-conventional Thought

A

In Lawrence Kohlberg’s theory, the lowest level of moral reasoning, in which people approach ethical issues by only considering the personal punishments or rewards of their actions.

121
Q

In the past teens were seen as

A
  • hotheaded
  • out-of-control
122
Q

G. Stanley Hall life stage characterized by “storm and stress”

A

adolescent

123
Q

When did adolescence become a distinct stage of life in the US

A

20th century

when going to Highschool became routine (Baby Boomers)

124
Q

Adolescents in formal operations can

A
  • manipulate concepts in their minds
  • reason about concepts that may not be real
125
Q

When teens reach the formal operational stage what can they do

A
  1. Join debate team and argue both sides - famous for debating everything
  2. Comprehend chemistry
126
Q

Do all adolescents reach formal operations?

A

No mainly in scientifically oriented Western cultures

127
Q

Does cognition ever change during adolescence in the way Piaget predicts?

A

Yes - formal operational skills used when teens plan future

128
Q

Developmentalists Lawrence Kohlberg view

A

during adolescence, we develop a moral code that guides our life.

  • Used the Heinz Dilemma to prove
129
Q

Kohlberg’s 3 levels of moral reasoning

A
  1. Preconventional thought:
    • a person operates in a will I be punished or rewarded mentality
  2. Conventional thought:
    • Morality centers on the need to obey society’s rules
  3. Postconverntional thought:
    • Personal moral code transcends society’s rules
130
Q

Preconventional answers are universal at

A

age 13

131
Q

Adolescent Egocentrism

A

David Elkind’s term for the tendency of young teenagers to feel that their actions are at the center of everyone else’s consciousness.

132
Q

Imaginary Audience

A

David Elkind’s term for the tendency of young teenagers to feel that everyone is watching their every action; a component of adolescent egocentrism.

133
Q

Personal Fable

A

David Elkind’s term for young teenagers’ tendency to believe that their lives are special and heroic; a component of adolescent egocentrism.

134
Q

Conventional answers appear of most around the world at

A

age 15 or 16 - for many this is the final stop

135
Q

Criticism of Kohlberg

A
  1. Children can go beyond punishment-and reward mentality
  2. Carol Gilligan - Women’s morality revolves around concrete caring-oriented criteria
  3. Kohlberg’s scale is not valid
  4. Way one talks about morality don’t necessarily reflect the behavior
136
Q

What produces the emotional storm and stress of teenage life

A

ability to step back and see the world as it should be rather than it is

137
Q

David Elkins conclusion on Piaget’s formal operations

A

When children make the transition to formal operational thought at 12

they see beneath the surface of adults rules

138
Q

Elkind why teens are sensitive to what others think

A

when attuned to other’s flaws the feelings turn inward and become obsessed with what others think about their own personal flaws

139
Q

imaginary audience and personal fable can lead to

A
  1. intense self-consciousness and egocentrism
  2. Personal fables may lead to tragic acts - others can get hurt but not me
140
Q

Adolescents usually hypersensitive to

A

other’s emotions

Because: reward region of cortex spike when teens make risky decisions only when friends watch

141
Q

Age of maximum risky-decision making for both sexes

A

puberty

  • male danger zone extends through teens
142
Q

Teens and risk-taking trends

A
  • Drugs: most don’t use
  • More encounters with police in recent years - 1 in 6 males arrested by 18
  • Drinking: 2 in 10
143
Q

When are people most likely to die of preventable accidents

A

teen years - especially males

144
Q

Experience-sampling technique

A

A research procedure designed to capture moment-to-moment experiences by having people carry pagers and take notes describing their activities and emotions whenever the signal sounds.

145
Q

Nonsuicidal Self-injury

A

Acts of self-mutilation, such as cutting or burning one’s body, to cope with stress.

146
Q

Mihaly Csikszentmihalyi & Reed Larson procedure

A

experience-sampling technique

147
Q

Experience sampling technique showed

A

adolescents live life on the intense emotional plane but have a reason

148
Q

Most teens emotions are

A

not emotionally disturbed

149
Q

Most adolescents around the world and the future

A
  • hopeful
  • confident
150
Q

Teens considered taking their lives

A

1 in 6 high school

151
Q

Teen who made a minor suicide attempt

A

1 in 12

152
Q

Nonsuicidal self-injury rates

A

worldwide epidemic

153
Q

Self-mutilation episodes rise from

A

intense stress

cutting can preserve soil sense of self

154
Q

Patterns of depression

A
  • Women twice as susceptible to depression
  • As Externalizing tendencies become more common during adolescence so does depression rates rising
155
Q

Depression rates may rise during adolescence because

A

hormonal change of puberty makes the brain more sensitive to stress

156
Q

What test can strongly predict adolescent storms

A

executive functions

157
Q

Examples of prior emotion regulation problems and can foreshadow adolescent storm

A
  • Externalizing tendencies in elementary school
  • Children rejected
158
Q

Examples of poor family relationships that can predict adolescent storms

A

Alienated from parents - insecure attachment

159
Q

Environment factors and adolescent storms

A
  1. Often repeat what you see other family and friends do
  2. Live in a disorganized community
  3. Low-efficacy community
160
Q

Which teens get into serious trouble?

A
  • Have prior emotion regulation
  • Have poor family relationships
  • Live in a risk-taking environment
161
Q

Youth Development Programs

A

Any afterschool program or structured activity outside of the school day that is devoted to promoting flourishing in teenagers.

162
Q

Life-Course Difficulties

A

Antisocial behavior that, for a fraction of adolescents, persists into adult life.

163
Q

Adolescence-limited turmoil

A

Antisocial behavior that, for most teens, is specific to adolescence and does not persist into adult life.

164
Q

Zero-tolerance policies

A

The practice in U.S. public high schools of suspending students after one rule infraction.

165
Q

School-to-prison pipeline

A

A term referring to the way school expulsion may provoke criminal behavior and incarceration for at-risk teens.

166
Q

When do teens flourish

A
  1. When have superior executive functions
  2. Parents reinforce unique strengths
  3. A mother can be vital
167
Q

Flourishing teens and risk-taking

A

can still engage in risk-taking

168
Q

Developmentlist two distinctions of derailed adolescents

A
  1. Adolescence-limited turmoil
  2. Life-course difficulties
169
Q

Laurence Steinberg found

A

Puberty heightens the output of neurotransmitters which provoke passion to take risks

170
Q

Advice to society and teen risk-taking

A
  1. Don’t punish adolescents as if they were mentally just like adults
  2. Pass laws that are user-friendly to teen mind
  3. Provide group activities that capitalize on adolescents’ strengths
  4. Youth development programs
  5. Change high schools to provide a better adolescent environment fit
171
Q

Robert Epstein critique of the immature adolescent brain

A

nature intended us to enter adulthood at puberty parents hold “adults” back from exploring the world

172
Q

Csikszentmihalyi and Larson found teens most uplifting experiences are with

A

their families

moments are rare though unhappy emotions outweigh positive ones 10 to 1

173
Q

Why does family life produce such teenage pain?

A

When parental limiting function gets into high gear teenage distress becomes acute

174
Q

What do teens and parents argue about?

A

Everywhere: independence - especially around early teens

Northern Europe & US: academic issues

Japanese & Chinese: school-related conflicts

Middle East: micromanaging peer relationships

Southern Europe: Dependency & general parent-child acrimony

175
Q

Parent-adolescent conflict flare up when

A

the child is in the middle of puberty

An evolutionary perspective on why - a hormonal surge of puberty may propel struggle for autonomy`

176
Q

Crowds

A

A relatively large teenage peer group.

177
Q

Immigrant Paradox

A

The fact that despite living in poverty, going to substandard schools, and not having parents who speak a nation’s language, immigrant children do far better than we might expect at school.

178
Q

Cliques

A

A small peer group composed of roughly six teenagers who have similar attitudes and who share activities.

179
Q

How does the dance of autonomy unfold?

A

becoming secretive and distant in early teens

but

parents respond by steadily granting children more freedom beginning after age 15

180
Q

Why is mid-to later adolescence a crucial period of granting autonomy?

A

Parents feel children are more mature and child’s priorities shift from rebelling to constructing adult life

181
Q

Major social makers of independence at 16 or 17

A
  • eliminate family strain
  • put distance between parents and teens
182
Q

Gender difference in parent-child intimacy dance

A

Boys: Continue secretive and distance as grow up

Girls: After teens reach out to mothers

183
Q

Individualistic societies parent-child adult relationships

A

less hierarchical more like friends

184
Q

Immigrant adolescents impulse to separate from family can

A

provoke conflict relating to acculturation

185
Q

Core quality that makes adolescents feel loved worldwide

A

feeling parents go out of their way to do things that are rare and emotionally hard

186
Q

Developmentalists 2 teen peer group categories

A
  1. Cliques
  2. Crowds
187
Q

Cliques and crowd purpose

A

vehicles that convey teens to relationships with other sex.

188
Q

Steps of friendships

A

At entry of middle school = unisex cliques

Late middle school/early high school = crowds

High school = Mixed-sex cliques

Emerging adulthood = romantic partners

189
Q

Ideal medium to bridge gap between sexes

A

crowd

because there is safety in numbers

190
Q

Adolescence doesn’t exist for who

A
  • 50 million children displaced from homes in war-torn
  • famine-ridden regions
  • Street children
  • Females forced into sex trade
  • African girls forced into unwanted marriages at 13
191
Q

Gangs

A

A close-knit, delinquent peer group. Gangs form mainly in impoverished disorganized communities; they offer their members protection from harm and engage in a variety of criminal activities.

192
Q

Crowd functions

A
  1. Allow teens to connect with people who share their values
  2. Serve as a roadmap allowing teens to connect with people of their kind in the overwhelming social world
193
Q

What plays a vital role in programming defined teenage crowds

A

school’s size

194
Q

Affluent societies crowd types

A
  1. Intellectuals
  2. Popular kids
  3. Deviants
  4. Residual (goth)
195
Q

Being smart from elementary to high school

A

being smart no longer made you popular made you less self-confident

196
Q

Children who ended up in high school deviant peer groups were

A

unhappy in elementary school as well as adolescent years

197
Q

Why do bad crowds cause teens to do bad things

A
  1. Teens incredibly swayed by peers - model antisocial leader
  2. When teens compete for status by getting in trouble this creates wilder antisocial modeling and propels group towards increasing risky acts
198
Q

Medium by which problem behavior gets solidified

A

peer interactions in early adolescent

199
Q

The lure of entering antisocial peer groups is strong for at-risk kids because

A

already feel “it’s me against the world”

200
Q

Self-identifying as jock is risk for

A
  1. abusing alcohol
  2. having unprotected sex

Developmental psychology (6 decks)

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