Test 3 Flashcards
1
Q
Possible Selves
A
What individuals might becomes, what they would like to become, and what they are afraid/dread becoming
2
Q
Life Review
A
- prominent in Erickson’s final stage of psychosocial development
- looking back at life experiences, evaluating them, interpreting them, and often reinterpreting them
- Reminiscence therapy
3
Q
Reminiscence Therapy
A
Older adults discussing past experiences and activities with a single person or as a group
4
Q
Self Esteem
A
Global evaluations of the self. Also referred to as self image or self worth
seeing self as a good person
5
Q
Self concept
A
domain specific evaluations of the self
academics, athletics, appearance
6
Q
Strategies for increasing self esteem
A
- identify cause of low self esteem and the domains of the competence important to the self
- provide emotional support and opportunities for social approval
- take responsibility for one’s own self esteem
- achieve goals
- develop effective coping strategies
7
Q
Self regulation
A
the ability to control one’s behavior without having to rely on others’ help
8
Q
Erickson’s identity vs. identity confusion
A
faced with deciding who they are, what they are all about, and where they are going in life - questions arise throughout life but are especially important in adolescence
9
Q
Contemporary thoughts on identity
A
- identity development is a lengthy process
- gradual and less of a crisis then Erikson suggested
- healthy identities are more flexible and adaptive
10
Q
identity formation involves
A
- commitment to a vocational direction
- ideological stance
- sexual orientation
11
Q
James Marcia’s 4 Statuses of Identity
A
- Identity diffusion: not experienced crisis or made any commitments. undecided about occupation and ideological choices. likely to show little interest in things
- identity foreclosure: have made a commitment but no crisis. Parents often hand down commitment in authoritarian way before adolescent has chance to explore different approaches, ideologies, or vocations of their own.
- Identity moratorium: during a crisis whose commitments are either absent or vaguely defined
- Identity achievement: undergone crisis and made commitment
12
Q
Cultural and ethnic identity
A
- identity formation is influenced by culture
- ethnic identity: sense of membership in an ethnic group and attitudes and feelings that relate to that membership
13
Q
Primary sex hormone
A
Estrogens: females physical sex characteristics and helps regulate period
Androgens: (testosterone) promotes development of male gents and secondary sex characteristics
14
Q
Parent gender stereotyping
A
- parents influence their children’s and adolescents’ gender development by action and example (rewards and punishment)
- mothers more involved than fathers
- mothers= daughters more obedient and responsible
- fathers= pay more attention to sons, engage more with them, promote sons’ intellectual development
15
Q
gender stereotyping
A
- boys are more rigid than girls
- male traits are instrumental: being independent, aggressive, power oriented
- female traits are expressive: warm and sensitive
16
Q
socioemotional similarities: aggression
A
- boys are more physically aggressive than girls
- girls use the same amount of or more verbal and rational aggression
17
Q
Sex in America Survey response
A
- more conservative than previously believed
- ruled by marriage and monogamy for most Americans
- men slightly more experienced
18
Q
Sexual orientation and its sources
A
- similar physiological responses during sexual arousal and seem to be aroused by the same types of tactile stimulation
- likely determined by combo of genetics. hormonal, cognitive, environmental factors
19
Q
Sexuality in late Adulthood
A
- older adults still have desires and most still have sex
- older without partner are less likely to engage in sex
20
Q
intrapersonal
A
regulates person’s activities when not engaged in social interaction
21
Q
interpersonal
A
regulates social interactions and arbitrates conflict
22
Q
heteronomous morality
A
- 4-7
- justice and rules as unchangeable removed from people’s control
23
Q
autonomous morality
A
- 10 and older
- aware rules and laws are created by people and in judging action consider both intentions and consequences
24
Q
immanent justice
A
- if rule is broken, punishment with be given immediately
25
preconventional reason
- kohlberg’s 1st and lowest level
- moral reasoning strongly influenced by external punishment or reward
26
conventional reasoning
- kohlberg’s 2nd level
- develop expectations about social rules
27
post conventional reasoning
- kohlberg’s 3rd and highest level
- morality involves flexible thinking and is more internalized
28
social cognitive theory of moral development
- emphasizes a distinction between moral competence and moral performance
29
Freud’s psychoanalytic theory of moral development
- guilt and the desire to avoid feeling guilty and the foundation of moral behavior
30
bandura’s role of self control
proposed that in developing a moral self, individuals adopt standards of eight and wrong that served as guides and deterrents for conduct
31
difference between sympathy and empathy
empathy is how much compassion and understanding we can give to another.
understanding how someone feels
sympathy is more of a feeling of pity for another
relief in not having the same problems
32
parenting recommendations
- warm and supportive (inductive reasoning and authoritative parenting style)
- non punitive (don’t withdrawal love as punishment)
- helps kids learn about others perspectives and feelings
- involve kids in family decision making and thinking about moral decision
- model moral behaviors and thinking
- provide info about what is expected and why
- foster an internal sense of morality
- help kids understand and regulate neg. emotions
33
the hidden curriculum
created by school and classroom rules, the orientation of teachers and admins and text materials
34
religion in childhood/adolescents and emerging adulthood
- religious socialization to endure people will carry on a religious tradition
- adopt religious teachings of their upbringing
35
functions of peer groups
provide a source of info and comparison the world outside the family
36
social cognition: social knowledge
involved in children’s ability to get along with peers
37
regulation of emotions
- play strong role in determining whether a child’s peer relationships are successful
- moody/emotionally neg. = rejected by peers
- emotionally pos. = popular
38
types of play
1. sensorimotor play
- infant behavior to derive pleasure from exercising their sensorimotor schemes. making things work and exploring cause and effect
2. practice play
- repetition in behavior when new skills are being learned or when physical or mental mastery and coordination of skills are required for games or sports
3. pretense/ symbolic play
- child transforms a pests of the physical environment into symbols (make believe) 18 mo to 5 year
39
trends in play
- free play declined for young kids in recent decades
- restricted at home and school for more time on academic subjects recess taken away
- missed cognitive benefits of play
- missed socioemotional benefits of play
40
adolescents and leisure
adolescents in us spend more time in leisure actinide than in other places also spend most of time on screen based activities
41
activity theory of aging
- more active and involved = more satisfied they will be with their lives
- increase leisure time 3 times more likely to have slower progression to having functional disability
42
disengagement theory of aging
- to cope effectively older adults should gradually withdrawal from society
- develop increasing self preoccupation
- lessen emotional ties with others
- show deceasing interest in society affairs
