Final Flashcards
Differences begets childhood and adolescent friendship
Childhood friends talk about sharing, helping and common activities. ( friendship means having companions)
Adolescent friend talk about common interests, similar attitude/values, loyalty and commitment (friendship means having strong bonds)
Components of intimacy (4)
1) feeling of emotional closeness/ emotional bonds
2) interconnectedness - concern for each other
3) disclose private information
4) sharing of common interests and activities
How do adolescent shows good intimacy skills?
Be honest and self disclosing
Know how to engage in trust and feel disappointed when someone is breaks their trust
Cognitive changes allow adolescents to have …
Better understanding of social relations
- I.e. Advances in social understanding, self disclosure, sensitivity and empathy
Changes in social roles give adolescents ….
Opportunities to be with friends alone
Through friends they acquire emotional experiences
Develop social autonomy
Spend hours in conversation
Physical changes give adolescent
Bring common concerns
Interest in romance
Emerging sexuality
How does having a secure attachment with parents impact intimate relations with peers?
1) advanced social competencies (trust)
2) internal working model (beliefs and expectations of the relationship
3) allows one to talk enter more satisfying intimate relationship
4) ability to be more assertive and autonomous
How does insecure attachment with parents impact intimate relations with peers?
1) more sensitive to rejection
2) more emotional problems
3) more behaviours problems
- anxious avoidant –> indifference/avoids
- anxious/ resistant –> distress and anger
Reaction vrs sensitivity
Adolescent is a time of heightened sensitivity
- some adolescent at normal, some are highly vulnerable to rejection (rejection sensitive), often ending up being excluded (mind =reality)
- high risk of depression and anxiety
What traits develop from a secure attachment ?
Less anger
Appropriate assertiveness
Autonomy
What are the likely outcomes of secure attachment?
1) More stable relationships
2) more social competence
3) school success
4) less likely to be involved in drugs and alcohol
What traits develop from insecure attachment?
1) anger
2) sadness
3) can be dependent and independent
What are the outcomes of insecure attachment
Many problems including
1) maladaptive coping
2) mental health problems ( depression, anxiety, eating disorders, etc.)
Intimacy in the physiological sense means
Formation, maintenance and termination of close relationships
Sullivan’s perception of interpersonal needs and how they are met at:
1) Infancy
2) Early childhood
3) Middle childhood
4) Preadolescence
5) Middle adolescence
5) late adolescence
1) Infancy - Parental interaction
2) Early childhood - Play
3) Middle childhood - Playmates
4) Preadolescence - need for intimacy = a few close friends (a consensual relation where individuals learn value of supportive caring relations and which provides foundation for later relations)
5) Middle adolescence - Interest in opposite gender (mixed groups)
5) late adolescence - Opposite sex relationship
Erikson’s perspective on the development of intimacy.
Intimacy vrs isolation
- pseudo-intamcy stage
- Need to develop ability to have relations composed of selflessness, sexuality and deep devotion.
- Failure leads to loneliness and isolation.
Pseudo-intamcy means ….
during this stage
1) formation of identity (rather then a pseudo identity) is important for true intimacy
2) identity intimacy influences
Elements of intimacy
1) greater importance on shared values/attitudes
2) Have intimate knowledge of friends
3) Intimate self disclosure
What is jealously?
Concerns about loyalty and rejection due to low self esteem and high rejection sensitivity.
Skill adolescents learn as they mature to stable intimate relations
1) Increased sensitivity to feelings and need for friends - responsiveness
2) provide comfort if having problems - conflict resolution
3) less controlled and more tolerant of individuality
4) better at problem solving
Differences between male and female problem solving ?
Girls = more self disclosure, more intimate
Boys = less intimate (homophobia?)
No difference in initiate knowledge
Males and problem solving
Conflicts are briefer (can be physical)
Conflicts are about power and control
Resolved by letting go
Female conflict
More likely to mention intimacy-sensitivity and be empathetic
Expresses greater interest and concern
More intimate conversation
More likely to ruminate
Reasons for conflict in adolescents
1) over loyalty
2) over anxiety about rejection
3) over anxieties about betrayal or break in confidence
Only resolved through apology
4 stages of developing a bond
1) infatuation - interest in socializing with prospective partners
2) status -focus establishing, improving and maintaining peer status
3) intimate - establishing true and meaningful attachments
4) focus on commitment, (caring more than passion and pleasure)
Why is late dating better ?
- Associated with improved mental health
What are the positive impacts of parents peers and media on intimacy?
Parents: model good relationships, provide answers, constructive feedback and provide support
Peers: provide social support, have shared experience = similar perspective and a degree of expertise.
Media: pseudo friends
How does witnessing violence effect intimacy ?
Increased relational difficulties, verbal and physical aggression
Dating violence results in ….
A) suicidal thought
B) illegal drug use
C) premature pregnancy
D) school drop out
Negative impact of parents, peers and media violence on intimacy?
Parents: insecure attachment, relational conflict and fighting between parents and teens
Peers: frequent conversations abut personal problems leads to too much introspection and provides opposites for jealousy, Insecurity, conflict and mistrust among peers
Media: glorified violence and sex = inappropriate models
3 categories of problem behaviours
1) internalizing disorders - depression, anxiety, eating disorders
2) externalizing disorders - aggression, delinquency, antisocial
3) substance abuse accompanies both internalizing and externalizing disorders
Comorbidity
More than one disorder - may include both internalizing and externalizing
E.g. Suicide or drugs and alcohol
Problems behaviour syndromes
Comorbidity of externalizing behaviours
- conduct disorders, juvenile delinquency
Biopsychosocial approach to problem behaviour
A) emphasizes the biological (brain)
B) psychological (thoughts, turmoil, learning)
C) social factors and interaction (cultural, economic, religion)
Developmental psychopathological theory of behaviour problems
Study of atypical behaviours
Study of the basic mechanisms that cause developmental pathways to diverge from normative development
Dynamic interplay of cognitive, behavioural and emotional
Social control theory of problem behaviours
Weakness in attachment
If not attached to school home or religion then behave in unconventional ways
- I.e. Unconventional attitudes => unconventional peers => unconventional behaviours
Where does unconventionality originate ?
- experience: arousal sensation seeking and fearlessness dues to invulnerability (personal fable)
- early family context: deviance prone children are likely to engage in problem behaviours as an adaptive response to hostile environments
2 hypothesis for developing problem behaviours
1) different problems have distinct organs
2) cascading- involvement in one problem can lead to another
- I.e. Externalizing lead to internalizing
Internalizing behaviours
Depression and anxiety - with high comorbidity
Commonalities of internalizing behaviours
1) subjective state of distress
I.e. Obsessive thinking, suicidal ideation, eating disorders
2) common underlying factor is negative emotionality and anhedonic (low happiness)
3) both biological and environmental factors ( vary among internalizing behaviours)
3 subunits of expression
1) depressed mood - sadness only
2) depressed syndrome - sadness plus crying, feeling of worthlessness, guilt, loneliness or worry
3) depressive disorder - at least 1 year. Includes 2+: abnormal appetite, insomnia, low energy, poor concentration, feeling of hopelessness.
Depression leads to risk of
A) school failure
B) delinquency
C) suicidal behaviours
Emotional symptoms of depression
Dejection, low self worth, decreased enjoyment
Cognitive symptoms of depression
Thoughts of pessimism and hopelessness
Physical symptoms of depression
Abnormal appetite, abnormal sleep patterns, loss of energy
Pathways to depression
Rejection (of relationship) leads to frustration, hopelessness and then depression
Linked to dopamine system (increased use of drugs and alcohol)
Why is the a gender difference in depression
1) gender roles - heightened self conciseness, pressure- passivity, dependency fragility
2) females are more vulnerable to stress (ruminate and lack tolerance for conflict)
Inherent factors of anxiety
Emotional disregulation - results in intense and disabling worry
- intense fear reaction with no cause, overly concerned or unnecessarily upset
Worry - anticipation about future negative outcomes
Fear - flight/fight response
Primary expression of anxiety
Behavioural - avoidance
Cognitive - concentration problems
Physiological - dizziness, hear racing
Interpersonally - difficulty making friends
Secondary features of anxiety
Those that are separate of different anxiety disorder
- separation anxiety
- social anxiety
Suicidal behaviour facts
Consists of ideation, attempt and completion (no general difference in attempt but males are more likely to complete)
Risk increase with age
6 global factors of suicidal behaviours
1) relationship/attachment
2) damage disorders or symptoms
3) aversive experiences
4) suicidality affect
5) adverse sense of self
6) belief: specificity and gender
4 types of externalizing behaviours
1) aggression
2) conduct disorder
3) delinquency
4) homicide
What is aggressive behaviours
Physical fighting
Relational aggression
Intimidation
(Can be instrumental or reactive)
Conduct disorder ?
A pattern of persistent antisocial behaviour that routinely violates the rights of others and leads to problems in social relationship, school or work
Conduct disorders if it persists to adulthood
CD can lead to antisocial personality disorder or as a psychopath (lack of regard for moral standards)
Behaviours associated with conduct disorder
1) aggression to people and animals ( bullies)
2) destruction of property
3) deceitfulness or theft
4) serious violation of rules
Why can a adolescent not be diagnosed with antisocial personality disorder ?
They lack understanding of moral standards, and the rights of others.
They do show disregard for the rules of society
Hostile attribution bias
When in doubt about situations adolescent assumes that person means to be hostile
Juvenile delinquent activity vrs status offences
1/4 of the time assaults involve a weapon
Victimization - focussed on teens 15-17
Increased in frequency from childhood to adolescent
Age - crime curve (peak in high school)
Status offence - behaviours that are not against laws but break rules (truancy, running away, drinking)
For a of antisocial behaviour
Authority conflict - characterized by rebelliousness
Convert antisocial behaviours (theft)
Overt antisocial behaviours (attacking with a weapon)
Juvenile delinquent
An adolescent who breaks the law or engages in conduct that is considered illegal
2 type of juvenile delinquent activities
1) index crimes - serious violations, violent crimes: murder, forcible rape, robbery
2) property crime - burglary, theft, motor vehicle theft, arson
Two type have different causes and consequences
Early onset of juvenile delinquency leads ton
Life persistent offenders
- demonstrate antisocial behaviours before adolescent
- involved in juvenile delinquent during adolescent
Late onset for juvenile delinquency
Are adolescent limited offenders
- engage in antisocial behaviour only in adolescence
3 ways to deal with youth sexuality
1) restrictive - pressure to refrain from sex
2) semi-restrictive - sexual activity is frowned on by abstinence is not enforced
3) permissive - where attitudes toward sec are lenient
Sexual orientation
Weather one is sexually attracted to individual of same sex, other sex or both
Sex role behaviours
Behaviours that is consistent with prevailing expectations for how individuals of a given sex are to behave
(Gender roles)
Gender identity
The gender an individual identifies with
Transgender
Describing individuals who’s gender identity does not match the sex they were assigned at birth.
Homosexuality
Focus on two factors:
biological such as hormone, genetics and social ( such as the parent child relationship)
Homosexuality as preference or as an Interest
Physical changes at adolescent
Hormonal changes, sex drive and Change in appearance
Cognitive changes at adolescent
Advancement in capacity to think understand sexual feelings and action
Increased introspection
Change in Decision making skills
Increased self consciousness
Social changes at adolescent
New social meaning given to sexual behaviour by society
4 types of engagement
1) precocious sex (sex at two young an age)
2) promiscuous sex (sex with too many partners
3) unwanted sex (against ones will)
4) unsafe sex ( results in pregnancy, sexually transmitted disease)
4 developmental challenges
1) accepting ones changing body
2) accepting ones feelings of sexual arousal
3) understanding that sexual activity is voluntary
4) practicing safe sex (belief that STI are prevented by condoms)
View of sexual activity over time
No sex before marriage => sex in loving relationship => friends with benefits.
Peer effects on sexuality
If peers are sexually active the peers establish a social norm that sex is acceptable.
- through comments, thought peer pressure (and drug/alcohol use)
Boys are more likely to be _______________ about sex
Keep matters of sex and intimacy private
Experience orgasm through masturbation
See intercourse in terms of recreation rather then intimacy
Girls are more likely to _____ in terms of sex
Integrate sexual activity into intimacy and as emotional evolvement
Sex = romance, love, friendship and intimacy
Feel conflicted because of social pressures and worry about pregnancy
Factors that influence likeliness of sexual behaviours
If unsupervised (increased sexual activity and have multiply sexual partners and to contract std) Time - on weekdays after school
Risk factors
1) raised in poverty
2) have parents who abuse drugs/alcohol
3) having physical or psychological problems
4) parenting styles ( permissive = increased sexual activity)
Authoritative parting and sex
Less likely to become sexually active at young age
Less likely to engage in risky sexually activity
Because of good communication about sex
Peers and media can still influence
Results of sexual abuse
Academic difficulties
Higher rates of anxiety, fear, eating disorders and depression
More likely to engage in risky behaviour
More sexually active, more sexual partners ( likely to get pregnant or enter propitiation)
Sexually victimized
Virginity pledges
Only work in young adolescents - to few or to many students take them making them ineffective because of peer pressure or curiosity
More likely to be spontaneous = unprotected
Date rape
Being forced to have sex by a date
Increased chance when drugs/alcohol consumed
Results of sexual abuse
Poor self esteem Anxiety Higher level of fear Depression Increased risk of risky behaviour and to become pregnant
