Midterm 2

Question 1

new communication style

Answer 1

• ** no longer unquestionably accept rules and explanations
• question parents and authorities
• become more argumentative
• use abstract thinking
• ability to think critically makes them sensitive to parent’s shortcomings
• can be indecisive as they see many sides to an issue/decision

Question 2

stereotypes (2)

Answer 2

1) a lot of conflict is inevitable
- research shows teens and parents get along very well, they respect their parents, they share similar values, and agree with parent if there’s a moral issue

2) there’s a generation gap
- research shows there’s more of a difference within teens than between teen and parent
- more differences in opinions (curfews, leisure time), in how they perceive events, and how they define events

Question 3

critical aspects of parenting behaviour (2)

Answer 3

1) responsiveness
- degree to which parent responds to tennis needs in an accepting, supportive manner

2) demandingness
- extent to which parent expects and demands mature, responsible behaviour from the teen

Question 4

parenting styles (4)

Answer 4

1) authoritative
- warm
- communicate supportive expectations
- induction
- monitoring
- encourage autonomy
- accepting
- make clear distinction between conventional/legal

2) authoritarian
- place high value and insist on conformity, strict rules
- distrusting
- punitive
- discourage open communication
- moralize conventional issue

3) indulgent
- highly supportive, accepting
- minimal guidelines and consequences
- over-involved
- blurred roles
- personalize conventional issues

4) indifferent
- overall indicate no concern
- little if any energy/time
- little if any support/expectations
- few if any consequences
- dismissing
- detached, withdrawn

Question 5

outcomes of parenting styles

Answer 5

1) authoritative
- responsible, self-assured, creative, intellectually curious, socially skilled, autonomous, healthy peer relationships, identifications with parents

2) authoritarian
- more dependent, passive, socially incapable, less self assured, less intellectually curious

3) indulgent
- less mature, less responsible, more conforming to peers

4) indifferent
- more impulsive, more likely to engage in delinquent behaviours

Question 6

attachment types (2)

Answer 6

1) secure: positive emotional bond develops between ten and caring significant other

outcomes

• cohesive relationship
• adopt family’s values in intellectual/cultural activities
• more active problem-solving strategies
• positive perceptions of family relations
• wish to attain similar adult relationships

2) insecure: difficulties in relationships - negative aspects in bonding

outcomes (3)

• avoidant: sense of mistrust in adult relationships, little interest in family affairs, avoidant problem solving
• anxious/ambivalent: express desire for deep/secure commitment, high amount of conflict, families exert high degree of control over members, avoid confrontation, passive appraisal problem solving
• uninvolved/detached

Question 7

coping with stress (3)

Answer 7

1) active
- mature coping abilities
- autonomy
- confront experience and manage it

2) avoidance
- deny or minimize
- avoid confronting the stressful situation

3) wishful thinking
- some disengagement from stressful experience

• • more likely active coping if
• parents: express warmth, clear guidelines, healthy living environment, support in decision-making
• teachers: provide socialization experiences that encourage active coping

Question 8

nature vs nurture

Answer 8

genes may shape biological tendencies but environment determines outcome

• antisocial/delinquent behaviour if have delinquent peers
• depression if family conflict
• smoking more likely if parents don’t supervise
• intelligence if stimulating family environment

Question 9

divorce

Answer 9

more impactful if

• psychological or social problems before divorce
• family conflict high before/after divorce
• teens forced to take sides
• parents don’t maintain amicable post-divorce relationship with each other and teen
• family suffers economic or other stress as result of divorce

Question 10

poverty

-

Answer 10

• heightened risk of psychological difficulties and problem behaviour
• impact on parent’s mental health
• higher overall stress levels
• poor neighbourhoods - inadequate social support

2 important protective factors

• confidence promoting strategies
• restrictive strategies to minimize their exposure

Question 11

cliques

Answer 11

small groups (2-12)

• close friendships
• shared attitudes and activities
• value each other
• learn from one another

cliques chosen by

• shared activities and interests
• residentital segregation
• academic achievement

determining factors

• orientation toward school, i.e. future plans
• orientation toward teen culture, i.e. music, clothing
• involved or not involved in antisocial activities, i.e. gangs

Question 12

crowds

Answer 12

large groups, based on reputation/stereotypes, i.e. jocks

impacts

• branded on who they hang around with
• important role in developing self, identity
• impacts teens behaviour and feelings about self
• if high self-esteem, will identify with crowds of higher status

effects on behaviours

• imitate the behaviour of crowd leaders
• establishment of group norms, values, expectations
• reinforced for behaving in ways consistent with norms

reinforced by

• improved self-esteem
• crowd membership becomes part of identity
• sense of belonging

Question 13

reciprocal process of selection/socialization

Answer 13

reciprocal relationship between
- teens’ characteristics influence their choice of friends
- teens’ friends influence each other’s characteristics
thus, reciprocal relationship between selection/socialization

Question 14

types of popularity (2)

Answer 14

1) socio-metric popularity
- refers to how well-liked someone is
- determined mainly by social skills, friendliness, sense of humour
- qualities are valued by people of all ages/backgrounds

2) perceived popularity
- how much status or prestige one has
- determinants of perceived popularity are highly variable

Question 15

types of unpopularity (3)

Answer 15

1) aggressive
- use relational aggression, which is intended to harm other teens through deliberate manipulation of their social standing
- physical and relational aggression correlated
- relational aggression used by both sexes, but girls more aware of it, more distressed by it, and more often victims of it

2) withdrawn
- creates a victimization cycle
- suffer from a cycle of behaviour that includes anxiety/difficulty breaking into groups
- rejected and teased by peers which increases social anxiety
- more they’re teased/rejected/victimized, the more anxious and hesitant they feel, and the more they blame themselves for their victimization

3) aggressive-withdrawn
- combination of the above

Question 16

negative consequences of rejection/unpopularity

Answer 16

1) negative mental health and psychological development which may lead to depression, behaviour problems, academic difficulties

2) aggressiveness
- conduct problems and involvement in antisocial activity

3) withdrawn-aggressive teens
- risk for low self-esteem, depression and diminished social competence

4) unpopular, aggressive teens are more likely to engage in hostile attributional bias, which is when they interpret others’ behaviour as deliberately hostile

Question 17

results of popularity/unpopularity

Answer 17

popularity

• more likely to have close friends
• more likely to engage in school/social activities, i.e. extra curriculum activities
• receive more social recognition

unpopularity

• more likely to be low achievers in school
• more likely to drop out of school
• show higher rates of delinquent behaviour
• future emotional and behavioural deficiencies can carry onto adulthood

Question 18

developmental perspective on bullying

Answer 18

bullying = negative physical/verbal actions, involves hostile intent, repeated over time, involves power differential, a relationship problem

power derives from

• individual characteristics, i.e. size, strength, age
• knowledge of other’s vulnerabilities
• position in group, i.e. high status
• membership in peer group who supports bullying

** one of the most distressing experiences for a teen - serious consequences can occur if it’s prolonged

teens’ answers to “why are people bullied”
- appearance (40%), behaviour (35%), characteristics of bullies (7%), social background (8%), other/no answer (10%)

Question 19

skills of popular teens

Answer 19

• integrate/balance needs of self and others
• control their impulses
• to see multiple perspectives within conflictual situations
• know how to act appropriately in eyes of peers
• have confidence but aren’t conceited

** these skills serve as protective factors - less risk to engage in serious, non-normative problem behaviour

Question 20

why peer groups are important

Answer 20

peer group: provides more frequent opportunities for interaction and leisure, which contributes to the development of intimacy and enhances the teen’s mood and psychological well-being

both peers and family important for

• identity exploration
• development/expression of autonomy
• socialization of appropriate sexual behaviour
• influence on academic achievement

sharp increase in time spent with peers - 50% with peers, 15% with parents

Question 21

school’s impact on development

Answer 21

academic

• major educational system - academic achievement
• impacts motivation, aspirations and expectations
• influences academic self-conceptions
• influences occupational direction

psychosocial

• sense of independence - autonomy
• interpersonal relations
• teaches biological/social sexuality

Question 22

tracking

Answer 22

grouping students by ability

results: if low ability
- receive a markedly inferior education
- difficult to move up
- can create hostile subculture

results: if high ability
- gifted students, score of 130+ on intelligence test

Question 23

mainstreaming

Answer 23

mixing students of different abilities

results: if gifted
- more positive self-conception than in special classes
- referred to as big fish in little pond
- if separate than can teach more specifically to student’s need
- don’t feel so isolated

Question 24

structural characteristics of school

Answer 24

is bigger better?

• optimal school size between 500 and 1000
• class size of 20-40 has little effect academically
• 6-3-3 plan vs 8-4 plan: mixed messages - some show higher self-esteem, better peer relations but no difference in GPA

Question 25

types of students (4)

Answer 25

1) academically and economically advantaged - have a more positive experience 2) gifted - attributes including precocity (gift evident at early age), independence, drive for mastery, excellence in information processing 3) learning disabilities - poorer than expected - includes speech handicaps, mental challenges, emotional disorders, learning disorders, ADHD, dyslexia 4) dropouts - years of school problems, history of low grades, behaviour problems, low scores on achievement, parental/family/peer problems

Question 26

concerns about grouping students (6)

Answer 26

- mismatch, of age and performance - impersonal environment - discipline vs independence - impact of tracking - impact of mainstreaming - too many options

Question 27

characteristics of good teachers (4)

Answer 27

1) personality style - enthusiastic, organized, adaptable 2) high expectations - self-fulfilling prophecy = expect more, achieve higher 3) committed to teaching and student learning 4) monitors effectiveness - of educational practices and policies

Question 28

styles of teaching (4)

Answer 28

1) authoritative - maintains high standards, warm but firm, concerns for personal and safety, promotes independence/cooperation - provides expectations and support 2) authoritarian - places high value and insists on obedience - conformity - encourages passive learners 3) indulgent - highly supportive, accepting, minimum if any guidelines/expectations/consequences 4) indifferent - overall indicates no concern, little if any energy/time, little if any support/expectations/consequences

Question 29

ways to keep students engaged (5)

Answer 29

1) provide opportunities to develop competence 2) provide the opportunity for sense of belonging to school 3) provide opportunity to engage in authentic work (not just busy work) 4) emphasize intellectual activities 5) allow students opportunity to actively participate - i.e. grant some autonomy

Question 30

families of high/low achievers

Answer 30

high achievers - share in activities, decision-making, exchange ideas - encourage to achieve but less on achievement - positive attitudes toward achievement, education, teachers, activities - sense of belonging - identify with parents low achievers - parents more rejecting, less involved, authoritarian - own status depends on child's success - uninvolved or uninterested, or excessively controlling - poor/distant relationship

Question 31

major concerns of psychosocial development (3)

Answer 31

1) academic honesty - teachers - believe little can or will do - not experienced to recognize if written policy not enforced - punishment not enforced - students - difficult to get caught - info on internet - no guidelines - cut/paste - expectations expressed by peers 2) the zero tolerance policy - a get tough approach that results in: official arrest records, more violence in home and community than school * often target the wrong person 3) social cruelty

Question 32

"no adolescent is left behind"

Answer 32

an ideal goal - discuss statement history - 1970s: demanded more practical curricula - 1980: shift 'back to basics' - more homework, discipline, time in school - 2000s: try to implement higher order thinking - rigorous and universal performance

Question 33

how teens spend their time

Answer 33

both unstructured free time and extracurricular activities 29% in productive activities - school 24% in maintenance activities - grooming, eating 40% in leisure activities - socializing - spend more time alone than with family members - prefer to be with friends - spend 4x as many hours per week at part-time jobs as spent on homework

Question 34

assumptions about part-time work

Answer 34

- work is challenging - involves meaningful contact with adults - provides an opportunity for developing responsibility or using school-taught skills - work conducive to learning - enhances psychological development - work doesn't disrupt parent-teen relationships research shows - work provides opportunity to greater contact with people willing to sell them alcohol or other drugs - leads to higher rates of problem behaviour that can continue to their 20s - work does disrupt parent-teen relationships - provides only limited meaningful contact with adults - isn't necessarily conducive to learning

Question 35

concerns about part-time work

Answer 35

- type of work - value of work - danger of work-drugs and alcohol - interference with other areas, i.e. school - easy targets, i.e. impulsive, self-conscious - easily influenced - viral marketing long-term disadvantages - premature affluence - cynicism of value of hard work - undermining of good financial habits - impacts academic outcome if more than 15-20 hrs - exert less effort on studies, skip class more often, protect grades by taking easier classes, teachers lower standards - suffer from chronic fatigue

Question 36

structured leisure activities

Answer 36

advantages - increases school performance - decreases delinquency - lessens risk of drug/alcohol use - greater opportunities for cross-race friendships - spillover effect - athletic participation benefits academic performance - future: extracurricular participation later - socializes teens into adult roles

Question 37

unstructured leisure activities

Answer 37

- lack of structure - not involved in extracurricular activities - unsupervised time when socializing with peers - absence of adult supervision, i.e. latchkey kids - other intervening factors are their type of neighbourhood, extent to which parents engage in distal monitoring routine activity theory - suggests that a combination of factors promotes delinquency and other types of problem behaviour

Question 38

routine activity theory

Answer 38

A perspective on adolescence that views unstructured, unsupervised time with peers as a main cause of misbehaviour Combination of lack of structure, socializing with peers, and absence of adult supervision encourages delinquency and other problem behaviours Heightened time of peer pressure and susceptibility to peer influence One of strongest deterrents against problem behaviour is presence of an adult

Question 39

5 uses of media

Answer 39

1) entertainment 2) high sensation - enjoys novelty and intensity of sensation 3) coping - relieve/dispel negative emotions - 'turn off' negative emotions 4) youth culture identification - watch the same tv programs and listen to the same music 5) identity formation - thinking of the person viewed as ideal - feared sense of self reflected in media

Question 40

impact of media

Answer 40

immersed in media - nearly 86% have computer - 99% have tv - 83% have video game console - average teen spends 6 hours per day concern - stems from content to which teens are exposed to the sedentary lifestyle it promotes controversy - computer games and aggressiveness - controversial music, i.e. rap and heavy metal - more popular among those at risk - dark view of world, alienated from mainstream, cynical about leaders, pessimistic about future - globalization - tv and aggressiveness, gender roles and sex

Question 41

theories of media influence (3)

Answer 41

1) cultivation theory - media shapes teens' interests, motives, and beliefs about the world 2) uses and gratifications approach - emphasizes that teens choose the media to which they're exposed - i.e. the violence on screen provokes aggression - just as likely that aggressive teens are more prone to watch violent images 3) the media practice model - suggests a reciprocal approach in that teens not only choose what they're episode to but interpret the media in ways that shape their impact

Question 42

exposure to images of drugs/alcohol

Answer 42

- tv centered around 3 topics: sex, violence, drugs - 70% of popular tv shows contain sexual content - most susceptible to the message that women are sex objects - teens who spent a lot of time playing violent video games get into more fights/arguments than their peers - however, the direction of this effect still unclear - teens more likely to smoke if their favourite film star is a smoker