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Developmental psychology II > Unit 4 > Flashcards

Unit 4 Flashcards

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1
Q

What is identity crisis?

A

a temporary period of distress as young people experiment with alternatives before settling values and goals

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2
Q

What is the psychological conflict of identity crisis according to Erikson?

A

identity vs. role confusion
-> who am I?

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3
Q

What does the crisis resolve with?

A

identity achievement
-> reconsideration of goals and values of parents and culture
-> forging own identity

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4
Q

What is James Marcia’s theory?

A

identity development as a process of exploration followed by commitment

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5
Q

What is identity achievement in James Marcias theory?

A

commitment to values and goals AND period of exploration
-> hat alternativen explored jetzt committed to self-chosen goals

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6
Q

What is Identity moratorium in James Marcia’s theory?

A

Moratorium: delay or holding pattern
Exploration but without having reached commitment
-> process of exploring

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7
Q

What is Identity foreclosure in James Marcia’s theory?

A

Commitment in absence of exploration
-> accept a ready-made identity chosen for them by authority figures

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8
Q

What is Identity diffusion in James Marcia’s theory?

A

lack of both exploration and commitment
-> lacks clear direction: not committed to values and goals, and also not trying to reach them

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9
Q

According to James Marcia’s theory, does identity development follow a single path or many paths?

A

many paths
-> varies across people

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10
Q

What does identity formation usually involve?

A

exploring range of alternatives
-> making provisional commitments but changing if it doesn’t fit

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11
Q

What are the influences of Identity achievement, moratorium, foreclosure and diffusion each in relation to well-being?

A
  • Identity achievement and moratorium: psychologically healthy routes to a mature self-definition
  • Identity foreclosure and diffusion: maladaptive (long-term)
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12
Q

What are characteristics of Identity Moratorium?

A

at times anxious and depressed about finding commitments
-> active, information gathering cognitive style (for personal decisions and solving of problems)
-> ACHTUNG: if exploration becomes to overthinking (ruminative) - distress and poor adjustment

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13
Q

What are characteristics of Identity-achieved or exploring individuals?

A

higher self-esteem, more open to alternative ideas and values, more advanced in moral reasoning

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14
Q

what are some characteristics of Foreclosure?

A

offers sense of security, is a dogmatic, inflexible cognitive style
-> fear of rejection, or might join cults or extremist groups

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15
Q

What are characteristics of Diffusion?

A

least mature in identity development
-> diffuse-avoidant cognitive style (I don’t care attitude)
-> low in self-esteem and prone to depression

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16
Q

What is the self-concept in teenagers compared to those of younger children?

A

more complex

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17
Q

How do adolescents describe themselves?

A

in abstract descriptors that often are contradictory

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18
Q

What is a highly prominent dimension of who am I in the preteen and early teen years and becomes less dominant in late adolescence?

A

appearance
in adolescence: ideology and belief more important

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19
Q

How do most teenagers think of themselves by late adolescence?

A

in terms of enduring traits, beliefs, personal philosophy and moral standards

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20
Q

How does self-esteem develop in adolescence?

A

drops at beginning and then rises steadily
-> especially good feeling about peer relationships, physical appearance and athletic capabilities

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21
Q

What is linked to adjustment difficulties?

A

low self-esteem

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22
Q

What factors influence self-esteem how?

A
  • authoritative parenting, encouragement from teachers: stable, favorable self-esteem
  • critical and insulting parents: unstable, low self-esteem
  • peer acceptance can have protective effect on self-esteem
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23
Q

What does development at adolescence strive for?

A

Autonomy
-> in emotional component and behavioral component

24
Q

What increases during adolescence?

A

parent-child conflicts
-> especially between mothers and daughters

25
Q

What does Deidealizing mean in terms of adolescents and their parents?

A

viewing them as “just people”
-> no longer bend as easily to parental authority

26
Q

What is considered effective parenting?

A

a balance between connection and separation
- autonomy fostered with support

27
Q

What interrupts development of autonomy? What is it linked to?

A

coercive or psychologically controlling parents
-> linked to depression, low self-esteem, drug use, etc.

28
Q

What do parents want for their children?

A
  • prevention of delinquency,
  • reduction in sexual activity,
  • improved school performance, and
  • positive psychological well-being
29
Q

What are tipps for parents to increase their relationship with their children?

A

communication, NOT controlling

30
Q

What are characteristics of adolescents friendships?

A

Intimacy, Mutual understanding, Loyalty
-> friends are most important source of social support

31
Q

What is the difference between boys and girls in friendships?

A

boys: gather for activity
girls: emphasize emotional closeness

32
Q

What is co-rumination?

A

repeatedly mull over problems and negative emotions
-> more common in girls
-> TRIGGERS anxiety and depression

33
Q

What can nowadays contribute to friendships closeness? Are there issues with it?

A

online interactions (social media)
-> yes! - lost sense of interaction in real life and sexually uninhibited posts are possible

34
Q

What is very high social media use linked to?

A

unsatisfying face-to-face social experiences, boredom, depression

35
Q

What do close friendships provide?

A

opportunities to explore the self and develop a deep understanding of another
-> foundation for future intimate relationships

36
Q

What can be devastating in topic dating?

A

cheating, flirting, switching, disloyalty, breakups and unreciprocated crushes

37
Q

What is Lawrence Kohlberg’s theory?

A

the moral development theory

38
Q

What are moral dilemmas?

A

stories involving a conflict between two moral values

39
Q

What are the 3 stages of moral understanding in Kohlberg’s moral development theory?

A

The Preconventional Level
The Conventional Level
The Postconventional or Principled Level

40
Q

What does the Preconventional level of Kohlberg state?

A

Morality is externally controlled
-> children accept rules of authority
-> punishment = bad, reinforcement = good

41
Q

Which 2 stages does the preconventional level contain?

A

The punishment and obedience orientation
The instrumental purpose orientation

42
Q

What is the punishment and obedience orientation of the preconventional level?

A

stage 1
Individuals who find it difficult to consider 2 points of views in a moral dilemma
-> overlook people’s intentions, focus on fear of authority and avoidance of punishment

43
Q

What is the instrumental purpose orientation of the preconventional level?

A

you should do things that are rewarded and avoid things that are punished
-> some beginning of concern for other people but only if it benefits child itself as well

44
Q

What does the conventional level of Kohlberg state?

A

individuals regard conformity to social rules
-> not for reasons of self-interest

45
Q

Which 2 stages does the Conventional level contain?

A

Stage 3: The good boy-good girl orientation (mutual interpersonal expectations)
Stage 4: The social-order-maintaining orientation

46
Q

What is the good boy-good girl orientation of the conventional level?

A

good behavior is what pleases other people
-> desire to obey rules because they promote SOCIAL HARMONY
-> maintain friendships
-> want to be good person

47
Q

What is the social-order-maintaining orientation of the conventional level?

A

individual takes into account a larger perspective - that of societal laws
-> not dependent on close ties to others anymore

48
Q

What does the postconventional level of Kohlberg state?

A

Individuals move beyond unquestioning support for their own societies rules and laws
-> new kind of personal authority
-> individual makes choices and judgments based on self-chosen principles

49
Q

Which 2 stages does the postonventional level contain?

A

Stage 5: The social contract orientation
Stage 6: The universal ethical principle orientation

50
Q

What is the social contract orientation of the postconventional level?

A

Individuals can imagine alternatives to their own social order
-> emphasize fair procedures for interpreting and changing the law

51
Q

What is the universal ethical principle orientation of the postconventional level?

A

right action is defined by self-chosen ethical principles of conscience
-> valid for all people, regardless of law and social agreement
-> involves balancing equally valid, but conflicting moral principles against one another

52
Q

How is the moral development in Kohlbergs stages of moral understanding?

A

slow and gradual
Stages 1 and 2: early adolescence
Stage 3: increases through mid-adolescence and then declines
Stage 4: rises over teenager years until young adults

53
Q

How many people move beyond stage 4 in Kohlbergs Stages?

A

few
-> post-conventional morality is so rare, no clear evidence for existence

54
Q

What influences moral judgements according to Kohlberg?

A

Situational factors
-> talking through issues with others, relying on intuition, emotions, etc.

55
Q
A

Developmental psychology II (4 decks)

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