1
Q
meaning of ‘identity’
A
the distinctive combination of personality characteristics and social style by which:
1) one defines him/herself
2) one is recognized by others
involves the exploration of one’s abilities, thoughts, feelings and interests
2
Q
changes that impact identity development
A
biological
- changes in body image
- changes in appearance
social
- interaction and feedback from peers
- begin to question social roles
- become self-conscious
cognitive
- abstract reasoning power: can think of “who am i” as well as “who could i be”
- possible selves: various identities a teen might imagine for him/herself
3
Q
false-self behaviour
A
- behaviour that intentionally presents a false impression to others
- teens are more likely to act authentically w/ their parents, and less likely w/ a romantic partner
- more likely to act authentically w/ close friends than w/ parents
- think it’s OK if trying to impress someone
more likely to engage in a false sense of self if
- not close to parents and peers
- have a low sense of self
- more depressed and hopeless
- if they devalue their true self and act inauthentically, they’re more likely to become depressed - vs those who put on a false front to please others
4
Q
empty self
A
if one has no definition of self
5
Q
impact of cognitive changes on identity development
A
self-conceptions become more
1) complex
- use a variety of personal and interpersonal traits to describe themselves - i.e. friendly, obnoxious
- don’t describe selves in just external characteristics
2) differentiated
- realize personality can be expressed in different ways in different situations
- can discuss how external situations can impact an internal state
- realize they behave in one way most of the time, but circumstances can create change
3) abstract
- not just concrete descriptions of how they behave but higher order descriptions, i.e. tolerant
4) integrated
- realize they need to come to term with discrepancies/contradictions in order to understand who they really are
- question: which is the real me and which one is the phone me?
- organization becomes more logical - organize/integrate different aspects of themselves into one
6
Q
authentic and inauthentic self
A
?
7
Q
Erikson’s theory of identity development
A
the teen’s social context will determine whether their search for self-definition will become a full-blown crisis, or a manageable challenge
identity vs identity diffusion
- the normative crisis characteristic of the 5th stage of psychosocial development
psychosocial moratorium
- a period during which individuals are free from excessive obligations/responsibilities, and can therefore experiment w/ different roles/personalities
- a “time out” during adolescence
- without this, identity development can be impeded
- considered an ideal - a luxury of the affluent
8
Q
Marcia’s theory of identity development
A
2 processes
- exploration: involves searching out and examining alternatives in a particular area
- commitment: a matter of choosing a belief/course of action and making a personal investment
4 statuses:
1) identity diffusion
- the incoherent, disjointed, incomplete sense of self characteristic of not having resolved the identity crisis
- low commitment, low exploration
- generally apathetic, uninterested, not close to peers, at risk for school failure/depression/substance abuse
2) identity foreclosure
- premature establishment of a sense of identity, before sufficient role experimentation has occurred
- high commitment, low exploration
- tend to be closed-minded, rigid, somewhat authoritarian, tendency to resist change
3) identity achievement
- high commitment, high exploration
- more balanced thinking, more effective decision making, better relationships
4) moratorium
- low commitment, high exploration
9
Q
Marcia’s theory of identity development
A
2 processes
- exploration: involves searching out and examining alternatives in a particular area
- commitment: a matter of choosing a belief/course of action and making a personal investment
4 statuses:
1) identity diffusion
- the incoherent, disjointed, incomplete sense of self characteristic of not having resolved the identity crisis
- low commitment, low exploration
- generally apathetic, uninterested, not close to peers, at risk for school failure/depression/substance abuse
2) identity foreclosure
- premature establishment of a sense of identity, before sufficient role experimentation has occurred
- high commitment, low exploration
- tend to be closed-minded, rigid, somewhat authoritarian, tendency to resist change
3) identity achievement
- high commitment, high exploration
- more balanced thinking, more effective decision making, better relationships
4) moratorium
- low commitment, high exploration
10
Q
3 components of identity development
A
1) self-conceptions/constructs
2) self-esteem
3) sense of identity
11
Q
self-conceptions
A
the collection of traits and attributes that individuals use to describe/characterize themselves
12
Q
self-esteem
A
the degree to which individuals feel positively/negatively about themselves
13
Q
sense of identity
A
the extent to which individuals feel secure about who they are and who they’re becoming
14
Q
self-esteem
A
the degree to which individuals feel positively/negatively about themselves
- self-image stability: the degree to which an individual’s self-image changes from day-to-day
- self-consciousness: the degree to which an individual is preoccupied w/ his or her self-image
15
Q
sense of identity
A
the extent to which individuals feel secure about who they are and who they’re becoming
16
Q
meaning of “intimacy”
A
the psychosocial domain concerning the formation, maintenance, and termination of close relationships
17
Q
childhood friendship > intimacy
A
biological changes
- changes in sexual impulses at puberty provoke an interest in sex - which leads to the development of romantic relationships
cognitive changes
- changes in thinking (especially social cognition) are related to the development of intimacy
- growth of social cognition permits teens to establish/maintain relationships that are characterized by higher levels of empathy, self-disclosure and sensitivity
- pre-teen’s limitations in perspective-taking may make it impossible to form intimate connections
social changes
- new behavioural independence = more time spent alone w/ friends
- emotional and social autonomy
18
Q
childhood vs adolescent friendship
A
childhood
- kids talk about sharing, helping, and common activities
- friendship in terms of companionship
adolescence
- talk about common interests, similar attitudes, values, loyalty/commitment
- intimacy becomes part of the definition - friendships begin to have strong emotional bonds
19
Q
components of intimacy
A
- feeling of emotional closeness/emotional bonds
- interconnectedness - concern for each other
- disclose private information
- sharing of common interests and activities
20
Q
Bowlby’s theory of attachment
A
secure attachment
- healthy attachment between infant and caregiver, characterized by trust
anxious-avoidant attachment
- insecure attachment between infant and caregiver, characterized by the infant’s feelings of indifference toward the caregiver
anxious-resistant attachment
- insecure attachment between infant and caregiver, characterized by distress at separation and anger at reunion
21
Q
results of secure/insecure attachment
A
secure
- advanced social competencies, i.e. trust
- internal working model
- allows one to enter more satisfying intimate relationships
- more assertive and autonomous
insecure
- more sensitive to rejection (rejection sensitivity)
- more emotional problems - more likely to develop depression/anxiety
- more behaviour problems
22
Q
Bowlby’s theory of attachment
A
secure attachment
- healthy attachment between infant and caregiver, characterized by trust
anxious-avoidant attachment
- insecure attachment between infant and caregiver, characterized by the infant’s feelings of indifference toward the caregiver
anxious-resistant attachment
- insecure attachment between infant and caregiver, characterized by distress at separation and anger at reunion
23
Q
results of secure/insecure attachment
A
secure
- advanced social competencies, i.e. trust
- internal working model
- allows one to enter more satisfying intimate relationships
- more assertive and autonomous
insecure
- more sensitive to rejection (rejection sensitivity)
- more emotional problems - more likely to develop depression/anxiety
- more behaviour problems
24
Q
internal working model
A
the implicit model of interpersonal relationships that an individual employs throughout life - believed to be shaped by early attachment experiences
25
brain activity and rejection
adolescence a time of heightened sensitivity for most - however, while some experience "normal" sensitivity, others are highly vulnerable to being rejected
- if high in rejection sensitivity, social exclusion will show different patterns of brain activity
- increases risk of depression/anxiety
26
rejection sensitivity
heightened vulnerability to being rejected by others
27
personality of securely attached teen
traits
- positive, less anger, appropriate, assertive, autonomous
outcome
- more stable relationships, more socially competent, academic success, less likely to abuse alcohol/drugs
28
personality of insecurely attached teen
traits
- more negative, anger, sadness, dependent (too close) or independent (too far)
outcome
- range of problems
- maladaptive coping, depression, anxiety, eating disorders, delinquency
29
personality of insecurely attached teen
traits
- more negative, anger, sadness, dependent (too close) or independent (too far)
outcome
- range of problems
- maladaptive coping, depression, anxiety, eating disorders, delinquency
30
Erikson's theory of intimacy development
Erik son perceived that one had to form an identity before one could reach the stage of intimacy
- forming an identity occurs by the end of adolescence
- it is less the sequence than the fact that the development of identity and intimacy are closely linked
- identity facilities intimacy
intimacy vs isolation stage
- adolescence as a type of pseudo-intimacy - lack deep intimacy
- pseudo-intimacy: throw themselves into going steady but have not yet formed an identity (mistrustful)
- composed of selflessness, sexuality, deep devotions
- if they have difficulty, then feelings of loneliness, isolation and fear will result
- propinquity: the state of being close to someone
* focus on developing close intimate relations by the end of adolescence
31
paradox of self-disclosure if there's jealousy
jealousy = concerns about loyalty and rejection, which results from low self-esteem and high rejection sensitivity
becomes paradoxical b/c self-disclosure puts them at risk rejection
32
paradox of self-disclosure if there's jealousy
jealousy = concerns about loyalty and rejection, which results from low self-esteem and high rejection sensitivity
becomes paradoxical b/c self-disclosure puts them at risk rejection
33
results of intimacy development
results
- increasingly sensitive to feelings/needs of friends - i.e. higher levels of empathy, more responsive
- provide comfort if friends is having problems
- better at conflict resolution
- less controlling and more tolerant of individuality
34
relationship between gender and intimacy
females are more intimate
- express greater interest in close relationships
- greater anxiety over rejection, greater concern about friends' faithfulness, prefer to keep friendships more exclusive
- in conversation, more collaborative
- expression of intimacy more advanced
- self-disclose more b/c they think it'll make them feel better
differences in problem solving:
males
- conflict briefer
- typically over issues of power/control
- resolved by letting it go, done w/o effort
- can lead to physicality
females
- more likely to mention intimacy
- express greater interest/concern
- more likely to ruminate/co-ruminate
35
relationship between gender and intimacy
females are more intimate
- express greater interest in close relationships
- greater anxiety over rejection, greater concern about friends' faithfulness, prefer to keep friendships more exclusive
- in conversation, more collaborative
- expression of intimacy more advanced
- self-disclose more b/c they think it'll make them feel better
- suffer more if things are going poorly
- co-rumination brings friends closer, but also contributes to girls' depression/anxiety
* boys have same degree of intimate knowledge about their best friends - they just express intimacy in a different way
36
gender differences in problem solving
males
- conflict briefer
- typically over issues of power/control
- resolved by letting it go, done w/o effort
- can lead to physicality
females
- conflicts are longer, and typically about some form of betrayal
- more likely to mention intimacy
- more intimate conversations
- express greater interest/concern
- more likely to ruminate/co-ruminate
37
relationship between gender and intimacy
females are more intimate
- express greater interest in close relationships
- greater anxiety over rejection, greater concern about friends' faithfulness, prefer to keep friendships more exclusive
- in conversation, more collaborative
- expression of intimacy more advanced
- self-disclose more b/c they think it'll make them feel better
- suffer more if things are going poorly
- co-rumination brings friends closer, but also contributes to girls' depression/anxiety
- more oriented to the satisfaction of emotional need (vs to shared activities)
* boys have same degree of intimate knowledge about their best friends - they just express intimacy in a different way
origins of sex differences
- different patterns of socialization, social pressures
38
gender differences in problem solving
males
- conflict briefer
- typically over issues of power/control
- resolved by letting it go, done w/o effort
- can lead to physicality
females
- conflicts are longer, and typically about some form of betrayal
- more likely to mention intimacy
- more intimate conversations
- express greater interest/concern
- more likely to ruminate/co-ruminate
39
impact of parents, peers and media on dating
parents
- learn from someone older and wiser
- if good relationship w/ parents, greater chance of having good relationships w/ peers
peers
- provides social support
- share experiences w/ someone who has similar perspective and degree of expertise
- frequent conversations about personal problems can lead to too much introspection, and provide opportunities for jealousy, insecurity, conflict, and mistrust
media
- pseudo-friends, less isolated
- glorified violence and sex
- inappropriate models of dating
40
brain activity and rejection
adolescence a time of heightened sensitivity for most - however, while some experience "normal" sensitivity, others are highly vulnerable to being rejected
- if high in rejection sensitivity, social exclusion will show different patterns of brain activity
- increases risk of depression/anxiety
cyberball game
- participants told they'll be playing a ball-tossing game via the Internet, w/ 2 other teens in other scanners (aren't really any other players)
- ball is thrown between 3 players, and as task progresses the others are less likely to throw to the participant
- brain activity compared to when they're included vs excluded
41
changes that impact a teen's sexuality
biological
- hormonal changes - sex drive
- change in appearance
cognitive
- increased capacity to think about and understand sexual feelings/actions
- reflective/introspective
- decision making - should or shouldn't i?
- self-consciousness - am i good enough?
social
- new social meaning given to sexual behaviour by society
42
4 developmental challenges
1) accepting one's changing body
2) accepting one's feelings of sexual arousal
3) understanding that sexual activity is voluntary
4) practicing safe sex
43
when teens are most likely to engage in sexual behaviours
- if they're sexually active, the peers establish a norm that sex is acceptable
- peers or potential sex partners may exert direct influence through comments they make to the less sexually experienced adolescents
- if sexually active teen has more sexually active friends
- use of alcohol and drugs more predictive than parents
- boys who are more popular w/ girls and mature earlier tend to initiate sex earlier than unpopular boys
- the most important predictor of girls' involvement in sexual intercourse is whether their friends are, and what the attitudes of the group are
44
gender differences and sexuality
boys more likely to
- keep matters of sex and intimacy separate
- experience orgasm 1st through masturbation
- interpret intercourse in terms of recreation rather than intimacy
girls more likely to
- integrate sexual activity into an existing capacity for intimacy and emotional involvement
- take the view that sex is combined w/ romance, love, friendship and intimacy
- feel conflicted afterward b/c of societal pressures and worries about pregnancy
45
when teens are most likely to engage in sexual behaviours
- if being sexually active is a peer group norm
- boys who are more popular w/ girls and mature earlier tend to initiate sex earlier than unpopular boys
- the most important predictor of girls' involvement in sexual intercourse is whether their friends are, and what the attitudes of the group are
when it's most likely
- if not supervised
- often in one of their homes - often the male's home, or a mutual friend's home
- most often on weekdays after school
when it's less likely
- if supervised - structured leisure activities/parents
46
when teens are most likely to engage in sexual behaviours
- if being sexually active is a peer group norm
- boys who are more popular w/ girls and mature earlier tend to initiate sex earlier than unpopular boys
- the most important predictor of girls' involvement in sexual intercourse is whether their friends are, and what the attitudes of the group are
when it's most likely
- if not supervised
- often in one of their homes - often the male's home, or a mutual friend's home
- most often on weekdays after school
when it's less likely
- if supervised - structured leisure activities/parents
47
risk factors for early engagement in sex
psychological/social factors
- associated w/ the same sorts of psychological/behavioural factors as other forms of risk-taking
- more permissive attitude toward sex, experimentation w/ drugs/alcohol, minor delinquency, low levels of religious involvement, lower interest in academic achievement, stronger orientation toward independence
hormonal factors
- teens w/ higher levels of androgens more likely to report masturbating, thinking about sex, and planning to have sex
- estrogen influences girls' sexual activity
contextual factors
- influence girls more - boys' environment more tolerant
- parent-teen conflict associated w/ early sex (esp among those who physically mature early)
- parental communication about sexual attitudes/values
- impact of family structure stronger among girls
- sexually active peers
48
risk factors for early engagement in sex
1) raised in poverty
2) having parents who abuse drugs/alcohol
3) having physical or psychological problems
4) permissive parenting style
psychological/social factors
- associated w/ the same sorts of psychological/behavioural factors as other forms of risk-taking
- more permissive attitude toward sex, experimentation w/ drugs/alcohol, minor delinquency, low levels of religious involvement, lower interest in academic achievement, stronger orientation toward independence
hormonal factors
- teens w/ higher levels of androgens more likely to report masturbating, thinking about sex, and planning to have sex
- estrogen influences girls' sexual activity
contextual factors
- influence girls more - boys' environment more tolerant
- parent-teen conflict associated w/ early sex (esp among those who physically mature early)
- parental communication about sexual attitudes/values
- impact of family structure stronger among girls
- sexually active peers
49
2 major parental influences on sexual activity
communication
- effect of communication depends on what's communicated, how it's communicated, and who is doing it
- teens rate mother as better sex educator
- communicating attitudes and values is important
supervision and monitoring
authoritative parenting style
50
consequences for sexual abuse victims
- higher than average rates of poor self-esteem
- higher anxiety
- higher levels of fear
- higher levels of depression
- more likely to engage in risky behaviour
- more likely to become pregnant
51
why teens are at risk for contracting STIs
b/c of their inexperience and lack of understanding of the significance of STIs - b/c there's a poor awareness of STIs among teens, others will unknowingly be infected
52
why is contraceptive use poor among teens?
* lack of planning, lack of access, lack of knowledge
- lack of access/perceived lack of access
- rarely anticipate having sex
- because using birth control requires long-term planning
- or, the absence of planning
- unlikely or less likely to think about the consequences
knowledge + motivation = effective contraception
53
comprehensive sex education
programs that not only provide information about contraception, STDs and pregnancy - but ALSO:
- teach teens how to refuse unwanted sex and avoid unintended sex
- increase their motivation to engage in safe sex
- change perceptions about peer norms and attitudes
versus abstinence-only sex education
- programs that encourage teens to avoid sexual activity but that don't provide info about safe sex
54
concerns about oral sex
?
55
broad categories of psychosocial problems (3)
internalizing problems
- psychosocial problems that are manifested in a turning of the symptoms inward - i.e. depression, anxiety
externalizing disorders
- psychosocial problems that are manifested in a turning of the symptoms outward - i.e. aggression, delinquency
substance use and abuse
- the misuse of alcohol or other drugs to a degree that causes problems in the individual's life
56
broad categories of psychosocial problems (3)
internalizing problems
- psychosocial problems that are manifested in a turning of the symptoms inward - i.e. depression, anxiety
externalizing disorders
- psychosocial problems that are manifested in a turning of the symptoms outward - i.e. aggression, delinquency
substance use and abuse
- the misuse of alcohol or other drugs to a degree that causes problems in the individual's life
57
comorbidity
more than one disorder - may include both internalizing and externalizing
i.e. suicidal behaviours + drugs/alcohol
58
problem behaviour syndrome
the covariation among various types of externalizing disorders, believed to result from an underlying trait of unconventionality - i.e. conduct disorder, juvenile delinquency, risky-sex
59
unconventionality
a number of theories about the origins of "problem behaviour syndrome" have been proposed
most widely cited, now almost 40 years old, comes from the work of social psychologist Richard Jessor
- underlying cause of externalizing problems is unconventionality in the teen's personality and social environment
unconventional people are
- tolerant of deviance
- not highly connected to educational or religious institutions
- very liberal in their views
- unconventional environments are those in which a large number of people share these same attitudes
- biological underpinnings? family context?
therefore, unconventional people in an unconventional environment are more likely to engage in risk-taking behaviours
60
unconventionality
a number of theories about the origins of "problem behaviour syndrome" have been proposed
most widely cited, now almost 40 years old, comes from the work of social psychologist Richard Jessor
- underlying cause of externalizing problems is unconventionality in the teen's personality and social environment
unconventional people are
- tolerant of deviance
- not highly connected to educational or religious institutions
- very liberal in their views
- unconventional environments are those in which a large number of people share these same attitudes
therefore, unconventional people in an unconventional environment are more likely to engage in risk-taking behaviours
61
origins of unconventionality
number of theories have been proposed
- predisposition toward deviance may be inherited
- biological differences in arousal, sensation seeking and fearlessness - either inherited or acquired through experiences
- early family context - problem behaviour as an adaptive response to a hostile environment
62
biopsychosocial and developmental psychopathology theories
biopsychosocial approach
- emphasizes the biological/brain
- psychological (thoughts, turmoil, learning)
- social factors and interaction (cultural, economic, religion)
developmental psychopathology approach
- describe and explore developmental pathways
63
#6 on study guide
?
64
subtypes of depression (3)
1) depressed mood
- feeling sad
2) depressed syndrome
- having multiple symptoms of depression
- sadness plus crying, feel worthless, guilty, lonely or worried
3) depressive disorder
- having enough symptoms to be diagnosed w/ the illness
- at least one year
- includes 2 or more of the following: poor appetite or overeating, insomnia, low energy, poor concentration, feelings of hopelessness
65
subtypes of depression (3)
1) depressed mood
- feeling sad
2) depressed syndrome
- having multiple symptoms of depression
- sadness plus crying, feel worthless, guilty, lonely or worried
3) depressive disorder
- having enough symptoms to be diagnosed w/ the illness
- at least one year
- includes 2 or more of the following: poor appetite or overeating, insomnia, low energy, poor concentration, feelings of hopelessness
66
symptoms associated with depression
cognitive
- negative schemas
emotional
- sadness
social
- exclusion, isolation
67
symptoms associated with depression
cognitive
- negative schemas
emotional
- sadness
social
- exclusion, isolation
68
gender difference in depression
- after puberty, sex differences in prevalence of depression reverses
- from early adolescence until very late in adulthood, 2x as many females as males suffer from depression
reasons?
- changing gender roles may cause heightened self-consciousness over physical appearance, and increased concern over popularity w/ peers
- increased stress makes them more vulnerable to depression
- girls are more likely to react to stress by turning it inward (ruminating)
- higher levels of oxytocin may cause girls to invest more in their close relationships, and make them more vulnerable to relational difficulties
69
alternative views to psychosocial problems (3)
1) different types of deviance have distinctly different origins, but that involvement in one problem can lead to involvement in another (i.e. drugs > delinquency)
2) cascading: one leads to another, which leads to another (i.e. externalizing > academic failure > internalizing)
3) social control theory: links deviance w/ the absence of bonds to society's main institutions - if not attached to school, home, religion, will behave in unconventional ways
70
symptoms associated with depression
cognitive
- negative schemas
- pessimism and hopelessness
emotional
- dejection
- low sense of self-worth
- feelings of worthlessness
- decreased enjoyment
- sadness
physical
- loss of appetite
- sleeplessness
- loss of energy
social
- exclusion, isolation
71
gender difference in depression
- after puberty, sex differences in prevalence of depression reverses
- from early adolescence until very late in adulthood, 2x as many females as males suffer from depression
reasons?
1) changing gender roles
- may cause heightened self-consciousness over physical appearance
- increased concern over popularity w/ peers
2) more vulnerable to stress
- increased stress makes them more vulnerable to depression
- girls are more likely to react to stress by turning it inward (ruminating)
3) more relationship problems
- higher levels of oxytocin may cause girls to invest more in their close relationships, and make them more vulnerable to relational difficulties
72
onset of depression (diathesis-stress model)
biological predisposition
- genetically linked
- if prone to intense activation of hypothalamic pituitary-adrenocortical axis, more biologically reactive to stress
- may make it difficult to regulate emotions
cognitive style
- ruminative, negative
- more prone to hopelessness, pessimism, and self-blame
environmental influences
- social
- family: high conflict, low cohesion, parenting style, divorce
- peers: unpopular, poor relations, bullying, breakup
- school: changing schools, learning
- stress: report more chronic/acute stress
- SES: finances, money
73
onset of depression (diathesis-stress model)
biological predisposition
- genetically linked
- if prone to intense activation of hypothalamic pituitary-adrenocortical axis, more biologically reactive to stress
- may make it difficult to regulate emotions
cognitive style
- ruminative, negative
- more prone to hopelessness, pessimism, and self-blame
environmental influences
- social
- family: high conflict, low cohesion, parenting style, divorce
- peers: unpopular, poor relations, bullying, breakup
- school: changing schools, learning
- stress: report more chronic/acute stress
- SES: finances, money
74
major factors associated with suicide (6)
1) relationships/attachment (the underlying etiology)
2) DSM disorders or symptoms
3) aversive experiences
4) suicidality affect
5) aversive sense of self
6) belief - 2 inherent factors to consider: specificity, gender
75
1) relationships/attachment
- family relationships
- family structure
- childhood/adolescent history
- parental history/background
- modeling
- peer relationships
- other relationships: school, work, gangs, religion
76
2) DSM disorders or symptoms
disorders
- depression
- anorexia
- anxiety
- conduct disorder
- schizophrenia
- substance abuse
symptoms
- depressed affect, anger, violence, aggression, acting out, anxiety/fear, impulsivity
77
3) aversive experiences
- loss (i.e. of a person, job, etc)
- rejection
- academic problems
- failures, challenges
- victimized/bullied
- social difficulties
- high risk behaviour
- substance use/abuse
78
can teens be diagnosed with APD?
no
79
4) suicidality affect
feelings of alienation and/or hopelessness - ways of dealing w/ painful affect may be alcohol and/or drugs
80
5) aversive sense of self
- negative self-concept
- low self-esteem
- lack of insight, understanding
- poor coping style
81
similarities/differences between 2 types of juvenile delinquency
life-course persistent
| adolescent limited
82
various forms that antisocial behaviour can take
authority conflict
overt
covert
83
5) aversive sense of self
- negative self-concept
- low self-esteem
- lack of insight, understanding
- poor coping style
84
conduct disorder
- a pattern of persistent antisocial behaviour that routinely violates the rights of others, and leads to problems in social relationships/school/work
- if conduct disorder persists past 18, may be diagnosed with antisocial personality disorder - which is characterized by a lack of regard for moral standards
factors inherent to conduct disorder
- aggression to people and animals
- destruction of property
- deceitfulness or theft
- serious violation of rules
ODD > CD > APD
85
can teens be diagnosed with APD?
?
86
can teens be diagnosed with APD?
?
87
various forms that antisocial behaviour can take
?
88
juvenile delinquency and status offender
status offenses: violations of the law that pertain to minors but not adults - i.e. truancy, running away from home
juvenile offender: delinquency that's processes within the juvenile justice system
89
similarities/differences between 2 types of juvenile delinquency
?
90
individual and parental predictors of juvenile delinquency
?
Adolescence
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