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PSYC228 > PSYC228_Chap10 > Flashcards

PSYC228_Chap10 Flashcards

1
Q

what are the adolescent years apparently about?

A

answering question: who am I?

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2
Q

identity

A

individual’s understanding of self in relation to his/her social context

abstract concept composed of numerous social + psychological processes

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3
Q

erikson’s identity vs role confusion

A

erikson’s 5th stage of psychosocial development during which adolescent must adopt a coherent + integrated sense of self

crisis of adolescence
challenge to function with coherent + integrated sense of self + purpose

key questions of adolescence = who am I? Who do I want to be? How do I let others know my identity?

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4
Q

identity crisis

A

crisis that entails evaluation of possible choices concerning vocation, relationships, + self-understanding

active search for oneself

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5
Q

identity crisis demonstrated by

A

frequent changes in tastes in music, clothes, friends, hairstyles

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6
Q

prolonged transitions to adulthood can result in

A

lenthened period of identity exploration + delayed id formation

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7
Q

role confusion

A

adolescent’s inability to define an identity, resulting in a lack of direction + focus

danger of identity vs role confusion stage

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8
Q

frequent criticism of erikson’s identity development concept

A

too narrow + needs more substance to be relevant

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9
Q

marcia’s 4 identity statuses that emerge while looking for answer to who am I

A

identity diffusion
identity foreclosure
identity moratorium
identity achievement

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10
Q

marcia - 2 dimensions that determine person’s particular identity status at given time

A

exploration (a positive serach for options and identity)

commitment (conscious choice made about a particular aspect of identity)

must go through process of exploration before making true commitment

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11
Q

identity moratorium

A

marcia - an individ who has begun to explore his/her identity but has yet to make a commitment

actively searches out options
exploring, not get commiting

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12
Q

identity diffusion

A

marcia - and individ who has neither made a commitment about nor begun to explore his/her identity

static non-growth
no exploration + no commitment

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13
Q

identity foreclosure

A

marcia - an individ who has made a commitment about his/her identity without even exploring options

no exploration - others have made the commitment for them

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14
Q

identity achievement

A

marcia - individ who has made a commitment about his/her identity following a process of exploration

ultimate goal
exploration complete, commitment made

never truly over
identity development may be most notable during adolescence, but never ends

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15
Q

ethnic identity

A

a component of identity + self-concept that acknowledges a unique connection to a specific ethnic group + values + beliefs associated with that group

dynamic constrcut, involving complex + subtle interactions betw diff elements of ethnic identity + external forces

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16
Q

phinney’s three-stage model of ethnic minority identity formation

A

ethnic identity develops thru processes of exploration + commitment
adolescent faced with developmental task of resolving positive + negative views of ethnic group membership

best outcome reached when adolescent has achieved ethnic identity + positive view of majority of culture

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17
Q

acculturation

A

process of people within a minority culture wherein they adopt values from a majority culture
process of minority culture adopting values of majority culture
investigates how ethnicity affects self-concept + self-esteem

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18
Q

gender intensification

A

process wherein person becomes more rigid in their gender performance, behaving in stereotypical ways for their identified gender

may partially arise from peer + parental pressure

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19
Q

coming out

A

process by hwihc homosexual person makes his/her orientation known to self, friends, family

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20
Q

new canadians are less likely to drop out of high school than

A

canadian-born

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21
Q

in 2010, dropout rate from 20-24 for first nations youth

A

22.6%
8.5% - non-aboriginal

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22
Q

high schools are more likely to promote

A

performance goals than elementary

but feel more effective when mastery goals is goal

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23
Q

increasing teacher control can

A

leave control-seeking adolescent less motivated to learn

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24
Q

secure/autonomous

A

attachment category where adolescents display ability to recognize positive + negative aspects of childhood attachement figures

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25
Q

insecure/dismissive

A

attachment category where adolescents minimize considerations of early experiences + relationships or downplay importance of ealry attachment experiences

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26
Q

insecure/preoccupied

A

attachment category where adolescents display preoccupation with early experiences + attachment figures but experience difficulty evaluating those relationships

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27
Q

adjustment in adolescence is more affected by parenting style than

A

parental gender

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28
Q

crowd

A

group of people who may/may not be friends but who share similar attributes to one another
jocks, populars, normals, druggies, nobodies

29
Q

clique

A

tight-knit group of friends who share similar values + bahaviours

identify strongly with fellow members

30
Q

what are the 2 major diffs betw peer groups in childhood vs adolescence?

A

adolescents spend much more time in peer groups than children

adolescents much more preoccupied with being accepted by peer groups - peer acceptance one of biggest predictors of self-esteem during adolescence even more than perceiving oneself as cognitively competent

31
Q

what rules govern crowds + cliques?

A

boundaries
crowd membership
peer pressure

32
Q

problematic internet use

A

excessive preoccupation with internet use that leads to socio-emotional maladjustment, academic difficulties, + physical health problems

33
Q

4 phases of model for building romantic relationship

A

initiation phase
status phase
affection phase
bonding phase

34
Q

initiation phase

A

1st phase
of early romantic relationships when adolescents begin to notice + become comfortable with others perceived as sexually attractive

35
Q

status phase

A

2nd phase
of early romantic relationships where crowd + status influence how adolescent couple develops
follows elkind’s idea of imaginary audience
couple gets to know each other then either moves closer or terminates relationship

36
Q

4 components of problematic internet use

A

excessive use - losing sense of time + neglecting basic needs

withdrawal - feeling angry, tense and/or depressed when computer is unavailable

obsession - needing better equipment, more computer software, or more hrs on internet

negative consequences - lying, social isolation, fatigue, poor achievement

37
Q

affection phase

A

3rd phase
early romantic relationships where emphasis shifts away from influence of peers to development of meaningful connection betw 2 individs

higher likelihood of sexual activity as they begin to communicate + express mutual romantic feeligns

38
Q

bonding phase

A

4th/final phase
early romantic relationships where relationship becomes characterized by high level of commitment + future orientation

contains possibilities of remaining together with romantic partner for lifetime
only after been together for reasonable amount of time + at age when commitment are meaningful

39
Q

limitations of 4 phase early romantical relationships

A

doesn’t specify actual ages associated with phases

unclear what variables influence dissolution or resolution in event of dissatisfaction

doesn’t take into account homosexual attraction follows diff trajectory due to general lack of social acceptance

40
Q

cass - 6 steps of homosexual attraction

A

identity confusion
identity comparison
identity tolerance
identity acceptance
identity pride
identity synthesis

41
Q

in 2013, what percent of police-reported incidents of intimate partner violence was due to dating violence

A

53%
- greater than spousal violence @ 47%

42
Q

what demographic have the highest rate of dating violence

A

young adults

43
Q

teen dating violence

A

physical assault by boyfriend or girlfriend against his/her romantic partner that may include psychological and sexual violence

44
Q

adolescents’ romantic relationships are marked by

A

intesnse + shifting emotions

45
Q

young offender

A

person < 18 yrs charged with a criminal offence

likely be an adolescent who struggled with emotional or behavioural control for various complex reasons

46
Q

3 key points where youth criminal justice act (now since 2003) differs from youth young offenders act

A

YCJA focuses on diverting youth away from court system thru community-based responses to non-violent offences + crime prevention programs

YCJA aims to improve decision-making at all levels of justice system to ensure meaningful consequences that reinforce accountability + reduce use of custody

YCJA introduces a simplified process for applying adult sentences to extremelty violent offenders

(YCJA did away with young offenders term)

47
Q

what kind of parental behaviours are likely to raise children who commit crimes?

A

parents who reject their children +/or don’t supervise children

especially for younger yrs, as parents have strongest influence on earliest yrs

48
Q

% of chargable youth who are charaged has been

A

decreasing since YCJA was implemented in 2003

49
Q

the more forms of abuse a particular child has exprienced, the more likely they are to

A

become delinquent

50
Q

deviancy training

A

process whereby young offenders teach each other how to be even more deviant

having an adult present + well-structured sessions may help reduce negative effects of group treatment

51
Q

2 key strategies in process of emotion regulation

A

cognitive reappraisal

expressive suppression

(both challenges for adolescents)

52
Q

cognitive reappraisal

A

ability to re-evaluate cause of an emotional state + mediate the response

one reassesses emotion-causing situation

53
Q

expressive suppression

A

emotion regulation strategy that inhibits one’s emotional response without reducing level of emotion

focus on suppressing emotional reponse tendency

54
Q

young adults who choose appraisal over suppression appear to be

A

psychologically healthier than those who choose suppression

ones tendency toward appraisal or suppression is related to temperament, family communication patterns + intelligence

55
Q

emotion regulation is a

A

dynamic process that typically improves with age

56
Q

ability to appraise situation + reduce need to suppress emotional responding

A

improves as one becomes more socially competent + less prone to emotionality

57
Q

full-blow depression results when

A

negative + uncomfortable emotions overwhelm adolescent

58
Q

risk of depression for adolescents is

A

high

59
Q

what proportion of adolescents reports depressive disorder?

A

1/4

females are more likely to experience depression

60
Q

causes of depression in adolescence vary greatly but include

A

genetic vulnerability, family dysfunction, cognitive attribution style, adolescents’s explanation of causes of behaviour + events
also physiological cahnges

61
Q

adolescents are particularly sensitive about stigma of

A

seeing a therapist + getting treatment for depression

but less concerned than other age groups about using antidepressant medications

62
Q

best long-term prognosis for depression arises from combination of

A

medication + therapy

63
Q

fully-blown depressive disorder is diagnosed when person experiences

A

5 or more symptoms every day for at least 2 wks

64
Q

9 symptoms of depression

A

depressed mood - feelings of sadness, emptiness + hopelessness

dec interest in most activities

significant weight loss without dieting or significant weight gain

insomnia or excessive tiredness

observable restlessness or psychomotor retardation (appearing slowed down)

loss of energy/fatigue

feeling worthless or excessive guilt

diminished concentration or persistent indecisiveness

recurrent thoughts of death, suicidal thoughts, or suicide attempt

65
Q

what kind of risk is associated with antidepressants?

A

suicide

not approved for patients < 18yrs

66
Q

males outnumber females in completed suicides, but

A

females attempt suicide more frequently

males - firearms
females - hanging + overdosing

67
Q

inc risk of suicide in

A

gay people + racial minorities

68
Q

suicidal ideation

A

continued obsession with thoughts of suicide including methods, time, + place of suicide

high rates in minorities + mixed race - especially 9th grade females

69
Q

what is more common than adolescent suicide?

A

non-suicidal self-injury

deliberate self-injury with no suicidal intent for prupose of self-punishing, managing negative emotions, or communicating personal distress

depressive symptoms consistently associated

often self-cutting

PSYC228 (16 decks)

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