Final Exam

Question 1

meaning of ‘identity’

Answer 1

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

Question 2

changes that impact identity development

Answer 2

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

Question 3

false-self behaviour

Answer 3

• 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

Question 4

empty self

Answer 4

if one has no definition of self

Question 5

impact of cognitive changes on identity development

Answer 5

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

Question 6

authentic and inauthentic self

Answer 6

?

Question 7

Erikson’s theory of identity development

Answer 7

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

Question 8

Marcia’s theory of identity development

Answer 8

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

Question 9

Marcia’s theory of identity development

Answer 9

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

Question 10

3 components of identity development

Answer 10

1) self-conceptions/constructs
2) self-esteem
3) sense of identity

Question 11

self-conceptions

Answer 11

the collection of traits and attributes that individuals use to describe/characterize themselves

Question 12

self-esteem

Answer 12

the degree to which individuals feel positively/negatively about themselves

Question 13

sense of identity

Answer 13

the extent to which individuals feel secure about who they are and who they’re becoming

Question 14

self-esteem

Answer 14

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

Question 15

sense of identity

Answer 15

the extent to which individuals feel secure about who they are and who they’re becoming

Question 16

meaning of “intimacy”

Answer 16

the psychosocial domain concerning the formation, maintenance, and termination of close relationships

Question 17

childhood friendship > intimacy

Answer 17

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

Question 18

childhood vs adolescent friendship

Answer 18

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

Question 19

components of intimacy

Answer 19

• feeling of emotional closeness/emotional bonds
• interconnectedness - concern for each other
• disclose private information
• sharing of common interests and activities

Question 20

Bowlby’s theory of attachment

Answer 20

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

Question 21

results of secure/insecure attachment

Answer 21

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

Question 22

Bowlby’s theory of attachment

Answer 22

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

Question 23

results of secure/insecure attachment

Answer 23

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

Question 24

internal working model

Answer 24

the implicit model of interpersonal relationships that an individual employs throughout life - believed to be shaped by early attachment experiences

Question 25

brain activity and rejection

Answer 25

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

Question 26

rejection sensitivity

Answer 26

heightened vulnerability to being rejected by others

Question 27

personality of securely attached teen

Answer 27

traits - positive, less anger, appropriate, assertive, autonomous outcome - more stable relationships, more socially competent, academic success, less likely to abuse alcohol/drugs

Question 28

personality of insecurely attached teen

Answer 28

traits - more negative, anger, sadness, dependent (too close) or independent (too far) outcome - range of problems - maladaptive coping, depression, anxiety, eating disorders, delinquency

Question 29

personality of insecurely attached teen

Answer 29

traits - more negative, anger, sadness, dependent (too close) or independent (too far) outcome - range of problems - maladaptive coping, depression, anxiety, eating disorders, delinquency

Question 30

Erikson's theory of intimacy development

Answer 30

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

Question 31

paradox of self-disclosure if there's jealousy

Answer 31

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

Question 32

paradox of self-disclosure if there's jealousy

Answer 32

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

Question 33

results of intimacy development

Answer 33

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

Question 34

relationship between gender and intimacy

Answer 34

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

Question 35

relationship between gender and intimacy

Answer 35

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

Question 36

gender differences in problem solving

Answer 36

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

Question 37

relationship between gender and intimacy

Answer 37

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

Question 38

gender differences in problem solving

Answer 38

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

Question 39

impact of parents, peers and media on dating

Answer 39

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

Question 40

brain activity and rejection

Answer 40

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

Question 41

changes that impact a teen's sexuality

Answer 41

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

Question 42

4 developmental challenges

Answer 42

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

Question 43

when teens are most likely to engage in sexual behaviours

Answer 43

- 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

Question 44

gender differences and sexuality

Answer 44

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

Question 45

when teens are most likely to engage in sexual behaviours

Answer 45

- 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

Question 46

when teens are most likely to engage in sexual behaviours

Answer 46

- 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

Question 47

risk factors for early engagement in sex

Answer 47

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

Question 48

risk factors for early engagement in sex

Answer 48

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

Question 49

2 major parental influences on sexual activity

Answer 49

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

Question 50

consequences for sexual abuse victims

Answer 50

- 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

Question 51

why teens are at risk for contracting STIs

Answer 51

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

Question 52

why is contraceptive use poor among teens?

Answer 52

* 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

Question 53

comprehensive sex education

Answer 53

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

Question 54

concerns about oral sex

Answer 54

?

Question 55

broad categories of psychosocial problems (3)

Answer 55

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

Question 56

broad categories of psychosocial problems (3)

Answer 56

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

Question 57

comorbidity

Answer 57

more than one disorder - may include both internalizing and externalizing i.e. suicidal behaviours + drugs/alcohol

Question 58

problem behaviour syndrome

Answer 58

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

Question 59

unconventionality

Answer 59

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

Question 60

unconventionality

Answer 60

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

Question 61

origins of unconventionality

Answer 61

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

Question 62

biopsychosocial and developmental psychopathology theories

Answer 62

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

Question 63

#6 on study guide

Answer 63

?

Question 64

subtypes of depression (3)

Answer 64

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

Question 65

subtypes of depression (3)

Answer 65

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

Question 66

symptoms associated with depression

Answer 66

cognitive - negative schemas emotional - sadness social - exclusion, isolation

Question 67

symptoms associated with depression

Answer 67

cognitive - negative schemas emotional - sadness social - exclusion, isolation

Question 68

gender difference in depression

Answer 68

- 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

Question 69

alternative views to psychosocial problems (3)

Answer 69

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

Question 70

symptoms associated with depression

Answer 70

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

Question 71

gender difference in depression

Answer 71

- 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

Question 72

onset of depression (diathesis-stress model)

Answer 72

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

Question 73

onset of depression (diathesis-stress model)

Answer 73

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

Question 74

major factors associated with suicide (6)

Answer 74

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

Question 75

1) relationships/attachment

Answer 75

- family relationships - family structure - childhood/adolescent history - parental history/background - modeling - peer relationships - other relationships: school, work, gangs, religion

Question 76

2) DSM disorders or symptoms

Answer 76

disorders - depression - anorexia - anxiety - conduct disorder - schizophrenia - substance abuse symptoms - depressed affect, anger, violence, aggression, acting out, anxiety/fear, impulsivity

Question 77

3) aversive experiences

Answer 77

- loss (i.e. of a person, job, etc) - rejection - academic problems - failures, challenges - victimized/bullied - social difficulties - high risk behaviour - substance use/abuse

Question 78

can teens be diagnosed with APD?

Answer 78

no

Question 79

4) suicidality affect

Answer 79

feelings of alienation and/or hopelessness - ways of dealing w/ painful affect may be alcohol and/or drugs

Question 80

5) aversive sense of self

Answer 80

- negative self-concept - low self-esteem - lack of insight, understanding - poor coping style

Question 81

similarities/differences between 2 types of juvenile delinquency

Answer 81

life-course persistent | adolescent limited

Question 82

various forms that antisocial behaviour can take

Answer 82

authority conflict overt covert

Question 83

5) aversive sense of self

Answer 83

- negative self-concept - low self-esteem - lack of insight, understanding - poor coping style

Question 84

conduct disorder

Answer 84

- 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

Question 85

can teens be diagnosed with APD?

Answer 85

?

Question 86

can teens be diagnosed with APD?

Answer 86

?

Question 87

various forms that antisocial behaviour can take

Answer 87

?

Question 88

juvenile delinquency and status offender

Answer 88

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

Question 89

similarities/differences between 2 types of juvenile delinquency

Answer 89

?

Question 90

individual and parental predictors of juvenile delinquency

Answer 90

?