social development in adolescence Flashcards
what are the 3 major characteristics of social development?
growth, differentiation, synthesis
develop new skills/concepts, experience new emotions, function in larger social and personal domains =
growth
range of activities/behaviours/skills/social contacts expand and change, differences between individuals become larger, own unique developmental trajectories =
differentiation
need to synthesise all newness in a coherent approach to the world =
synthesis
what are the central goals of adolescent development?
be autonomous and emotionally regulated, sense of self-identity, form close relationships with both same and other sex peers
what are the 5 domains in which adolescent development occurs?
social environment, puberty, family, peer group, self
we can’t understand social development without understanding parallels in what?
cognitive and emotional development
according to this theory, human development is sequenced according to an evolutionary timeline. what theory is this?
storm and stress
according to Hull, ______ recapitulates _______ in human development
ontogeny, phylogeny
the evolutionary growth and development of a species =
phylogeny
the personal growth of an individual being from conception =
ontogeny
give an example of how ancestral characters are preserved in an organisms development
both chick and human embryos have a stage where they have slits and arches in their necks > identical to gill slits and arches in fish > supports that chicks and humans share a common ancestor with fish
idea that from conception we start as one cell and develop into a fully grown human. is this development ontogeny or phylogeny?
ontogeny
according to Hull, human development proceeds from animal like to ______________
higher order functioning
what does Hull believe leads to inevitable storm and stress during adolescence?
recapitulation occurs as a result of more primitive areas of the brain (cortical regions) maturing before ones that appear more recently in our evolutionary history
given proper education and environment, _______ can suppress _______ during the adolescent period
ontogeny, phylogeny
what is Hull’s overall idea?
we move from animal like behaviours/thinking abilities to higher order ones (thus recapitulating phylogeny)
what are some of the criticisms of Hull’s account for storm and stress?
actual occurrence has been exaggerated, majority of teens don’t experience storm and stress, studies of family relations and changes of emotion over time don’t support that adolescence is a universally difficult period, because it is expected parents overanalyse their teens behaviours and emotions, stressful for some but not for all
behaviour results from interactions between a person and their environment = what and who’s theory?
Lewin’s Field theory
what does B = F (P,E) mean?
behaviour (B) is a function (F) of an interaction between a person (P) and their environment (E)
combination of all factors that influence behaviour at any time =
life space
what can different factors be divided up into?
different life space regions
regions are separated by permeable boundaries that respond to what?
individual characteristics, needs, perceptions of the environment
number of regions =
complexity of the individual
permeability of boundaries =
degree that different regions interact/talk to each other
what happens when a region is activated?
puts the region under tension which alters boundary paths, valences (emotions) and goals of the particular region
give examples of some regions of the environment?
home, family, religion, abstract concepts
are boundaries separate or can they overlap?
they can do both
regions within the linespace have _______ or _______ properties and ________ or _______ valences
attracting, repulsive, positive, negative
movement towards or away from a valences region =
locomotion
what does Lewin’s theory suggest happens when conflicts arise?
different goals compete for locomotion, when goals carry both + and - valences
what happens in the life space as a person ages?
more regions, boundaries between regions become less permeable
how is change in the linespace characterised in adolescence?
increased locomotion from one region to another
why do adolescents show increased locomotion?
widening of the lifespace > new cognitively unstructured situations > in between being a child and an adult
what are the effects of shifting in locomotion into unknown regions?
behavioural uncertainty occurs, emotional instability and sensitivity, prone to imbalances in behaviour
what does Lewis argue to be the 2 key changes in teen years?
locomotion toward cognitively unstructured regions, familiar regions change (physical = growth/puberty, relationships with family/friends)
difficult period of transitioning from a child to adult group membership =
social locomotion
what are the effects of social locomotion?
feel confused in intermediate phase, don’t belong to either group completely
what do time allocation patterns of teens provide insight into?
individual value systems and life goals
what are the criticisms with Lewis’s field theory and concept of life space?
very subjective, can’t be tested well, how are different regions defined? very complex
in adolescence, what may their time allocation reflect?
their social-cognitive development
race and ethnic background are associated with?
different time allocation to various activities
what is time allocation of teens in different races/ethnic backgrounds dependent on?
country, culture, SES
it has been shown that unless leisure is optimally arousing it is perceived as?
boredom
what is leisure boredom found in rural youth associated with?
substance use and deliquency
what did Vazsony find in his countries time allocation study?
most teens spend most time on their own than interacting with people, Hungarian teens spend more time with family, dutch teens spend more time in solitary activities
