Modules 3 and 4 Flashcards
Androgynous
having both masculine and feminine characteristics
Emotional Competence
one’s ability to express or release one’s inner feelings; implies an ease around others and determines one’s ability to effectively and successfully lead and express
Ethnic Identity
psychological attitudes and behaviors toward one’s ethnic and racial group membership
Gender Constancy
knowledge that gender will remain the same regardless of behaviors
Gender Labeling
being able to label one’s self and others as male or female
Gender-Role Attitude
the approval or disapproval toward societal expectations for each gender
Gender-Role FLexibility
the ability to alter social expectations regarding gender or their own and other’s behaviors
Gender-Role Idnetity
knowledge that one behaves appropriately according to societal expectations for their gender
Gender Stability
knowledge that gender will not change over time
Identity Achieved
adolescents who have explored and made commitments in occupations, academic skills, friendships, and values and commit to certain goals and values
Identity Diffusion
adolescents who either have not yet began the process of exploration (as you might expect for younger children) or have been through the exploration process but were unable to make commitments to their goals and value
Identity Foreclosure
adolescents who have parents that typically use an authoritarian style of parenting such as telling their adolescent who they are, what they will become, or where they will attend college are considered foreclosure
Moratorium
adolescents who are actively involved in the exploration process but have not yet made decisions or commitments
Prosocial Behavior
voluntary behavior intended to benefit others by helping or sharing
Psychosocial Crisis
psychological and social challenge with two developmental outcomes, one positive and one negative
Psychosocial Moratorium
a time with few responsibilities and many opportunities for exploration of different roles
Display Rules
sociocultural rules governing the degree of emotional expression that is appropriate in different situations and the coping strategies that are considered acceptable
Emotional Expressiveness
the ability and degree to which one expresses positive and negative emotions appropriately
Emotional Intelligence
a term originally coined by Salovey and Mayer to describe the ability to perceive, express, understand, and manage emotions
Emotional Regulation
the ability to cope with emotions such as maintaining positive emotions and avoiding the display of inappropriate emotions by monitoring and modifying emotional reactions
Emotional Understanding
the ability to differentiate and interpret one’s own emotions and/or the ability to perceive and understand, and respond to the emotions by monitoring and modifying emotional reactions
Paralinguistic Cues
language cues that are typically used to reinforce verbal content (as when a happy event is described in a joyful way); uses changes in speaking rate, pitch level, or vocal quality
Social-Emotional Learning (SEL)
the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions
Social Referencing
observation of others in an attempt to use other people’s reactions to help us interpret a situation and decide how to respond
