Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Adolescence > Final Exam > Flashcards

Final Exam Flashcards

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

empty self

A

if one has no definition of self

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

authentic and inauthentic self

A

?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

3 components of identity development

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

self-conceptions

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

self-esteem

A

the degree to which individuals feel positively/negatively about themselves

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

sense of identity

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

sense of identity

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

meaning of “intimacy”

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

brain activity and rejection

A

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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

rejection sensitivity

A

heightened vulnerability to being rejected by others

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

personality of securely attached teen

A

traits
- positive, less anger, appropriate, assertive, autonomous

outcome
- more stable relationships, more socially competent, academic success, less likely to abuse alcohol/drugs

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

personality of insecurely attached teen

A

traits
- more negative, anger, sadness, dependent (too close) or independent (too far)

outcome

  • range of problems
  • maladaptive coping, depression, anxiety, eating disorders, delinquency
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

personality of insecurely attached teen

A

traits
- more negative, anger, sadness, dependent (too close) or independent (too far)

outcome

  • range of problems
  • maladaptive coping, depression, anxiety, eating disorders, delinquency
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Erikson’s theory of intimacy development

A

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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

paradox of self-disclosure if there’s jealousy

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

paradox of self-disclosure if there’s jealousy

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

results of intimacy development

A

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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

relationship between gender and intimacy

A

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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

relationship between gender and intimacy

A

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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

gender differences in problem solving

A

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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

relationship between gender and intimacy

A

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
Q

gender differences in problem solving

A

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
Q

impact of parents, peers and media on dating

A

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
Q

brain activity and rejection

A

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
Q

changes that impact a teen’s sexuality

A

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
Q

4 developmental challenges

A

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
Q

when teens are most likely to engage in sexual behaviours

A
  • 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
Q

gender differences and sexuality

A

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
Q

when teens are most likely to engage in sexual behaviours

A
  • 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
Q

when teens are most likely to engage in sexual behaviours

A
  • 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
Q

risk factors for early engagement in sex

A

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
Q

risk factors for early engagement in sex

A

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
Q

2 major parental influences on sexual activity

A

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
Q

consequences for sexual abuse victims

A
  • 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
Q

why teens are at risk for contracting STIs

A

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
Q

why is contraceptive use poor among teens?

A
  • 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
Q

comprehensive sex education

A

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
Q

concerns about oral sex

A

?

55
Q

broad categories of psychosocial problems (3)

A

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
Q

broad categories of psychosocial problems (3)

A

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
Q

comorbidity

A

more than one disorder - may include both internalizing and externalizing

i.e. suicidal behaviours + drugs/alcohol

58
Q

problem behaviour syndrome

A

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
Q

unconventionality

A

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
Q

unconventionality

A

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
Q

origins of unconventionality

A

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
Q

biopsychosocial and developmental psychopathology theories

A

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
Q

6 on study guide

A

?

64
Q

subtypes of depression (3)

A

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
Q

subtypes of depression (3)

A

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
Q

symptoms associated with depression

A

cognitive
- negative schemas

emotional
- sadness

social
- exclusion, isolation

67
Q

symptoms associated with depression

A

cognitive
- negative schemas

emotional
- sadness

social
- exclusion, isolation

68
Q

gender difference in depression

A
  • 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
Q

alternative views to psychosocial problems (3)

A

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
Q

symptoms associated with depression

A

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
Q

gender difference in depression

A
  • 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
Q

onset of depression (diathesis-stress model)

A

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
Q

onset of depression (diathesis-stress model)

A

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
Q

major factors associated with suicide (6)

A

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
Q

1) relationships/attachment

A
  • family relationships
  • family structure
  • childhood/adolescent history
  • parental history/background
  • modeling
  • peer relationships
  • other relationships: school, work, gangs, religion
76
Q

2) DSM disorders or symptoms

A

disorders

  • depression
  • anorexia
  • anxiety
  • conduct disorder
  • schizophrenia
  • substance abuse

symptoms
- depressed affect, anger, violence, aggression, acting out, anxiety/fear, impulsivity

77
Q

3) aversive experiences

A
  • loss (i.e. of a person, job, etc)
  • rejection
  • academic problems
  • failures, challenges
  • victimized/bullied
  • social difficulties
  • high risk behaviour
  • substance use/abuse
78
Q

can teens be diagnosed with APD?

A

no

79
Q

4) suicidality affect

A

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

80
Q

5) aversive sense of self

A
  • negative self-concept
  • low self-esteem
  • lack of insight, understanding
  • poor coping style
81
Q

similarities/differences between 2 types of juvenile delinquency

A

life-course persistent

adolescent limited

82
Q

various forms that antisocial behaviour can take

A

authority conflict
overt
covert

83
Q

5) aversive sense of self

A
  • negative self-concept
  • low self-esteem
  • lack of insight, understanding
  • poor coping style
84
Q

conduct disorder

A
  • 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
Q

can teens be diagnosed with APD?

A

?

86
Q

can teens be diagnosed with APD?

A

?

87
Q

various forms that antisocial behaviour can take

A

?

88
Q

juvenile delinquency and status offender

A

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
Q

similarities/differences between 2 types of juvenile delinquency

A

?

90
Q

individual and parental predictors of juvenile delinquency

A

?

Adolescence (3 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions