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intimacy n sexuality Flashcards

1
Q

Intimate relationships are important throughout the life span, but they are of particular importance in adolescence. why?

A
  • The first truly intimate relationships emerge, characterized by openness, honesty, self-disclosure, and trust.
  • The increasing importance of peers, particularly other-sex peers.
  • The fundamental biological, cognitive, and social changes of adolescence.
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2
Q

how does puberty lead to increased intimacy?

A

Changes in sexual impulses provoke interest in sex, which leads to development of romantic relationships.

Some adolescents are hesitant to discuss sex and dating with parents and turn to relationships outside the family.

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3
Q

how is cognitive change related to intimacy in adolescence?

A

1) advances in thinking permits r/s with greater:
empathy
self-disclosure
sensitivity

2) advances in thinking contributes to loneliness if they perceive themselves as socially isolated

3) maturation of connections among brain regions involved in decision-making, emotional experience and processing social info leads to improvements in interpersonal competence

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4
Q

how is the change in social roles related to intimacy in adolescence?

A

1) behavioural independence allows for more opportunities for adolescents to be with friends and engage in intimate discussion

2) recognition of adolescents as “near adults” may prompt parents and other adults to confide in and turn to them for support

3) younger teenagers interact with older ones, leading to new types of peer r/s

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5
Q

maturation of _______ among brain regions involved in decision-making, emotional experience and processing social info leads to improvements in __________-

A

connections; interpersonal competence

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6
Q

what does Sullivan’s Theory of Interpersonal Development emphasize?

A

social aspects of development (less biological)

focuses on transformations in the adolescent’s r/s with others

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7
Q

what are the 2 theories of intimacy and sexuality development in adoslecents?

A
  1. Sullivan’s Theory of Interpersonal Development
  2. attachment theory
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8
Q

under Sullivan’s Theory of Interpersonal Development, what are the stages of interpersonal needs?

A

Infancy (0–1 year)
Need: Tenderness from caregiver
Focus on physical contact, security, and relief from anxiety.

Childhood (1–5 years)
Need: Adult participation
Importance of play and communication. Relationships with adults shape self-system.

Juvenile (6–8 years)
Need: Peer interaction
Learning social rules, cooperation, and compromise.

Preadolescence (9–12 years)
Need: Close same-gender friendships
Emotional intimacy, trust, and loyalty begin to develop.

Early Adolescence (13–17 years)
Need: Acceptance and intimacy with opposite gender
Puberty leads to new interpersonal needs (e.g., romantic interest).

Late Adolescence (18–early 20s)
Need: Long-term love and partnership
Deeper, more stable relationships; self-identity solidifies.

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9
Q

under Sullivan’s Theory of Interpersonal Development, describe stage 5.
stage name
age
need

A

Early Adolescence (13–17 years)

Need: Acceptance and intimacy with opposite gender

Puberty leads to new interpersonal needs (e.g., romantic interest).

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10
Q

under Sullivan’s Theory of Interpersonal Development, describe stage 6.
stage name
age
need

A

Late Adolescence (18–early 20s)

Need: Long-term love and partnership

Deeper, more stable relationships; self-identity solidifies.

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11
Q

under Sullivan’s Theory of Interpersonal Development, describe stage 4.
stage name
age
need

A

Preadolescence (9–12 years)

Need: Close same-gender friendships

Emotional intimacy, trust, and loyalty begin to develop.

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12
Q

when interpersonal needs are satisfied there will be feelings of _____. if not, there will be __________.

A

security; anxiety

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13
Q

sullivan viewed psychosocial development as __________. Frustrations and satisfactions during ____ periods affect _____ r/s and identity development.

A

cumulative; earlier; later

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14
Q

according to sullivan, a solid foundation of security in past r/s aids in what?

A

successful interpersonal transitions

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15
Q

describe interpersonal development during adolescence

A
  • need for intimacy > romantic/sexual r/s
  • Capacity for intimacy first develops in same-sex relationships (e.g., age 11).
  • Quality of same-sex friendships predictive of quality of later romantic relationships (reverse not true).
  • The challenge is to transition between nonsexual, intimate same-sex friendships to sexual, intimate other-sex friendships of late adolescence in a way that does not lead to excessive anxiety.
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16
Q

In adolescents, quality of same-sex friendships is predictive of quality of later romantic relationships. is the reverse true?

A

no, romantic r/s don’t predict same-sex friendships

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17
Q

what is the main challenge in interpersonal development during adolescence?

A

transition from nonsexual, intimate same-sex friendships

to sexual, intimate other-sex friendships of late adolescence

in a way that does not lead to excessive anxiety

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18
Q

define attachment in infancy

A

strong affectional bond btwn infant and caregiver

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19
Q

what are the 4 attachment styles in infancy? what are they characterised by?

A

secure
- trust
- healthy

anxious-avoidant
- indifference on part of infant toward caregiver

anxious-resistant
- distress at separation, anger at reunion (ambivalence)

disorganised
- Absence of normal attachment behavior
- most at risk for psychological problems

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20
Q

Does Infant Attachment Predict Adolescent Intimacy? how so?

A

yes.

  • Internal working model: interpersonal r/s that we employ throughout life are shaped by early attachment experiences
  • interpersonal development is cumulative: Infancy affects early childhood, which affects middle childhood and so on.
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21
Q

what is this model called? interpersonal r/s that we employ throughout life are shaped by early attachment experiences

A

Internal working model

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22
Q

name the internal working model and consequences for each attachment style.
1) secure
2) insecure (the other 3)

A

1)

Internal working model: positive n healthy

consequences: more satisfying intimate r/s in adolescence and adulthood

2)

internal working model: less positive

consequences:
- rejection sensitivity: heightened vulnerability to being rejected by others
- Linked to depression and anxiety, which further increases rejection sensitivity

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23
Q

what is rejection sensitivity?

A

Heightened vulnerability to being rejected by others

a consequence of insecure attachment style in infancy

linked to depression and anxiety, which further increases rejection sensitivity

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24
Q

what is adult attachment interview

A

A structured interview used to assess an individual’s past attachment history and “internal working model” of relationships.

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25
what are the adult attachment styles under the adult attachment interview?
1. Secure/Autonomous - Coherent, balanced, realistic view of early relationships - Can discuss both positive and negative experiences - Value attachment, even if upbringing wasn't perfect 2. Dismissive - Downplays importance of attachment - Idealizes parents but can’t give specific examples (“My childhood was perfect.” “My mom was the best parent ever.” “We were very close.”) - Emotionally distant; may struggle with intimacy 3. Preoccupied/Entangled - Overly involved in past attachment experiences - Confused, angry, or passive speech - Relationships may feel overwhelming or chaotic 4. Unresolved/Disorganized - Linked to trauma or loss (e.g. abuse, death) - Disorganized or contradictory narrative - May show lapses in logic or sudden shifts in focus
26
in secure attachment under the adult attachment interview, what are the consequences?
more social competence more success in school best adjustment
27
in dismissive attachment under the adult attachment interview, what are the consequences?
- avoid closeness (“I don’t need anyone; I can handle on my own.”)
28
in preoccupied attachment under the adult attachment interview, what are the consequences?
- overly dependent (“Why didn’t you reply? Do you still like me?”) - More likely to show emotional and behavioral problems (e.g., depression, anxiety, delinquency).
29
between dismissive and preoccupied attachment styles under the adult attachment interview, which one is more likely to show emotional and behavioral problems (e.g., depression, anxiety, delinquency)?
preoccupied (overly dependent)
30
attachment security is generally stable, but can change when?
in dysfunctional family situations or with chronic stress
31
The _______ of security in an adolescent’s attachment style interacts with other experiences to shape ________ and ________.
degree; mental health; behavior
32
what is the difference in defining features in friendships btwn childhood and adolescence?
childhood friendships based on companionship (sharing, helping, activities) adolescent friendships based on intimacy (self-disclosure, common interests, similar attitudes and values, loyalties)
33
what are the 3 main changes in the display of intimacy during adolescence?
1) knowing who their friends are (know more about intimate aspects of friends' lives) 2) caring and concern (sensitive to friends' feelings + needs) 3) conflict resolution (more likely to end with negotiation instead of one person overpowering the other)
34
give 2 examples of change in display of intimacy under care and concern.
caring and concern (sensitive to friends' feelings + needs) * More helpful and generous * More responsive to close friends * More empathic and socially understanding * More focused on providing support
35
one change in the display of intimacy during adolescence is knowing who their friends are (know more about intimate aspects of friends' lives). how does this create a positive affect? ** affect = emotional exp
- Friendship quality increase steadily - lead to gains in social competence - increases in positive affect
36
what are some sex differences in intimacy?
girls are more intimate - more intimate convos w friends - more sensitive and empathic, especially when comforting distressed friends Girls' mental health is more influenced by friendships - benefitting greatly when things go well - suffering more when they dont go well girls more likely to co-ruminate (excessive talking with another about problems) than boys - Increase girls’ depression and anxiety, but not as much among boys conflicts - Boys’ conflicts are briefer, typically over issues of power/control, more likely to escalate into physical aggression, and usually resolved without explicit effort. - Girls better at negotiating conflict, but their conflicts last longer, typically about betrayal in r/s, and resolved only when one of the friends apologizes.
37
what is co-rumination?
Excessive talking with another about problems brings friends closer among both boys and girls girls more likely to co-ruminate than boys --> increase depression + anxiety for girls
38
how do conflicts differ btwn boys and girls?
- Boys’ conflicts are briefer, typically over issues of power/control, more likely to escalate into physical aggression, and usually resolved without explicit effort. - Girls better at negotiating conflict, but their conflicts last longer, typically about betrayal in r/s, and resolved only when one of the friends apologizes.
39
during adolescence, the network of intimacy __________. new targets of intimacy are _________ to old ones instead of __________ them.
widens/expands; added; replacing
40
most of us possess the adaptive motivation called reaffiliation motive. what's that?
motivation that prompts us to reconnect with others when we feel lonely
41
distinguish between socially connected and isolated adolescents.
socially connected - have lots of social contact - enjoy support from parents and peers lonely - more sensitive to social rejection - less sensitive to social rewards - the above 2 points increase feelings of isolation and thus loneliness
42
hypersensitivity to ___________ and blunted response to ____________ increases feelings of isolation thus causing even more __________.
social rejection; social rewards; loneliness
43
what are the 2 similarities between parent and peer r/s?
1) Quality of r/s w peers and parents is closely linked. → Lessons young people learn in close r/s at home provide a template for close r/s they form with others. 2) lack of support from parents or from friends in school is associated with low self-worth and poorer social adjustment. Support from one source does not compensate for the lack of support from the other
44
what are the 3 differences between parent and peer r/s?
1) power equality parent - unequal power - teens receive advice peer - equal power - more intimate, less stressful 2) conflict resolution parent - winner n loser peer - compromise 3) opportunities from intimacy parent - learn from older and wiser peer - share exp w peers who have similar perspectives and expertise
45
which intimacy, parent or peer, is more important?
btoh are important
46
what are some other individuals involved in adolescent intimacy?
siblings grandparents other-sex friendships
47
describe adolescents' intimacy with siblings
- mix of rivalry and affection - fight more w siblings than friends - conflict, warmth, closeness decline during adolescence
48
describe adolescents' intimacy with grandparents
- declines during adolescence * less so if living with single, divorced mother
49
describe adolescents' intimacy with opp-sex friends
same-sex friendships are not displaced by intimacy btwn boys n girls other-sex friendships in early adolescence set stage for later romantic experiences not all other-sex friendships are romantic adolescents with more other-sex friends in early adolescence tend to: - start romantic r/s earlier - have longer romantic r/s boys have more to gain from friendships w girls than vice versa girls with male friends are more likely to show antisocial behavior
50
are girls with male friends or boys with female friends more likely to develop antisocial behavior?
girls with male friends
51
median age for marriage in the US has increased or decreased since the mid-1950s? is this increase/decrease signitificant?
significantly increased
52
the percentile of 8th, 10th and 12t graders who date has increased or decreased significantly over the past 3 decades?
decreased significantly
53
during adolescence, does the importance of a romantic partner increase or decrease, relative to other r/s? by when is a romantic partner usually ranked 1st among significant others? what 3 things do adolescents become more willing to do with their romantic partners in terms of disagreements?
increase college 1. acknowledge 2. analyse 3. work through
54
what are reasons for a prior to middle to late adolescent to date?
* Establishing emotional and behavioral autonomy from parents * Furthering the development of gender identity * Learning about oneself as a romantic partner * Establishing and maintaining status and popularity in the peer group
55
what is the main reason for a late adolescent to date?
develop intimacy that involves emotional depth and maturity
56
compared to young adults, what does adolescents behavior toward their partner look like?
more negative more controlling more jealousy
57
Compared to young adults, adolescents’ behavior toward their partners is more negative, more controlling, and more characterized by jealousy. what kind of couples are especially likely to report these problems?
Younger couples who have been dating for a long time (i.e., 22 months)
58
what are the 2 main indicators of dating?
1. age norms within school and peer group can determine at what age dating begins for the adolescent 2. family instability - changes in parents' marital status (eg. divorce/remarriage) ** age norms is a higher indicator compared to
59
in determining at what age dating begins for an adolescent, age norms within school and peer group is a higher indicator than __________.
adolescent’s level of physical development.
60
in determining likelihood of dating for an adolescent, an indicator besides age norm is _____________, which may be changes in parents' marital statius. in this case, are boys or girls more likely to date? are they also more likely to stick to 1 partner?
family instability; boys; no, they are more likely to have multiple romantic partners
61
describe the sex differences in partner preferences during (1) middle and (2) late adolescence.
1) during middle adolescence, boys more likely to empahsize physical attractiveness and girls more likely to emphasize interpersonal qualities 2) by late adolescence, both sexes emphasize interpersonal qualities like passion, communication, commitment, emotional support and togetherness
62
what are the 3 main areas in describing the impact of dating on adolescent development?
1) early starters 2) breakup 3) violent/abusive r/s
63
what is the impact of early starters in dating on adolescent development? is it easy to see the cause and effect?
associated with negative correlates: * Less mature socially * Less imaginative * Less likely to do well in school * Less oriented toward achievement * Less happy with who they are and how they look * More depressed * More likely to engage in disordered eating * More likely to be involved in delinquency, substance use, and risky behavior difficult to distinguish between cause and effect
64
what is the impact of romantic breakups on adolescent development?
- single most common trigger of 1st episode of major depression - associated with increase in substance use and delinquency - doesn't have severe effects on all adolescents, only some - negative exp in romantic r/s increases risk for psychological problems - qualities of adolescents' r/s with others (parents, siblings, peers, romantic partners) are correlated
65
what is the impact of violence in dating on adolescent development?
exposure to violence at home is strong predictor of dating aggression - adolescents involved in abusive dating r/s often were also abused by parents - these parents also had histories of violence in their romantic r/s and maltreatment during childhood
66
s376A (1) (a-d) of the penal code deals with _______.
sexual penetration of minor below 16 years of age
67
in describing sexuality as an adolescent issue, there are 3 domains we should go into. what are they?
puberty cognitive change social roles
68
describe sexuality as an adolescent issue in terms of puberty.
- Hormonal changes increase sex drive (e.g., androgens, including testosterone) - Development of secondary sex characteristics (growth caused by puberty like hair and breasts) - Possibility of pregnancy
69
describe sexuality as an adolescent issue in terms of cognitive change.
* Cognitive capabilities e.g., introspection and reflection about sexual behavior * hypothetical thinking, and decision making
70
describe sexuality as an adolescent issue in terms of social roles.
* Desire for adult-like romantic relationships * Desire to enhance their status with peers
71
what are the hormones responsible for sex drive increase and changes in physical appearance?
sex drive increase - androgen for both boys n girls change in appearance: - androgen for boys - estrogen for girls
72
estrogen is linked to changes in ___________ in _____ during puberty.
physical appearance; girls
73
describe the impact of sexual intercourse on depressive symptoms for boys and girls
* Girls who have first sex before 16 are more likely to report depression, but this is not the case once they reach their early 20s. * For boys, there's no connection between first-time sex and depression.
74
describe parental influence on sexual activity (what are the 2 areas to be mentioned? elaborate abit)
1) authoritative parenting is associated with adolescents who are: - less likely to become sexually active at early age - less likely to engage in risky sexual activity 2) parent-adolescent communication: - more effective in preventing risky sexual behaviors than sexual activity - attitudes and values communicated by parents are most impt - adolescents less likely to be receptive to have multiple convos over a period of time about sex than 1 big talk
75
describe parent-adolescent communication in Parental Influence on Sexual Activity
- more effective in preventing risky sexual behaviors than sexual activity - attitudes and values communicated by parents are most impt - adolescents less likely to be receptive to have multiple convos over a period of time about sex than 1 big talk
76
in terms of parental influence on sexual activity, authoritative parenting is associated with adolescents who are:
- less likely to become sexually active at early age - less likely to engage in risky sexual activity
77
peer influence on sexual activity adolescents more likely to be sexually active when?
- their peers are sexually active (establish normative standard that having sex is acceptable) - they believe peers are sexually active, even when they are not - have older siblings who model more sexually avanced behaviors - poor neighborhoods more likely to engage in early sex than more affluent areas
78
what are the 3 predictors of early sexual activity?
1. opportunity to have sex (eg. steady r/s, date frequently) 2. having sexually active friends 3. use of alcohol n drugs
79
is parent-adolescent communication a predictor of early sex in adolescents?
no predictor are: 1. opportunity to have sex (eg. steady r/s, date frequently) 2. having sexually active friends 3. use of alcohol n drugs
80
describe the use of contraceptive by teenagers.
- not used regularly - nearly 45% report not using condom the previous time they had sex - risk of teen pregnancy is about half due to absence of contraceptive use, and another half due to failed contraceptive use
81
main reasons for not using contraceptives
lack of planning lack of access lack of knowledge
82
One of the best predictors of contraceptive use is the __________
adolescent's age
83
risk of teen pregnancy is about half due to ___________ of contraceptive use, and another half due to __________ of contraceptive use
absence; failure
84
why are malays more likely to engage in risky sexual behaviours?
younger age of sexual initiation inconsistent condom use
85
according to research, malay adolescent who have used condoms before have higher _____________ in: 1. 2.
self-efficacy (belief in oneself) in: 1. persuading partner to use 2. using it correctly
86
rate of teenage pregnancy is lower now than in the _________. why the drop? rate vary by what?
1990s drop due to increased and improved contraceptive use rate varies by ethnicity
87
what are the 2 most important differences btwn teens who become preganant and those who don't?
1, sexual activity 2. contraceptive use
88
what is experts' consensus of abortion in teenagers?
abortion of an unwanted pregnancy does not psychologically harm teenagers
89
adolescents who abort their pregnancies are significantly less likely to develop __________ than those who give birth. however, they are still more likely than those who were _________.
psychiatric disorders; never pregnant
90
young men whose partners abort are more likely to ________ than those whose partners give birth.
complete high school and go to college
91
what is the negative impacts on teen mothers and their children?
teen mothers: - disruptions in school n career - remain poor - hasty decision to marry without stable r/s and economic security creates and worsens many other problems children of teen mothers: - more likely to have behavioural, psychological and scholastic problem due to poverty and single parenthood (overall envt, not parenting)
92
effective sex ed can delay _________ and reduce likelihood of _________, but cannot reduce likelihood of ________.
initiation of sex; unsafe sex; having sex
93
what are the 2 types of sex ed?
1. comprehensive sex ed 2. abstinence-only sex ed
94
describe comprehensive sex ed.
- info on contraceptions, STDs, and pregnancy - teach adolescents how to refuse unwanted sex and avoid unintended sex - increase motivation to engage in safe sex - change perceptions about peer norms and attitudes impact: * Do not encourage more teens to have sex * Change what teens know, not how they behave
95
describe Abstinence-only sex ed.
- encourage adolescents to avoid sexual activity - do not provide info about safe sex impact: * unsuccessful * Cause increase in teen pregnancy and childbearing * Changing the context in which adolescents live may be a necessary addition to classroom-based education in order to change actual behavior

adolescence (10 decks)

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