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winter 23 > PSYC3509 test 1 > Flashcards

PSYC3509 test 1 Flashcards

1
Q

Defining age boundaries of adolescence

A
  • age 11 to 20
  • start of growth spurt to full adult
  • appearance of secondary sex characteristics to ability to reproduce
  • parents grant more freedom to independence
  • beginning of self-identification to the achievement of it
  • shift in family to peers - achievement of intimacy with peers
  • finish elementary school to finishing formal education
  • beginning to date and work - having a formal job and serious relationship
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2
Q

Normative Transitions

A

Changes that most adolescents go through at roughly the same point in their development (ex. dating, graduating, etc.)

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3
Q

Idiosyncratic Transitions

A

Changes that take place at unpredictable points during adolescence (ex. divorce, moving, illness, etc.)

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4
Q

Early Adolescence

A

11-14 (going into high school,

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5
Q

Middle Adolescence

A

15-18 (graduating high school, going to college, dating)

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6
Q

Late Adolescence

A

19-22 (getting a degree, moving out, getting a job, etc.)

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7
Q

Developmental Tasks

A

The skills, attitudes, and social functions that culture expects members to acquire at a particular point in their lives

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8
Q

Biological and Evolutionary Theories of Adolescence

A

Hall suggested that current characteristics and
behaviors may have been influenced
by evolutionary forces. Reproductive fitness is The Darwinian principle that genetic characteristics that make the survival of one’s offspring more likely will gradually become more common in the population (survival of the fittest).

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9
Q

Psychological Theories of Adolescence

A

Sigmund Freud: psychosexual stages (child grows up and feels the urge to experience an intimate and mature relationship with someone from outside the family)
Erik Erikson: psychosocial stages (distinctive ways that
developmental changes in the child, adolescent or adult interact with the social environment to make particular issues more salient)

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10
Q

Cognitive Theories of Adolescence

A

Piaget: different ways of thinking about and building an understanding of the world (4 cognitive stages: sensorimotor, exploration through direct sensory and motor functions; preoperational, use of images such as words and images; concrete operations, logical thought about concrete objects; formal operations, abstract and hypothetical reasoning

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11
Q

Endocrine System

A

A system of glands that produce hormones, as well as parts of the brain and nervous system that regulates
hormone production

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12
Q

Hormones

A

Chemical substances that circulate through the bloodstream and regulate many bodily functions

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13
Q

Hypothalamus

A

A part of the brain that monitors and regulates many bodily functions, including hormone production

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14
Q

Pituitary

A

An endocrine gland that is considered the master gland of the endocrine system

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15
Q

Gonads

A

The sex glands: the ovaries in females and the testes in males

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16
Q

Estrogen

A

Female sex hormones, principally estradiol, secreted mainly by the ovaries

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17
Q

Androgen

A

Male sex hormones, principally testosterone, secreted mainly by the testes

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18
Q

Adrenarche

A

The time very early in puberty when the adrenal glands begin to produce a hormone called DHEA

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19
Q

Menarche

A

The time at which a girl has her first menstrual period

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20
Q

Spermarche

A

the beginning of development of sperm in boys’ testicles at puberty

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21
Q

Primary Sex Characteristics

A

Males: penis and testes grow, spermarche
Females: Sex organs, ovaries, uterus, & vagina grow, menarche

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22
Q

Secondary Sex Characteristics

A

Males: hair growth, sweat glands, skin (rougher)
Females: same as males plus enlargement of breasts

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23
Q

Early Puberty

A

Females: breast bud, pubic hair, growth spurt
Males: testicular growth, genital growth

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24
Q

Middle Puberty

A

Females: menarche
Males: spermarche, start growth spurt, deeper voice

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25
Q

Late Puberty

A

Females: early/middle symptoms continue
Males: increase in muscle and body hair

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26
Q

The Growth Spurt

A

A period of rapid physical development that lasts from about 10 to 16 for girls and 12 to 18 for boys.

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27
Q

Peak Height Velocity

A

The fastest change in height, which occurs at around 12 for girls and 14 for boys.

28
Q

Asynchronicity

A

The fact that, during early adolescence, different parts of the body change at different times and different rates

29
Q

Tanner stages

A

A system used to rate the development of secondary sex characteristics during puberty

30
Q

Parental Responses to Puberty

A

Major changes in parent-child relationships: increase in conflicts, boundaries, and responsibilities
Gender Intensification: pressure from parents to act according to traditional gender roles

31
Q

Cultural Responses to Puberty

A

Puberty Rites: different cultures recognize the transition into adulthood differently

32
Q

describe the impact of early puberty in girls

A

more depressive disorders, substance use disorders, eating disorders, and disruptive behavior disorders

33
Q

describe the impact of late puberty in girls

A

body image concerns, low self-esteem, depression, and later sexual activity. Delayed puberty is also associated with peer stress and social isolation

34
Q

describe the impact of early puberty in boys

A

-Early maturation shows signs of antisocial behaviors, more sexual partners, more drug use, less sleep, and higher BMI. Later development associated with fewer
antisocial behaviors less drug use and higher depressive symptoms.
-Social withdrawal in early adolescent boys had an inverse association with testosterone levels
-Deviations from social expectations and being victims of bullying

35
Q

describe the impact of late puberty boys

A
  • White matter development is related to puberty, and it is not age specific: differences between early and late puberty, white matter regions showed less diffusivity in later puberty.
  • The main impact of delayed puberty was dissatisfaction
    with physical appearance: Puberty-promoting therapy was associated with a positive change in perceived appearance
  • In late-maturing boys, advanced ego development
    was associated with elevated levels of anxiety
36
Q

Synaptic Pruning

A

A process in which brain circuits that are less used are eliminated, leading to a faster, more efficient cognitive
system

37
Q

Cerebral Cortex

A

The outermost layer of the brain is the site of most higher-order brain functions.

38
Q

Myelination

A

The development of sheaths of myelin insulation along the axons of brain cells makes their operation more sensitive and precise

39
Q

Brain Neuroplasticity

A

the brain has the capacity to change in response to experience, major re-modeling (still maturing), and changes in neural structures of the brain

40
Q

Three Main Processes of Piaget’s Theory

A

Assimilation: Piaget’s term for the process by which one tries to understand a new experience by making it fit with existing knowledge or understandings
Accommodation: the process of changing one’s cognitive structures in response to new information or experiences
Equilibrium: understanding using pre-existing knowledge as well as new experiences

41
Q

Alfred Binet

A

Wanted to investigate intelligence in adolescence: used objective measures, found individual differences in
cognitive abilities or intelligence came up with the intelligence quotient (IQ)

42
Q

General Intelligence

A

influences our ability to think and learn all intellectual tasks

43
Q

Crystallized Intelligence

A

knowledge of the world

44
Q

Fluid Intelligence

A

ability to think on the spot to solve problems

45
Q

Standardized measures of intelligence

A

stanford bidet test, weschler scales of intelligence, leiter international performance scale

46
Q

Weschler Intelligence Scale for Children-5th Ed

A

Verbal Comprehension: vocabulary, similarities, information, comprehension
Visual-Spatial: block design, visual puzzles
Fluid Reasoning: matrix reasoning, figure weights, picture concepts, arithmetic
Working Memory: digit span, letter span, letter-number sequencing
Processing Speed: coding, symbol search, cancellation

47
Q

Influences of Social Class and Ethnicity on IQ

A

Cultural Bias: standardized tests might be biased toward education provided to privileged white middle-class children (e.g., think about the general knowledge questions in the WISC-5)
Genetic Background: hereditary differences in intellectual potential
Environmental Factors: under-resourced and disorganized environments are not optimal for intellectual growth

48
Q

Family Systems Approach

A

Understanding how families function as a complete unit
encompassing the influences of all involved relationships
Complex network of subsystems that influence each other

49
Q

Disequilibrium

A

In a family system, a situation in which there is a significant change in a family member or in a relationship between family members

50
Q

Negative Feedback Loop

A

A system in which a change in one connected factor leads to a change in the opposite direction in the other
connected factor (being understanding causes a decrease in negative emotions)

51
Q

Positive Feedback Loop

A

A system in which an increase or decrease in one connected factor leads to a change in the same direction in the other connected factor (being aggressive causes a decrease in positive emotions)

52
Q

LeVine’s Parenting Goals

A

Parental goals for children:
1. ensure survival to adulthood
2. give skills and attitudes to support themselves in
adulthood
3. encourage social values to flourish

53
Q

Baumrind’s Parenting Styles

A

two dimensions:
Responsiveness (degree of sensitivity to the child’s needs of the parents)
Demandingness (degree of rules and expectations set by the parents for the child to comply to)

54
Q

4 Parenting Styles

A

Authoritarian (high demandingness, low responsiveness) (ex. Captain Von Trapp from the sound of music)
Authoritative (high demandingness, high responsiveness) (ex. burt hummel from glee)
Permissive (low demandingness, high responsiveness) (ex. regina george’s mom from mean girls)
Neglectful (low demandingness, low responsiveness) (ex. jj’s dad from outerbanks)

55
Q

Mindful Parenting

A

Being warm and nurturing….authoritative
Undivided attention and remaining non-judgemental
Parents must take into account their own emotions and
behaviors during interactions
Self-compassion during parenting errors

56
Q

4 types of attachment

A

Secure: uses parent as a secure base, upset at separation and seeks parent at the reunion, easily soothed by a parent. Parents are responsive and sensitive to the childs signals, ae affectionate and expressive, initiates frequent close contact with child

Insecure Avoidant: okay with separating from the parent, impartial at the reunion, treats stranger and parent the same. Parents are insensitive to the childs signals, avoids close contact and rejects child bids for contact, may be angry, irritable, or impatient

Insecure Resistant: does not separate from the parent, is wary of strangers even when a parent is present, extremely upset and hard to soothe (resists parent at the reunion). Parents are inconsistent or awkward in reacting to child’s distress, seems overwhelmed with tasks of caregiving

Disorganized: reluctant towards the parent, may express fear when with the parent, may “freeze” their emotions for short periods. Parents are intrusive, emotionally unavailable, may dissociate or be in a trance-like state, confuses or frightens the child, may be harsh

57
Q

Internal Working Models

A

The basic positive or negative concepts that children form about other people and about themselves

58
Q

Family

A

A group involving at least one adult who is related to the
child by birth, marriage, adoption, or foster status
– Responsible for providing:
▪ basic necessities of life
▪ love
▪ support
▪ safety
▪ stability
▪ opportunities for learning

59
Q

Family Structure

A

A number of relationships among the people living in a household
* Alterations in family structure:
– Influence interactions amongst family members
– Affect family routines and norms
– Affect children and adolescent’s
emotional well-being

60
Q

Divorce and Adolescence

A

Mechanisms by which divorce can affect children
– Parent with whom the child lives: single, time-
intensive, financially constrained
– New school, neighborhood disrupting routines
and social networks
Outcomes
– Positive: less conflict, fewer emotional problems
– Negative: depression, delinquent behavior

61
Q

Remarriage and Stepfamilies

A

Simple stepfamily, or complex/blended stepfamilies
Stepfathers more likely to have strained relationships with stepchildren (girls); conflict with stepparents is common
Positive relationships with each parent/step-parent can have independent positive benefits on children.

62
Q

Divorce and Mental Health

A
63
Q

Divorce and Self Esteem/Self Identity

A

As a multidisciplinary team, we have a few reasons why Carolyn may be struggling with self self-esteem and would like to help you out and give suggestions. As there is a high prevalence of low self-esteem in 16-year-old children that live in a divorced household, the lack of closeness to a father has a long-term impact. This may be an indicator of vulnerability to depression at a later
stage. In addition, studies show that children in lone-parent households are even more vulnerable to self-esteem issues, in contrast to a rearranged family dynamic. As Carolyn mostly lives with her mother, she may be struggling with confidence in conversations, in regard to positive self-identity. Studies reveal that a presence of a strong father figure is a key component in
maintaining the teen’s emotional well-being. As parental support is efficient in an overall maintained and positive well-being. If Carolyn has any conflicts and/or issues with her father, the help of a male father figure may help increase her self-esteem (such as an uncle, coach, or mentor). Providing extra support to Carolyn during this time can help her work through these challenges. Being mindful and supportive is beneficial to her overall well-being and self-esteem. In addition, on your part, employment stability helps defend against low self-esteem and can be beneficial for Carolyn

64
Q

Divorce and Academics

A

Across the board, it is expected that grades and attendance will decrease for adolescents of divorce. Your concerns regarding Eugene are valid and should be discussed with both parents present. Firstly, ensuring Eugene continues to attend class is important. Secondly, having well-rounded and consistent relationships with both parents is important so you should focus on sharing custody. Both parents should be equally actively involved in Eugene’s life, academically, and outside of school. Involvement in helping Eugene with homework has also been shown to improve their overall well-being. Thirdly, do you know if there is anything going on with Eugene? Is he attending school, does he have symptoms of depression? Have you noticed any other changes in his behavior? There could be something more going on in his life that might need to be addressed.

65
Q

Divorce and Substance Abuse

A

It is common for children of divorce to have substance use problems, as nearly fifty percent do, and children of divorced parents have a higher risk of turning to substance use. It is often used as a coping mechanism for children who rely on distractions for coping, and it is more common for children who are around peers who also use substances. Children of divorce are more at risk
of using harder drugs due to emotional turmoil. Parental support for the child, as well as supporting better behavioral and cognitive coping can help to mitigate substance use. Both parents and children benefit from psychological support, and reducing involvement with peers and family who use substances can help, as well as being aware of family history involving substance abuse. Physical activity can also act as a protective factor in reducing substance use. Intervention in teens who use substances has been shown to decrease excess substance use as an adult

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