Brainscape's Knowledge GenomeTM

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


See full index

101PERDEV > Lesson 2: Development Stages in Middle and Late Adolescence > Flashcards

Lesson 2: Development Stages in Middle and Late Adolescence Flashcards

1
Q

involves the physical changes that happen during the adolescent stages

A

puberty

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

during puberty,

A

the adolescent body matures sexually

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

happens during adolescence as the brain continues to grow and develop

A

cognitive development

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

examples of cognitive skills

A

reasoning, abstract thinking, increased intelligence

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

happens during adolescence when adolescents desire for more autonomy and independence from their families; and as their friends and peers become their primary influence, taking over the previous roles their parents had

A

social

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

hallmarks of the adolescence stage

A

idealism and experimentation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

these are formed during the adolescence stage

A

beliefs and values

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

evolves from an individual’s own set of beliefs and values system, in the roles he has identified for himself, the responsibilities he recognizes and owns, and the expectations others have on him

A

self-identity or self-concept

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

age bracket for early adolescence

A

10-13 y.o

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

age bracket for middle adolescence

A

14-16 y.o

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

age bracket for late adolescence

A

17-20 y.o

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

age bracket for early adolescence according to feist and rosenberg

A

11-12 y.o.

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

age bracket for late adolescence according to feist and rosenberg

A

18 y.o.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

who created the eight stages of personality development

A

erik erikson

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

define each stage of human development with a crisis or a conflict

A

erik erikson’s eight stages of personality development

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

what are the eight stages of personality development

A

infancy, early/late childhood, school age, adolescence, (young) adulthood, maturity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

the concept of an individual about himself, molded through various interactive experiences around himself, such as their family and community, and his responses in term of thinking, attitude, and behavior to external stimuli

A

identity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

identity is often referred to as

A

self-identity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

self-belief of what the individual thinks and feels about himself

A

identity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

often times form part of this self-identity

A

roles

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

examples of roles that often time form part of this self-identity

A

birth order, nature of work, occupation/title, academic/social standing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

negation of self-identity

A

role confusion

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

confusion over one’s self-concept or the absence or lack of such a concept

A

role confusion

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

affects an individual’s relationship with others, because there is no clear definition of what he is and how he relates to others

A

role confusion

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

usually marked by the way they are able to comprehend abstract concepts, such as freedom and human rights

A

cognitive growth

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

a common activity among adolescents as they search for their identity

A

experimentation

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

why do adolescents undergo experimentation

A

they want to be treated as adults, and they see adult behavior as something to emulate

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

examples of negative behaviors in experimentation

A

smoking and drinking

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

examples of other behaviors in experimentation

A

different clothing/fashion styles, search for social groups, join student organizations

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

this also happens in this stage. however, due to their underdeveloped cognitive and affective capacities, and education of the matter, this experimentation sometimes end up in a disaster, such as teen pregnancies and sexual diseases

A

sexual experimentation

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

when was the term “teenage rebellion” popularized

A

1950s with the beatnik movement

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

popular rebel teen stars

A

James Dean and writer Jack Kerouac

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

the authentic beat style is sseen at the

A

co-existence bagel shop in San Francisco in 1950

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

an era where actors wore tight fitting jeans and pompadour hairstyles slopped with pomade

A

Lo-Waist Gang

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

when was the hippie movement and flower power

A

1960s to 1970s

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

became the trademark of the generation of adolescents and young adults. the use of psychedelic drugs and other hypnotic substances were popular; thus supporting the theories about adolescence and the experimentation that they were going through

A

hippie movement and flower power

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

popular themes in the hippie movement and flower power

A

social issues & anti-war movement against the war in VIetnam

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

where hippies got together for three days amidst music, drugs, and sex, also became one of the enduring symbols that immortalized this generation

A

gathering at Woodstock in upstate New York

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

where did young filipinos hold their own version of woodstock

A

Antipolo, Rizal in 1970

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

new adolescents who were born form 1980s to early 200s became known as

A

millenials

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

millenials were also known as

A

digital natives

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

why are millenials called digital natives

A

they were born amidst the great technology boom

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

the previous generation before millenials were referred to as

A

digital immigrants

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q

people’s penchant to take their solo pictures or in a setting with interesting backgrounds, and uploading these to their social networking sites is definitely creating an impact on the way young people see themselves

A

selfie phenomenon

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

adjust to sexually maturing bodies and feelings

A

according to the work-life center at the massachusetts institute of technology

46
Q

develop and apply abstract thinking skills

A

according to the work-life center at the massachusetts institute of technology

47
Q

develop and apply a new perspective on human relationships

A

according to the work-life center at the massachusetts institute of technology

48
Q

identify meaningful moral standards, values, and belief systems

A

according to the work-life center at the massachusetts institute of technology

48
Q

develop and apply new coping skills in areas such as decision-making, problem solving, and conflict resolution

A

according to the work-life center at the massachusetts institute of technology

49
Q

understand and express more complex emotional experiences

A

according to the work-life center at the massachusetts institute of technology

50
Q

form friendships that are mutually close and supportive

A

according to the work-life center at the massachusetts institute of technology

51
Q

establish key aspects of identity

A

according to the work-life center at the massachusetts institute of technology

52
Q

meet the demands of increasingly mature roles and responsibilities

A

according to the work-life center at the massachusetts institute of technology

52
Q

renegotiate relationships with adults in parenting roles

A

according to the work-life center at the massachusetts institute of technology

52
Q

developing occupational skills

A

according to the Corpuz et al (2010)

53
Q

self-reliance

A

according to the Corpuz et al (2010)

54
Q

ability to manage their finances

A

according to the Corpuz et al (2010)

55
Q

social responsibility

A

according to the Corpuz et al (2010)m

56
Q

mature work orientation

A

according to the Corpuz et al (2010)

57
Q

personal responsibility

A

according to the Corpuz et al (2010)

58
Q

positive attitude toward work

A

according to the Corpuz et al (2010)

59
Q

being courageous in standing up and being different from your friends

A

additional list of developmental tasks and skills a filipino adolescent should acquire

60
Q

developing self-esteem

A

additional list of developmental tasks and skills a filipino adolescent should acquire

61
Q

being true to yourself and avoiding the tendency to please others

A

additional list of developmental tasks and skills a filipino adolescent should acquire

62
Q

becoming aware, critical, and being involved with social issues

A

additional list of developmental tasks and skills a filipino adolescent should acquire

62
Q

learning how media and advertising are trying to influence your thinking and feelings

A

additional list of developmental tasks and skills a filipino adolescent should acquire

62
Q

embracing a healthy lifestyle

A

additional list of developmental tasks and skills a filipino adolescent should acquire

63
Q

developing your spirituality

A

additional list of developmental tasks and skills a filipino adolescent should acquire

64
Q

being aware of the bodily changes happening, managing sexual feelings, and engaging in healthy sexual behaviors. Establishing sexual identity and developing skills for romantic and meaningful relationships are the healthy results when adolescents learn to adjust to their own development.

A

adjust to sexually maturing bodies and feelings

65
Q

effectively understand and coordinate abstract ideas, thinking out possibilities, trying out theories, planning ahead, reflecting on how and what they are thinking, and coming out with their own personal philosophies.

A

develop and abstract thinking skills

66
Q

developing the capacity for compassion by learning how to put themselves in “somebody else’s shoes” in order to understand other people’s feelings and perspectives. Looking at relationships in different perspectives can develop in learning how to resolve conflicts in relationships.

A

develop and apply a new perspective on human relationships

67
Q

adolescents acquire new thinking capabilities that will help them engage in more creative strategies for problem solving, decision-making, and resolving conflict. They should be able to project toward the future and see the consequences of their decisions.

A

develop and apply new coping skills in areas such as decision-making, problem solving, and conflict resolution

68
Q

because of their idealism, adolescents develop more complex understanding of morality, jus tice, and compassion that leads to the formation of their own belief systems that will guide their decisions and behaviors.

A

identify meaningful moral standards, values, and belief systems

69
Q

becoming more in touch with their emotions and see the complex variances among strong emotions and feelings, understanding the emotions and feelings of other persons, and learning how to detach themselves from emotional situations when- ever the need arises.

A

understand and express more complex emotional experiences

70
Q

peer influence is very strong among adoles- cents and this should be able to steer an adolescent toward productive and positive relationships, behavior, and thinking. Learning how to trust others is an import- ant task for an adolescent to develop

A

form friendships that are mutually close and supportive

71
Q

be encouraged to develop their own healthy self-concepts that reflect their uniqueness in relation to themselves, their families and friends, and with the bigger community.

A

establish key aspects of identity

72
Q

it is important for the emerging adult to acquire skills and knowledge that will provide him with meaningful careers and jobs and to live up to the expectations regarding commitment to family, com- munity, and nation-building.

A

meet the demands of increasingly mature roles and responsibilities

73
Q

the adolescent stage sees the movement to- ward independence and autonomy. In the Philippine setting, this is not as pronounced as with other west- ern cultures. However, Filipino adolescents should be able to communicate with their parents their need for a certain degree of independence as they mature to young adulthood.

A

renegotiate relationships with adults in parenting roles

74
Q

skills that can help the adolescent develop responsibility as a preparation for gainful employment ahead.

A

developing occupational skills

75
Q

the ability to identify their own skills and knowledge, capabilities, and resources to engage in meaningful activities and not rely too much on others.

A

self-reliance

76
Q

be able to discern what is the difference between “wants” and “needs,” and be able to learn self-control when handling their finances. As early as possible, the adolescent should learn financial literacy through various means available to them.

A

ability to manage their finances

77
Q

adolescents should be able to see beyond themselves, take into consideration the greater community around them, and see their role in improving and developing these communities, serving as change agents.

A

social responsibility

78
Q

develop pride in what they do and raise standards of excellence in the quality of their work.

A

mature work orientation

79
Q

to be fully responsible for their own decisions and actions by owning them, become aware of the repercussions or results of the decisions they make and be mature enough to “own” these results, and refrain from putting blame on others for the results of their decisions and actions.

A

personal responsibility

80
Q

in the book, The Prophet by the Lebanese poet, Kahlil Gibran, he wrote, “Work is Love made Visible.” Developing a healthy and positive attitude toward work means that we see work as an expression of our love for people who are important to us, including ourselves. One can learn new things and grow to become highly skilled, knowledgeable, and loving person if he or she sees work as a way toward self-improvement and as an expression of love for his or her significant others.

A

positive attitude toward work

81
Q

the adolescent needs to feel he or she belongs to a group. While this is important, belonging to a group does not necessarily mean losing one’s identity and being guided by “mob rule,” or what the majority does. This is especially effective when being offered to smoke a cigarette or to drink alcoholic beverages, or even to try out dangerous drugs. Being courageous means learning to say “NO” to what one thinks is going against his or her belief and values system even if this would mean rejection by the group

A

being courageous in standing up and being different from your friends

82
Q

Learn to understand, accept, and appreciate oneself as a unique person. Avoiding comparisons between you and other people is also a healthy way to develop self-esteem.

A

developing self-esteem

83
Q

Adolescents find it difficult to assert their individuality or uniqueness because they are afraid others will not approve or like them, or will not allow them to become a member of a group. Conformity often occurs during this stage of development. By developing one’s self-esteem, the need for approval from others becomes less.

A

being true to yourself and avoiding the tendency to please others

84
Q

Understand that news is reported for a reason, usually to serve the purpose of someone or some organization. Understand that advertising employed to sell consumer products work on either fear or desires.

A

learning how media and advertising are trying to influence your thinking and feelings

85
Q

Ask questions and speak up whenever possible to address social issues such as poverty and corruption. Let our leaders know how you think and feel about our society, and learn to suggest solutions in improving our lives.

A

becoming aware, critical, and being involved with social issues

86
Q

Becoming aware of your health and the food you eat, and engaging in sports and other physical activities beneficial to your well- being. Learn to relax.

A

embracing a healthy lifestyle

87
Q

Finding what gives meaning to your life and to all the experiences you are going through.

A

developing your spirituality

88
Q

referred to as the teenage years, which start at the age of
twelve (12) and end at the age of twenty-one (21)

A

adolescence

89
Q

when does the age of teenage years start and end acording to the module

A

12-21

90
Q

The beginning of the physiological
development is shown by the onset of

A

puberty

91
Q

refers to the
physical transformation that a child experiences as sexual maturity is reached.

A

puberty

92
Q

It is
at this stage that the child may be overly concerned with appearance and body image

A

puberty

93
Q

are hormones or chemical substances produced by
endocrine glands that actively affect physical growth and development

A

androgens and estrogen

94
Q

an androgen that is strongly
associated in the physical maturation of boys. Increased level of testosterone in males
is related to changes in height, deepening of voice, and development of genitals, as
well as sexual desires and activities.

A

testosterone

95
Q

An estrogen that is strongly associated
in the physical development of girls such as widening of hips, and breast and uterine
development.

A

estradiol

96
Q

hormonal changes especially among girls may trigger

A

weight gain

97
Q

satisfaction with their bodies

A

body-cathexis

98
Q

refers to the progression of one’s ability to think ang
reason out, adolescents develop the ability to think and interconnect things in
relation to problem solving.

A

cognitive development

99
Q

Development is also observed in the

A

pre-frontal cortex

100
Q

which is involved in
decision-making, reasoning, and controlling one’s emotions

A

pre-frontal cortex

101
Q

seat of your emotions such as anger, sadness, and happiness, matures much earlier
than the prefrontal cortex

A

amygdala

102
Q

a set of guiding principles that direct a person in the pursuit
of what of right or wrong and what is good or bad.

A

morality

103
Q

adolescents who deviate from their
general principles and act upon the wishes of others even though these are wrong
are more likely to suffer from

A

self-condemnation

104
Q

the inner force that makes external controls unnecessary

A

sound conscience

105
Q

prestige symbols that tell others that the owner
is of higher status

A

status symbol

101PERDEV (10 decks)

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