Midterm 2 Flashcards
(42 cards)
new communication style
- ** 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
stereotypes (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
critical aspects of parenting behaviour (2)
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
parenting styles (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- detached, withdrawn
outcomes of parenting styles
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
attachment types (2)
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
coping with stress (3)
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
nature vs nurture
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
divorce
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
poverty
-
- 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
cliques
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
crowds
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
reciprocal process of selection/socialization
reciprocal relationship between
- teens’ characteristics influence their choice of friends
- teens’ friends influence each other’s characteristics
thus, reciprocal relationship between selection/socialization
types of popularity (2)
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
types of unpopularity (3)
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
negative consequences of rejection/unpopularity
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
results of popularity/unpopularity
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
developmental perspective on bullying
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%)
skills of popular teens
- 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
why peer groups are important
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
school’s impact on development
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
tracking
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
mainstreaming
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
structural characteristics of school
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