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Lifespan Developmental Psych Test 3 > Social Emotional Development in Adolescence > Flashcards

Social Emotional Development in Adolescence Flashcards

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1
Q

Erikson’s Theory: Identity vs. Role Confusion

A

Identity: What you are, what you value and your direction in life
Role Confusion: Shallow, directionless and unprepared for the challenges of adulthood

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2
Q

Changing Understanding of the Self

A

Development of more abstract descriptors (e.g., “intelligent”)
-Initially contradictory in their description of themselves
-Gradually gets organized into a more cohesive whole through the use of qualifiers (e.g., fairly)
Place more emphasis on psychological qualities such as social virtues and moral values than school age children

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3
Q

Changes in Self-Esteem

A
  • The self-concept of the school-age child becomes more complex with the addition of new facets to the self: (Close friendships, Romantic appeal, Job competence)
  • Transitioning from different schools may predict temporarily lower self-esteem, however adolescence is usually marked by high esteem levels
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4
Q

Identity Achievement (Identity Statuses)

A

Level of Commitment: High

Level of Exploration: High

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5
Q

Moratorium (Identity Statuses)

A

Level of Commitment: Low

Level of Exploration: High

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6
Q

Identity Foreclosure (Identity Statuses)

A

Level of Commitment: High

Level of Exploration: Low

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7
Q

Identity Diffusion (Identity Statuses)

A

Level of Commitment: Low

Level of Exploration: Low

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8
Q

Information Gathering (Identity Status and Cognitive Style)

A

Identity Achieve and Moratorium

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9
Q

Dogmatic, Inflexible (Identity Status and Cognitive Style)

A

Foreclosure and Diffusion

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10
Q

Diffuse-Avoidant (Identity Status and Cognitive Style)

A

Long-Term Diffusion

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11
Q

Factors Affecting Identity Development

A
  • Identity status (Personality characteristics)
  • Parenting practices
  • Interaction with peers
  • School and community involvement
  • Societal forces
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12
Q

Pre-Conventional Level (Kohlberg’s theory of Moral Development)

A

Stage 1: punishment and obedience

Stage 2: instrumental purpose orientation

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13
Q

Conventional Level (Kohlberg’s theory of Moral Development)

A

Stage 3: the “good-boy-good girl” orientation

Stage 4: social-order maintaining

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14
Q

Post-Conventional (Kohlberg’s theory of Moral Development)

A

Stage 5: social contract orientation

Stage 6: universal ethical principle

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15
Q

Sex Differences in Moral Reasoning

A

-Carol Gilligan proposed the existence of gender-based differences in moral reasoning
(Males emphasize justice, Females emphasize caring)
-Both genders are equally capable of exhibiting both types of moral reasoning, but men and women tend to reason more immediately along lines of justice and caring respectively

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16
Q

Moral dilemmas, Social Conventions and Personal Concerns

A

-Conflict and concern over personal choice increases
-Increasing consideration over the boundaries of “personal choice” and “community obligations.”
(-Consideration of the right to exclude others becomes more flexible
-Ideal reciprocity – demand that protections they have be extended to others
-Violation of strongly held social conventions in the name of personal choice is wrong)

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17
Q

Influences on Moral Reasoning

A
  • Child rearing
  • Schooling
  • Peer interaction
  • Culture
  • Religion
18
Q

The Neurology of Morality

A

Two “moral systems” in the brain

19
Q

Emotional (The Neurology of Morality)

A

Emotion based systems, such as those near the amygdala

20
Q

Utilitarian (The Neurology of Morality)

A

anterior regions of the dorsolateral prefrontal cortex.

21
Q

Response Conflict (The Neurology of Morality)

A

Anterior Cingulate Cortex

22
Q

Relationship Between Moral Reasoning and Behavior

A

Relationship between reasoning ability and actual behavior is only modest

  • Empathy and sympathy
  • Temperament
  • Cultural experiences
  • Moral identity
  • Just educational environments
23
Q

Kohlberg’s Theory Today

A
  • Morality in everyday life (Pragmatic approach to morality)
  • Cognitive-developmental approach to morality (Apparent “after-the-fact” moral reasoning is actually the result of a high degree of forethought
  • Stages overlap slightly and are not as “stage wise” as Kohlberg had initially hypothesized
  • Near universal progression across the first 4
24
Q

Gender

A
  • Gender intensification
  • Puberty emphasizing gender-based appearances and linking for them gender-based behaviors
  • Parental encouragement of gender-traditional behaviors
  • Dating behavior may also enforce gender stereotyped behaviors and appearance
25
Q

Gender intensification

A

Increasing gender stereotyping of attitudes and behavior

Movement towards a more traditional gender identity

26
Q

The Family

A
  • Adolescents typically strive to gain autonomy, especially from parents
  • Changing parent-adolescent relationship
  • Immigrant parents have the added pressure of teaching/allowing their teens to become more acculturated to the mainstream culture (Acculturative stress)
  • Family circumstances
27
Q

Changing parent-adolescent relationship (The Family)

A

Increased autonomy
Distancing
De-idealization of their parents

28
Q

Family circumstances (The Family)

A

Family stressors can make it harder for parents to operate at the level of care and openness that is more conducive for teens

29
Q

Peer Relations

A

Friendships and Friendships and adjustment

30
Q

Friendships (Peer Relations)

A
  • Emphasis on intimacy and psychological closeness
  • Sex differences
  • Online communication serves to enforce existing friendships as well as provide platforms for making new friends
31
Q

Friendships and adjustment (Peer Relations)

A
  • Opportunities for exploring the self and developing understanding of another
  • Foundation for future intimate relationships
  • Helping young people deal with the stress of adolescence
  • Improve attitudes toward and involvement in school
32
Q

Peer Relations

A
  • Cliques and Crowds

- Dating

33
Q

Cliques (Peer Relations)

A

Groups of about 5-7 members who are friends and resemble one another in family background, attitudes and values

34
Q

Crowd (Peer Relations)

A

Several cliques with similar values can form into a larger, more loosely knit group
Based on reputation and stereotype

35
Q

Dating (Peer Relations)

A
  • Ethnic and cultural differences in age of first dating and dating partners
  • Middle school associated with “casual dating”
  • By middle adolescence more long-term and monogamous dating relationships form
36
Q

Problems in development

A

Depression and Suicide

37
Q

Depression (Problems in development)

A
  • 15-20% of adolescents have had at least 1 major depressive episode
  • 2-8% are chronically depressed
  • Gender differences in rates
  • Biology and environmental factors can influence depression rates
38
Q

Suicide (Problems in development)

A
  • 3rd leading cause of death among teens
  • Gender differences in successful attempts
  • Ethnic differences in suicide rates
39
Q

Routes to Adolescent Delinquency

A

12-17 year olds account for 14% of police arrests

  • Heightened reward seeking behavior and peer influence contribute to increase in criminal behavior
  • Gender gap
  • Intelligence, SES and ethnicity as predictors
  • Chronic delinquency associated with: poor academic achievement, peer rejection antisocial peers and harsh parenting environment
40
Q

Early Childhood (Routes to Adolescent Delinquency)

A
  • Difficult temperament, Cognitive Deficits, ADHD

- Conflict ridden home; lax and inconsistent discipline

41
Q

Middle Childhood (Routes to Adolescent Delinquency)

A
  • Rejection by peers
  • Commitment to deviant group
  • Academic Failure
  • Child conduct problems; hostility, defiance, and persistent aggression
42
Q

Adolescence (Routes to Adolescent Delinquency)

A

Delinquency

Lifespan Developmental Psych Test 3 (3 decks)

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